By Evelyn Arizpe, Morag Styles
This publication describes the attention-grabbing result of a 12 months research of kid's responses to modern picturebooks. young children of fundamental college age, from a number of backgrounds, learn and mentioned books via the award-winning artists, Anthony Browne and Satoshi Kitamura. They then made their very own drawings in line with the books.The authors stumbled on that kids are subtle readers of visible texts, and may be able to make experience of advanced photos on literal, visible and metaphorical degrees. they may be able to comprehend varied viewpoints, examine moods, messages and feelings, and articulate own responses to picturebooks - even if they try with the written word.With color illustrations, and interviews with the 2 authors whose books have been incorporated within the learn, this publication demonstrates how vital visible literacy is to kid's figuring out and improvement. basic and Early Years academics, literacy co-ordinators and all these drawn to kid's literature will locate this an enthralling learn.
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Extra resources for Children Reading Pictures: Interpreting Visual Texts
1994: 4–5) Perkins goes on to develop the idea of what he calls ‘experiential and reflective intelligence’ which he describes as ‘the deployment of one’s intellectual resources to intelligent behaviour … By cultivating awareness of our own thinking, asking ourselves good questions, guiding ourselves with strategies, we steer our experiential intelligence in fruitful directions’ (1994: 11). His conclusions perfectly mirror our findings, which is why we have quoted them at length in this chapter.
Anstey and Bull’s Reading the Visual (2000) provides a comprehensive introduction to the genre and discusses the place of the picturebook in the curriculum within the Australian context. Talking Pictures (Watson and Styles 1996), particularly the chapters by Bromley, Rosen, Styles and Watson, puts children in the spotlight, often analysing shared readings which demonstrate how very young readers can engage intellectually with picturebooks. The importance of young readers’ response is also emphasised in another collection of articles, What’s in the Picture?
This is in tune with Vygotsky’s notion that children’s development interacts with their cultural experience, and that perception, action and speech are inseparable and necessary for the acquisition of knowledge. As Bruner has pointed out (1983), in Piaget’s theory the child is very much alone in sorting out actions and thoughts, receiving little help from others. Bruner also stresses the importance of problemsolving in learning but he is more interested in the social processes it implies. According to Bruner,9 building on Vygotsky’s insights, the development of knowledge and the formation of concepts can be accelerated by ‘scaffolding’, particularly through the use of mediated language as the more experienced inducts the less experienced learner into understanding.
Children Reading Pictures: Interpreting Visual Texts by Evelyn Arizpe, Morag Styles