Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1991. / Source: Masters Abstracts International, Volume: 45-06, page: 2771. Typescript. Includes bibliographical references (leaves 108-114).

Past research shows that feelings toward aesthetic reading, or reading for enjoyment, are down across the nation, even in those pursuing a degree in elementary education (Applegate & Applegate, 2004; National Endowment for the Arts , 2004). As reading rates drop, it becomes even more imperative that our future educators have a passion for reading, and are able to intrinsically motivate their students (McKool & Gespass, 2009; Nathanson, Pruslow & Levitt, 2008). The recommended practices for breaking the cycle of aliteracy are to deemphasize textbook driven lectures (Krashen, 1993; Nathanson et al., 2008; Sardo-Brown & Beeghly, 1996), enable text self-selection (Applegate & Applegate, 2004; 2014; Cardarelli, 1992; Krashen 1993; McKool & Gespass, 2009; Nathanson et al., 2008), include reflective journals (Nathanson et al., 2008), encourage open discussion (Applegate & Applegate, 2004; 2014; Krashen, 1993; McKool & Gespass, 2009; Nathanson et al., 2008; Sardo-Brown & Beeghly, 1996), provide opportunities to reflect on students' own personal views of literacy (Gomez, 2005), and incorporate "well-planned instructional experiences to allow students to experience what it feels like to be enthusiastic about reading" (Applegate & Applegate, 2004; Applegate et al., 2014; Gomez, 2005; Krashen, 1993; McKool & Gespass, 2009; Morrison, Jacobs, & Swinyard, 1999; Nathanson et al., 2008; Powell-Brown, 2003; Ruddell, 1995; Sardo-Brown & Beeghly, 1996). The intent of this thesis is to explore if a positive shift in the perceptions and motivations of pre-service elementary education teachers can occur through enrollment in a course on Literature for Children. Literature for Children, LAE 3414, is a required course for those pursuing a degree in elementary education at the University of Central Florida. The course's design follows the recommended practices for teaching a love of literature. This study tracked the perceptions and motivations of pre-service teachers enrolled in two class sections of this course over the fall 2014 semester, in order to see if a positive change in their feelings toward aesthetic reading occurred, and to what extent their enrollment in this course on Children's Literature affected this change. At the beginning of the semester, out of a total of 63 participants for the pre-survey, 68.3% reported that they felt enthusiastic toward reading, while 31.7% reported that they felt unenthusiastic. By the end of the course, out of 54 post-survey participants, 87% of participants reported that they felt enthusiastic toward reading, while 13% reported that they felt unenthusiastic. Both class sections surveyed experienced a positive shift in their perceptions and motivations toward aesthetic reading, as a result of enrollment and participation in this course.

of the thesis The dissertation thesis deals with the problem of using children's literature in teaching foreign languages at elementary schools. It frames the topic by Czech curricular documents and constituents of the teaching-learning process, provides a historical survey and lists the genres of the children's literature. It characterizes the skill of reading in foreign language teaching and deals with the position of the literary text and lesson planning with children's literature within the foreign language teaching process. Attention is also paid to children's literature as the constituent of the pre-service teacher training. The aim of the thesis is to find out whether children's literature is used in foreign language teaching at elementary schools, whether contemporary textbooks use it, how it is perceived by in-service and pre-service teachers and last but not least what children's literature in the teaching-learning process of foreign languages has to offer. Research tools used for the purposes of the thesis were questionnaires, observations, specially prepared teaching materials based on literary texts and analysis of a textbook. The research proved that children's literature is used both by contemporary textbooks and by teachers in the foreign language education process. Since there is...

Submitted by TAISA ANDRADE DE SOUZA SILVA RIBEIRO null (agataaz@yahoo.com.br) on 2016-09-20T03:33:28Z No. of bitstreams: 1 Papel e Tela - um estudo sobre preferências das crianças, literatura infantil e narrativas televisivas.pdf: 1552963 bytes, checksum: c57006a6235cfa922209297c7abeb2fd (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-09-22T19:06:54Z (GMT) No. of bitstreams: 1 ribeiro_tass_me_prud.pdf: 1552963 bytes, checksum: c57006a6235cfa922209297c7abeb2fd (MD5) / Made available in DSpace on 2016-09-22T19:06:54Z (GMT). No. of bitstreams: 1 ribeiro_tass_me_prud.pdf: 1552963 bytes, checksum: c57006a6235cfa922209297c7abeb2fd (MD5) Previous issue date: 2016-08-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Considerando a linha de pesquisa “Processos formativos, Ensino e Aprendizagem”, do Programa de Pós-Graduação em Educação da FCT/UNESP, campus de Presidente Prudente/SP, e partindo de investigações realizadas no CELLIJ (Centro de Estudos em Leitura e Literatura Infantil e Juvenil “Maria Betty Coelho Silva”) e atividades desenvolvidas junto ao projeto “Hora do Conto” sobre formação leitora, tem sido possível perceber que, diante dos avanços constatados na contemporaneidade, especificamente no cenário literário, as narrativas, os modos de ler e, consequentemente, os leitores passaram por grandes mudanças. O texto impresso em papel no formato de livro não é mais a única fonte de leitura. Com o desenvolvimento de novas tecnologias de comunicação e informação, a televisão se apresenta como um dos meios de comunicação social que veicula narrativas infantis. Nesse cenário se encontra o atual leitor em processo de formação, dividido entre o livro infantil e a televisão, que se relacionam com seu modo de ser, pensar, agir, estar no mundo e vivenciar aspectos da sua vida cotidiana. Em face do exposto, o objetivo desta pesquisa foi compreender como ocorre a formação do gosto/interesse leitor do aluno de 2º ao 5º ano do Ensino Fundamental de uma escola de rede pública do município de Presidente Prudente-São Paulo, no que concerne às narrativas que lhes são postas desde a infância, diante do livro literário como suporte impresso de leitura e da televisão como suporte digital. A pesquisa, de cunho quanti-qualitativo, relacionou as escolhas das narrativas quanto à diversidade de gênero e grupo etário e analisou a qualidade desse material em relação ao conteúdo. Como resultados, foi traçado um perfil do leitor que emana a partir desses textos e identificadas possíveis interferências na constituição do sujeito criança em formação. / This study is linked to the research line “Formative processes, Teaching and Learning” from the Graduate Program in Education from the Faculdade de Ciências e Tecnologia, FCT – UNESP, in Presidente Prudente/SP, and it started from researches accomplished at CELLIJ (Centro de Estudos em Leitura e Literatura Infantil e Juvenil “Maria Betty Coelho Silva”) and activities developed with the project “Tale Time” about formation of readers, it has been possible to perceive that toward the ascertained advances in contemporaneity, specifically in the literary scene, the narratives, the ways to read and respectively the readers went through great changes. The text printed in paper in book format is not the only reading source anymore. With new communication and information technologies’ development, the television presents itself like a mean of social communication that conveys children’s narratives. In this scene, the current reader in process of formation is divided between the children’s book and the television, that are related to his/her way of being, thinking, acting, being in the world and experiencing aspects of his/her daily life. Based on the above, this research aimed to understand how the reader’s formation of taste/interest occurs in students from second to fifth grade of elementary school of a municipally-run public school in Presidente Prudente – São Paulo, in relation to the narratives that are made available to them since childhood, toward the literary book as printed support and the television as digital support. The research, with qualitative and quantitative nature, related the choices of narratives about the gender diversity and age group and analyzed the quality of this material in relation to the content. As results we profiled the reader that emanates from these texts and we identified possible interferences in the child’s constitution as a person in formation.

The master thesis deals with the importance of the book in evolution of the children's imagination. The first part includes short introduction to problems of children's imagination. The second part is engaged in ontogeny of child from prenatal period to the middle childhood and in progress of key competences. It analyzes selected psychological approaches, which had the imagination as a subject of the research. The thesis explains and defines basic terms and processes of the imagination. It deals with a specific phenomenon of the children's imagination and with the evolution of the imagination. The third part introduces typical children's literature, directs on the traditional fairytale and it specifies problems of the literary characters too. It describes the historical development of the Czech book illustration, importance of the illustration in books for children and it also describes children's drawings. The fourth part applies all of previous pieces of knowledges into the work experience in kindergarten. It also describes relations between child and school or child and book. The final part of the master thesis includes summary of the information. [Author's abstract].