Children and pre-school teachers daily meet pictures in picture books, usually during planned reading sessions. The purpose of this study is to provide a picture of what strategies pre-school teachers have about the use of images in childrens literature to stimulate childrens language development. This study is a qualitative interview where I have chosen to focus on the pre-school teachers views on pictures and how they use them. This study shows that language development is a large area in which the picture is an important part. All pre-school teachers use the pictures to stimulate childrens language development. Three out of four pedagouges interviewed said that they deliberately discuss the pictures in the picture books with the children. / Bilder i barnböcker möter barn och pedagoger dagligen i förskolan, vanligen vid planerade lässtunder. Syftet med denna studie är att ge en bild av vilka strategier pedagogerna har kring användandet av bilderna i barnlitteraturen för att stimulera barns språkutveckling. Denna studie är en kvalitativ intervjustudie där jag har valt att fokusera på pedagogernas syn på bilder samt deras användande av bilderna. Denna studie visar att språkutveckling är ett stort område där bilden är en viktig del. Samtliga pedagoger använder sig av bilder för att stimulera barns språkutveckling. Tre av fyra intervjuade pedagoger svarade att de medvetet för diskussioner om bilderna i barnböckerna tillsammans med barnen.

Multiple researchers argue that many authors of children’s books are influenced by the prevailing view of the child and childhood, in both subject selection and ways of writing. The aim of the study is to investigate how societies norms and values are reflected in picture books, written between 2010-2018. What kind of childhood is portrayed in the chosen literature? How does the illustrations and text interact to reflect the children’s characters and perspective? After an extensive selection process with several criteria, five picture books were finally chosen for analysis. With tools from researches Nikolajeva and Rhedin I’ll be focusing on illustrations, personality and environmental descriptions, as well as narration and point of view. The conclusion shows indications that the child's vision, which is portrayed in the picture books, goes hand in hand with the image of the child as subject and actor, a researching child actively in their own development. It is also possible to see traces of the multi-contextual view of children and the image of the child that is emphasized in the preschool curriculum. Another clear pattern is that the picture books reflect family constellations, gender, culture, diversity and ethnicity in a way that largely extends beyond underlying prejudices and stereotypes. / Ett flertal forskare hävdar att många barnboksförfattare påverkas av den rådande barnsynen samt barndom i både ämnesval och sätt att skriva. Syftet med studien är att undersöka hur samhällets normer och värderingar återspeglas i bildböcker, skrivna mellan 2010-2018. Vilken syn på barn gestaltas i den valda litteraturen och hur kommer den till uttryck? Hur interagerar illustrationerna och texten för att spegla barnens karaktärer och perspektiv? Efter en omfattande urvalsprocess med ett flertal kriterier valdes slutligen fem bildböcker för analys. Med verktyg från forskarna Nikolajeva och Rhedin kommer jag att fokusera på illustrationer, person- och miljöskildring samt berättarröst och synvinkel. Slutsatsen visar indikationer på att den barnsyn som speglas i bilderböckerna överensstämmer med bilden av barnet som subjekt och aktör, ett forskande barn aktivt i sin egen utveckling. Det är också möjligt att se spår av den mångkontextuella barnsyn samt den bild av barnet som framhävs i förskolans läroplan. Ett annat tydligt mönster är att bildböckerna speglar familjekonstellationer, kön, kultur, mångfald och etnicitet på ett sätt som i stor utsträckning sträcker sig bortom underliggande fördomar och stereotyper. Anknytningen mellan dagens samhälle och modernare bilderböcker är väl förankrad, och tydliga avtryck från samtiden syns i samtliga analyserade bilderböcker.

O trabalho tem por objetivo investigar como crianças do terceiro ano do Ensino Fundamental de uma escola pública de São Paulo produzem textos narrativos orais e escritos a partir de um livro de imagem. Amparado pelo referencial teórico de Vygotsky, Bakhtin, Ferreiro, Soares, Colello, Geraldi, Kato, Fiorin e Rojo, entre outros, o estudo partiu de uma concepção sócio-interacionista de educação e dialógica de língua, apresentando também considerações acerca da literatura infantil, da necessidade de investimento na formação do leitor e da importância de se pautar o ensino da língua na escola como um processo reflexivo, particularmente no que diz respeito à compreensão dos gêneros textuais. Para a coleta do material, dez crianças foram convidadas, individualmente, a produzir um texto oral e outro escrito, após leitura de um livro de imagem. A análise dos textos foi realizada com base nos estágios da estrutura narrativa propostos por Fiorin e Savioli. O estudo comparativo das produções confirmou a relevância pedagógica do uso do livro de imagem, evidenciando que o uso de variadas modalidades de expressão pode favorecer a aprendizagem de crianças com diferentes competências. Também foi observada a pouca variação entre as produções orais e escritas, ao mesmo tempo em que se identificou que as crianças apresentam dificuldades em pontos específicos da narrativa, dependendo do estágio em questão. Com isso, destacamos a importância de se conhecer o processo de construção na produção dos textos narrativos, a fim de se ajustar o ensino às necessidades das crianças. / The objective of this study is to investigate how children in the 3rd grade of elementary cycle of a public school of São Paulo produce narrative texts both in oral and written form - using a picture book (not containing written text). Supported by the theoretical framework of Vygotsky, Bakhtin, Ferreiro, Soares, Colello, Geraldi, Kato, Fiorin and Rojo among others, the study was based on a socio-interactionist concept of education and dialogical language, also aspects about the children\'s literature, the need of improvement in the readers formation and the importance of guided language teaching in schools as a reflexive process, particularly regarding the understanding of textual genres. Ten children were invited individually to produce one oral and written text after reading a picture book. The analysis of each text was based on the stages of the narrative structure proposed by Fiorin and Savioli. The comparative study of the productions confirmed the pedagogical relevance of the use of a picture book, showing how the use of various modes of expression can promote the learning of children with different skills. It was also observed a little variation between the oral and written productions. However, within the vast range of children´s capabilities, each had difficulty in different sections of the narrative. Thus, we highlight the importance of understanding the construction process in the production of the narrative texts in order to adjust the teaching to the needs of children.

<p>Syftet med denna studie är att bidra med kunskap om hur synen på barn reflekteras genombarnlitteratur från åren 1930-2001. Mer specifikt har fyra olika bilderböcker analyserats:Hattstugan (1930), Känner du Pippi Långstrump (1947), Till vildingarnas land (1967) ochGittan och fårskallarna (2001). Analysen har rört böckernas personskildringar, berättarröstersamt tid, rörelse och kausalitet. De frågeställningar som har använts är: Hur framställsbarnkaraktärerna i dessa fyra barnböcker? Och vilken syn på barn gestaltas genom dessakaraktärer? Resultatet av analysen blev att ingen av böckerna förmedlar endast en syn på barnutan barnkaraktärerna framställs på flera olika sätt. Tydligt är dock att barnsynen sträcker sigfrån det inkompetenta barnet i den första boken till det relativt kompetenta och relativtresilienta barnet i de två sista av de analyserade böckerna.</p> / <p>The aim of this study is to contribute to the knowledge of how the view on children isreflected in children’s literature from 1930 to 2001. Specifically have four different picturebooks been analyzed, which are: Hattstugan (1930), Do You Know Pippi Longstocking?(1947), Where the Wild Things Are (1963/1967) and Bridget and the Muttonheads (2001).The analysis has concerned the book’s characterizations, the voice of the narrator along withtime, movement and causality. Two questions are asked in this essay and they are thefollowing: How are the characterizations of children portrayed in these picture books? Andwhich view on children do these characterizations portray? The result of the analysis was thatnone of the books portrayed only one view on children because the characterizations of thechildren were portrayed in different ways within the books. It is however evident that theviews on children go from the incompetent child in the first of the books to the relativelycompetent and relatively resilient child in the two latter books.</p>

Syftet med denna studie är att bidra med kunskap om hur synen på barn reflekteras genombarnlitteratur från åren 1930-2001. Mer specifikt har fyra olika bilderböcker analyserats:Hattstugan (1930), Känner du Pippi Långstrump (1947), Till vildingarnas land (1967) ochGittan och fårskallarna (2001). Analysen har rört böckernas personskildringar, berättarröstersamt tid, rörelse och kausalitet. De frågeställningar som har använts är: Hur framställsbarnkaraktärerna i dessa fyra barnböcker? Och vilken syn på barn gestaltas genom dessakaraktärer? Resultatet av analysen blev att ingen av böckerna förmedlar endast en syn på barnutan barnkaraktärerna framställs på flera olika sätt. Tydligt är dock att barnsynen sträcker sigfrån det inkompetenta barnet i den första boken till det relativt kompetenta och relativtresilienta barnet i de två sista av de analyserade böckerna. / The aim of this study is to contribute to the knowledge of how the view on children isreflected in children’s literature from 1930 to 2001. Specifically have four different picturebooks been analyzed, which are: Hattstugan (1930), Do You Know Pippi Longstocking?(1947), Where the Wild Things Are (1963/1967) and Bridget and the Muttonheads (2001).The analysis has concerned the book’s characterizations, the voice of the narrator along withtime, movement and causality. Two questions are asked in this essay and they are thefollowing: How are the characterizations of children portrayed in these picture books? Andwhich view on children do these characterizations portray? The result of the analysis was thatnone of the books portrayed only one view on children because the characterizations of thechildren were portrayed in different ways within the books. It is however evident that theviews on children go from the incompetent child in the first of the books to the relativelycompetent and relatively resilient child in the two latter books.

Denna studie syftar till att undersöka hur förskollärare tänker kring och arbetar med bilderböcker i barngruppen i den dagliga verksamheten. Studien undersöker förskollärares attityd till lässtunden och bilderbokens vidare användningsområden. Datainsamlingen gjordes genom kvalitativa intervjuer med fem förskollärare från fem olika förskolor. Materialet har bearbetats genom analys och resultatet är en förståelse för professionens möjligheter och begränsningar inom det berörda området. Denna studie utgår från en hypotes om att den planerade lässtunden i förskolan ofta är kort och utan bakomliggande tanke vad gäller språkutveckling. Resultatet visar på en tydlig språklig medvetenhet bland förskollärare i deras arbete med bilderböcker. Studien visar utifrån min hypotes andra resultat vad gäller bilderbokens vidare användningsområden samt barnens delaktighet i både lässtunder och annan användning av bilderboken. I resultatet av studien framkommer också förskollärarnas önskan om utökat arbete kring flerspråkighet, vilket vissa tror att en vidare användning av bilderboken kan ligga till grund för. / The purpose of this study was to explore preschool teachers’ attitudes and work with picture books as an active component of daily activities. The purpose was also to investigate in what other ways picture books are used apart from reading them out loud to the children. In order to examine this, qualitative interviews with five preschool teachers were used as a method of investigation. An analysis of the interviews indicates the possibilities and limitations of the profession in this area. This study is based on the hypothesis that the planned reading sessions with children in preschools are often short and without purpose in terms of language development. The result shows that the preschool teachers are well aware of the possibilities and applications offered by picture books. The result of the study shows a different view compared to the hypothesis, of how the preschool teachers use picture books in several different ways in their projects with the children. It also shows that the participation of the children while reading, and in other preschool activities, is a constant factor. The result also shows how preschool teachers wish to work more with multilingual development and that preschool teachers believe that picture books can provide the foundation for that kind of work.

The picture book is the children's first contact with the world of literature. The aim of our study is to look at how children and adults are portrayed in the picture book, from a gender perspective. Our aim is to critically examine how girls and boys, men and women are presented when it comes to both characteristics and appearance. Our research also focuses on how the text and images complete each other and we conduct a qualitative text and image analysis. We use Nikolajevas (2000) analytical model for picture books and previous research that already exists within the subject. In our paper we have clarified the concepts related to gender: gender, gender roles, gender equality and the picture book. We have also emphasized and described which gender patterns are found in each book. In order to obtain our results, we have examined three picture books that were published during the 2000s. Based on the analysis, we discovered that there are still stereotypical roles in the books. This also counts for the environment, clothes and accessories of the characters in the books. In all three books, however, we could also see some gender awareness and the willingness to question clear gender patterns.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

Three questions were investigated in the current study. First, do children with ADHD have language deficiencies in comparison to non-referred peers? Second, are there diagnostic group differences in parent and child storytelling when interacting in a joint picture-book setting or in parent reported home literacy habits? Third, are these differences related to child language scores? Parents of 25 children with ADHD and 39 comparison children, average age 7 years 6 months, told their children a story based on a wordless picture-book, and children then retold the story to an examiner without using the book. In addition, children made up two of their own stories and completed a standardized test of receptive and expressive language abilities. Children with ADHD demonstrated an expressive language deficiency compared to the non-referred children, but there was no group difference in receptive language scores. Parents of children in both groups told stories of similar length and complexity, as well as affective and responsive quality. However, for the ADHD group but not the comparison group, more positive and responsive parents told stories on a lower grade level. The length of the childs retell of the parents story did not differ across groups but children with ADHD told shorter stories when asked to make up their own stories without the external structure or salience of visual cues. Further, there were no significant group differences in the relations between parent storytelling and child language scores. The implications of these findings for understanding parent and child storytelling and language abilities of children with ADHD are discussed.

The purpose with this study has been to get a previous knowledge about how pre-school teachers look at the impact of the picture book for children and their language development and participation at the age of three to five years. The study was carried through inquiries at a pre-school in a west Swedish urban district. The study proceed from the sociocultural theory which means that children learn by teamwork with other more experienced individuals. The result shows that the pre-school teachers consciously let the interest of the children guide the choice of books. At the same time they push for the meaning of conversation with the children. The pre-school teachers prefers to work with a smaller group in picture book readings to stimulate language weak children and make them participant more. The children can look for and count things in the pictures, and the adults got a bigger focus on the talking child. Picture books are also meaningful in a theme at the pre-school. In the literature language is power and the children dare to take place, and that makes them participate in the pedagogical activity which takes place at the pre-school.