Exploring a contemporary picturebook with young readers in the foundation phase

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH South African Journal of Childhood Education Pub Date : 2023-08-31 DOI:10.4102/sajce.v13i1.1290
Makeeda N. Phekani
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Abstract

Background: Given the ongoing literacy crisis in South Africa, there is a need for teachers, as well as teacher education programmes, to explore various means to enable learners to develop reading comprehension. This study sought to examine the intricacies of a series of small group literacy activities that hinged on the in-depth and repeated engagement with a contemporary picturebook. Furthermore, it aims to evaluate whether children can develop an affinity for these books.Aim: The aim of the study was to explore the ways young readers engage with a contemporary picturebook by way of their oral and painted responses.Setting: The study was a qualitative case study, which took place at an urban public school in the Northern Suburbs of Johannesburg.Methods: The research design followed that of a case study. Data were collected using semi-structured interviews during two paired readings, as well as a focus group discussion (FGD). Additional data were collected through children’s painted artefacts and their subsequent individual interviews on these paintings.Results: The findings indicate that learners initially had superficial verbal engagements with the picturebook, which was complemented by more creative responses on further readings. Another finding was that the facilitation by the researcher and the interaction with peers improved the learners’ depth of engagement. Lastly, the learners’ initial basic descriptions of what was visible was complemented by a more nuanced appreciation of the aesthetic features of the picturebook.Conclusion: Based on the findings, it is concluded that full depth of picturebooks and their affordances in classroom literacy programmes be introduced in detail to pre-service and in-service teachers in order to foster rich and meaningful reading experiences for learners.Contributions: This research functions to contribute to the limited body of literature surrounding children’s reading experiences of picturebooks and overall learning specifically in South Africa.
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探索当代绘本与年轻读者在基础阶段
背景:鉴于南非持续的扫盲危机,教师和教师教育计划需要探索各种方法,使学习者能够发展阅读理解能力。本研究试图考察一系列复杂的小团体识字活动,这些活动与当代绘本的深入和反复接触有关。此外,它旨在评估孩子们是否能对这些书产生亲和力。目的:本研究的目的是探索年轻读者通过口头和绘画反应参与当代绘本的方式。环境:该研究是一个定性案例研究,在约翰内斯堡北郊的一所城市公立学校进行。方法:采用个案研究法进行研究设计。数据收集采用半结构化访谈在两次配对阅读,以及焦点小组讨论(FGD)。通过儿童手绘工艺品和随后对这些绘画的个人访谈收集了额外的数据。结果:研究结果表明,学习者最初对绘本有肤浅的口头交流,在进一步的阅读中得到了更有创造性的回应。另一个发现是,研究人员的引导和与同伴的互动提高了学习者的参与深度。最后,学习者最初对可见内容的基本描述被对绘本美学特征的更细致的欣赏所补充。结论:基于研究结果,我们得出结论,绘本的全面深度及其在课堂识字课程中的作用应详细介绍给职前和在职教师,以便为学习者培养丰富而有意义的阅读体验。贡献:本研究的功能是为南非儿童绘本阅读体验和整体学习的有限文献做出贡献。
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来源期刊
South African Journal of Childhood Education
South African Journal of Childhood Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.90
自引率
11.10%
发文量
50
审稿时长
25 weeks
期刊最新文献
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