• Korean Journal of Child Education & Care
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• v.18 no.2
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• pp.17-32
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• 2018

The purpose of this study is to examine the development of theory of mind on the story sharing with picture books. The subject of this study is 38 five years olds children who are attending C kindergarten in J city, Jeollabuk-do province. It was executed that an twelve sections of storytelling with picture books during six weeks. The storytelling activities were performed with predicting and listening of picture book contents, problem situation knowing and story sharing, feeling of the character mind condition, and activities evaluating. The results were as follows. First, the story sharing with picture books were significantly different between the groups on the development of mind. Second, the story sharing with picture books including theory of mind were effective on the perspective taking ability. The results showed that the story sharing with picture books was effective teaching and learning method.

• Korean Journal of Childcare and Education
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• v.10 no.4
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• pp.51-69
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• 2014

To investigate the effects of story making activities by utilizing postmodern picture books on young children's creativity and story construction ability, this study targeted 21 five-year-old preschoolers in G daycare center and 18 five-year-old preschoolers in J daycare center located in J Gun, Busan City. 21 young children in G daycare center engaged in story making activities by utilizing postmodern picture books totaling 18 times for 12 weeks, and 18 young children in G daycare center, the comparison group, read postmodern picture books individually in free choice activity time. The results of the study are summarized as follows. Story making activities by utilizing postmodern picture books made statistically more significant progress in the subordinate elements of creativity and all the subordinate elements of story construction ability. That means those activities, by utilizing postmodern picture books, have a positive effect both on the development of young children's creativity and story construction ability.

• Korean Journal of Child Education & Care
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• v.17 no.4
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• pp.31-50
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• 2017

The purpose of this study developing early childhood unification education program preparing for unification using a picture story book, to cultivate right understanding toward North Korean society and rational perception of unification based on the consciousness of ethnic community and democratic citizenship and also to build the consciousness and attitude that will achieve unification in a peaceful way. For developing the program, this paper, with requested survey of teachers in the field of early childhood unification education and with study of references, consists of a purpose, objective, and education contents of early childhood unification education program preparing for reunification using a picture story book. The contents of early childhood unification education program preparing for unification using a picture story book mainly consist of having an identity as a people of Korea(historical identity, cultural identity, identity as Korean in the world), understanding of North Korea(understanding of culture, language, food, and nature of North Korea), reconciliation between South and North Korea(between individuals, groups, and nations), and peaceful unification(peace, unification).

• KLA journal
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• v.45 no.11 s.354
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• pp.57-60
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• 2004

• Journal of the Korean Society for Library and Information Science
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• v.51 no.3
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• pp.83-108
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• 2017

As a public institution, it is the duty and responsibility of a library to provide readers with information about books. To provide such information to readers, a librarian should have the ability to provide satisfactory consultation and advice. As interest in picture books grows, there is an increasing need for libraries and librarians to produce and release picture book reviews on a regular basis to inform readers of what makes a good picture book, and which among similar books should they choose. Other than summarizing the content of a picture book, a good picture book review should also provide additional information that will help readers understand the reviewed book such as the literary symbolism of a book's visual texts. To this end, a librarian is required to develop visual literacy, which would enable him/her to read into the deeper meaning of the images imbued with the writer's ideas and philosophy. In light of the above discussion, this study compares and analyzes two picture book versions of the story Little Red Riding Hood, with the purpose of helping librarians understand the visual texts that they need to refer to when writing picture book reviews.

• Korean Journal of Child Education & Care
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• v.18 no.2
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• pp.49-63
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• 2018

The objective of this study is to understand the effects of storybook making activity based on masterpiece appreciation on the language expression and picture appreciation ability of young children. Targeting 47 five year-old children of S & A kindergartens in Gwangju Metropolitan City, they were randomly assigned like 23 children for experimental group and 24 for comparative group. The experimental group performed the storybook making activity based on masterpiece appreciation for four sessions within 12 weeks while the comparative group expressed their feelings and thought into painting after appreciating masterpieces during the same period of time. Using SPSS 18.0 Program for the collected data, t-test was conducted for differences in the results of language expression and picture appreciation ability. The results of this study are as follows. First, the storybook making activity based on masterpiece appreciation had significant effects on the whole language expression except for sentence length, and it improved the language expression of young children. Second, the storybook making activity based on masterpiece appreciation had significant effects on the overall picture appreciation ability, and it improved the picture appreciation ability of young children. Such results imply that the whole process of appreciating masterpieces and making/appreciating storybook by expressing pre/post stories of painting into writing and drawing would be an effective teaching/learning method for the improvement of language expression and picture appreciation ability of young children.

• The Journal of the Korea Contents Association
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• v.10 no.2
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• pp.176-183
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• 2010

Picture book is the artistic format to develop forms an organic relationship with text and illustration. Not only meaning which the text and illustration deliver from the picture book but understand the symbolic meaning can discover new enjoyment of reading picture book. Sees the text and illustration of the picture book at one unit which is put in indivisible relationship and analyzing in semeiology provides the viewpoint which is important in picture book comprehension. The Greimas's theory of signification leads and understands the interaction of the text and illustration of world-famous author Anthony Browne's picture book 'Gorilla'. In addition, analysing the structural connection with text and visual expression it approaches the integrated meaning of a story from a new point of view. From the researches of existing interpreted the Hanna and relationship of dad was simple being lonely but this research sees which there exists not only paternal love but also heterosexuality between Hanna and dad and could newly be interpreted with the viewpoint where heal the discord is principal.

• Journal of the Korean Home Economics Association
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• v.41 no.3
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• pp.17-30
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• 2003

The purpose of this study was to explore the difference mother-child verbal interaction between wordless and narrative picture book. Forty-two 4-year-old middle class children(21 girls and 21 boys) and their mothers were observed in their home. Major findings were as follows: 1) Mothers' verbal interaction strategies shows difference according to the genre of the book. Mothers used more descriptive statement, descriptive questions, inferential statements, evaluative statements and elaborative feedback when sharing the wordless book than the narrative book. 2) Children differently interact when reading picture books of different genres. Children used more descriptive statements, inferential statements and elaborative feedback. 3) Compared with the narrative picture boot mother and child engaged in more turn-taking when reading the wordless picture book. 4) While the proportion of collaborative type was higher when reading the wordless boot the proportion of passive type was higher when the narrative book.

• The Journal of the Korea Contents Association
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• v.17 no.6
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• pp.9-21
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• 2017

The purpose of this study was to explore the characteristics of children's favorite picture books by age according to genre. For this purpose, children of 6 and 9 year old were interviewed from October 2015 to January 2016, and the final data of 34 children were selected for analysis. The collected data were analyzed by inductive coding qualitatively. The results of this study are summarized as follows: First, picture books preferred by 6 year old children appeared in the order of folktale picture books, story picture books, korean-domestic poetry picture books, informational picture books, and they didn't prefer korean-translated poetry picture books. They tended to like interesting story and well-constructed plots. Second, picture books preferred by 9 year old children were surveyed in the order of story picture books, folktale picture books, korean-domestic poetry picture books, and they didn't prefer informational picture books and korean-translated poetry picture books. They explored literary elements extensively and considered them as interesting factors. Based on these results, this study revealed reasons why children of different ages prefer particular picture book genre, and proposed ways to use picture book genres widely by age.

• Archives of design research
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• v.16 no.4
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• pp.233-242
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• 2003

The illustrations of picture book for children transmit not only one image but also the summary and contents of the picture book by connecting images harmoniously. The images of picture book give children a variety of emotion and impression depending upon the location of image at various factors such as blank and form, texture and colors, and space feeling, etc. Therefore, the picture book for children has the continuity transmitting the flow of images by not only the contents of natural story but also uniform and rhythmical factors. The continuity of images can transmit images by visual ideas that are produced depending upon the connections of pictures between writings and picture, between images, and inside images. In such a way, children can understand the contents of story. The paper examines the continuity of the images of the picture book for children and describes correct expressions on harmonious connections of the images made based on children's individuality and ingenuity.