• Korean Journal of Child Studies
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• v.19 no.1
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• pp.169-182
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• 1998

This study investigated the verbal responses of kindergarten children to fantasy and realistic picture books. The subjects were 60 five-year-old children divided into small groups of 4 children each. Each group was read four picture books of which two were fantasy and two were realistic. Transcripts of the children's responses were analyzed for number, content, and type of verbal response. Mean scores and standard deviations were measured and the data were analyzed by repeated one-way ANOVA. Results showed that the children showed (1) more verbal responses to the fantasy than to the realistic picture books. (2) They gave more verbal responses to fantasy picture books than to realistic books in terms of character, scene, event, and vocabulary. They also gave more verbal responses to fantasy picture books than to realistic books in terms of informative, heuristic, and imaginative types.

• Korean Journal of Child Studies
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• v.27 no.1
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• pp.81-94
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• 2006

Participants in this study of the effect of story making activity on the language expression and creativity of young children were all forty 5-year-old children in a child-care facility. The experimental group read the fantasy picture book and engaged in story making activity; the control group read the same fantasy picture books the experimental group but didn't have any story making activity. Experimental treatments were given twice a week for 6 weeks. Data were analyzed by MANCOVA using scores of the pre-test as covariance. Differences were found between experimental and control groups in language expression and creativity showing that story making activity using the fantasy picture book was more effective than just reading without story making activity.

• Journal of the Korean Society for Library and Information Science
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• v.52 no.1
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• pp.35-63
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• 2018

Korean picture books have been recognized for their value as cultural products in the international publication markets. As results of analysis of publishing situation of Korea picture books that have been introduced in the inside and outside of the country, knowledge information picture books for education are mainly exported to China, and picture books of traditional culture and books about Korean emotions to Japan and France. Specially in France, fantasy picture books in various genres and themes, and picture books with various attempts expanded the boundary to children's literature have been introduced. Based on this situation, Korean Libraries can discuss and present their roles and extensional plans of picture books as reading contents and also fine cultural contents in other country.

• Journal of Information Technology Applications and Management
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• v.29 no.1
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• pp.47-57
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• 2022

The purpose of this study is to analyze the current status of augmented reality picture books, which have been steadily developed since 2010, as a genre of electronic picture books, and to reveal how children's immersion in augmented reality picture books differs from paper picture books. To this end, 30 augmented reality picture books on the market were analyzed according to genre, life theme, implementation method, and augmented reality scene ratio. As a result of the study, it was found that the genre of picture books was in the order of information fairy tales, daily fairy tales, and historical fairy tales, and there were no traditional or fantasy fairy tales. Animals and plants accounted for about half of the life topics, and in some cases, there were only a few or no other life topics. In the augmented reality implementation scene, it consisted of only one page in the early days, but all pages are now possible to implement augmented reality due to technology development, production cost reduction, and improved hardware performance of smartphones. It was found that the augmented reality implementation method used CD-ROM in the early days, but gradually became possible to implement using only mobile phones and tablets that were easy for readers to access. In addition, after presenting four picture books to eight 5-year-old infants, the immersion time was measured and the immersion behavior was observed. As a result, augmented reality picture books showed higher immersion[immersion time, immersion behavior] than paper picture books, but compared by literature genre, life fairy tales were higher in paper picture books and natural fairy tales in augmented reality picture books. It was higher when presenting augmented reality picture books after presenting paper picture books according to the order of presentation of picture book types. The results of this study suggest that more diverse life topics and augmented reality picture books in the genre of children's literature should be developed to increase the utilization of augmented reality picture books. In addition, considering that there are differences in immersion between types, literary genres, and reading experience [presentation order], it is expected to increase the educational effect by using picture books complementarily.

• The Journal of the Korea Contents Association
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• v.14 no.11
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• pp.972-981
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• 2014

This study intended to analyze picture books and activity contents of Book Start Program targeting infants and preschooler. Target objects were 244 picture books with their activities contained on casebook of Book Start Program. First, the study outcome showed that the most type of its picture books in general was fantasy, while, by ages, play books for those in 6~18 months, information books for those in 19~35 months, and fantasy books for those in 36 months~before going to school were the most. Second, contents of the picture books showed the most order of nature exploration, social relationship, art experience, while by ages, contents on nature exploration were the most in all ages, while social relationship and art experience showed statistically significant difference by ages. Third, the outcome of activity contents utilizing the books showed drawing activities were the most, while activities other than drawing showed statistically significant difference by ages. This result shows that they chose a picture book suitable for the developmental characteristics of the infants and preschoolers, but that the contents of the picture book were not closely associated with the activities. The outcome of this study lies in offering information and basis on ways to choose effective picture books and their activities to those planning and running Book Start Program in the future.

• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.243-265
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• 2013

The purpose of this study is to figure out how a child, as an active responder, responds to the characters of fantastic picture books by analyzing the child's questions and comments through the reading aloud approach. The subjects of this study are fifty-four children under five years old. Nine fantastic picture books are used as the study materials. The contents of the analysis are the frequency of children's questions and comments, the types of responses and the reasons of preferences to the characters. The results of the analysis are as follows: Firstly, the frequency of comments is three times higher than the frequency of questions. Secondly, the frequency of "evaluative questions" is the highest and "imaginative questions" is the next highest. The frequency of "transparent questions" and "personal questions" are comparatively low. Thirdly, most of the children answered that the reason of preference of the characters was "the character's appearance" and then "their subjective feeling to the character", "the character's role" and "the character's characteristics" in that order. Only one child answered that it was "the character's gender." This study will contribute to the planning and implementation of the strategies of reading picture books and to the strategic study to improve children's responses as well.

• Korean Journal of Childcare and Education
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• v.11 no.4
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• pp.81-107
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• 2015

Ninety-eight bestselling children's picture books from 2008 to 2014 were analyzed for multicultural education. The criteria used for the analysis included Culture, Diversity, Identity, Equity, Anti-bias, and Cooperation that were drawn from Kim & Park (2011). An examination of the books revealed that they contained concepts of Cooperation, Identity, Culture, and Diversity in their orders of frequency while ideas of Equity and Anti-bias were barely depicted. Differences between domestic and translated books were found. Translated picture books reflected Diversity more frequently than domestic ones. Under a criterion of Culture, Recognizing Differences and Similarities was more frequently portrayed in translated books while Respecting for Cultures was more frequently found in domestic ones. Findings were discussed in terms of bestselling picture books' limitations of dealing with critical multicultural issues, domestic picture books' lack of reflection of changing multicultural realities, fantasy picture books'dealing with critical multicultural issues through metaphors, and possible problems of the books conveying biased or confusing messages. It was suggested that an adult's role is essential when the bestselling literature is used for the purpose of multicultural education. Their deliberate guidance can help young children engaged in critical issues of race, gender, and ability and develop their multicultural sensitivities through literature.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.34 no.4
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• pp.303-329
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• 2023

This study aimed to investigate the current state and suggest future directions of children's and young adult literature education in Library and Information Science(LIS) departments in Korean universities. Courses related to children's and young adult literature in 34 LIS departments in Korea were investigated, and in-depth interviews and surveys were conducted with professors and instructors who have experience teaching courses related to children's and young adult literature in LIS departments. The results show there are on average 1.7 courses related to children's and young adult literature in undergraduate programs. 36% of schools had less than one course related to children's and young adult literature, and most of them were Reading Guidance courses. 83%(24 out of 29 people)of the survey participants said they teach children's and young adult literature in their classes. The professors and instructors spent the most of their lecture time on picture books. They spent the minimum time on genres such as SF, Fantasy, and manhwa. Lack of time to teach so many things in short 16 weeks made them feel rushed and distressed. Some survey respondents regarded themselves as non-experts in children's and young adult literature, even though they had competency in that field, which shows the general atmosphere in the LIS field that LIS people are not qualified enough to be experts in children's literature. All interviewees and some survey respondents insisted children's and young adult literature education in the LIS departments should be practical. Professors and instructors tried their best to incorporate diverse teaching methods, including discussions, storytelling, writing reviews, so their students can acquire proper knowledge on children's and young adult library services.