• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.5-28
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• 2012

This study was aimed to compare teacher's and mother's literacy beliefs, perception of picture books, and frequency of reading activities, and examine how these variables affect the interaction for reading picture books with preschoolers. The results of the survey from 120 teachers and 168 mothers who have 5-year-olds in Gyeonggi-do and Incheon-si are as follows. Teachers' literacy beliefs were closer to whole language beliefs than were mothers'. Teachers and mothers both fully realized the importance of reading aloud picture books to children with no difference between each other. The level of teachers was higher than mothers' in terms of pleasure of reading picture books. Mothers thought that it is important to reflect on preschoolers' development level, individual conditions, and daily lives when choosing picture books. On the other hand, teachers believed that the popularity of the book is more important. Overall, teachers perceived more benefits of reading picture books than mothers. Mothers reported more extensive interaction when reading books with preschoolers than teachers, while teachers spent more time on reading activities with preschoolers than mothers. Teachers' and mothers' frequency of reading activities and perception about the benefits of reading picture books had effects on their interaction for reading picture books with preschoolers.

• Journal of Information Technology Applications and Management
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• v.30 no.1
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• pp.21-32
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• 2023

This study presents a way to design picture books that allow children to experience indirectly through realistic media at home and educational institutions for children whose direct experiences and activities are reduced offline in the post-COVID-19 era. The development and popularization of realistic media such as AR continues to be grafted and developed in the picture book field, and the advantage of this picture book is that children at the stage before learning letters can feel the story and character situation of the book through the experience of AR and QR animation in the picture book. In this process, you can get access to imaginary areas that can not be experienced in flat-panel illustrations with spatial animation to help improve the scalability and literacy of the story contained on the page. Children's education through realistic animation can increase the learning effect and needs to continue after COVID-19. Therefore, by presenting the process of viewing and experiencing picture books using AR and QR, the result of the study suggests that the design process of realistic picture books is not just a combination of technology, but a process of expanding children's perception and imagination. This study aims to find out how visual perception is designed differently by analyzing the differences and characteristics of each animation design, focusing on the AR and QR picture book "Where am I?" published by the researcher, and to contribute to the active introduction and development of realistic animation in the field of children's picture books and education.

• Archives of design research
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• v.18 no.1 s.59
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• pp.263-272
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• 2005

The layout in picture book is a visual statement that arouses children's psychological reaction upon pictorial positions and those disposition, and that indicates a correlation between theme and background and characters' movements. This study firstly confirmed that children's perception and experience are variously formed according to age, past experience, psychological action, physiological impulse, mentality, growth environment, etc., in order to analyze how the pictorial layout in children's picture book has influence on children visually and psychologically. Likewise, visual and psychological perception was carried out targeting on the children between 4 and 7 years old, based on the perceptive specific and process that have been studied by previous researchers. In addition, the children's picture books published overseas or domestically were presented as the related cases, in order that the facts analyzed may be drawn to harmonious and effective pictorial layout. Lastly, it is expected that the conclusion suggested by this study may be of help to illustrators to design picture books individually and creatively, as well as be applied to studying effective expression in the educant who learn about illustration.

• Journal of Korean Library and Information Science Society
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• v.53 no.2
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• pp.189-214
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• 2022

The purpose of this study is to provide an understanding of the current status of picture book-related research in Korea. For this purpose, 1,660 picture book-related research papers produced in Korea by 2021 were analyzed. The results revealed through the analysis are summarized as follows. First, research papers began to appear in the mid-1990s and began to increase significantly around 2010. Second, the journal with the most research papers was 『Journal of Children's Literature and Education』, accounting for 17.7% of the total. Third, the representative researchers who led the production of the papers are Eun-Ja Hyun and Hea-Sook Jo. Fourth, by research type, individual research papers accounted for 39% and joint research 61%. Fifth, as a result of the analysis of the research topic, the study of the contents (analysis) of picture books (33.4%), the study of the effect of picture books (29.6%), and the study of perception, reaction, and experience of picture books (18.0%) were in order. Sixth, as a result of the research method analysis, experimental studies (35.7%), content analysis (33.7%), literature studies (13.3%), and qualitative studies (9.3%) were in order. Based on the results of the analysis, the researcher suggested diversifying the research production route, expanding the trend of collaboration between universities and the field, diversifying research topics, and enhancing the validity and diversity of research methods.

• Journal of Korean Library and Information Science Society
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• v.52 no.2
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• pp.45-64
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• 2021

This study compares the members of children's reading and culture movement organization versus general public and their children with the aim of understanding how parents' reading activities affect children's reading activities. The study surveyed 477 elementary school students and 483 parents from five special metropolitan cities regarding their reading behaviour. Reading behavior was investigated in terms of reading frequency, book selection information source, reading awareness, and preferred books, and it was confirmed that there was a difference between members of children's reading and culture movement organization and children of the general public. Members of children's reading and culture movement organization and their children showed superior reading habits in terms of both quantity and quality than non-members and their children, and the book selection information service was used. In terms of perception regarding reading, children's reading and culture movement organization members and their children found more "joy" in reading than "help in learning" as compared to the general public and their children. In terms of reading preference, children's reading and culture movement organization members and their children intensively preferred Korean creative fairy tales and picture books while the general public and their children preferred Korean creative fairy tales, picture books, and educational comics. In order to create a healthier reading culture and environment for the long term, the development of more active reading participation methods for the general public is required.