Pantaleo Sylvia
Faculty of Education, Department of Curriculum and Instruction, University of Victoria, Box 1700 STN CSC, V8W 2Y2 Victoria, BC Canada.
Early Child Educ J. 2023 Mar 3:1-15. doi: 10.1007/s10643-023-01458-y.
During a classroom-based study that featured wordless and almost wordless picturebooks, instruction and adult mediation communicated to Kindergarten children that elements of visual art, design, and layout are fundamental to meaning-making when transacting with this format of literature. The illustration techniques described by Ray (2010) were used as an analytical lens to analyze the transcripts from the small group interactive sessions of an almost wordless picturebook featured during the research. The descriptive analyses of the transcripts reveal the rich viewing and talking opportunities that can be afforded during children's transactions with almost wordless picturebooks when these selections of literature are situated as aesthetic objects, and when children and adult mediators understand and appreciate how meaning is individually and synergistically represented by elements of visual art, design and layout. The findings are discussed in relation to the literature reviewed, and the theoretical frameworks of social semiotics and sociocultural theory.
在一项以课堂为基础的研究中，研究对象是无字和几乎无字的图画书，教学和成人引导向幼儿园儿童传达了这样的信息：在与这种文学形式互动时，视觉艺术、设计和布局的元素对于意义构建至关重要。雷（2010年）所描述的插图技巧被用作分析透镜，以分析研究期间展示的一本几乎无字的图画书的小组互动环节的文字记录。对文字记录的描述性分析揭示了，当这些文学作品被视为审美对象，并且儿童和成人引导者理解并欣赏视觉艺术、设计和布局元素如何单独和协同地呈现意义时，在儿童与几乎无字的图画书互动过程中可以提供丰富的观看和交流机会。研究结果结合所回顾的文献以及社会符号学和社会文化理论的理论框架进行了讨论。
