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The Syllabus of Children’s Culture, 2006, Beijing Normal University, Zhuhai Campus
SASAKI HIROKO, Ph.D.
Teaching Objectives and Requirements
The concept of children’s culture is born in the beginning of 20’th century in Japan.
The concept of children’s culture contains children’s play, cultural properties, e.g. picture book, Kamishibai /紙芝居, puppet show, toy, video game, cultural policy, cultural movement and cultural history. I want to show you this lecture especially on picture books for children from the points of developmental psychology. The aim of this lecture is to promote students’ abilities for the judgment on the qualities of children's cultural properties.
Education is done effectively through preparing rich environments in early childhood. We have to prepare rich children’s culture for young children.
I hope students have good sense and understanding for modern children’s culture from the point of view of the developmental psychology.
Teaching Plan
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Teaching Plan
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| 1
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Babies and picture books
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| 2
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A baby is strongly interested in story-telling by parents or other close family members.
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The characteristics of picture books are liked by babies, which include phoneme, rhythm and melody of Japanese / Chinese.
Onomatopoeic words.
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The babies can share the same feeling with the readers each other through the intonation, the vocal sounds and the rhythm of text.
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Babies and kamishibai ・紙芝居
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| 6
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Important points when you perform a kamshibai.
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| 7
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Child-centered performance is important.
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| 8
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Preschoolers and picture books(1)
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| 9
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The child “reads” the pictures.
The child “reads” the reader's expression.
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| 10
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The child reads the words.
The child “reads” the reader's understanding.
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| 11
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Preschoolers and Picture books(2)
Children can develop their identity and self-image through reading picture story books
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| 12
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A child dialogues with the plain-self, through different objects, such as stuffed animal, the secret or invisible friend and etc.
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| 13
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A child dialogues with “a new but still weak self” born from the plain-self through resolving various kinds of conflicts, worries, failures and etc.
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A child begins dialoging quietly with the unfamiliar self (developing self) caused from nature by getting close the nature as much as possible.
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A child begins dialoging with the growing more unfamiliar self (original identity core) when she/he is alone.
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Examination
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Teaching Content and Schedule
L; Lecture,
PP; Power point,
D; DVD,
P; Picture Book,
K; Kamishibai,
Dis; Discussion，
G; Group performance,
H; Home work.
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Teaching Contents and PowerPoint Designs, Teaching Methods, Means, Questions for Thinking, Questions for Discussion and References
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| 1
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Babies and picture books
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| 2
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A baby is strongly interested in story-telling by parents or other close family members.
|
| 3
|
The characteristics of picture books are liked by babies, which include phoneme, rhythm and melody of Japanese / Chinese.
Onomatopoeic words.
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| 4
|
The babies can share the same feeling with the readers each other through the intonation, the vocal sounds and the rhythm of text.
L: See PP
D: How a 10- month-child reads picture books. 2 copies
P: 『もこ もこもこ』 (moko mokomoko) 谷川俊太郎 元永定正 文献出版
＃『ちへいせんのみえるところ』(The horizon) 長新太 ビリケン出版
＃『いないいないばあ』(peek-a-boo!) 松谷みよ子 童心社
| Dis: |
* What is different between traditional first picture books and new NANSENSU picture books?
* Why don’t you explain a picture to a child in the NANSENSU picture books?
* Why do you begin “Peek-a-boo” ？
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| 5
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Babies and kamishibai ・紙芝居
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| 6
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Important points when you perform a kamshibai.
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| 7
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Child-centered performance is important.
L: See PP
K:#「ころころじゃぽーん」（korokoro jyapooon)
長野ヒデ子脚本・絵 童心社
#「はーい」(I am here!) 間所ひさこ脚本・ 山本祐司絵 童心社
#「のーびたのびた」(What is stretched?）福田岩緒脚本・絵 童心社
| Dis: |
*“I have seen the same activity once. A teacher was the center of the class and each child could not do anything except the permission was given by the teacher. ”
*Is it the same teaching method in the case of Kamishibai?
How do you think?
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H:Creation of Kamishibai by student groups
G:Students performed their Kamishibai
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| 8
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Preschoolers and picture books(1)
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| 9
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The child “reads” the pictures.
The child “reads” the reader's expression.
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| 10
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The child reads the words.
The child “reads” the reader's understanding.
L: See PP
P:#Hansel and Gretel (Fairy tale) #The Brother Grimm (First edition, 1812.) #Ill. By Anthony Browne, Alfred A. Knope. 1981
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#All I am, Eileen Roe, Helen Cogancherry, Bradbury.
#『わたし』（I myself） 谷川俊太郎文・長新太絵 福音館書店
# Where the wild things are, 1964, Maurice Sendak, Happer & Row.
#Hurricane, David Wiesner, 1990, Clarion Books.
#There's sea in my bed room, Margaret Wild & Jane Tanner, 1984, Thomas Nelson.
#The tree house, Joanna Stubbs, 1988, Andre Deutsch.
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| Dis: |
*The following psychological check points have been considered as bellow. How do you think about them?
*Why do children have the right to play?
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| 11
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Preschoolers and Picture books(2)
Children can develop their identity and self-image through reading picture story books
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| 12
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A child dialogues with the plain-self, through different objects, such as stuffed animal, the secret or invisible friend and etc.
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| 13
|
A child dialogues with “a new but still weak self” born from the plain-self through resolving various kinds of conflicts, worries, failures and etc.
|
| 14
|
A child begins dialoging quietly with the unfamiliar self (developing self) caused from nature by getting close the nature as much as possible.
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| 15
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A child begins dialoging with the growing more unfamiliar self (original identity core) when she/he is alone.
L: See PP
| P: |
＃Sophie And The New Baby, Laurence Anholt & Catherine Anholt, London, Orchard Books.
#The Tenth Good Things About Barney, Judith Viorst, ill. By Erik Blegvad, Aladdin Book.
#The Big Big Sea, Jennifer Eachus, Martin Waddel, Walker Books.
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| Dis:
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*How does the picture book depict about children’s rudimentary meta cognition, or their dialogues with themselves?
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| 16
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Examination
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