Teaching Practices: Integrating Positive Thinking in Picture Book Creation for Economically Disadvantaged Children

Autor/inn/en	Huang, Chiu-Hua; Cheng, Fin-Land; Teng, Ching-Yueh
Titel	Teaching Practices: Integrating Positive Thinking in Picture Book Creation for Economically Disadvantaged Children
Quelle	In: Problems of Education in the 21st Century, 78 (2020) 6, S.1081-1095 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Huang, Chiu-Hua)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1822-7864
Schlagwörter	Picture Books; Economically Disadvantaged; Teacher Developed Materials; Preschool Children; Story Telling; Psychological Patterns; Teaching Methods; Foreign Countries; Teacher Evaluation; Preschool Teachers; Coaching (Performance); Feedback (Response); Taiwan + Suchen Sie Ihr Suchwort? Picture book; Bilderbuch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Teacher appraisal; Lehrerbeurteilung; Erzieher; Erzieherin; Kindergärtnerin
Abstract	The present study created picture books featuring elements of hope theory and conducted a practical teaching program to explore the application of hopeful thinking picture books for economically disadvantaged children, specifically, to understand the teachers' teaching practices of picture book creation. On the basis of hope theory, the current study employed economic disadvantage as the creative background for designing picture books that incorporate elements of hopeful thinking and developed a teaching plan based on the picture books. The results indicated that the picture books had a solid theoretical foundation of hope, and were relevant to preschool children's real experiences and development. Through teachers' storytelling and discussion of the story content, children could express ideas based on their own experiences, set specific goals, and devised feasible methods for handling adversity to achieve goals. Therefore, the picture books were considered suitable for classroom teaching. In addition, expert teachers serving as coaches conducted classroom observations and teaching evaluations to explore how effectively positive thinking was integrated into the picture books and teaching activities, and to assess the guidance of children in using positive thinking strategies during story discussion. Through professional assessment, feedback, and teacher self-reflection, hope theory can be effectively applied for picture book creation. The picture book The Piggy's Home created in this study can help teachers guide economically disadvantaged children in thinking positively, and teachers can refine the guidance process. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: problemsofeducation@gmail.com; Web site: http://www.scientiasocialis.lt/pec/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01