ERIC Number: EJ1036196
Record Type: Journal
Publication Date: 2013-Nov
Abstractor: As Provided
Reference Count: 40
Do Picture Books about Starting Kindergarten Portray the Kindergarten Experience in Developmentally Appropriate Ways?
Phillips, Eva C.; Sturm, Brian W.
Early Childhood Education Journal, v41 n6 p465-475 Nov 2013
This study examines the illustrations and the texts of thirteen picture books for young children on the topic of preparing for and starting kindergarten to assess whether, and to what extent, they depict forty-nine criteria for developmentally appropriate kindergarten practice. Results show that the books vary in quality and coverage, but they are strongest at foregrounding developmentally appropriate learning contexts, depicting child-sized play areas, and accurately representing 5-year-old child development. There is a pressing need, however, for authors and illustrators to pay increasing attention to portraying positive child/teacher interactions, racial and ethnic diversity, family involvement, and quiet time and private spaces.
Descriptors: Kindergarten, Childrens Literature, Picture Books, Illustrations, Content Analysis, School Readiness, Developmentally Appropriate Practices, Child Development, Play, Educational Environment, Teacher Student Relationship, Interaction, Student Diversity, Ethnic Diversity, Family Involvement
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: email@example.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Authoring Institution: N/A