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Personality Traits of Young Characte...

Lear, Laury.

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Personality Traits of Young Characters in Caldecott Award Winning Picture Books from Three Time Periods: 1950s, 1980s and 2000s.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Personality Traits of Young Characters in Caldecott Award Winning Picture Books from Three Time Periods: 1950s, 1980s and 2000s./
作者:	Lear, Laury.
面頁冊數:	228 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3706103
ISBN:	9781321795905

Personality Traits of Young Characters in Caldecott Award Winning Picture Books from Three Time Periods: 1950s, 1980s and 2000s.
Lear, Laury.

Personality Traits of Young Characters in Caldecott Award Winning Picture Books from Three Time Periods: 1950s, 1980s and 2000s. - 228 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ph.D.)--Notre Dame of Maryland University, 2015.

This item must not be sold to any third party vendors.

Educators have a responsibility to choose and share picture books with young children carefully, with a full understanding of the psychological, cultural and developmental potential that these books have for children. Picture books have a profound and lasting effect on children at a most impressionable age. Children identify with the characters in the picture books, sometimes through the personality of the characters, and that identification allows them to acquire ideas and emotions, conscious and unconscious, that promote developmental growth and teach social and cultural constructs.

ISBN: 9781321795905Subjects--Topical Terms:

518817
Early childhood education.

Personality Traits of Young Characters in Caldecott Award Winning Picture Books from Three Time Periods: 1950s, 1980s and 2000s.
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245 1 0 $a Personality Traits of Young Characters in Caldecott Award Winning Picture Books from Three Time Periods: 1950s, 1980s and 2000s.
300 $a 228 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Adviser: Kelly B. Bull.
502 $a Thesis (Ph.D.)--Notre Dame of Maryland University, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a Educators have a responsibility to choose and share picture books with young children carefully, with a full understanding of the psychological, cultural and developmental potential that these books have for children. Picture books have a profound and lasting effect on children at a most impressionable age. Children identify with the characters in the picture books, sometimes through the personality of the characters, and that identification allows them to acquire ideas and emotions, conscious and unconscious, that promote developmental growth and teach social and cultural constructs.
520 $a This study employed a mixed methods research design using content analysis to describe the total personality of young characters in picture books from three decades: the 1950s, the 1980s, and the 2000s. This study looked for changes in the personalities of young characters in those time periods, including changes related to the gender of the characters.
520 $a This study found a consistent whole personality for the young characters in the picture books studied that can be described using the Big Five Personality Factors. There were statistically significant differences in the time periods for two of the Big Five Personality Factors. Although there were differences in personality between genders, those differences were not statistically significant.
520 $a Significant differences in the personality factors of extroversion and openness to experience in the time periods studied may be related to changes in society that have impacted the lives of children. The use of media, especially television, had exploded into the lives of children in the time periods studied. The relationship between children and nature had changed over the time periods.
520 $a Children may need adult intervention in terms of providing context, literary analysis, and discussion when reading picture books. Educators using picture books in instruction may need to carefully consider cultural standards, cultural ideals, and cultural change reflected in the books as part of instructional planning. Educational researchers need to examine the whole personality of characters in picture books so that the findings of their studies may inform and influence those in the home and the school using this powerful tool to help our children achieve their potential.
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