Picture book 1

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U.E.T Taxila *

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Psychology

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Nov 24, 2024

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Picture book 1 All are welcome The book was created by Alexandra Penfold after she saw a poster created by Suzanne Kaufman to welcome all students to their school. All Are Welcome is a warm and inspiring book that tells the story of a school where everyone is welcome, regardless of their attire or distance. It features a group of children who grow and learn from each other's traditions, highlighting the importance of diversity in a school. The book is filled with engaging lyrical text and bright, accessible illustrations, making it a must-read for children (Eppley, 2022) The book is aimed 2nd grade students, featuring simple rhymes and repeating the phrase "all are welcome here" on nearly every page. It encourages readers to look past others' perspectives and see what is inside them. The book's most powerful spread is the phrase "Our strength is diversity. A shelter from adversity" (Eppley, 2022). Diversity in children's social, cultural, and linguistic world is a complex issue often ignored by universalizing discourses. To counter marginalization and ignorance, various educational responses have developed, such as multicultural and anti-bias education and intercultural approaches. Picture books are often used as helpful tools to meet these aspirations in infants, toddlers, and young children's learning. Picture books help young children construct their identities, subjectivities, and understandings of self and others in a group setting (Kelly-Ware & Daly, 2019, P. 3).

The school not only protects diversity and community but also celebrates it. By showing the next generation that those who are different from us are just like us, we can help lessen the hatred and fear that exists. By sharing this wonderful book with our children, we can help lessen the hatred and fear that exists in our society (Eppley, 2022). Teachers share books with young children, providing exposure to different perspectives and perspectives on human beings. Multiculturalism and anti-bias curriculum have been significant reforms in early childhood education in recent years (Mendoza & Reese, 2001). It emphasizes the relationship between adult and child in the early childhood setting as the site of social change. The anti-bias paradigm assumes modeling, intervention, and teaching can move children towards attitudes needed in an increasingly diverse world. Children's books help children understand universal and cultural values and develop attitudes towards social values. By integrating values with characters, books can serve as a dynamic moral guide. Young children identify with characters and are influenced by their personality traits and behaviors. Therefore, it's crucial to choose qualified books for value acquisition. The values should be effectively expressed, and the characters should be good models for children. Books should also contain moral situations that children can describe (Akyol, 2021,p. 1681). Contributing to social places strengthens children's sense of identity, well-being and belonging to others. The well-being of children is closely linked to the well-being of their community. Children enjoy being in groups and contributing to family and community life from birth. The most connected children in their world participate in daily activities, events and shared information, and take advantage of opportunities to contribute to decisions. They help and show concern for others, learn to respect those who are different from them, and apply peaceful and cooperative ways to resolve conflicts (Tayler et al, 2008, p. 19). Learning Activity 1 Read aloud with full screen and music This learning will be set in soft and responsive indoor environment. To gain multiple and perhaps varied perspectives, maximum variation sample of 15 children will be selected to participate in this study. These children will be representative of the socioeconomic status, ethnicity, and religion. Learning Objectives:

 To develop an unselfish attitude toward all races, genders, and abilities  Encourages the students to contribute to the community and a powerful tool to encage with empathy ntroduction to the Book (10 minutes): Start by reading "All Are Welcome" aloud to the children. Use expressive voices and engage them by asking simple questions about the story and the characters. Diversity Craft (15 minutes): Provide the children with age-appropriate art supplies and encourage them to create their own diverse characters. This could be done through coloring, cutting out shapes, or using stickers. Talk about how everyone is unique and special, just like the characters in the book. Musical Inclusivity (10 minutes): Introduce simple musical instruments like shakers, bells, or tambourines. Play some background music and encourage the children to shake or tap along to the beat. Explain that just like in the book, everyone can join in and make music together. Storytelling with Puppets (10 minutes): This idea link to the EYFL learning which is about equity and diversity and the children contribution to the world in which educator promotes it by observing the children Learning activity 2

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Picture book 2 Title of the book: The Ugly Duckling Author of the book: Hans Christian Andersen Illustrator of the book: Jerry Pinkney

The social injustice issue I have found in this book is Bullying and the after effects on the person who is being bullied. As the book demonstrates about a little duckling who is grey in colour which makes him different from his siblings and thus is treated very different by his friends and family. The little duckling with grey feathers is bullied to such an extent by numerous animals that it makes him reflect poorly on his personality and further wishes upon to be never being born in the first place. He starts doubting himself because each and every animal he met on his way after escaping from one place to another, bullied him on his appearance and did not want to be friends with him (Andersen, 1992). According to Piaget cognitive theory when the child is in between the age group 4 years old, a child will think as per their personal experience. Children at this age start to share their feelings to objects or other individuals. For example, in this book when other ducklings saw animals around them making fun of their siblings who looks different, they started bullying him as well by name calling him as ugly. The ducks in the beautiful field also called him ugly and asked him to stay away from them and showcased feelings of hatred which further repelled the duckling away (Cherry, 2022). This book is educational and interactive with beautiful pictures of different types of animals which kept the children engaged throughout the story. My own thought process is the book showcased how the society treats someone who is of different appearance and teaches a lesson on how a model society should function on the principle of Equality where the goal should be to support and respect everyone equally be it of any colour or appearance. The little duckling was never provided with an opportunity to prove himself but straight up judged and bullied based on his appearance. Early childhood is a unique area where discourses of care, love, and protection often dominate, justifying the silencing of social injustices. Children are often seen as innocent, racially unconscious, asexual, and cognitively incapable of understanding complex matters such as race, gender, and sexuality. Picture books are an effective strategy to address anti-bias issues in early childhood classrooms. They foster literacy development, socioemotional learning, sociocultural understanding, and agency development. The emergence of anti-bias picture books has opened doors to directly addressing sensitive and vital topics (Nguyen, 2021). None shared feelings of empathy or provided emotional support to the duckling which was at least expected from their family. The story moves at a very constant pace with different animals conveying their own thoughts which could be read in their voices making the story more interactive and then showcases a beautiful ending to the story which cheers the children up and they become happy for the duckling whose initial journey did not start positively. The ending is to which I connected the most where the ugly duckling sheds his brown feathers and turns into a beautiful swan and is beloved by everybody who initially bullied them but he is not able to adjust to that as he has not experienced these emotions before which can reflect how bullying affects personality of an individual even when everybody starts to like them (Zhang et al., 2021). Shared reading strategies, such as interactive read-aloud, can create opportunities for classroom discussions that enhance students' awareness and understanding of social justice issues (Nguyen, 2021). Learning activity 1 Read aloud

Clearly indicate: The environment I will be create would be with different kind of Fruits like bananas, oranges, apples and Watermelon. I would divide the Fruits into 2 different trays based on how they look for eg. Bananas which are ripe and yellow would go to the one tray and one which are green or brown as they are under or over ripe in another tray, same would happen with other fruits mentioned above. Setting –This activity would be set outdoors in the play area. Materials – 2 different trays of fruits (watermelon, banana, orange and apple.), gloves and tongs. Vocabulary – “The watermelon is bright and red; do you think it’d be sweet” “the orange is ripe and looks delicious” “the apple is red and smells good” “the banana is a little brown, why are you not eating it?” To support the independent play, I will ask them to be the buyers and I’ll be the vendor and they will come to get fruits. I will ask them to choose the fruits they like and would give it to them. Once everybody would have chosen the fruits they like, I would show them the 2 trays and enquire why didn’t anyone pick fruits from the second tray like brown bananas, green apples or light red pieces of watermelon. Learning activity 2: The Ugly Duckling and art and craft Objective: To engage children in a creative and interactive storytelling activity that teaches the themes of transformation, self-acceptance, and diversity This learning will be set in soft and responsive indoor environment. To gain multiple and perhaps varied perspectives, maximum variation sample of 15 children will be selected to participate in this study. These children will be representative of the socioeconomic status, ethnicity, and religion. The story "The Ugly Duckling" is presented to children, who are encouraged to engage with the storyline and engage in discussions about the story's key messages. The children are then given a blank sheet of paper and coloring materials to draw a picture of the duckling, illustrating its transformation into a beautiful swan. The theme of transformation and self-acceptance is discussed, and children are encouraged to create their own interpretations of the duckling's appearance. The children then draw a picture of the duckling as a beautiful swan, highlighting the importance of change and its beauty. The children are then encouraged to share their before- and-after drawings and tell a short story about the duckling's transformation using their own words.

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The discussion questions will be intended to discuss about the issue. At the start of the story What do you see happening on the cover? What do you see that makes you say that? What else can we find? Based on the cover, what do you think the book might be about? Children respond to the teaching and begin to recognise their belongingness, when they cooperate with others and negotiate roles in play episodes and group activities. Children develop the ability to recognize unfairness and bias and the capacity to act with kindness. Children have the cognitive ability to make decisions which if incorporated into them at an early age helps them make decisions in future. They become aware to connections, similarities and differences between people when they practice inclusive ways of achieving coexistence. (BELONGING, BEING & BECOMING The Early Years Learning Framework for Australia). Reference Akyol, T. (2021). A JOURNEY TO THE VALUES WITH PICTURE BOOKS: A RESEARCH ON THE VALUE ACQUISITION OF YOUNG CHILDREN A JOURNEY TO THE VALUES WITH PICTURE BOOKS: A RESEARCH ON THE VALUE ACQUISITION OF YOUNG CHILDREN. International Online Journal of Education and Teaching (IOJET) , 8 (3), 1678–1691. https://files.eric.ed.gov/fulltext/EJ1308192.pdf Andersen, H. C. (1992). The ugly duckling. In The Open Library . Andrews and McMeel. https://openlibrary.org/books/OL1554821M/The_ugly_duckling Cherry, K. (2022, December 16). Piaget’s 4 Stages of Cognitive Development Explained . Verywell Mind; Dotdash Meredith. https://www.verywellmind.com/piagets-stages-of- cognitive-development-2795457

Eppley, V. (2022, November 30). All Are Welcome Curriculum . Reading. https://www.readingisresistance.com/post/all-are-welcome-curriculum Kelly-Ware , J., & Daly, N. (2019). (PDF) USING PICTUREBOOK ILLUSTRATIONS TO HELP YOUNG CHILDREN UNDERSTAND DIVERSITY . ResearchGate. https://www.researchgate.net/publication/338120955_USING_PICTUREBOOK_ILLUS TRATIONS_TO_HELP_YOUNG_CHILDREN_UNDERSTAND_DIVERSITY Mendoza , J., & Reese, D. (2001). ECRP. Vol 3 No 2. Examining Multicultural Picture Books for the Early Childhood Classroom: Possibilities and Pitfalls . Ecrp.illinois.edu. https://ecrp.illinois.edu/v3n2/mendoza.html Nguyen, A. (2021). “Children have the fairest things to say”: Young children’s engagement with anti-bias picture books. Early Childhood Education Journal , 50 , 743–759. https://doi.org/10.1007/s10643-021-01186-1 Zhang, Y., Li, Z., Tan, Y., Zhang, X., Zhao, Q., & Chen, X. (2021). The Influence of Personality Traits on School Bullying: A Moderated Mediation Model. Frontiers in Psychology , 12 . https://doi.org/10.3389/fpsyg.2021.650070 Tayler, C., Ure, C., Brown, R., Deans, J. and Cronin, B., 2008. Victorian early years learning and development framework and the Victorian essential learning standards. Victorian Curriculum and Assessment. Kelly-Ware, J., & Daly, N. (2019). (PDF) USING PICTUREBOOK ILLUSTRATIONS TO HELP YOUNG CHILDREN UNDERSTAND DIVERSITY . ResearchGate. https://www.researchgate.net/publication/338120955_USING_PICTUREBOOK_ILLUS TRATIONS_TO_HELP_YOUNG_CHILDREN_UNDERSTAND_DIVERSITY Burger, K., 2013. Early childhood care and education and equality of opportunity: Theoretical and empirical perspectives on social challenges. Springer Science & Business Media.

• BELONGING, BEING & BECOMING The Early Years Learning Framework for Australia. (n.d.). [online] Available at: https://www.acecqa.gov.au/sites/default/files/acecqa/files/National-Quality-Framework- Resources- Kit/belonging_being_and_becoming_the_early_years_learning_framework_for_australia. pdf.

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