Page 402 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
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ja M. Maričić, Jasna M. Maksimović, and Mirjana M. Stakić
resent the starting point for organising learning situations, especially due to
the fact that children at the beginning of education are also trying to mas-
ter reading. Other authors also underline the importance of this approach,
which generally represents a process of ‘enculturation into a community of
practice’ (Cobb 1994, 13). Proponents of constructivism in learning observe
picture books as an environment in which students actively construct math-
ematical knowledge (Phillips 1995).
What should the picture book be like to achieve its learning function in
the case of children with learning disabilities? The images should be ‘clear
and easily identifiable, pretty and attractive, with clean and bright colours’
(Kelemen Milojević and Ðorđev 2017, 370) and they should associate the ex-
isting child’s experience with the visually depicted context. Babić points out
that vocabulary enrichment and adoption of different meanings of a word
is achieved by changing and associating experiential situations with a con-
text, and their placement into different relations (according to Martinović
and Cupar 2015). For example, the picture book The Fox and the Raven (Figure
1), based on the fable of the same name, meets the aforementioned condi-
tions in terms of visual quality of images, but also represents an adequate
didactic device for working with students who exhibit learning disabilities in
elementary mathematics and language education.
In the picture book The Fox and the Raven, we can start working on vo-
cabulary development within the Serbian language course by naming the
things depicted on the pictures. The picture shows the animal world famil-
iar to the child. We will name the main animal heroes: the fox, the bird and
the world that surrounds them. We should also describe the appearance of
our heroes. The colour of the fox and the black colour of the bird should be
mentioned. We can use phonological exercises for the purpose of speech
development and language learning and adoption (Brock and Rankin 2008;
Roskos, Christie, and Richgels 2003). The teacher reads the sound the bird
makes from the pages of the picture book Kraa! (Grak!). The aforementioned
procedure is a method of natural or onomatopoeic sounds which represent
the root of many morphologically motivated words in the Serbian language.
For example, by repeating onomatopoeic words which are commonly short,
comprising one or two syllables, which in turn are a combination of two or
three phonemes, we can clearly identify the connection between phonemes
that form the word. Phonemes that form onomatopoeic words, e.g. bleat-
ing of the sheep, crowing of the rooster or clucking of the chicken, or in the
case of our picture book, the cawing of the raven, are usually phonemes con-
taining an exploding quality, which is why their pronunciation represents an
402
resent the starting point for organising learning situations, especially due to
the fact that children at the beginning of education are also trying to mas-
ter reading. Other authors also underline the importance of this approach,
which generally represents a process of ‘enculturation into a community of
practice’ (Cobb 1994, 13). Proponents of constructivism in learning observe
picture books as an environment in which students actively construct math-
ematical knowledge (Phillips 1995).
What should the picture book be like to achieve its learning function in
the case of children with learning disabilities? The images should be ‘clear
and easily identifiable, pretty and attractive, with clean and bright colours’
(Kelemen Milojević and Ðorđev 2017, 370) and they should associate the ex-
isting child’s experience with the visually depicted context. Babić points out
that vocabulary enrichment and adoption of different meanings of a word
is achieved by changing and associating experiential situations with a con-
text, and their placement into different relations (according to Martinović
and Cupar 2015). For example, the picture book The Fox and the Raven (Figure
1), based on the fable of the same name, meets the aforementioned condi-
tions in terms of visual quality of images, but also represents an adequate
didactic device for working with students who exhibit learning disabilities in
elementary mathematics and language education.
In the picture book The Fox and the Raven, we can start working on vo-
cabulary development within the Serbian language course by naming the
things depicted on the pictures. The picture shows the animal world famil-
iar to the child. We will name the main animal heroes: the fox, the bird and
the world that surrounds them. We should also describe the appearance of
our heroes. The colour of the fox and the black colour of the bird should be
mentioned. We can use phonological exercises for the purpose of speech
development and language learning and adoption (Brock and Rankin 2008;
Roskos, Christie, and Richgels 2003). The teacher reads the sound the bird
makes from the pages of the picture book Kraa! (Grak!). The aforementioned
procedure is a method of natural or onomatopoeic sounds which represent
the root of many morphologically motivated words in the Serbian language.
For example, by repeating onomatopoeic words which are commonly short,
comprising one or two syllables, which in turn are a combination of two or
three phonemes, we can clearly identify the connection between phonemes
that form the word. Phonemes that form onomatopoeic words, e.g. bleat-
ing of the sheep, crowing of the rooster or clucking of the chicken, or in the
case of our picture book, the cawing of the raven, are usually phonemes con-
taining an exploding quality, which is why their pronunciation represents an
402
