Page 404 - 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
(raven) that lost a tasty meal due to its credulity. Moreover, we shall repeat
the phonemes (cawing sound), word raven (gavran) and other words famil-
iar to children, whereas the pictures in the picture book will portray them
(such as the words: fox, forest, tree, branch, cheese, etc.), which helps over-
come the aforementioned language difficulties, such as the difficulties with
adopting new words and difficulties with recalling familiar words. The nam-
ing, separation and repetition of words is not given outside the context of the
sentence and the story (fable) The Fox and the Raven. By describing, narrating
and retelling the content of the picture book, children practice and develop
sentences.
The aforementioned content of the picture book The Fox and the Raven in
mathematics education creates the basis for initiating a discussion about the
relations of the up-down position. Students are guided toward the content
of the picture book and the text accompanying the pictures. Picture books
have a ‘potential to act as a magnifying glass that enlarges and enhances the
reader’s personal interactions with a subject’ (Vacca and Vacca 2005, 161). Stu-
dents are expected to discern the person the Fox is addressing, which forms
the basis for observing the position of the companion in relation to the Fox.
Students will see that the bird (raven) is above the fox on the picture. In addi-
tion, they will see that a wheel of cheese is above the fox. On the other hand,
students should be guided toward observing the opposite relation: what is
located below the raven. These activities are very beneficial for children, be-
cause they can observe and identify certain spatial relations, which according
to Murphy et al. (2007) represent a source of numerous difficulties in mathe-
matics. Further discussion on the relation of the up-down position can help
us develop this relation in mathematics education, but also to expand and
enrich the vocabulary of the child by naming objects and beings from their
surroundings located above or below the student. The teacher may achieve
this through the question: What is located above us? At first, this orientation
is associated with the environment in which the child finds himself/herself,
but later, we will go beyond this limited space and depict a broader reality.
We should gradually move away from the child. The child’s position can be
placed in the context of illustrations and relations depicted in the picture
book, and then we should go a step further and determine the position of
other objects based on the objects from the picture and in the child’s sur-
roundings. All of this gives a more secure foothold to children with learning
disabilities to overcome the difficulties they are facing.
We shall illustrate some of the possibilities of the picture book in teaching
with first-grade students on the example of the Little Red Riding Hood. The
404
(raven) that lost a tasty meal due to its credulity. Moreover, we shall repeat
the phonemes (cawing sound), word raven (gavran) and other words famil-
iar to children, whereas the pictures in the picture book will portray them
(such as the words: fox, forest, tree, branch, cheese, etc.), which helps over-
come the aforementioned language difficulties, such as the difficulties with
adopting new words and difficulties with recalling familiar words. The nam-
ing, separation and repetition of words is not given outside the context of the
sentence and the story (fable) The Fox and the Raven. By describing, narrating
and retelling the content of the picture book, children practice and develop
sentences.
The aforementioned content of the picture book The Fox and the Raven in
mathematics education creates the basis for initiating a discussion about the
relations of the up-down position. Students are guided toward the content
of the picture book and the text accompanying the pictures. Picture books
have a ‘potential to act as a magnifying glass that enlarges and enhances the
reader’s personal interactions with a subject’ (Vacca and Vacca 2005, 161). Stu-
dents are expected to discern the person the Fox is addressing, which forms
the basis for observing the position of the companion in relation to the Fox.
Students will see that the bird (raven) is above the fox on the picture. In addi-
tion, they will see that a wheel of cheese is above the fox. On the other hand,
students should be guided toward observing the opposite relation: what is
located below the raven. These activities are very beneficial for children, be-
cause they can observe and identify certain spatial relations, which according
to Murphy et al. (2007) represent a source of numerous difficulties in mathe-
matics. Further discussion on the relation of the up-down position can help
us develop this relation in mathematics education, but also to expand and
enrich the vocabulary of the child by naming objects and beings from their
surroundings located above or below the student. The teacher may achieve
this through the question: What is located above us? At first, this orientation
is associated with the environment in which the child finds himself/herself,
but later, we will go beyond this limited space and depict a broader reality.
We should gradually move away from the child. The child’s position can be
placed in the context of illustrations and relations depicted in the picture
book, and then we should go a step further and determine the position of
other objects based on the objects from the picture and in the child’s sur-
roundings. All of this gives a more secure foothold to children with learning
disabilities to overcome the difficulties they are facing.
We shall illustrate some of the possibilities of the picture book in teaching
with first-grade students on the example of the Little Red Riding Hood. The
404
