Supervisors info:
Μαλαφάντης Κωνσταντίνος, Καθηγητής Παιδαγωγικής και Λογοτεχνίας,Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών.
Μπαμπάλης Θωμάς, Καθηγητής, Ψυχοκοινωνιολογία της σχολικής τάξης, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών.
Γαλανάκη Ευαγγελία, Καθηγήτρια Αναπτυξιακής Ψυχολογίας, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Σχολή Επιστημών της Αγωγής, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών.
Summary:
This thesis focuses on the detection and analysis of children’s poetry picture books as well as the way they can be utilized in kindergarten so that the children can be introduced in artful speech, discovering the beauty and magic of poetry. In the first part of the thesis, an overview of the theoretical approaches of children’s poetry and its use in pre-school education is attempted. Children’s poetry as a form of art, cultivates aesthetics, sharpens critical thinking and triggers imagination. Poetry lavishly offers a child everything he needs to grow successfully such as creativity, values, language, emotion, contemplations. Children are attracted by the rhythm, the metaphors, the rhymes, the sounds. However, poetry in pre-school education is usually limited in memorization during festive events. Through research that has been conducted, it was noticed that infants choose to “read” mostly picture books. Pictures catch the young readers’ eye, arousing their interest. The past years children’s picture books are in high bloom both morphologically and in their content. Among the genres of children’s picture books, poetry books follow the new trends and evolve aesthetically with updates in the shape, in illustration, in paging, in printing and in size.
In the second part of the thesis, ten children’s poetry picture books that were released in Greece from 2010 to 2019, are analysed. The analysis focused on three basic axes: a) the elements of poetry b) the elements of illustration c) the relationship between picture and text. From the conclusions that arose, it is noticed that books with pictures with a poetic character contribute particularly in the psycho emotional development of a child, promoting creative thinking and imagination. Consequently, their utilizations in preschool education can prove to be especially beneficial and constructive. The role of the kindergarten teacher is manifold since he has to intervene, encourage and bring young students in contact with poetic speech. The educational activities that are recommended for each book primarily aim at promoting children’s positive attitude towards poetry.
Keywords:
children’s poetry, children’s poetry picture book, kindergarten, educational activities
