|1||Little House on the Prairie||View|
|2||What Not to Do If You Turn Invisible||View|
|4||The Heart and the Bottle||View|
|7||Time Travelling with a Hamster||View|
|8||Milk and Cookies||View|
|10||The Day the Screens Went Blank||View|
Multigenerational eBooks Promote Solidarity Across Generations
This category includes eBooks for children with an age range of one to ninety years. These eBooks may be especially appealing to younger children. Multigenerational eBooks promote solidarity across generations, and some are even free! However, some of these eBooks have distracting features, affecting learning of word lists. In this article, we'll discuss the impact of butterfly and interactivity on the comprehension of stories. Read on to learn about the benefits of multigenerational eBooks for children.
This volume presents an overview of the topic of intergenerational solidarity, and provides an analytical framework for further study. The book examines intergenerational solidarity from diverse interdisciplinary perspectives and includes important global evidence. The book explores the changing nature of core family values and how they are redefining the nature of our social fabric. Throughout, the authors highlight the role of children in the development of intergenerational solidarity.
Traditionally, solidarity between generations reflects norms of reciprocity, filial piety, and self-interest. However, these norms are challenged by current economic realities, and dissociation between generations has become common. Dissimilar interests and lack of affection are common sources of social disconnection. Additionally, demographic trends are threatening the sustainability of formal and informal social protection systems. To address these issues, researchers are exploring new ways to promote intergenerational solidarity through children's multigenerational eBooks.
While the media thrives on conflict, there are examples of intergenerational solidarity in our communities and our nation. For example, one article from Mesa, Arizona reported on East Valley retirees investing in public schools. While this isn't necessarily representative of the country's intergenerational solidarity, the stories and messages presented in the article were inspiring. They also highlight the role of children and parents in our communities.
These findings highlight the importance of intergenerational bonds in fostering healthy relationships among generations. In a world where the economy is uncertain, multigenerational bonds between people of different generations are even more important. It is difficult to measure conflict and solidarity on a micro and macro-level, but there is evidence that it is still present. Despite these challenges, intergenerational solidarity remains a strong social bond.
Many members of the press continue to recycle the myth of intergenerational conflict. The truth is that the myths are interrelated. Children's multigenerational eBooks should be created with intergenerational solidarity in mind. The children's multigenerational eBooks should be a valuable resource for intergenerational exchange. However, these efforts should be complemented by other initiatives to further enhance intergenerational solidarity.
Impact of distracting features on word learning
The impact of distracting features on the word learning of children's multigenerational eBooks has long been debated. Researchers have suggested that some of these features may be distracting, especially those found in enhanced eBooks. Moreover, pointing to images and using the sign dictionary may also be interfered with by some eBook features. We investigated whether the addition of these features had any effect on word learning.
We found that intervention groups with e-books were more likely to learn specific words than non-interventions. These effects were greater in the enhanced condition than in the control group. The enhanced condition had an interactive dictionary prompt that prompts the child to seek out word meanings. The findings are important to inform designers, parents, and educators, and can help improve the design of e-books for young children.
The study involved 37 parent-toddler pairs who read books from different digital formats. They compared three types of books - a basic e-book that allowed swiping to turn pages, a downloadable version with no distractions, and an enhanced e-book with sound effects. This study shows that a distracting feature may not affect the reading experience, but can prevent the child from focusing on the story.
Distracting features and embedded vocabulary instruction in children's multigenerational eBooks could significantly influence word learning. A recent study, by Messier and Wood (2015), examined how children's multigenerational eBooks incorporated embedded vocabulary instruction. The children were given eBooks containing spoken definitions of target words, pictures, and short videos. The authors used an approach that highlighted the phonological aspects of words and reviewed all words in spoken language.
Although previous studies have not compared the two types of books, the study found that enhanced eBooks evoke different responses among parents and children and impact word learning. Parents should therefore carefully consider whether the distracting features affect the reading process. The authors warn that parents should not use enhanced eBooks when the animations are not congruent with the story. They report that the animations in Fisher-Price eBooks only contributed to the learning of words when they were related to the story.
Impact of interactivity on story comprehension
The impact of interactivity on story comprehension in children' s multigenerational eBooks was examined in this study. The authors found that interactive e-books enhance the reading experiences of preschoolers. The authors tested children' s vocabulary learning and novel word learning in separate conditions. Children who had read a print story without interactivity did not show any difference in learning outcomes. The findings suggest that the effects of interactive elements are minimal and do not hinder continuing story comprehension in children.
Some authors have also studied the impact of interactivity on children' s story comprehension. Pearman and colleagues reported that children who read e-books tended to produce stronger retellings, whereas deJong and Bus (2003) concluded that electronic texts do not support internalization of story content. In addition, children tended to spend 43% of their time playing games with the electronic texts. These features decreased children' s attention to the text and did not provide meaningful interactions.
In addition to the effects of e-books on children's story comprehension, adult support may also have positive impacts. Children acquire a range of technology competences without direct teaching, although adult support may have a broader role. The adult may be shifted from a direct supportive role to a distal role, focusing on the design of appropriate contexts and strategies.
In one experiment, participants were asked to tap on a picture on the screen to reveal an object that they could touch and learn about. In this scenario, the object was in a frame of reference, which the reader had to move in order to access it. After reading the book, the experimenter would then tap on the butterfly, revealing the object's definition. This process is repeated until the participant reached the desired object.
The level of interactivity in children's multigenerational eBooks is directly related to the quality of static illustrations. The quality of static illustrations supports vocabulary inference. The level of interactivity, however, has little to do with the text support. Interactive features such as manipulating the book's parts may distract from the story, and they may even hinder reading comprehension. This is because students' attention is diverted away from the story and instead focused on other features of the e-book.
Impact of butterfly on word learning
The authors used novel eBooks, written by the first author, to eliminate any effects of familiarity on word learning. The authors created an imaginary farmer who needs to collect tools to repair his broken tractor. These tools were novel objects with novel labels created by a NOUN database, which is used extensively in research with young children. The authors also used novel word-object pairs that had similar phonetic properties to common English-language nouns. This ensured that participants did not already know the target words.
Despite these results, the authors noted that the butterfly story had a number of supports for word learning. One of these included repetition before and after the object was revealed, a strategy known to improve word learning. While the butterfly book did not significantly affect word learning, the authors noted that the butterfly-like character acted as a visual distraction in all conditions. In addition, children did not make as many errors as the expected 0.25 chance score, indicating that the butterfly was able to systematically influence word learning.
Another possible limitation of the study is the homogeneity of the convenience sample. The children in the present study were largely white, well-off, and had parents who reported reading to their children and limiting screen time. These factors could potentially affect the findings in children from other social and economic backgrounds. Lastly, the experimenter reading the eBooks to the children was not a familiar person. This means that any conclusions about child development should be confirmed by other research with more diverse children.
This study also included a photo essay that follows the life cycle of the butterfly from chrysalis to adult. The children are given the chance to watch the stages up close and even release the butterflies in the school's garden after they have grown up. The simple text tells the story of the butterfly's life cycle, and the back matter features vocabulary and links to butterfly websites.