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The literary aspects of the texts

Discuss About The Connecting Preschoolers Books Through Art.

The text discusses about a giant and an old woman. They have been leading a lonely existence and how they found companionship in each other. It shows that helping each other can pave the way for companionship in the society.

The text connects to the children’s experience and a giant in the eyes of the children stands as a symbol of someone who wants to lead a desolate life. A giant in the eyes of the children is mysterious and it helps in adding an element of curiosity to the short story. It relates to an understanding of the world because it shows how companionship can prove to be beneficial for each other in the wider society.

The literary aspects of the text are that of symbols. The giant and the women are symbolic of the individuals in the society and how each person helping the other can pave the path for a happy life. The scarf and the sweater are indicative of the possessions that can be shared with other people in order to bring about a happy union.

The language features of the text are that of blank verse and the core idea is the communication of the meaning of the story. There is rhythm in the lines that adds an element of grace to the text. The visual aspect of the text helps in highlighting the meaning of the text and this helps in making the meaning clear in front of the readers.

This text can help in captivating the attention of the students in the classroom as it contains visual imagery of different kinds. The imagery of the giant will be helpful in satisfying the element of wonder in the students.

The text talks about how two owls could help with the active help of other animals of the jungle. The need of companionship of one owl for the other could be met with the assistance of other animals of the jungle. When the other animals came forward to be the friends of Olive Owl she declared that she wanted to befriend someone who can make the “twit twit’ sound.

The text connects to the children’s experience as it shows how the assistance of others can help an individual in reaching the aims in life. Olive Owl was looking for a friend who would be able to voice the sound “twit twit” and she did not want any other kind of sound like “hiss”, buzz or squeak. She just wanted someone to utter the same kind of sound as her.  This can help in catching the imagination of the children.

The language features of the texts

The literary aspects of the text are that of alliteration and the repetition of twit-twit signifies this aspect. The sound made by the animals are indicative of the movement or their manner of calling in the wild. The animals that are aggressive by nature make a sound that goes along with their personality.

The language features that helps in making the text rich are that of the sounds made by the animals and this helps in adding a different dimension to the text. Allegory has been used in the text that helps in portraying a deeper meaning- the coming together of people.

This text can prove to be of great help in supporting the reading of children in the classroom as the animal imageries used can help in keeping them engaged. The expressions on the face of the animals can help in keeping the children enthralled in the classroom and it can help in enriching their vocabulary in the classroom.

The text talks about the activities of different animals and birds in the forest. The special features of the animals have been brought out with the help of the lines of the poem. Another important element of the poem is the fact that how ones happiness can be misconstrued by other people. The singing of the kookaburra is viewed with jealousy as he seems to be happy in his position. In the similar strain, the jumping of the kangaroo is a cause of trouble for joey who is in the pouch of the adult kangaroo.

The text can connect to the experience of the children as they are familiar with the typical activities of the animals and any kind of imagery related to animals can help in keeping them captivated.  It also talks about the places where the animals move about and where they live.

The literary aspects pertaining to the text are that of rhyming as has been brought in the paragraph about “dugong” like free and sea. The rhyming of “stay” along with “away” bear testimony to the usage of rhyme in the poem. The rhyming can sooth the ears of the children.

The visual aspects that help in attracting the readers is the beautiful setting of the story. The visual imagery of the water, trees and the night sky adds to the aura of the story. The children can know about the different places in which the animals live and this can help in broadening the horizon of their knowledge.

Captivating children's attention in the classroom

It can support the reading and writing of children within the classroom as the primary focus is on the animals and about the kinds of activities that they engage in their day-to-day life. It can help them in knowing about the name of various creatures that can prove to be of great benefit for them.

The text talks about how Noah accompanied by other animals engage in the journey so that they can save themselves. It discusses how Noah built the arc with the help of hickory bark. It was built so that it can help them in crossing the river. The text discusses how Noah provides encouragement to the animals so that they move forward in their journey with a great amount of zeal. The saying of Noah that there is one more river helped in emboldening the animals.

The text connects to the experience of the children as they are aware of the story of Noah and how he was able to save himself. God had sent the flood because of the evil deeds of the human beings. This story is known to the children but the usage of the visual in the text can help in creating a profound impression on the minds of the children.

The literary aspects pertaining to the text are that of rhyming that helps in proving a beautiful pattern to the poem. The beautiful literary motif of rhyming can help in enticing the children and they would be attracted to the text on account of it. Alliteration has been used in the work as can be seen by the repetition of some words like “cross”.

The features pertaining to the language are that of rhyming that helps in emphasizing on certain words of the text. The repetition of the words helps in setting the atmosphere of the text. The visual imagery of the roaring seas and the storms helps in creating thrill among the readers.

This text can help in supporting the reading along with writing within the classroom as it can provide the children with knowledge about the role played by Noah when the flood ravaged the earth. It can help them in understanding about the concept of God and how God punishes people on account of misdeeds of the people. This text can instil a sense of good and evil in the children that can prove to be of use for their future life.

Connection to the children’s experience

The story farmer Duck reveals the fact that people should perform their duties on time and should not delegate their duties to others having a laid back attitude. It can be said that if a man is lazy and delegates all the work to others and exploit them, that would never help them to be successful and eventually, as in the story the sheep, hens and the cows drove the lazy farmer out of his own house as a form of protest against the exploitation of the duck, lazy people having lethargic mentality will have to face the same results.

The story is pretty relevant to the experiences of the children and the morale of this story is that from childhood, children should try to become responsible towards the duties and prepare themselves to be honest and hardworking.

To address the literary aspects of the story it can be said that the duck is the symbol of the oppressed population and the lazy farmer is the symbol of bourgeoisie class. The farmer delegates all the work to the poor duck and seeing the duck’s sufferance the hens, sheep and the cows that are the symbol of enraged population of the nation raised their voices and drove the farmer out of the house which is the symbolization of stripping off a king from his throne.

In the story usage of the cries of the animals like quack, moo, baa and cluck these are the main features of this story that adds up the elements of attraction for the pupils and enriches the story with comic elements. The comic approach of the story also adds to the attraction.

If the pupils go through this text, they will definitely understand the value of becoming self dependent and will understand that they should perform their duties religiously and honestly in order to avoid any undesired circumstances.

To summarize the story, it can be said that the author intended to portray the fact that if something is missing and if someone wants to find something with all his or her heart, he or she should not stop searching for that particular thing as he or she may not realize how close he or she might is from the object. Therefore it can be said that nothing can beat hard work and will power.

The text do connect with the experiences of the pupils as when they get bored of the studies and other activities, they should know the fact that if they care for their studies, that will eventually earn them something good that they might not be expecting.

The seahorse in this text symbolizes something that a man yearns for and the little fish who is swimming here and there in search of that sea horse symbolizes humans who are in serch for the ultimate truth. Therefore, it can be said that, by not merely taking this text as only for the children’s, it can be looked at as a text that symbolizes humankind and the man’s quest for nirvana or attaining the ultimate truth.

The comic approach of the text and the picaresque description is the most attractive elements of this text that makes it more attractive towards the pupils to go through the text. The visual aids are also present by beautiful sketches and the comic approach.

The text has immense significance to support the learning of the students as it will effectively help the pupils to learn that they should not give up under any circumstances in order to achieve desired success.

References

Dietzel-Glair, J., 2013. Books in motion: Connecting preschoolers with books through art, games, movement, music, playacting, and props. American Library Association.

Kleemans, M., de Leeuw, R.N., Gerritsen, J. and Buijzen, M., 2017. Children’s Responses to Negative News: The Effects of Constructive Reporting in Newspaper Stories for Children. Journal of Communication, 67(5), pp.781-802.

Lu, A.S., Buday, R. and Baranowski, T., 2015. What kind of stories do children like in an active video game (AVG)? An exploratory study. prevention, 13, p.14.

McCarthy, J.R., Edwards, R. and Gillies, V., 2017. Making families: Moral tales of parenting and step-parenting. Taylor & Francis.

Narvaez, D. and Lapsley, D., 2014. Becoming a moral person–Moral development and moral character education as a result of social interactions. In Empirically informed ethics: Morality between facts and norms (pp. 227-238). Springer, Cham.

Park, K., 2017. Interactive Storytelling: developing inclusive stories for children and adults. Taylor & Francis.

Ramsgaard, S. and Bohn, A., 2015. Past and future life stories in children with Anxiety Disorder. In International Convention of Psychological Science.

Telford, D., 2014. Stories for Children. The School Librarian, 62(2), p.109.

Waddell, M., 2017. Farmer duck. Candlewick Press.

Watson, G., 2016. Responsibility and the limits of evil: Variations on a Strawsonian theme. In Free Will and Reactive Attitudes (pp. 127-154). Routledge.

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