Disciplining Children: A Qualitative Study of Discipline Practices in Picture Books
Location
1052
Format Type
Event
Format Type
Paper
Start Date
January 2018
End Date
January 2018
Abstract
In this present presentation, we will explore social and behavioral disciplinary practices found in children’s literature. Specifically, we will present findings from a qualitative study examining disciplinary and punishment practices found in children’s picture books. Our book sample comes from the annual Teachers’ Choices reading list from the past five years. These books are identified by teachers as leading book in their fields and indicate likely books children encounter in classroom. With 10 books from each year, our sample would total 50 books. In order to study the representations of discipline, we employ the American Academy of Pediatric’s (AAP) four part consequence-based definition of discipline. Using the AAP’s definition, we analyze the books based on discipline discourses (e.g., related to timeout, corporeal punishment, verbal reprimand, and loss of privilege) and building tasks from Gee’s discourse analysis. If books have a formative impact in children’s learning, then understanding the representations and context of discipline in picture books can provide insight into what children might expect from adults and society for deviating from expected behaviors. Our analysis can also contribute to the children’s literature studies by making explicit behavioral and disciplinary practices in picture books.
Disciplining Children: A Qualitative Study of Discipline Practices in Picture Books
1052
In this present presentation, we will explore social and behavioral disciplinary practices found in children’s literature. Specifically, we will present findings from a qualitative study examining disciplinary and punishment practices found in children’s picture books. Our book sample comes from the annual Teachers’ Choices reading list from the past five years. These books are identified by teachers as leading book in their fields and indicate likely books children encounter in classroom. With 10 books from each year, our sample would total 50 books. In order to study the representations of discipline, we employ the American Academy of Pediatric’s (AAP) four part consequence-based definition of discipline. Using the AAP’s definition, we analyze the books based on discipline discourses (e.g., related to timeout, corporeal punishment, verbal reprimand, and loss of privilege) and building tasks from Gee’s discourse analysis. If books have a formative impact in children’s learning, then understanding the representations and context of discipline in picture books can provide insight into what children might expect from adults and society for deviating from expected behaviors. Our analysis can also contribute to the children’s literature studies by making explicit behavioral and disciplinary practices in picture books.
Comments
Breakout Session C