toolbox world wide web

 

Name of the tool

Using children’s literature

Links to the keystones
attitudes, awareness

Aim of tool/ Brief overall description

    • enable contact and build a common ground in the group,
    • stress common views, use other differences,
    • experiment with different sets of behavior.

    Train the primary school teacher trainees to choose iconographic and literary material to approach interculturality.
    It is important for us to give our teacher trainees the opportunity to use children’s literature as a trigger to discussion and debate in the classroom.

Main methods

The teacher trainers will work with the trainees in small groups.
From this example, we want to show the teacher trainers how to get onto interculturality starting with children's literature and how to construct their own thought process when working with other children's books.
Work out factors to choose books.

 

 

Description of the process and the possible stepping stones

We think that it is important to begin always by letting the teacher trainees start with doing the work as it will be done by the pupils.
Analyze and discussion of their responses.
Presentation of the work done in the experimental classroom.
Confrontation of the response and perception of the pictures by adults and children.
Preparation of a teaching sequence of the same type but using other books in order to clarify the specifications for being able to choose pictures in children's books.

Description of the process and the possible outcome of the tool

In our opinion this tool will allow the primary school teacher trainees to gain their autonomy for their future realization of teaching sequences with children's literature.

Stepping stones, which should be kept in mind, while doing it………

    • To make sure that the teacher trainees will have to work for themselves.
    • To make sure that the teacher trainees take a stand on this problem.
    • To help the teacher trainees to be able to transfer this knowledge.

Instruments

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Equipment

  • To scan the pictures of the children's books.
  • A computer and a video projector.
  • A paperboard to be able to write down and hold back the suggestions of the teacher trainees.
  • To audio tape the discussion or to name a secretary to write it down.
  • Have an access to a library which holds a great choice of children’s books.

Author
Edith Weber,
Nicolas Schreck
Daniel Lind
Lucienne Guerrini, Primary school teacher trainer

Institution

IUFM d’ALSACE, Guebwiller FRANCE