engleski

Wiesner’s "Three Pigs" With Young Learners

Contemporary picturebooks have become a focus of interest for researchers in numerous fields of study. Their potential is being recognised by educators, psychologists, and artists alike, as picturebook authors are continuously finding new ways to cross established boundaries and impress both adults and children. This thesis examines their increasing complexity, as well as children’s astonishing power to interpret them and thus challenge adults’ stereotypes about their abilities. The first part of the study was conducted in the form of a questionnaire for pre-service and in-service primary school teachers, with a focus on their attitudes towards employing picturebooks in the classroom. The second part included a read-aloud session of David Wiesner’s "Three Pigs" (2001) with six 4th grade pupils in one primary school in Zagreb. The audio-recording of the session was transcribed, and data collected from both studies was analysed qualitatively. The results showed that, despite the attitudes of pre-service and in-service teachers, who believed that picturebooks were generally simple and most appropriate for pre-schoolers and young learners, children who are at the very end of their lower primary education were both entertained and motivated to make cognitive efforts to interpret the text. They engaged with the picturebook on a personal, analytical, intertextual, and performative level (Sipe, 2008b), and exhibited a great amount of pleasure in doing so.

children’s response ; David Wiesner ; picturebook ; teachers ; young learners

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