Thisevaluation will be based on the visual elements of the book, whichinclude artwork and design. They are attributes that facilitate theunderstanding of the book to the children of the early childhood 2 atthe age of 4. Development is facilitated via visual elements likecolored images and clearly lined words.
Thelanguage is developed by introducing new terms like “grouchy” andillustrating by visual elements. For instance, the image of theladybug is brightly colored by painting on tissue papers (Raisor &Thompson, 2014). Its vivid images and words written on lines allowthe target readers to conceptualize the meaning of each word orconcept. The structure of the story allows the readers to understandhow words are connected to make meanings.
Cognitionhas been developed by using illustrations to show new ideas. Thereader differentiates the different animals in the book by observingthese illustrations. They know new words and understand how the wordspresent distinct animals.
Thecharacter of the grouchy ladybug has been presented as a futile andaggressive one. It is not willing to ask for assistance even whenother animals can give it. It bullies all other animals includingthose that are bigger in size. Other animals are not in the mood tofight with the ladybug since they either do not acknowledge the bullyor are too big to argue with it. The author ensures that thesecharacters are presented using painted images and explained by shortlines comprising of 1 to 3 words.
Theauthor presents an aggressive ladybug that is willing to fight otherbigger animals. It develops the readers’ social skills by showingthat bullying would not solve the problems that one has in life. Thegrouchy ladybug eventually returns to its initial point where it wasassisted by its first victim. The colors depicts grouchy ladybug asan unpleasant and unattractive insect.
TheMixed Up Chameleon
Theevaluation of visual elements is related to the changes that thechameleon makes and those that it wishes. The different colors arelearned by showing them while introducing the new animals. This bookdoes not only introduce the different colors but also variousanimals. It is a book that can be used by the K-2 learners.
Theauthor develops a story using the common words that K-2 studentswould understand. The students can read across the pages tofamiliarize and practice their reading skills. The lines have fewwords and short sentences written in large fonts.
Thedifferent colors that the chameleon changes into have also beenwritten and illustrated in the book (Carle & Lim, 2013). Thisstep allows the students to develop cognitively to know the differentcolors and animals in the story.
Thechameleon makes many wishes and eventually decides to go back to itsinitial state. It becomes relevant to the readers by showing why theyshould be satisfied by their creation. The theme of change andsatisfaction has been addressed using colors and explanations todepict its applications in personal identity.
Thebook shows that happiness does not necessarily come from gettingeverything that one wishes for. It allows children to develop skillof relating with other people in the society. For instance, childrenmay learn to appreciate their abilities and avoid wishing for thoseof their friends.
ChickaChicka Boom Boom
Unlikemost story books, pictures assist students to develop their skills byobserving images and relating them to those in the real life. Thisbook is appropriate for learners in the preK-K. Its evaluation isbased on the images and their effects to people in the real life.
Languagedevelopment is based on understanding letters and using them toperform various activities on images. The elementary students use theimages like trees pictures to arrange letters. It is argued thatchildren develop knowledge about these images as they associate themto those in life.
Thecognition improves as time passes while the learner repeats theactivities. They also make meanings later in life when they startpronouncing the names of the images. These subconscious involvementskeep the images and later comprehend their meaning.
Thepersonality features are studied by using activities in the book. Forinstance, they may associate thinness to being tall and skinny(Martin & Archambault, 2013). They also draw and label thesketches to show these features.
Socialdevelopment is part of the learning since students use the prevailingknowledge to understand new things. The family and home has been usedto make names and arrangements on the tree in this book. The familyis used as a baseline of learning social issues.
Thisbook comprises of phrases about the cat and introduces interestingideas to the children. It is a preparatory level book used tointroduce various aspects of the cat using images. The book iscomprised f many images and few words.
Thedevelopment of language is enhanced by using few words to describethe images. New words are introduced by making minor changes to theimages of the cat. For instance, the color of the shoes changes fromwhite to red (Litwin, 2012).
Theuse of ‘new’ and ‘old’ words facilitates knowing andunderstanding what the book presents. Each new word that presents anoun is shown using pictures. This step is mainly about colors amongphysical objects.
Thefeatures of the cat have been availed including the opinionadjectives like “love”. The author uses the cat to presentadjectives that would describe the cat as well as people.
Theuse of adjectives is important in facilitating social lessons to thechildren. The communication skills allow the child to develop ideason how to describe people and show the various features in the rightway.
Carle,E., & Lim, J. (2013). Themixed-up chameleon.Puffin books.
Litwin,E. (2012). Petethe Cat.Harper.
Martin,B., & Archambault, J. (2013). ChickaChicka Boom Boom: with audio recording.Simon and Schuster.
Raisor,J. M., & Thompson, S. D. (2014). Guidance strategies to preventand address preschool bullying. YCYoung Children, 69(2),70.
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