| Abstract | 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 inservice 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. |
| Abstract (croatian) | Suvremene slikovnice postaju sve relevantnija tema za različite istraživače. Njihov potencijal prepoznaju učitelji, odgajatelji, psiholozi i umjetnici, a razvijaju autori slikovnica, koji uporno pronalaze nove načine kršenja ustaljenih pravila, ostavljajući podjednako snažan dojam na djecu i odrasle. Ovaj rad proučava rastuću kompleksnost slikovnice i zadivljujuću dječju sposobnost interpretacije, koja poništava stereotipe odraslih o tome što djeca „mogu“, a što ne. Provedeno je istraživanje u dva dijela: u prvom su dijelu ispitani stavovi budućih i postojećih hrvatskih (osnovnoškolskih) učiteljica o uporabi slikovnica u nastavi, a drugi se dio bavi odgovorima i tumačenjima učenika četvrtoga razreda jedne zagrebačke osnovne škole tijekom čitanja slikovnice Davida Wiesnera, The Three Pigs (2001). Razgovor s djecom tijekom čitanja slikovnice je zabilježen audio-snimkom i transkribiran te su rezultati obaju dijelova istraživanja analizirani kvalitativno. Učiteljice su u većini slučajeva smatrale da su slikovnice načelno jednostavne i najprimjerenije za predškolce i učenike nižih razreda osnovne škole. Drugi dio istraživanja je, tomu nasuprot, pokazao da su djeca, koja su na kraju ciklusa nižega osnovnoga obrazovanja, uživala u čitanju slikovnice, prihvaćajući sve kognitivne izazove koji su se pojavili tijekom interpretacije. Njihove su reakcije obuhvatile osobnu, analitičku, intertekstualnu i performativnu razinu odgovora na tekst (Sipe, 2008b), ali, i najvažnije, zadovoljstvo u čitanju slikovnice. |
