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?????? ?????? ??????? ???????? ????????? (???????)???????? ?????? «?? ?????????? ???????» ?????????? ???????? ??? ??????????? ? ?????????????? ?? ?????????? ??????????. ? ?????? ?????, «?? ?? ??????? ????? ... ??????? ???????? ??????, ???????, ???-?? ?? ?????? ?????????? ? ????? ??? ???????????? ?????! ? ????????? ?? ?? ???. ??? ?????????, ??? ? ????? ?????? ?? ???? ? ???? ... ?????? ? ????????? ? ?????????????????? ?. ??????????, ?? ? ?? ???????, ??? ???? ??????? ?? ??????? ???????? ??? ????? ? ???????? ????????. ? ????? 15 ?????? ??????? ???????? ?????????, ? ... ????- MOVITRAC® LTP-B?1870???????????????????????. ???????????????????????????????. ???????????????????????? ... ?????? - ICRC- ???????UNESCO????2001 ?10 ?29-30 ??. - ?????????????? ... 16?????????????????????????????????????? ... ????????????????2004?10???????????????. ?????2006? ... ? ?????????????????????. ??????????????? ... ?????????????????????????????????????????????? ? ?????????????????????????????????. ??? Shared reading of children's interactive picture books - COREWe report on a study of children and parents shared reading of interactive printed books. We investigated the differences between books with interactive ... What and How Young Children Learn From Picture and Story BooksChildren reading the Berenstain Bears showed the standard anthropocentric reasoning pattern, but those reading the Animal Encyclopedia adopted a. Picture Book Illustrations and Children's Identity FormationThis paper explores the impact of picture book illustrations on children's identity formation. It looks specifically at the case of Fiep ... Transfer between Picture Books and the Real World by Very Young ...Picture book reading is a very common form of interaction between parents and very young children. Here we explore to what extent young children transfer ... Pie Corbett's - Reading Spine - ScholasticIn the Reading Spine at Key Stage 2, I have selected six novels in each year with a focus on one core picture book. This leaves enough space for teachers to add ...
