Introduction:
Our selection of storybook is "The Great Big Turnip" edited by Bob Williams, shared by KohWai and Young. This book is suitable for children aged 4-6 as it is specially designed and created to assist children who've mastered basic reading skills.
Marchado (2010) states that "the success of any book for young children depends upon its demonstration of basic real human tasks, needs, and concerns predicated on children's perceptions, and at a level of which they can act in response" (p. 289). Thus, after analyzing our selected options of literature, we made a decision to choose The Great Big Turnip since it has achieved many areas of choosing the right book for small children.
The account revolves around a farmer who possessed discovered a giant turnip in his garden. He could not take it out only hence he desired help from his members of the family and other family pets inside your home. Together, they were able to draw the turnip from the ground and liked a lot of food for quite some time. Out of this synopsis, the storyline is able to inculcate the worthiness of teamwork in the visitors as it educates that joint effort makes it simpler to complete a task.
Its print and radiant illustrations experienced captivated us instantaneously. The dialect used is era befitting children to learn and understand. The moral of the story is that people should help others when they are in need, although you may may think that your help is insignificant.
Literary elements:
Plot:
The story is good since it creates suspense in the story to build up the children's involvement in reading the reserve.
It is also simple and straightforward as it concentrates how the farmer gets help pull the massive turnip out of the ground. Machado (2010) says that "simple storyline necessitated by the space of a picture book allows young children to become included immediately doing his thing, discover problem, and understand the quality" (p. 289).
The story is at a chronological order as it unfolds sequentially. Initially on page 3, it talks about the farmer planting turnip seed products on the ground. In the centre on site 7, the farmer asked his better half for help when he cannot move the turnip out all by himself. Eventually, they still needed more people to help you. On webpage 14, it unveils the way the turnip was drawn out from the ground.
From the storyline, readers have the ability to choose problem-solving skills from the individuals, such as asking for assistance. The climax of the story happens on page 13 when six more personas were involved in pulling the turnip from the floor, and it arrests the children's attention to discover how the individuals overcome the situation.
Characterization:
The characters in the storybook are life like as they look like normal living being. Machado (2010) claims that "individuals should be portrayed realistically and have experiences and emotions with which children can immediately identify" (p. 289). Thus, this publication has definitely found the e book selection standards.
The protagonist in the storyline is a farmer. As the storyline continues, other people develop one after another throughout the storyline to help the farmer. The story does not talk about the individuals' recent, present and future as it centers on how the farmer gets help from his family to pull the top turnip out of the ground.
Based on the farmer's dialogue, it shows that he's a jovial person. On site 5 and 7, the farmer was elated to learn that his vegetable had grown into an enormous turnip. By the end of the story on web page 16, the farmer shows a feeling of joy as it says that "the happy farmer ate turnip for years" (William, 2002).
Besides, this booklet also portrays an array of emotions based on the other character's dialogue on site 7, 9 and 11. It shows enthusiasm yet their problems in pulling out the turnip.
Setting:
The farmer's garden is the main location where in fact the story took place during daytime. Predicated on a western framework, readers have the ability to visualize a realistic event that happened in the storyplot which really helps to build on the prior understanding of the images.
Theme:
The theme of the storyplot is able to relate to children's understandings, needs and hobbies because underlying principle educates the importance of teamwork and unity. The farmer would not have the ability to pull the top turnip out of the ground without the help of his wife, son, little princess, dog, kitten and mouse. It shows the significance of working towards a goal in harmony; oneness of mind.
Style and Diction:
The terms used is easy and age-appropriate for children aged four to six. The words used can create spirits from text message such as "exclaimed", "cried" and "excited". The storyplot requires a careful choice of words and tempo such as "each of them pulled and taken, but the turnip still wouldn't normally come out!" Having a predictable text message, children have the ability to take part by reading aloud to themselves or a storyteller.
And the reserve includes good diction as it includes phrases like "eyes popped out from her head", "luckily", "fell backwards in a heap".
Point of View:
The creator used one third person perspective to write the storyplot using pronoun like "He, She and They". Objective point of view was found in the storyplot as the writer only "tells what happen without saying more than [what] can be inferred from the story's action and dialogue" (Literature, No Particular date).
Stereotypes:
It is not reflected in the storybook.
Personification:
It is not shown in the storybook.
Visual elements
The picture-book's visible variety would kindle the hobbies of the children and arrest their visual attention. It is somewhat smaller than an A4-measured booklet which words inside are of Arial font and appropriate font size. The space among words and lines spacing are not cluttered. Hence, this popular fairytale facilitates easy one-on-one readings and independent reading.
Cover page:
On the cover page, yellow, embroidered images on the borders of 'The Great Big Turnip' give size to the subject and front illustrations. Every term in the name is capitalised and dark turquoise in colour. Below the subject is a dazzling and colourful cartoon of the climax of the storyplot, which is also marginally similar to the cartoon on site 14 and page 15.
The brilliant illustration will intrigue viewers as it shows just the huge turnip spinning out of the soil and several characters falling back of. It allows readers to take into account what happened in the storyplot.
Texture:
Illustrations are two-dimensional gives a visual structure and promotes imagery development.
Line:
Heavy lines used give more precision and curved lines used depict fluidity which brings the personas alive. Jagged lines can be found on page 15's illustration of the rotating turnip, which enables the visitors to sense hazard.
Colour and Shape:
Furthermore, the toon characters stick out more as additional colorings and geometric forms are used to allow the audience to plainly differentiate all of them. Illustrations from web page 13 are cases, as when the heroes are tugging the turnip out, the reader would not focus on other things including the house far away or even the forest in the background.
Colours such as darkish used compliment the options like the farmer's solid wood house and the land in his garden. Addititionally there is more assertion and rigidity in the illustration of the farmer due to the geometric shapes used (Scott, 1989).
Free-form shapes including the 'cursive ends' of the turnip on page 15 enable the reader to imagine the fantastic amount of pressure when the turnip was pulled out (Scott, 1989).
All in all, the visual elements of the picture-book nurture visual literacy which builds on the vocabulary development of child. They permit the facilitating readability and influencing recall of the written text (Machado, 2010).
