The communities in which people live—communities that also include children and students—are diverse groups composed of individuals with different backgrounds: they may come from various families, belong to different nationalities, or have specific impairments, among other differences. Examples of such communities include the home environment and the classroom. When encountering individuals who are different from themselves, children often do not know what to expect or how to respond. In this context, teachers play a crucial role in empowering children through knowledge and in creating an inclusive and supportive environment that values diversity. A powerful starting point for addressing such complex and sensitive topics are picturebooks, whether in the students’ first language or in a foreign language.
The aim of this master’s thesis was to explore whether reading and discussing a literary work dealing with the topic of diversity, written in a foreign language, can contribute to a better understanding of this concept and foster more accepting and positive attitudes in students toward individuals who differ from them. Furthermore, the research sought to investigate how the teaching approach differs between the second and fourth grades, with special attention given to ensuring that students understood both the content and the underlying message of the story.
The empirical part of the study was divided into two phases. In the first phase, students in the second and fourth grades of primary school were asked to express their views on people who are different using a series of short statements. This was followed by a series of lessons in which a picturebook addressing diversity was presented and discussed with the students. In the second phase, interviews were conducted with selected students. These interviews aimed to determine whether the story and the accompanying activities had influenced students’ thinking about diversity and their openness toward it, by referring back to the initial statements from the first phase. The descriptive method was used, and the research design followed an action research approach.
The findings revealed that the story-based approach was effective for both age groups, as it increased engagement with the topic, deepened understanding of diversity, and encouraged the development of empathy. In the second grade, students primarily perceived diversity through tangible features such as physical differences or special needs, with illustrations and simple, age-appropriate content playing a key role in their comprehension. In contrast, fourth-grade students demonstrated more abstract and reflective thinking, recognizing diversity in behavioral, cultural, and social dimensions, and relating the theme to real-life situations and values. Consequently, the learning activities were simpler and more visual in the second grade, while in the fourth grade, they were more analytical and discussion-based. Both age groups responded positively to the approach, though differences were evident in the complexity of tasks and depth of understanding, reflecting the developmental characteristics of each group and underscoring the need for age-appropriate implementation.
The thesis thus proposes several guidelines for designing story-based lessons. It is hoped that the work and its results will inspire and support teachers in preparing lessons that address problem-based topics across various subjects.
|
