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Thematische Bibliographien / Children's perspectives / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Children's perspectives“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 26. Januar 2023

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1

Esteve, R., und V. Marquina-Aponte. „Children's pain perspectives“. Child: Care, Health and Development 38, Nr. 3 (22.08.2011): 441–52. http://dx.doi.org/10.1111/j.1365-2214.2011.01297.x.

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2

Dow, John. „Disabled Children's Perspectives“. Journal of Integrated Care 11, Nr. 1 (Februar 2003): 6–8. http://dx.doi.org/10.1108/14769018200300003.

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3

Leach, Deborah, und Gaalen L. Erickson. „Children's Perspectives on Diabetes“. Journal of School Health 58, Nr. 4 (April 1988): 159–61. http://dx.doi.org/10.1111/j.1746-1561.1988.tb00551.x.

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4

Baxter, James S. „Perspectives on children's testimony“. Child Abuse & Neglect 17, Nr. 4 (Juli 1993): 567–68. http://dx.doi.org/10.1016/0145-2134(93)90034-3.

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5

Gudjonsson, Gisli. „Perspectives on children's testimony“. Behaviour Research and Therapy 28, Nr. 2 (1990): 179–80. http://dx.doi.org/10.1016/0005-7967(90)90045-k.

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6

Gannon, Susan R. „International Children's Literature: Critical Perspectives“. Children's Literature Association Quarterly 24, Nr. 3 (1999): 151–53. http://dx.doi.org/10.1353/chq.0.1088.

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7

Hands, Beth, und Marie Martin. „Fundamental Movement Skills: Children's Perspectives“. Australasian Journal of Early Childhood 28, Nr. 4 (Dezember 2003): 47–52. http://dx.doi.org/10.1177/183693910302800409.

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8

MONTANDON, CLEOPATRA, und FRANÇOISE OSIEK. „Children's Perspectives on their Education“. Childhood 5, Nr. 3 (August 1998): 247–63. http://dx.doi.org/10.1177/0907568298005003002.

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9

BOTTOMS, BETTE L., und GAIL S. GOODMAN. „International Perspectives on Children's Testimony“. Criminal Justice and Behavior 23, Nr. 2 (Juni 1996): 260–68. http://dx.doi.org/10.1177/0093854896023002002.

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10

Mackay, Maxine. „Aboriginal Perspectives in Children's Services“. Aboriginal Child at School 21, Nr. 2 (Mai 1993): 50–52. http://dx.doi.org/10.1017/s0310582200005666.

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Within the multi-cultural society of Australia, Aboriginal people have a special place because of the part they have played in the history of Australia, and because they are the indigenous people of this country.

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11

Dale, Andrea. „Children's perspectives on domestic violence“. Accident and Emergency Nursing 12, Nr. 2 (April 2004): 125. http://dx.doi.org/10.1016/j.aaen.2003.09.002.

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12

Leichter-Saxby, Morgan. „International perspectives on children's play“. International Journal of Play 5, Nr. 1 (29.10.2015): 109–12. http://dx.doi.org/10.1080/21594937.2015.1093727.

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13

Formosinho, Júlia, und Sara Barros Araújo. „Children's perspectives about pedagogical interactions“. European Early Childhood Education Research Journal 12, Nr. 1 (Januar 2004): 103–14. http://dx.doi.org/10.1080/13502930485209341.

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14

McFarland, Laura, und Lysa Dealtry. „Hearing in the Early Childhood Setting: Children's Perspectives“. Australasian Journal of Early Childhood 42, Nr. 2 (Juni 2017): 105–13. http://dx.doi.org/10.23965/ajec.42.2.13.

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THIS STUDY INVESTIGATED CHILDREN'S perspectives on their hearing during group activities in a preschool setting. A case study design framed by a children's participatory rights perspective was used. The sample included 69 children aged three to five years in a regional Australian preschool. Children completed self-report booklets about their hearing. Parents completed surveys indicating children's health conditions and identified hearing issues. Results suggest that children have most difficulty hearing while other children are talking and when sitting at the back of the mat, and that most children who report hearing difficulties during group time have not been formally identified with a hearing problem. Implications for ensuring children can hear optimally in early childhood group-time situations are discussed. Given the focus in past research on adults' reports of children's hearing, the importance of gaining children's perspectives of their hearing in the early childhood setting by using self-report methods is also discussed.

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15

Davies, Betty, John Collins, Rose Steele, Karen Cook, Vivian Distler und Amy Brenner. „Parents’ and Children's Perspectives of a Children's Hospice Bereavement Program“. Journal of Palliative Care 23, Nr. 1 (März 2007): 14–23. http://dx.doi.org/10.1177/082585970702300103.

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16

Sherman, Ann, und A. Leo MacDonald. „Children's perspectives on building science models“. Education 3-13 34, Nr. 1 (März 2006): 89–98. http://dx.doi.org/10.1080/03004270500507677.

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17

Dawson, Geraldine. „Expanding Perspectives on Children's Psychological Problems“. Contemporary Psychology: A Journal of Reviews 30, Nr. 1 (Januar 1985): 24–25. http://dx.doi.org/10.1037/023460.

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18

Misheff, Sue. „Perspectives of Children's Literature in Guatemala“. Hispania 77, Nr. 3 (September 1994): 524. http://dx.doi.org/10.2307/344988.

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19

Esteves, Kelli J. „Fostering Global Perspectives with Children's Literature“. Kappa Delta Pi Record 54, Nr. 2 (03.04.2018): 72–77. http://dx.doi.org/10.1080/00228958.2018.1443673.

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20

Elbedour, Salman, Shmuel Shulman und Peri Kedem. „Children's fears: Cultural and developmental perspectives“. Behaviour Research and Therapy 35, Nr. 6 (Juni 1997): 491–96. http://dx.doi.org/10.1016/s0005-7967(97)00012-0.

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21

Taylor, Janet B. „Piagetian Perspectives on Understanding Children's Understanding“. Childhood Education 72, Nr. 5 (August 1996): 258–59. http://dx.doi.org/10.1080/00094056.1996.10521861.

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22

Kovanen, Marjo, und Sirkku Kotilainen. „Transcultural perspectives in Teaching Children's Horror Films“. Seminar.net 14, Nr. 1 (28.06.2018): 31–42. http://dx.doi.org/10.7577/seminar.2581.

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Transcultural perspective has recently raised more academic attention due to the internationalization of higher education and migration all over the globe. Thus the objective of the paper is to open the discussion on film education, especially teaching children’s horror films from the transcultural perspectives through an empirical case study among university students in media education. We concentrate on students attitudes and perception on children´s horror from the perspective of film education. Our question is, how to increase the students understanding of children´s horror culture and pedagogies related to it? The paper consists of the first research results based on the course including lecturers’ research diaries, students' interviews, their film life studies and practical assignments such as films made during the two-week workshop. The preliminary results show that the perceptions and attitudes vary a lot depending on cultural backgrounds. Students’ pre-understandings of film culture and film literacy as a pedagogical practice mostly were professional-oriented and colored with the aesthetic perception on film. The most visible impact of the course was the minds-opening for wider understanding of film as education and uses of film in teaching. Taking up the aspects of children´s horror in the course was surprising, even irrelevant to students: they didn´t expect this kind of perspective at all. As a result the course was able to create open, safe spaces for reflection and changing students’ mindsets. Based on the results, situated approaches to film education is suggested to reinforce multiliteracy model with creation of safe space for discussion and supplementing emotional skills.

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23

Bessemans, Ann. „Typefaces for Children's Reading“. TMG Journal for Media History 19, Nr. 2 (09.12.2016): 1. http://dx.doi.org/10.18146/2213-7653.2016.268.

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This article deals with the contrasting views of designers, educationalists and scientific legibility researchers concerning children’s typefaces. Guidelines about typefaces and their legibility for beginner readers remain inconclusive due to these different perspectives. The article first discusses the opinions of each of these parties on children’s typefaces. Educationalists’ views are often based on prejudices and forces of habit. Designers tend to follow the views of their potential clients and scientific legibility researchers often lack typographical knowledge for creating valid test material. To conclude, a new perspective on a need for collaboration between the different parties within typographic design research is suggested. This approach might be able not only to acquire a deeper understanding and explanation of the question which typefaces are best for children, but also for the development and design of concrete new, functional typefaces and/or guidelines.

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24

Mossige, Svein, Tine K. Jensen, Wenke Gulbrandsen, Sissel Reichelt und Odd Arne Tjersland. „Children's narratives of sexual abuse“. Narrative Inquiry 15, Nr. 2 (22.12.2005): 377–404. http://dx.doi.org/10.1075/ni.15.2.09mos.

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Personal narratives from ten children who all claimed to have been sexually abused were analyzed and compared to narratives of stressful events the children produced in therapy sessions. The narratives were compared to each other along the following dimensions: level of elaboration, narrative structure, contextual embeddedness, and causal coherence. Each child's attempt to find purpose and resolution was also analyzed. The stressful event narratives were generally more elaborate, more structured, and more contextually embedded and coherent than the sexual abuse narratives. Very few of the sexual abuse narratives contained resolutions or causal connections that are considered important for contributing to meaning- making. It is suggested that in order to understand the difficulties children face, a narrative perspective needs to include the emotional significance of the events to be narrated, and a trauma perspective must include the cultural impact of the event. A theory that intends to understand children's narration difficulties should encompass both these perspectives. (Narratives, Child sexual abuse, Traumas)

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25

O'Brien, Margaret. „Allocation of Resources in Households: Children's Perspectives“. Sociological Review 43, Nr. 3 (August 1995): 501–17. http://dx.doi.org/10.1111/j.1467-954x.1995.tb00613.x.

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This paper incorporates children's perspectives on the issue of resource distribution in households. It is part of a relatively new trend of sociological explorations into childhood. The paper aims to review earlier studies and literature on children's access to money, food, space and time. The data illuminates norms governing distributive justice between adults and children in families.

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26

Yoon, Bogum. „How does children's literature portray global perspectives?“ Journal of Global Education and Research 6, Nr. 2 (Dezember 2022): 206–22. http://dx.doi.org/10.5038/2577-509x.6.2.1090.

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The need for global education is increasing in this global era, and children's literature becomes an essential resource to address this need. However, there is little research on how global perspectives are depicted in children's literature. The current study fills the gap in our understanding by examining contemporary children's picture books that were published in the United States from 2010 to 2016. Findings show that the picture books reflect several important elements of global education. However, there is an imbalance among the topics and genres. Although global awareness through environmental issues was emphasized through informational texts, transnational story lines on how individuals as world citizens connect to the other people around the world were lacking. The findings provide future directions for more diverse topics to support critical global education in this interconnected world.

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27

Froerer, Peggy. „Book Review: Children's Places: Cross Cultural Perspectives“. Critique of Anthropology 25, Nr. 4 (Dezember 2005): 434–35. http://dx.doi.org/10.1177/0308275x0502500406.

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28

Blood, Emma, und Sarah Grogan. „Children's perspectives on height and weight screenings“. British Journal of School Nursing 6, Nr. 10 (Dezember 2011): 482–88. http://dx.doi.org/10.12968/bjsn.2011.6.10.482.

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29

Tudor, Keith. „Children's Groups: Integrating TA and Gestalt Perspectives“. Transactional Analysis Journal 21, Nr. 1 (Januar 1991): 12–20. http://dx.doi.org/10.1177/036215379102100103.

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30

Rogoff, Barbara, und Gilda Morelli. „Perspectives on children's development from cultural psychology.“ American Psychologist 44, Nr. 2 (1989): 343–48. http://dx.doi.org/10.1037/0003-066x.44.2.343.

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31

Heptinstall, Ellen, Kalwant Bhopal und Julia Brannen. „Adjusting to a Foster Family: Children's Perspectives“. Adoption & Fostering 25, Nr. 4 (Dezember 2001): 6–16. http://dx.doi.org/10.1177/030857590102500403.

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32

Davies, Betty, John B. Collins, Rose Steele, Karen Cook, Amy Brenner und Stephany Smith. „Children's Perspectives of a Pediatric Hospice Program“. Journal of Palliative Care 21, Nr. 4 (Dezember 2005): 252–61. http://dx.doi.org/10.1177/082585970502100404.

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33

Cullingford, Cedric. „A fleeting history of happiness: children's perspectives“. Education 3-13 36, Nr. 2 (Mai 2008): 153–60. http://dx.doi.org/10.1080/03004270701577271.

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34

Black, Laura, und Deborah Varley. „Young children's perspectives on whole class discussions“. Education 3-13 36, Nr. 3 (August 2008): 207–21. http://dx.doi.org/10.1080/03004270802217629.

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35

Hou, Xiaohui, Zhuqing Gong, Zhixiong Yan, Yanjie Su und Xinian Zuo. „Children's theory of mind development: Cultural perspectives“. Chinese Science Bulletin 64, Nr. 4 (23.11.2018): 384–92. http://dx.doi.org/10.1360/n972018-00763.

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36

Pyle, Angela, und Betül Alaca. „Kindergarten children's perspectives on play and learning“. Early Child Development and Care 188, Nr. 8 (27.10.2016): 1063–75. http://dx.doi.org/10.1080/03004430.2016.1245190.

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37

Kelly, Joan B. „Changing Perspectives on Children's Adjustment Following Divorce“. Childhood 10, Nr. 2 (Mai 2003): 237–54. http://dx.doi.org/10.1177/0907568203010002008.

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38

Soldavini, Jessica, und Maureen Berner. „Children's Perspectives on the Summer Nutrition Program“. Journal of Nutrition Education and Behavior 50, Nr. 7 (Juli 2018): S55. http://dx.doi.org/10.1016/j.jneb.2018.04.081.

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39

Alisic, Eva, Hennie R. Boeije, Marian J. Jongmans und Rolf J. Kleber. „Children's Perspectives on Dealing With Traumatic Events“. Journal of Loss and Trauma 16, Nr. 6 (November 2011): 477–96. http://dx.doi.org/10.1080/15325024.2011.576979.

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40

Harcourt, Deborah, und Johanna Einarsdottir. „Introducing children's perspectives and participation in research“. European Early Childhood Education Research Journal 19, Nr. 3 (September 2011): 301–7. http://dx.doi.org/10.1080/1350293x.2011.597962.

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41

Bradshaw, Jonathan, Antonia Keung, Gwyther Rees und Haridhan Goswami. „Children's subjective well-being: International comparative perspectives“. Children and Youth Services Review 33, Nr. 4 (April 2011): 548–56. http://dx.doi.org/10.1016/j.childyouth.2010.05.010.

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42

Serafini, Frank, und Steven Layne. „Looking at Children's Literature From Two Perspectives“. Reading Teacher 66, Nr. 7 (27.03.2013): 554–57. http://dx.doi.org/10.1002/trtr.1159.

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43

Meechan, David. „Parents' perspectives on assessment“. Early Years Educator 23, Nr. 7 (02.02.2022): 34–36. http://dx.doi.org/10.12968/eyed.2022.23.7.34.

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44

Meechan, David. „Where do children's rights come in?“ Early Years Educator 23, Nr. 10 (02.05.2022): 24–25. http://dx.doi.org/10.12968/eyed.2022.23.10.24.

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This is the third article in the series ‘We need to talk about tracking’. The previous two have looked at practitioner perspectives (Sept 2021) and parent perspectives (Feb 2022) of assessment. This article will introduce the idea of a rights based approach and consider key people involved in assessment processes in the early years.

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45

Hobday-Kusch, Jody, und Janet McVittie. „Just Clowning around: Classroom Perspectives on Children's Humour“. Canadian Journal of Education / Revue canadienne de l'éducation 27, Nr. 2/3 (2002): 195. http://dx.doi.org/10.2307/1602220.

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46

Heldal, Marit. „Perspectives on Children's Play in a Refugee Camp“. Interchange 52, Nr. 3 (10.07.2021): 433–45. http://dx.doi.org/10.1007/s10780-021-09442-4.

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47

Chevalier, Marsha. „Paradoxes of Social Control: Children's Perspectives and Actions“. Journal of Research in Childhood Education 13, Nr. 1 (Dezember 1998): 48–55. http://dx.doi.org/10.1080/02568549809594726.

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48

Pascoe, J., W. Spears, C. McNicholas, M. Lee, G. Eberhart, M. Pakvasa und J. Zagory. „1277 Parents' Perspectives on Their Children's Health Insurance“. Pediatric Research 68 (November 2010): 632–33. http://dx.doi.org/10.1203/00006450-201011001-01277.

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49

Buckingham, David. „Dissin' Disney: critical perspectives on children's media culture“. Media, Culture & Society 19, Nr. 2 (April 1997): 285–93. http://dx.doi.org/10.1177/016344397019002010.

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50

Merewether, Jane, und Alma Fleet. „Seeking children's perspectives: a respectful layered research approach“. Early Child Development and Care 184, Nr. 6 (02.09.2013): 897–914. http://dx.doi.org/10.1080/03004430.2013.829821.

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