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Thematische Bibliographien / Young children's literature / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Young children's literature“

Autor: Grafiati

Veröffentlicht am 9. September 2021

Zuletzt aktualisiert am 29. Juli 2025

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1

Gultom, Uli Agustina, and Inung Setyami. "Children’s Literature as Learning Media to Improve Children’s Language Skills." International Journal of Science and Applied Science: Conference Series 6, no. 1 (2022): 136. https://doi.org/10.20961/ijsascs.v6i1.69949.

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This article aims to describe children's literature as a means of learning language skills for children. Children's literature is literature aimed at children. Children's literature is literature that reflects the feelings and experiences of children through children's views on topics that are close to the child's world, including humans, fauna, and flora. Through literature, a child indirectly learns language skills as well. Children's literature is also important because it teaches young learners a variety of lessons. It also gives them opportunities to engage with literature; teaches them a

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Johnson, Dianne, and Catherine E. Lewis. "Introduction:[Children's and Young-Adult Literature]." African American Review 32, no. 1 (1998): 5. http://dx.doi.org/10.2307/3042262.

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Forrester, Sibelan. "Russian Children's and Young Adult Literature." Russian Studies in Literature 52, no. 2 (2016): 101–2. http://dx.doi.org/10.1080/10611975.2016.1252209.

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4

Gubar, Marah. "On Not Defining Children's Literature." PMLA/Publications of the Modern Language Association of America 126, no. 1 (2011): 209–16. http://dx.doi.org/10.1632/pmla.2011.126.1.209.

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As Roger Sale has wryly observed, “everyone knows what children's literature is until asked to define it” (1). The Reasons WHY this unruly subject is so hard to delimit have been well canvassed. If we define it as literature read by young people, any text could potentially count as children's literature, including Dickens novels and pornography. That seems too broad, just as defining children's literature as anything that appears on a publisher-designated children's or “young adult” list seems too narrow, since it would exclude titles that appeared before eighteenth-century booksellers such as

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Neilsen, Philip. "Queensland Children's Literature." Queensland Review 8, no. 2 (2001): 53–68. http://dx.doi.org/10.1017/s1321816600006838.

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Literature written for children and adolescents still has not been treated with due seriousness by standard Australian literary histories and companions. This is despite a growing number of critics over the last two decades who have pointed out how much of the genre is ‘good literature’ which can withstand any critical scrutiny. Whatever its conventional literary merits, writing for children and young adults is a major industry and an important cultural practice that requires as much attention as adult literature. Of particular interest is the relationship between children's reading and the re

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Je, Hui Seon. "A study on the Development of a tool for measuring young children's self-esteem: enactive cognition perspective." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 23 (2022): 529–48. http://dx.doi.org/10.22251/jlcci.2022.22.23.529.

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Objectives The purpose of this study is to develop a tool to interpret and measure children's self-esteem from the enactive perspective of embodied cognition, which is a new perspective in cognitive science. Methods To this end, through a literature study on the cognitive science of Enactive cognition and the self-esteem of young children, the self-esteem of young children can be interpreted from the viewpoint of enactive cognition. And iIn addition, three teachers were interviewed about how young children’s self-esteem was revealed during the daily routine of educational institutions. Based o

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Tischler, Rosamond Welchman. "Mathematics from Children's Literature." Arithmetic Teacher 35, no. 6 (1988): 42–47. http://dx.doi.org/10.5951/at.35.6.0042.

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The mathematics curriculum for young children can grow from children's literature. The following examples encourage children to use a variety of thinking skills—classifying, forming hypotheses, selecting strategies, and creating problems. As a result, they offer more depth and breadth in mathematics than most curriculum guides or texts currently suggest. At the same time, the examples build on children's interests and involve them in an informal, active, and creative way. ln particular, they offer the manipulative experiences that are necessary at this age.

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Holmes, Dee Ann, and Cooper B. Holmes. "Curiosity as Portrayed in Young Children's Literature." Psychological Reports 68, no. 2 (1991): 695–700. http://dx.doi.org/10.2466/pr0.1991.68.2.695.

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Urakova, Hulkar, and Anora Azimova. "CHARACTERISTICS OF FAIRY TALES IN CHILDREN'S LITERATURE." International Journal Of Literature And Languages 4, no. 5 (2024): 36–39. http://dx.doi.org/10.37547/ijll/volume04issue05-06.

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Special works created by authors for children are referred to as children's literature. Children's reading enhances children's spiritual development and provides them with enjoyment in both education and the arts. Children's literature is tied to the reality of diverse social phenomena in life and human existence, and it uses its creative medium to represent these facts, just like all other domains of social consciousness and ideological labour. In this article, we discuss comparative features of Uzbek and British fairy tales which can provide the young generation with real intellectual, moral

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Yehia, Rafea Saeid. "Cultural Identity Formations in Arabic Children's Literature." مجلة العلوم الإنسانية و الإجتماعية 9, no. 1 (2025): 125–35. https://doi.org/10.26389/ajsrp.r020924.

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This article explores the intricate relationship between national identity and environmental identity in Arabic children's literature, particularly in the context of globalization. It employs a qualitative approach, analyzing existing children's literature and case studies to understand how globalization impacts these identities. The findings indicate that national identity, defined as a sense of belonging to a specific community with its unique history and culture, is increasingly threatened by globalization. This exposure to diverse cultures can erode cultural specificity, leading to diminis

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Nechita, Alina. "Children’s literature – semantic controversies." BULETIN ŞTIINŢIFIC SERIA A Fascicula Pedagogie-Psihologie-Metodică 23 (December 31, 2023): 147–50. https://doi.org/10.37193/bs-ppm.23.13.

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The concept of children's literature itself arouses much controversy among researchers. Is there a genre dedicated exclusively to young readers or is it the same literature, equally valid for both children and adults?

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Trepanier-Street, Mary L., and Jane A. Romatowski. "Young children's attitudes toward the disabled: A classroom intervention using children's literature." Early Childhood Education Journal 24, no. 1 (1996): 45–49. http://dx.doi.org/10.1007/bf02430551.

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13

Ayhan, Seçil Besim. "EVALUATION OF CHILDREN'S THEATRE TEXTS FROM THE PERSPECTIVE OF SENSITIVITY EDUCATION." Conhecimento & Diversidade 16, no. 43 (2024): 500–516. https://doi.org/10.18316/rcd.v16i43.11924.

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The hive of children’s literature is the concepts of child and childhood. Several researchers have determined that children's literature contributes to the child's cognitive and affective development. Children's literature represents a transition period that contributes to the child's sensitive transition to adulthood and prepares him/her for adulthood. It also structurally includes these features. Therefore, children's theater texts occupy an important place in children's literature. The purpose of this study is to evaluate children's theater texts in terms of sensitivity education. The resea

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Raudyatuzzahra, Raudyatuzzahra. "Teacher Readiness in Implementing Children's Literature to Enhance English Language Learning in Young Learners Classroom." International Journal of Multicultural and Multireligious Understanding 10, no. 12 (2023): 226. http://dx.doi.org/10.18415/ijmmu.v10i12.5183.

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This study employs a qualitative approach as a research design. This qualitative study aims to investigates teacher readiness for incorporating children's literature into English language learning with young learners. The research employs in-depth interviews as the primary data collection method. This study involves two young learner English teacher as the participants who were selected purposively, one from an international kindergarten and one from a state primary school. The findings of this study reveal that teachers are generally aware of the benefits of using children's literature in the

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Kayumov, Abduvakhob A., and Jumagul B. Isakova. "DESCRIPTION OF A CHILD'S IMAGE IN UZBEK LITERATURE." Oriental Journal of Social Sciences 02, no. 02 (2022): 115–22. http://dx.doi.org/10.37547/supsci-ojss-02-02-12.

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The article examines the work of the young writer Kobiljon Shermatov “The country in my grandmother's stomach”, where Uzbek prose is presented in children's literature. Some shortcomings made in the narration are investigated.

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Sakumoning, Ramizah, and Abdul Halim Masnan. "SINGING STRATEGIES IN DEVELOPING SOCIAL SKILLS AMONG YOUNG CHILDREN: A LITERATURE REVIEW." International Journal of Education, Psychology and Counseling 10, no. 57 (2025): 675–86. https://doi.org/10.35631/ijepc.1057043.

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This study aims to review the literature review related to the singing approach strategy in building children's social skills. The singing strategy approach has been identified as an effective method in early childhood education and subsequently has a positive impact on emotional, social and cognitive development. Early childhood education sets the foundation for lifelong learning, behavior and general well-being. Children's experiences during the early stages shape themselves to respond to daily challenges. As a result of the literature review of previous studies, this study examines various

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Russell, David L. "You're Only Young Twice: Children's Literature and Film (review)." Lion and the Unicorn 25, no. 3 (2001): 436–41. http://dx.doi.org/10.1353/uni.2001.0036.

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Richardson, Maurine V., and Eula Ewing Monroe. "Helping Young Children Solve Word Problems Through Children's Literature." School Science and Mathematics 89, no. 6 (1989): 515–18. http://dx.doi.org/10.1111/j.1949-8594.1989.tb11954.x.

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Hemraj Saini. "Modern Sanskrit Children's Literature." Knowledgeable Research: A Multidisciplinary Journal 1, no. 09 (2023): 17–48. http://dx.doi.org/10.57067/kr.v1i09.75.

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 In the modern poetry world, the use of the word 'literature' by the poets is considered in the sense of poetry. In the past, the noun 'poetry' actually used to express poet-action - kaveh karma kavyam. In the modern context, the word 'literature' used in place of poetry has been used in three senses on the basis of evidence of practical experiments-  Firstly - on the evidence of 'Sahityapathonidhimanthannottham Kavyamritam Rakshat he Kavindra': The meaning of the word literature is very wide, that is, the word literature is also used in the meaning of all written oral

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Bryant, Margaret A. "Challenging: Gifted Learners: Through Children's Literature." Gifted Child Today Magazine 12, no. 4 (1989): 45–48. http://dx.doi.org/10.1177/107621758901200419.

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Early primary educators whose classes include some students with advanced academic abilities must provide experiences that stimulate their intellectual development while meeting the educational needs of the typical learners. One way to provide for these advanced learners is to extend and enrich the mandated curriculum through the use of children's literature. Library books offer a broad range of topics upon which units of study can be developed. This method is cost effective as the books are readily available through the school or public library and the interest level is appropriate to young c

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Joosen, Vanessa. "Constructing Age for Young Readers." International Research in Children's Literature 14, no. 3 (2021): 252–68. http://dx.doi.org/10.3366/ircl.2021.0409.

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Children's literature studies has been relatively slow in adopting techniques from digital humanities. This article explains a method for digitising, annotating, and analysing texts in xml to investigate the implicit age norms that children's books convey. The case studies are seventeen books by Bart Moeyaert and La Belle Sauvage by Philip Pullman. The analysis of speech distribution, topic modelling, syntactic parsing, and lexical analysis with digital tools adds information about implicit age norms that can support and inspire narrative analyses with close reading.

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Fehrest, Fatemeh, Jenny Panchal, Anja Pabel, and Laurie Murphy. "Incorporating humour in the educational journey of young tourists." European Journal of Humour Research 12, no. 2 (2024): 145–62. http://dx.doi.org/10.7592/ejhr.2024.12.2.880.

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Humour for children has received attention from various academic domains. However, the topic is a less explored area in the field of tourism. Addressing this research gap, the present study aims to firstly, identify the main themes of humour which are discussed in the academic literature about children, and secondly to outline how the identified themes can be applied to children’s learning experiences in tourism settings. The study employs content analysis to systematically review 190 relevant publications from multidisciplinary fields sourced from ScienceDirect and Scopus. Five overarching th

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Mirsanova, Moxira. "O‘ZBEK BOLALAR ADABIYOTIDA SARGUZASHT-FANTASTIK ASARLARNING O‘RNI." TAMADDUN NURI JURNALI 1, no. 64 (2025): 374–77. https://doi.org/10.69691/ddta4409.

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This article discusses the role of adventure-fantasy works in Uzbek children’s literature, the development of the fantasy genre, its historical elements, the role of fantasy in nurturing the imagination of young generations, adventure works, child education, the influence of literature on a child's development, and the harmony of adventure-fantasy in children's literature. Additionally, it addresses the interpretation of adventure-fantasy issues in Xudoyberdi To‘xtaboyev’s “Riding the yellow monster” and Sa’dulla Quronov’s “A day in the Galaxy”.

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Mirsanova, Moxira. "O‘ZBEK BOLALAR ADABIYOTIDA SARGUZASHT-FANTASTIK ASARLARNING O‘RNI." TAMADDUN NURI JURNALI 1, no. 64 (2025): 374–77. https://doi.org/10.69691/9n57eq19.

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This article discusses the role of adventure-fantasy works in Uzbek children’s literature, the development of the fantasy genre, its historical elements, the role of fantasy in nurturing the imagination of young generations, adventure works, child education, the influence of literature on a child's development, and the harmony of adventure-fantasy in children's literature. Additionally, it addresses the interpretation of adventure-fantasy issues in Xudoyberdi To‘xtaboyev’s “Riding the yellow monster” and Sa’dulla Quronov’s “A day in the Galaxy”.

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Park, Chi-beom. "A study on the dictionary of children's literature: 100 Keywords for Korean Children's and Young Adults’ Literature - Focusing on comparisons with Keywords for Children's Literature -." Institute of Humanities 52 (July 31, 2024): 256–93. http://dx.doi.org/10.46270/ssw.52.9.

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Cole, Ellen. "Gender Portrayal in Jewish Children's Literature." Judaica Librarianship 8, no. 1 (1994): 83–86. http://dx.doi.org/10.14263/2330-2976.1235.

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Current concerns with equality and equity focus the spotlight on gender, especially in a patriarchal religion and its observances, customs, and literature. When boys and girls read Jewish books they receive an image through word and picture of Jewish girls and women. This image can vary if the subject of the story is religious or cultural, if the time frame is past or present, if the locale is familiar or foreign, or if the plot conflict involves a male or another female. Gender can shift the fulcrum when the world seesaws between unfair and un equal. Books contain implicit and explicit

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Cross, Amy, Cherie Allan, and Kerry Kilner. "Digital Curation, AustLit, and Australian Children's Literature." International Research in Children's Literature 12, no. 1 (2019): 1–17. http://dx.doi.org/10.3366/ircl.2019.0287.

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This paper examines the effects of curatorial processes used to develop children's literature digital research projects in the bibliographic database AustLit. Through AustLit's emphasis on contextualising individual works within cultural, biographical, and critical spaces, Australia's literary history is comprehensively represented in a unique digital humanities space. Within AustLit is BlackWords, a project dedicated to recording Australia's Aboriginal and Torres Strait Islander storytelling, publishing, and literary cultural history, including children's and young adult texts. Children's lit

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Guo, Zongpeng. "Reflections on Readability of Children's Literature Translation." International Journal of Education and Humanities 2, no. 2 (2022): 26–27. http://dx.doi.org/10.54097/ijeh.v2i2.280.

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With the development of globalization and the deepening of sino-foreign cultural exchanges, young readers and their parents in China are calling for better translations of children's literature to meet the needs of children in developing language, and reading habits, opening up horizons, experiencing a foreign culture. As an essential indicator for judging the quality of translation, readability is directly related to whether children can accept the translations. Some points have been reflected here on improving the readability of children's literature translations from four levels of phonetic

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McCallum, Robyn. "Palimpsestuous IntertextualitiesAdaptations for Young Audiences: Critical Challenges, Future Directions." International Research in Children's Literature 9, no. 2 (2016): 197–214. http://dx.doi.org/10.3366/ircl.2016.0202.

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Historically, literary sources have always provided a rich resource for film narratives, meaning that the history of cinema is closely intertwined with the history of film adaptation. Children's literature in particular has been a favoured source of represented narratives. Some of the earliest film adaptations were of children's texts, many of which have been readapted multiple times. Adaptation studies has been a growth area of scholarly research and debate for at least five decades. However, despite the close imbrication of the film industry and children's literature since the early twentiet

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Gabelica, Marina. "Children's Electronic Literature Criticism: Exploring Electronic Picture Books." Matlit Revista do Programa de Doutoramento em Materialidades da Literatura 6, no. 2 (2018): 99–113. http://dx.doi.org/10.14195/2182-8830_6-2_8.

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This paper researches the position and the genres of children’s electronic literature within the larger context of electronic literature, focusing on its most representative form — electronic picture books. It explores their rich narrative possibilities and regards them as an autochthonous children’s electronic literary genre, a gateway that leads a young reader into the world of electronic literature.

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Stone, Albert E. "Children, Literature, and the Bomb." Prospects 19 (October 1994): 189–223. http://dx.doi.org/10.1017/s036123330000510x.

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If hiroshima as fact and metaphor marks a turning point of modern secular and spiritual history, what has this fact meant to American children and youth? The thinkable event with the unthinkable implications has, for four decades and more, offered unique challenges and opportunities to all sorts of writers working in popular and esoteric forms with adult audiences. One of the least esoteric but most neglected of these literary forms is children's books, written and illustrated, for the very young and for adolescents. As with works for adults, writings for children are rich sources of cultural

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Meyer, Roger. "Collections of the Swiss Institute for Children’s and Youth Media and their Public Access." Papers: Explorations into Children's Literature 22, no. 1 (2012): 133–41. http://dx.doi.org/10.21153/pecl2012vol22no1art1132.

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The Swiss Institute for Children’s and Youth Media, Schweizerisches Institut für Kinder- und Jugendmedien (SIKJM), an associated institute of the University of Zurich and the Swiss section of IBBY (International Board on Books for Young People), accommodates the only documentation centre of Switzerland, which collects children's literature and secondary literature of a wide range, with historical and contemporary interest. The main activities of the institute are research and documentation in the field of children’s and youth media and reading promotion. It cooperates with similar institution

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Yuldasheva, Sh, and Shahnozaxon To'lqinjon qizi Asqarova. "INNOVATIVE APPROACHES TO TEACHING CHILDREN'S LITERATURE: ENHANCING LEARNING AND ENGAGEMENT." GOLDEN BRAIN 3, no. 6 (2025): 15–18. https://doi.org/10.5281/zenodo.15127262.

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<em>Children’s literature plays a crucial role in shaping young minds and fostering a love for reading from an early age. However, traditional teaching methods may not always effectively engage young learners or fully exploit the potential of literary texts. This article explores innovative approaches to teaching children’s literature that aim to enhance learning outcomes and foster a deeper appreciation for storytelling among students.</em>

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.Pavithra, R. "GENDER STEREOTYPES IN CHILDREN’S BOOK." International Scientific Journal of Engineering and Management 04, no. 05 (2025): 1–7. https://doi.org/10.55041/isjem03527.

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Abstract: The literary content designed for children’s functions as an influential tool which constructs their reality alongside their social position in the world. Conventional criticism exists about this form because it continues to propagate gender stereotypical representations which create unbalanced gender-based roles for boys and girls. Several past and current children's books represent male characters through adventurous and assertive roles and brave actions while female characters adopt passive behavior alongside nurturing abilities and preoccupations with physical appearance. The boo

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Vaclavik, Kiera. "Goodbye, Ghetto: Further Comparative Approaches to Children's Literature." PMLA/Publications of the Modern Language Association of America 126, no. 1 (2011): 203–8. http://dx.doi.org/10.1632/pmla.2011.126.1.203.

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In 2005 Emer O'Sullivan published the most comprehensive outline to date of a comparative approach to the study of literature and other cultural productions for the young. She presents nine constituent areas of comparative study in relation to children's literature (theory of children's literature, contact and transfer studies, comparative poetics, intertextuality studies, intermediality studies, image studies, comparative genre studies, comparative historiography of children's literature, comparative history of children's literature studies), which she illustrates with examples from around th

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JimÉnez, Laura M., and Kristin K. A. Mcilhagga. "Book Review: Strategic Selection of Children's and Young Adult Literature." Journal of Education 193, no. 3 (2013): 51–58. http://dx.doi.org/10.1177/002205741319300307.

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Teresa Colomer. "The Evolution of Children's and Young Adults' Literature in Spain." Bookbird: A Journal of International Children's Literature 48, no. 3 (2010): 1–8. http://dx.doi.org/10.1353/bkb.0.0302.

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Duckworth, Melanie, Lykke Guanio-Uluru, and Antonia Szabari. "Plant Tendrils in Children's and Young Adult Literature. An Introduction." Ecozon@: European Journal of Literature, Culture and Environment 15, no. 1 (2024): 1–6. http://dx.doi.org/10.37536/ecozona.2024.15.1.5433.

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Neupane, Ravindra. "The Use of Children’s Picture Books to Promote Environmental Awareness." Humanities and Social Sciences Journal 15, no. 1-2 (2023): 30–41. http://dx.doi.org/10.3126/hssj.v15i1-2.63736.

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Environmental catastrophe is one of the biggest problems of the current century. As one of the living things on the planet, humans must start to understand the environmental problems in their immediate surroundings. To increase the future generation's understanding of the current situation of the environment, children must receive a high-quality education. This study highlights how children’s exposure to green literature can help them become more aware of their surroundings. This study uses a qualitative research approach based on an interpretative model. In this investigation, several childre

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R, Roshini, and Rajasekaran V. "More Than an Invalid: A Comparative Study Addressing Disability Portrayal in Children’s Fiction." Theory and Practice in Language Studies 12, no. 3 (2022): 551–57. http://dx.doi.org/10.17507/tpls.1203.15.

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Children's literature or young adult literature is often seen as an elementary and casual genre, but people overlook the powerful tools it acquires in modelling attitudes and shaping children's minds. Various studies point out that society's behaviours and attitudes towards disability and people with disability are primarily based on popular culture and not personal encounters or experiences. Disability has always been an inseparable part of children's movies and stories from the beginning of times, only the magnitude to which it has been revealed has changed. This literature is seen as the mo

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Ducolon, Colin K. "Quality Literature as a Springboard to Problem Solving." Teaching Children Mathematics 6, no. 7 (2000): 442–46. http://dx.doi.org/10.5951/tcm.6.7.0442.

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High-quality children's literature that is captivating for both students and teachers can be used to develop process skills and essential knowledge in children. The provocative power of a “good read” is limitless. Listening to or reading a good book allows all of us, young and old, to think, reason, solve problems, compare and contrast, critique, and communicate in both old and new ways. The educational potential of a well-executed children's story can change how teachers plan their curricula.

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Herrera, Luz Yadira. "Voices of Resistance." Educational Renaissance 7, no. 1 (2018): 36–38. http://dx.doi.org/10.33499/edren.v7i1.121.

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Voices of resistance: Interdisciplinary approaches to Chican@ children's literature gathers a wide range of experts from diverse academic fields in the analysis of Chicanx children’s and young adult (YA) literature. The editors convincingly make the case for the urgency of using multicultural children’s literature as a means for empowerment and social justice. The book provides a solid framework that is useful to multiple audiences–from caregivers, teachers, school leaders, community members, to teacher educators, and beyond. The book highlights the Chicanx history of resistance, as indicated

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Bradford, Clare. "The Case of Children's Literature: Colonial or Anti-Colonial?" Global Studies of Childhood 1, no. 4 (2011): 271–79. http://dx.doi.org/10.2304/gsch.2011.1.4.271.

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Since Jacqueline Rose published The Case of Peter Pan in 1984, scholars in the field of children's literature have taken up a rhetorical stance which treats child readers as colonised, and children's books as a colonising site. This article takes issue with Rose's rhetoric of colonisation and its deployment by scholars, arguing that it is tainted by logical and ethical flaws. Rather, children's literature can be a site of decolonisation which revisions the hierarchies of value promoted through colonisation and its aftermath by adopting what Bill Ashcroft refers to as tactics of interpolation.

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Bernstein, Dainy. ""I Can't Go to the Public Library": The Limited Literacy Sponsorscape of American Haredi Children's Literature." Children's Literature Association Quarterly 48, no. 4 (2023): 374–94. http://dx.doi.org/10.1353/chq.2023.a930097.

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Abstract: With the development of American Haredism (ultra-Orthodox Judaism) in the 1960s and 1970s came a desire for Haredi children's books. Self-publishing authors filled this gap in the 1970s, followed quickly by young readers' divisions in existing Haredi publishing houses and the establishment of new Haredi children's publishers. Key players in Haredi children's publishing also had roles in other Haredi organizations, resulting in close relationships between the various bodies shaping Haredi children's socialization. The ability of the community to maintain its insularity grew as Haredi

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Chawar, Ewa, Justyna Deszcz-Tryhubczak, Katarzyna Kowalska, et al. "Children's Voices in the Polish Canon Wars: Participatory Research in Action." International Research in Children's Literature 11, no. 2 (2018): 111–31. http://dx.doi.org/10.3366/ircl.2018.0269.

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Despite its rightful concern with childhood as an essentialist cultural construct, the field of children's literature studies has tended to accept the endemicity of asymmetrical power relations between children and adults. It is only recently, under the influence of children's rights discourses, that children's literature scholars have developed concepts reflecting their recognition of more egalitarian relationships between children and adults. This essay is a result of the collaboration between child and adult researchers and represents a scholarly practice based on an intergenerational democ

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Anisah, Lina, Ninuk Lustyantie, and Fathiaty Murtadho. "Assessing The Accuracy of Childrens’ Literature Translation Using the Angelelli Rubric." Lingeduca: Journal of Language and Education Studies 3, no. 1 (2024): 21–37. http://dx.doi.org/10.55849/lingeduca.v3i1.776.

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The primary objective of this study is to communicate the precision of the translation of the children's story presented in the Let's Read mobile application. Utilizing Angelelli's assessment rubric, the focus is on evaluating the accuracy of the translation of children's literature. Through a thorough analysis of the translation of the Indonesian story, the research unveils both strengths and weaknesses in the translation process, shedding light on the challenges encountered in adapting the text for young Indonesian readers. The research methodology involved is qualitative with content analys

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Austin, Sara, and Ann Marie Wainscott. "Children's Literature as a Front in the War on Terror: Ineffective Policy, Ineffective Literature." International Research in Children's Literature 14, no. 1 (2021): 52–66. http://dx.doi.org/10.3366/ircl.2021.0377.

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Morocco is often praised for its proactive and innovative CVE (countering violent extremism) programme. This article analyses a three-part Arabic-language book series, Maʿ Naṣir wa Basma [With Nasir and Basma], produced by an organ of the Moroccan religious bureaucracy, the Mohammedan League of Religious Scholars, that ostensibly seeks to discourage adolescents from being susceptible to recruitment to VE (violent extremist) organisations. Starring two young Moroccan children, these books portray jihadists as old, ridiculous, or inept and the main characters as in need of protection by a patern

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Ong, Patricia Ai Lay. "Critical multiculturalism and countering cultural hegemony with children's literature." Waikato Journal of Education 27, no. 1 (2022): 51–65. http://dx.doi.org/10.15663/wje.v26i1.884.

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Children’s literature is potentially a starting point to present critical multicultural concepts to young learners. It may also be a medium through which historical and contemporary ideologies of society are encouraged in the young learners. This process may be viewed as a form of cultural hegemony when the choices of literature and reading materials for children are deliberately selective for content and themes. The study is based on a critical content and thematic analysis of 15 multicultural children’s literature picturebooks. It aims to examine the social construction of culture, character

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Temirova, Ozoda Nosir qizi Norchayeva Mashhura Abdurahmon qizi Mamayoqubova Shahlo. "THE ROLE OF FICTION IN TEACHING UZBEK AND WORLD CHILDREN'S LITERATURE." «Zamonaviy dunyoda innovatsion tadqiqotlar: Nazariya va amaliyot» nomli ilmiy, masofaviy, onlayn konferensiya 2, no. 4 (2023): 104–9. https://doi.org/10.5281/zenodo.7588652.

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The role of literature classes in raising the growing young generation to be mature, knowledgeable, ambitious, determined and self-confident in all aspects is incomparable. Students educate themselves meaningfully and morally by mastering the topics given in the textbook. As the head of our state Sh.M. Mirziyoyev said: "Education of young people with high spirituality, modern knowledge and professions, independent opinion in the spirit of national and universal values is one of the most important issues for us" [1.88]. This article will discuss exactly that.

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Creech, Stacy Ann. "Blackness, Imperialism, and Nationalism in Dominican Children's Literature." International Research in Children's Literature 12, no. 1 (2019): 47–61. http://dx.doi.org/10.3366/ircl.2019.0290.

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From pre-Columbian times through to the twentieth century, Dominican children's literature has struggled to define itself due to pressures from outside forces such as imperialism and colonialism. This paper examines the socio-political contexts within Dominican history that determined the kind of literature available to children, which almost exclusively depicted a specific construction of indigeneity, European or Anglo-American characters and settings, in an effort to efface the country's African roots. After the Educational Reform of 1993 was instituted, however, there has been a promising c

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