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Journal articles on the topic 'Adopted children in fiction'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Khan Chaudhry, Mahmood Ali. "Note Child Labour - Facts and Fiction." LAHORE JOURNAL OF ECONOMICS 2, no. 2 (1997): 119–22. http://dx.doi.org/10.35536/lje.1997.v2.i2.a8.

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Child labour exists throughout the third world including Pakistan. For some unknown reason, the Western Press has chosen to single out Pakistan to decry the system. The May 1997 issue of the Readers’ Digest carried a particularly vicious article entitled `No Life for a Child’ giving harrowing tales of beatings and other forms of coercion to make little children in Pakistan to work in factories. Advantage is taken of the fact that there has been no census in the country for two decades to bloat the figures of child labour. One estimate going the rounds is 15 million. But the more popular figure is 8 million which both UNICEF and SAARC have adopted. ILO produced a figure of 6.3 million till, in 1996 it sponsored a survey which turned up the figure of 3.3 million. In a country with a population of 132 million, every man, woman and child of which is under a debt burden of about Rs 13,021 per annum the figure of 3.3 million labouring children should not take anyone by surprise. Not that this is any justification for child labour.

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2

Adhuze, Dr Helen Idowu. "The Face And Phases Of Anthropomorphism In Children’s Literature." Tasambo Journal of Language, Literature, and Culture 1, no. 1 (2022): 47–55. http://dx.doi.org/10.36349/tjllc.2022.v01i01.006.

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Anthropomorphism, the imposition of human traits on nonhuman objects and animals, is an ancient tradition in the art of storytelling. Existing studies on anthropomorphism in literature have mostly focused on its being a satirical device in adult fiction but paid less attention to how anthropomorphism is constructed in literature for children. This study was executed to examine the depiction of anthropomorphism through folktales, modern fables, and digitales-in selected contemporary Nigerian prose narratives for children intending to establish the use of anthropomorphized characters to bring abstract concepts to life. Jean Piaget’s cognitive constructivism was adopted as the theoretical framework for the study. Five narratives were purposively selected because of their relevance to the study. The narratives were subjected to critical analyses. The face of anthropomorphism is revealed as a rhetorical tool through personification and metaphoric expressions. Anthropomorphism in children’s narratives serves as an attention grabber and a means of giving concrete information on learning through cognitive constructivism which is effective through a literature-based learning experience. In juvenile literature, anthropomorphism is used in building a relational attitude between the young readers and the fictional characters in the text for subtle facilitation of knowledge.

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Tropin, Tijana. "The relationship between Arthurian tradition and science fiction in Diana Wynne Jones's novel 'Hexwood'." Kultura, no. 168 (2020): 14–27. http://dx.doi.org/10.5937/kultura2068014t.

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This paper analyses Diana Wynne Jones's use of the Arthurian tradition in her novel Hexwood and the links she establishes with the contemporary traditions of the fantasy novel for children and science fiction. By employing a complex non-linear narration and a rich network of intertextual allusions ranging from Thomas Mallory and Edmund Spenser to T. H. White, Wynne Jones creates an unusual and successful genre amalgam. The central concept of the novel, a version of virtual reality where individuals adopt false identities and act accordingly, enables a highly uncommon self aware use of motifs adopted from myth and literature.

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Stewart, Matthew, Alexander Keightley, Anne Maguire, et al. "Investigating the Management of Carious Primary Teeth in General Dental Practice: An Overview of the Development and Conduct of the Fiction Trial." Primary Dental Journal 4, no. 4 (2015): 67–73. http://dx.doi.org/10.1308/205016815816682146.

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The management of carious primary teeth is a challenge for patients, parents and clinicians. Most evidence supporting different management strategies originates from a specialist setting and therefore its relevance to the primary care setting is questionable. The UK National Institute for Health Research (NIHR) Health Technology Assessment (HTA) has commissioned the FiCTION (Filling Children's Teeth: Indicated Or Not?) trial; a multi-centre primary dental care randomised controlled trial (RCT) to determine the most clinically and cost-effective approach to managing caries in the primary dentition in the UK. This large trial began in 2012, is due to be completed in late 2017 and involves 72 practices and 1,124 children initially aged three to seven years with dentine caries, following randomisation to one of three caries management strategies. Clinical, radiographic, quality of life, treatment acceptability and health economics data are collected during the three-year follow up period. This article provides an overview of the development and conduct of FiCTION and discusses some approaches adopted to manage challenges and achieve the patient recruitment target.

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Sen, Erhan, and Sedat Karagul. "A Study of Secondary School Students’ Perceptions of Fictional Characters." International Journal of Educational Methodology 7, no. 3 (2021): 433–46. http://dx.doi.org/10.12973/ijem.7.3.433.

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<p style="text-align: justify;">Fictional characters give literary works a sense of reality. The actions of fictional characters play a crucial role in children's personality development. Young readers who lack critical reading skills are more likely to incorporate fictional characters into their lives because they have a hard time telling reality from fiction. Therefore, we should determine how children perceive fictional characters and teach them that they are imaginary figures. In this way, we can help them approach those characters' actions from an external and critical perspective. This study adopted a qualitative research design (case study) to investigate secondary school students' perceptions of fictional characters. The sample consisted of 45 secondary school students (28 female and 17 male). Data were collected through interviews and document review techniques. Data were analyzed using content analysis. Results showed that participants were more likely to be interested in and identify with characters with appealing personality traits. They had four types of approaches to fictional characters: (1) Wanting to change the storyline depending on what the fictional character goes through, (2) being influenced by them, (3) seeing them as role models, or (4) ignoring them. They wanted to change the storyline, especially when the villain got what he wanted or when the hero or the victim was unhappy, suggesting that they mostly took the protagonist's side (the good guy). While most participants attributed an ontological meaning to anthropomorphic characters, the symbolic meaning became of secondary importance. They were more interested in and identified more with characters with good living conditions and no death experiences.</p>

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Dr. Shabbir Ahmad, Dr. Neelum Almas, and Muhammad Iqbal. "Illness, Care, Love and Today’s American Family: A Comparative Study of the Novels “Miss Janie’s Girls and Sula”." Research Journal of Social Sciences and Economics Review (RJSSER) 1, no. 4 (2020): 307–13. http://dx.doi.org/10.36902/rjsser-vol1-iss4-2020(307-313).

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This study examines how the novels Miss Janie’s Girls and Sula discussed the family life, illness, fight against pandemics, and need for care during a time of combatting the disease. This study has more importance in the context of the pandemic Covid-19 situation that laid stress on social distancing while the immediate demand of the patient is taking care of by the family members. This study establishes a link between fighting with a deadly disease and feminism, and for that, it brings a comparative analysis of the issues e.g. illness, care, love, and today’s American family from the 1970s to the 2020s selected fiction. The influence of changed living style on family relations, in contemporary American family life, with an emphasis on family love is underscored in facing the challenge of lethal diseases. However, this article concludes that the family also expands to the adopted children and fostered mothers.

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Belousova, Olga. "Education and home training in an aristocratic family in the mid-19th century: a case study of count S. D. Sheremetev." St. Tikhons' University Review 117 (April 30, 2024): 52–67. http://dx.doi.org/10.15382/sturii2024117.52-67.

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Education system S.D. Sheremetev was formed according to the established pattern adopted in noble families in the 40s and 50s. XIX century. It included education in basic disciplines, primarily in the humanities, as well as military training. Exceptional attention was paid to studying foreign languages with their native speakers, this made it possible to master them perfectly. Education involved, first of all, honing discipline and behavior that was normative for the noble class. A mandatory component of personality development was church education, which included regular attendance at church services and observance of church sacraments. From childhood, aesthetic tastes and ideas about beauty were instilled. However, this aspect of upbringing was uneven. If the closest attention was paid to reading fiction and musical classes (at least introductory), then painting, architecture, and theater were left to the discretion of families, and not all parents considered it necessary to introduce their children to these types of art. The most important area of education was class socialization, which involved teaching children from a very early age to behavior that was normative among the nobility and compliance with certain rules that were considered standard. All this instead made it possible to form, approximately in the middle of the second decade of life, a rather integral personality, an example of which was Count S.D. Sheremetev.

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Saunders, Bernadette J. "Words Matter: Textual Abuse of Childhood in the English-Speaking World, and the Role of Language in the Continuing Denial of Children’s Rights." International Journal of Children’s Rights 25, no. 2 (2017): 519–36. http://dx.doi.org/10.1163/15718182-02502010.

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This article focuses upon ‘the textual abuse of childhood in the English-speaking world’ (Saunders and Goddard, 2001). It highlights the significant role that the choice of words used to refer to children, and their experiences, plays in both the continued denial of children’s rights, and the perpetuation of children’s lesser status in relation to adults. The evolution in language apparent in international children’s rights documents is compared and contrasted with language adopted in some media articles, and in both fictional and academic literature, provoking thought about children and their experiences. Attention is particularly drawn to evidence of textual abuse in literature that ostensibly advocates for greater acknowledgement of each child as a person with human rights and an entitlement to dignity and respect. The author calls for a more critical awareness of language as a powerful influence on people’s attitudes and behaviours. It is argued that children occupy an ambivalent place in Western society – at once cherished, nurtured, precious and endearing, and yet ‘always othered’ (Lahman, 2008), and often belittled, subjugated, and subjected to ‘normalised’ violence as punishment for being a child. Children’s advocates ought to not only consciously adopt respectful and empowering written and spoken language in reference to children, they ought also to draw others’ attention to the potentially negative impact of ill-chosen or thoughtlessly adopted language. Fictional and academic literature, that thoughtfully and powerfully adopts language and expresses ideas that promote children’s rights, is recognised for its explicit and/or subliminal positive influence on children, adults and our future society.

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Simpson, Alyson. "Teaching with children's literature in initial teacher education: Developing equitable literacy pedagogy through talk about books." Journal of Literary Education, no. 4 (July 31, 2021): 172. http://dx.doi.org/10.7203/jle.4.21028.

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Teaching about children’s literature in pre-service teacher education is quite rare, even though research shows it is crucial for teachers to be good at teaching reading as well as being committed readers (Commeyras et al., 2003; Cremin et al., 2009). Emphasis on the reading process can sideline the importance of talking about quality literature to engage students in reading (Author, 2016). I have positioned the role of talk about books as a core part of our undergraduate degree. In this way, my pre-service teachers are alerted to the potential of the ‘fiction effect’ to improve equitable engagement with reading (Jerrim & Moss, 2019) for all students.  The paper explores how an initial teacher education course in Australia partnered with local schools to create authentic interactions about children’s literature. A dialogic approach to learning (Alexander, 2020) was adopted to teach pre-service teachers to develop equitable literacy pedagogy informed by children's literature. During their education program the pre-service teachers received letters from school children who wrote about their reading preferences. The letters were discussed for evidence of reading habits and new books were sought as recommendations for children to read. Through considering their own reading identities pre-service teachers collectively developed their knowledge about children’s literature as they developed knowledge of literacy pedagogy. The development of habits of noticing (Simpson et al., 2020) through iterative discussion helped the pre-service teachers’ learn about their students, learn from their students, and encouraged them to take a more holistic view of the teaching of reading.

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Mashevskyi, O., and M. Baraboi. "THE QUEBEC NATIONAL QUESTION DURING THE WORLD WAR II AND IN THE POSTWAR PERIOD." Bulletin of Taras Shevchenko National University of Kyiv. History, no. 132 (2017): 28–34. http://dx.doi.org/10.17721/1728-2640.2017.132.1.06.

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The paper deals with the Quebec national question during the Second World War and the postwar period in the context of the causes and preconditions of "Quiet Revolution" in 1960s in Quebec. Based on articles, memoirs, non-fiction literature, statements we analyze the views of the French-Canadian and the English-Canadian public and political figures on the crisis of conscription, as well as the impact of the crisis on the social and political situation in post-war Quebec. Particular attention is paid to an under-researched aspect in the historiography – to attempts of a reform in Quebec, in times of Adelard Godbout (1939 – 1944) as a prime-minister of Quebec. He was considered to be a precursor of the "quiet revolution" in 1960s. During his tenure in the Quebec government he adopted important laws on women suffrage, compulsory schooling of children from six years. It weakened the influence of foreign companies on the Quebec's economy. The Adelard Godbout's defeat in provincial elections in 1944 resulted in rise of a nationalist-conservative Maurice Duplessis. We thoroughly analyzed the post-war period in the history of Quebec, which is known as the "period of darkness" (1944 – 1959), when prime minister of Quebec Maurice Duplessis was elected on second term. The paper also focuses on the policy of the M. Duplessis's regime in Quebec, on how it contributed to further backlog in socio-economic development, which accelerated discontent of opposition which demanded major reforms. This discontent had become the catalyst of the "Quiet Revolution." The postwar period has transformed French-Canadian national question in Quebec. Basic issues during the government of M. Duplessis were not linguistic, religious or cultural ones. The main question was that of equality of the provinces in the federation and concerned expansion the autonomous rights of Quebec.

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Pura, Rada, and Mușata Bocoș. "A Cross-Disciplinary Narrative Approach of Sandplay in Preschool Education." Educatia 21, no. 18 (May 21, 2020): 125–31. http://dx.doi.org/10.24193/ed21.2020.18.13.

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Narrative is central for human beings and it is an instrument for organizing our entire experience. Personal, familial, organizational and national identity is being shaped by the narrative. It gives meaning to the world around us. Play is a specific tool that can be used to straighten young children’s narrative. A free, symbolic, creative play such as Sandplay can be adopted to maximize the opportunities of observing and sustaining preschoolers’ narrative. Dora M. Kalff is the founder of Sandplay Therapy, being influenced by "The World Technique" of Margaret Lowenfeld but playing with sand has always been attractive both to children and adults. In preschool educational settings telling stories in the sand offers educators a way of extending children’s narrative by using open questions, dialogues and by developing children’s awareness that story fictional world can be enriched.

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Mckenzie, John. "NATIONAL IDENTITY AND THE PERSPECTIVE OF THE OTHER: NEW ZEALAND CHILDREN RESPONDING TO SOUTH AFRICAN PICTURE BOOKS." Mousaion: South African Journal of Information Studies 32, no. 4 (2016): 92–127. http://dx.doi.org/10.25159/0027-2639/1656.

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The issue of national identity is a central concern for learners both in terms of formal education (social studies) and personal pleasure (sports). This study adopted a theoretical model of how national identity can be envisaged by middle school learners, and through an intensive weekâ€™s case study, demonstrated both the strengths and potential problems of using picture books as a source of information about a nation state. Having self-reflected on their own sense of national identity, a class from a provincial town in New Zealand (NZ) were given the opportunity to explore over 85 educational readers/trade picture book titles sourced from South Africa (SA) (plus other texts from Africa that were locally available) and attempt to define what it is to be a South African. Prior knowledge was factored in the findings and the results were compared to a South African classâ€™s perceptions using the same theoretical model. This article draws a tentative conclusion as to the presences and absences of which South African national identity features can be located whilst reading the two types of fictional texts. Additionally the article proposes that the methodology can be replicated in the classroom in the context of learning as inquiry.

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Brians, Paul. "Nuclear fiction for children." Bulletin of the Atomic Scientists 44, no. 6 (1988): 24–27. http://dx.doi.org/10.1080/00963402.1988.11456179.

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Kostiashkin, I. O. "ON THE QUESTION OF THE GROUNDS FOR FAMILY RELATIONS IN LEGAL DOCTRINE." Actual problems of native jurisprudence 3, no. 3 (2021): 64–69. http://dx.doi.org/10.15421/392150.

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In the scientific article the author considers the question of the grounds for the emergence of family relations in the family law doctrine. On the basis of the conducted research in the scientific article it is established that there are the following bases of occurrence of family relations, family rights and duties of participants of these relations: 1) lawful legal actions: the emergence of a de facto marriage; leaving the family in connection with the establishment of a separate residence of the spouses; non-removal of the child from the maternity hospital by the parents; acquisition of property; concluding an agreement between the parents on the child's place of residence; adoption of a child; adoption; state registration of marriage or residence by one family without marriage between the child's father (mother) and stepmother (stepfather); 2) illegal legal actions: marriage to a person who is already married; evasion of alimony; concluding a fictitious marriage; non-fulfillment of the obligation to register the child; nonsupport; refusal to grant permission for the child to go abroad without sufficient grounds; 3) legal actions to achieve the legal consequences of which require compliance with the procedure: marriage, voluntary recognition of paternity, adoption, divorce, marriage contract; 4) legal acts (transactions, including family contracts, administrative acts, including bodies of state registration of civil status, court decisions on granting the right to marry between the adopter's own child and the adopted child, as well as between children who have been adopted court decision to declare the marriage invalid, etc.); 5) legal events: the birth of a child or the death of a person; the child reaches a certain age; declaring a person dead. A variety of legal events in family law are also recognized terms established by law, contract of the parties or court decision; 6) legal status: kinship, kinship, pregnancy, incapacity for work, cohabitation, paternity, etc .; 7) legal fictions: recognition of marriage as invalid or unconcluded; recognition of property acquired during the marriage as joint joint property of the spouses; establishment of the regime of separate residence of the spouses; determining the origin of a child born as a result of the use of assisted reproductive technologies.

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Ryan, Scott D., and Blace Nalavany. "Adopted Children." Adoption Quarterly 7, no. 2 (2003): 29–52. http://dx.doi.org/10.1300/j145v07n02_03.

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Marks, Dorothy. "When Children Write Science Fiction." Language Arts 62, no. 4 (1985): 355–61. http://dx.doi.org/10.58680/la198525833.

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Taberski, Sharon. "From Fake to Fiction: Young Children Learn About Writing Fiction." Language Arts 64, no. 6 (1987): 586–96. http://dx.doi.org/10.58680/la198725564.

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Admad Imtiaz, Dr Mushtaq. "Effects of Ismat Chaghtai on Fareha Arshad's Fiction." Noor e Tahqeeq 7, no. 03 (2023): 30–44. http://dx.doi.org/10.54692/nooretahqeeq.2023.07032023.

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Ismat Chaghtai has a prominent status in Urdu fiction literature. He has presented a true picture of the events and tragedies that happen day and night in the society. Every writer has his own style which is adopted by later writers. Ismat Chaghtai is also counted among the writers whose style was followed. Fareha Arshad is a fiction writer in Urdu literature who adopted the style of Ismat's fiction. Fareha has written on women who are rendered helpless by poverty, sexual violence after seduction, and the state of the dancer. Fareha also gave place to such stories in her legends which are clearly visible in the society. This article discusses the elements of Fareha Arshad's fiction which seems to be influenced by Ismat Chaghtai's fiction

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Davidson, Meghan M., and Susan Ellis Weismer. "A preliminary investigation of parent-reported fiction versus non-fiction book preferences of school-age children with autism spectrum disorder." Autism & Developmental Language Impairments 3 (January 2018): 239694151880610. http://dx.doi.org/10.1177/2396941518806109.

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Background & aims Anecdotal evidence suggests that individuals with autism spectrum disorder prefer non-fiction books over fiction books. The current study was the first to investigate parent-reports of children with autism spectrum disorder’s fiction and non-fiction book preferences and whether these relate to individual differences in social communication, oral language, and/or reading abilities. Method Children (ages 8–14 years, M = 10.89, SD = 1.17) with autism spectrum disorder diagnoses ( n = 19) and typically developing peers ( n = 21) participated. Children completed standardized measures of social communication, oral language, and reading abilities. Parents reported children’s current favorite book, and from these responses, we coded children’s fiction versus non-fiction book preferences. Main contribution Contrary to anecdotal evidence, children with autism spectrum disorder preferred fiction similar to their typically developing peers. Fiction versus non-fiction book preference was significantly related to social communication abilities across both groups. Children’s oral language and reading abilities were related, as expected, but the evidence for a relationship between social communication and reading comprehension was mixed. Conclusions This study provides preliminary evidence supporting the association of social communication in fiction versus non-fiction book preference, which may be related to children’s comprehension and support the theoretical role of social communication knowledge in narrative/fiction. Implications It should not be assumed that all children with autism spectrum disorder prefer expository/non-fiction or do not read narrative/fiction. Children who prefer non-fiction may need additional social communication knowledge support to improve their understanding of narrative fiction.

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Hassanein, amany. "Developing Science Fiction among Kindergarten Children." International Journal of Instructional Technology and Educational Studies 1, no. 2 (2020): 33–36. http://dx.doi.org/10.21608/ihites.2021.69933.1039.

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Peaco, Ed, and Michael Wood. "Children of Silence: On Contemporary Fiction." Antioch Review 57, no. 4 (1999): 570. http://dx.doi.org/10.2307/4613916.

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Apseloff, Marilyn Fain. "Children Go West: Fact and Fiction." Children's Literature Association Quarterly 17, no. 1 (1992): 24–28. http://dx.doi.org/10.1353/chq.0.0972.

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23

Cooper, Jill. "Children Reading Non-Fiction for Pleasure." Literacy 29, no. 1 (1995): 15–21. http://dx.doi.org/10.1111/j.1467-9345.1995.tb00132.x.

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Nichols, Geraldine Cleary. "Privation in Matute's Fiction for Children." Symposium: A Quarterly Journal in Modern Literatures 39, no. 2 (1985): 125–38. http://dx.doi.org/10.1080/00397709.1985.10733587.

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Styles, Morag. "FICTION FOR CHILDREN COMES OF AGE." New Review of Children's Literature and Librarianship 11, no. 2 (2005): 111–15. http://dx.doi.org/10.1080/13614540500324088.

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Verhulst, Frank C. "Internationally Adopted Children." Adoption Quarterly 4, no. 1 (2000): 27–44. http://dx.doi.org/10.1300/j145v04n01_03.

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Kuzmin, Vasily L., and Natalya N. Rogoten. "Fiction and non-fiction for children: The experience of popularising geographical knowledge." Comprehensive Child Studies 1, no. 3 (2019): 246–54. http://dx.doi.org/10.33910/2687-0223-2019-1-3-246-254.

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Brown, Laurene Krasny. "Fiction for Children: Does the Medium Matter?" Journal of Aesthetic Education 22, no. 1 (1988): 35. http://dx.doi.org/10.2307/3332962.

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Siberry, Elizabeth. "Fact and Fiction: Children and the Crusades." Studies in Church History 31 (1994): 417–26. http://dx.doi.org/10.1017/s0424208400013024.

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In addition to those who could bear arms, the crusade armies included numerous camp-followers. They came in a variety of forms—the old and infirm, women (who posed a different set of problems), the clergy, and children. It is the latter who are the subject of this paper. In the first part I will examine the evidence for children on the crusades in contemporary sources— histories of individual expeditions written by participants or drawing upon eyewitness accounts. I will then go on to examine how the image of children on the crusades has been passed on to subsequent generations. I do not intend here to offer a comprehensive survey of children’s literature about the crusades. I will merely try to highlight some themes, in particular, from British historical novels and adventure stories written in the nineteenth and early twentieth centuries.

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Grilli, Giorgia. "The New Non-Fiction Picturebook for Children." Libri et liberi 9, no. 1 (2020): 75–89. http://dx.doi.org/10.21066/carcl.libri.2020.1.5.

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Specific to our modern world is the dualism between scientific research and the humanities, between the knowledge derived from the natural sciences, with their positive experimental approach, and the indemonstrable yet profound intuitions and insights revealed to us by literature, poetry, art, philosophy and physical and emotional engagement with the world. Official Western culture has tended to create an unbridgeable divide between these two aspects of knowing that seem mutually exclusive (Snow 1977). Today, however, a new genre of book for children, the artistic non-fiction picturebook, is bringing these two worlds together in a surprisingly refreshing way. This paper investigates how vital the blending of these two perspectives is, and why the creative, beautifully crafted, powerfully illustrated non-fiction picturebook allows an innovative and culturally crucial approach to knowledge.

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Kopper, John M. "Children of Silence: On Contemporary Fiction (review)." Comparative Literature Studies 37, no. 3 (2000): 344–47. http://dx.doi.org/10.1353/cls.2000.0026.

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Kuszinger, Rebeka. "Reviews: Encounters with Children in Adult Fiction." Hungarian Journal of English and American Studies 29, no. 1 (2023): 234–38. http://dx.doi.org/10.30608/hjeas/2023/29/1/14.

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Graves, Donald H. "Research Currents: When Children Respond to Fiction." Language Arts 66, no. 7 (1989): 776–83. http://dx.doi.org/10.58680/la198924937.

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Burrett, Gloria, Jenny Jacob-Gandhi, and Monisha Nayar-Akhtar. "Working with Adopted Children." Institutionalised Children Explorations and Beyond 5, no. 1 (2018): 50–56. http://dx.doi.org/10.1177/2349301120180107.

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Burrett, Gloria, Jenny Jacob-Gandhi, and Monisha Nayar-Akhtar. "Working with adopted children." Institutionalised Children Explorations and Beyond 5, no. 1 (2018): 50. http://dx.doi.org/10.5958/2349-3011.2018.00006.3.

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Chupasov, Vadim. "Not-for-children reading: markers of adult sci-fi in Sergei lukyanenko’s writings." Children's Readings: Studies in Children's Literature 19, no. 1 (2021): 268–80. http://dx.doi.org/10.31860/2304-5817-2021-1-19-268-280.

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New forms of science fiction had emerged in several post-Soviet countries in years 1990–2000. New science fiction inherits and transforms traditions and conventions of Soviet “science fiction” (nauchnaya fantastica). The emergence of market relations in the “field of literature” provoked an identity crisis, also initiating various attempts to redefine the boundaries between science fiction and previously closely related discourses, including children’s literature. This article, using several works by S. Lukyanenko as an example, examines how this rhetorical strategy has been implemented within science fiction texts. At the level of motifs and themes, references to sexuality and violence (especially in child-adult relations), tabooed in children’s literature, play a significant part in categorizing Lukyanenko’s novels as adult literature. In the system of typical of SF generic conventions this presents the depicted world as the harsh reality, thus creating a realistic effect. Markers of the second type point to historical dimensions of the fictional world, and this technique invokes conventions of “serious” (i.e. adult) speculative fiction. Also the references to iconic science fiction texts show that the novels are intended for adults and not for children. In conclusion the article raises the issue of children’s literature as being a specific construct and being the neglected Other within science fiction.

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Astuti, Wahyu Wiji, M. Anggie J. Daulay, and M. Oky F. Gafary. "Indication of Moral Erosion in Children’s Fiction." Britain International of Linguistics Arts and Education (BIoLAE) Journal 1, no. 2 (2019): 42–50. http://dx.doi.org/10.33258/biolae.v1i2.61.

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Children literature has an important role in children development. Based on the research, there is a different between intellectual and character from child who is a bookworm and who is not. Reading fiction is a favorite of children. Children tend to identify themselves into a character in a fiction, therefore proper rules needs to be put into consideration. This paper aims at underlining problems in children fiction which are potentially eroding children’s morality. Analysis is done by studying the value and structure in children’s literature. It needs to be reconstructed, so reading habit of children will not drop them down to moral erosion.

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Armstrong, Rebecca M., Jessica Paynter, and Marleen F. Westerveld. "Fiction or non-fiction: Parent-reported book preferences of their preschoolers with autism spectrum disorder." Autism & Developmental Language Impairments 4 (January 2019): 239694151989673. http://dx.doi.org/10.1177/2396941519896736.

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Background and aims Children’s early interactions with books are important for fostering development of oral language and emergent literacy skills. It is not known whether children diagnosed with autism spectrum disorder show different preferences for text types in the home environment prior to school entry. The current study aimed to: (i) investigate parent-reports of the favourite books of their children with autism spectrum disorder compared to typically developing children and (ii) identify whether there are differences in the reasons why books were preferred across the two groups. Methods Participants included children (aged 26–70 months) with autism spectrum disorder ( n = 41) and typically developing peers ( n = 164). Parent-reports of their child’s current favourite book/s were coded as fiction versus non-fiction and also category type. Parents also reported why the book was considered a favourite and this was coded. Results There were no differences between groups for fiction versus non-fiction, with both groups preferring fiction (>95% of responses). A strong category preference for animal topics across both groups was present. Significant group differences were found when asked to select specific reasons for favourite book preferences. Conclusions This study provides preliminary evidence of similarities between preschool children with autism spectrum disorder and typically developing peers’ preferences for fiction books during the early years. Implications It should not be assumed that children with autism spectrum disorder have different preferences for book types compared to typically developing children in the early years of development. Providing preschoolers with a range of book types during the preschool years will help to facilitate early language and emergent literacy skills.

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Wadham, Rachel Lynn, Andrew P. Garrett Garrett, and Emily N. Garrett. "Historical Fiction Picture Books." Journal of Culture and Values in Education 2, no. 2 (2019): 57–72. http://dx.doi.org/10.46303/jcve.02.02.4.

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Historical fiction picture books represent a small subset of titles in the broader scope of the format. However, these books are important to both readers and educators. As books are used in educational settings it is critical to assess their effectiveness in helping teach children. This is especially true of historical fiction which generates its own unique challenges. To deeply assess historical fiction picture books we gathered and analyzed a sampling of 126 titles to assess trends in the genre. We found that there were multiple conflicts between the genre and format. There were many books in the sample that struggled with directing the content to a young audience, giving a accurate portrayal of race issues, and maintaining general authenticity and accuracy in the writing. There were also some notable examples of historical picture books that did not display these faults, showing that with the right content and approach, historical fiction picture books have the potential to be invaluable tools for teaching children.

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Da Rocha Massuia, Rafael. "Marxismo y ciencia ficción en Peter Frase." Revista Memorare 11, no. 1 (2024): e18860. http://dx.doi.org/10.59306/memorare.v11e12024e18860.

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In this text we propose a reflection centered around the theoretical-methodological approach adopted by Peter Frase in Four Futures, which seeks to combine social theory and science fiction, which he called “social science fiction”. Based on theoretical discussions about the epistemological assumptions inherent to scientific and artistic approaches, about the cognitive value of science fiction works, as well as about the connection of these works to the social and political context of the 20th century, we seek to determine to what extent the proposed approach por Frase can enrich the contemporary social debate.

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Corrice, April M., and Laraine Masters Glidden. "The Down Syndrome Advantage: Fact or Fiction?" American Journal on Intellectual and Developmental Disabilities 114, no. 4 (2009): 254–68. http://dx.doi.org/10.1352/1944-7558-114.4.254-268.

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Abstract The “Down syndrome advantage” is the popular conception that children with Down syndrome are easier to rear than children with other developmental disabilities. We assessed whether mothers of children with developmental disabilities would demonstrate a consistent Down syndrome advantage as their children aged from 12 to 18 years. Results did not reveal significant differences between mothers of children with Down syndrome and mothers of children with other developmental disabilities on most maternal functioning variables. Although the prior group reported a consistent advantage in terms of personal reward and subjective well-being, these diagnostic group differences disappeared when maternal age and child adaptive behavior were controlled. We concluded that these variables may help to explain the Down syndrome advantage.

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Callahan, Cynthia. "Bad Seeds and Wayward Boys in Postwar Adoption Fiction." Twentieth-Century Literature 67, no. 1 (2021): 75–99. http://dx.doi.org/10.1215/0041462x-8912286.

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The concept of the “bad seed,” a child whose negative hereditary traits will unleash chaos on an unsuspecting family, has to this day informed responses to adoption, a relic of William March’s 1954 novel, The Bad Seed, and its 1956 film adaptation. A closer look at other mid-twentieth-century American adoption narratives suggests, however, that inherited traits were not the only concerns, an argument this essay pursues by considering March’s novel and its film adaptation alongside Richard Wright’s posthumously published novella Rite of Passage. All of the texts share certain formal features, such as the adopted/fostered characters’ abrupt discovery of their adoptive status and the presence of psychological discourses in representing the distress of learning that new information. They come to very different conclusions, however, about the root cause of the adopted characters’ tragic outcomes. While The Bad Seed novel and film imagine an adoptee compelled by violent ancestral urges, in Wright’s text the fate of the adopted/foster child is most profoundly shaped by the structures of the social system itself. Rite of Passage provides a useful corrective to the stubborn endurance of the bad seed narratives’ determinism, drawing on many of the same discourses that inform both novel and film to offer an alternative perspective on race, gender, heredity, and adoption from the 1940s and 1950s.

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Thompson, Paul, and Alison Sealey. "Through children’s eyes?" International Journal of Corpus Linguistics 12, no. 1 (2007): 1–23. http://dx.doi.org/10.1075/ijcl.12.1.03tho.

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This article reports on an analysis of a small corpus of fiction written for children, extracted from the BNC. Quantitative analyses of most frequent words and sequences of words, and of parts-of-speech, were conducted, and compared with their equivalents in two other sub-corpora of the BNC, of adult fiction and of newspaper texts. The main findings point to some characteristics of both the fiction corpora which are very similar, and which contrast markedly with the news texts. However, more nuanced comparison of concordance lines in which the frequent items occur reveal subtle but telling differences between their use in context in adult fiction and in fiction written for children.

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Kozdras, Deborah, Denise Marie Haunstetter, and James R. King. "Interactive Fiction: ‘New Literacy’ Learning Opportunities for Children." E-Learning and Digital Media 3, no. 4 (2006): 519–33. http://dx.doi.org/10.2304/elea.2006.3.4.519.

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Calvert, Karin, and Samuel F. Pickering. "Moral Instruction and Fiction for Children, 1749-1820." History of Education Quarterly 34, no. 3 (1994): 374. http://dx.doi.org/10.2307/369967.

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Armstrong, Neil. "Children are fit and active – fact or fiction?" Health Education 104, no. 6 (2004): 333–35. http://dx.doi.org/10.1108/09654280410564097.

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Wahn, Volker, and Horst von Bernuth. "IgG subclass deficiencies in children: Facts and fiction." Pediatric Allergy and Immunology 28, no. 6 (2017): 521–24. http://dx.doi.org/10.1111/pai.12757.

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Hatton, Ed, and Samuel F. Pickering. "Moral Instruction and Fiction for Children, 1749-1820." Journal of the Early Republic 13, no. 4 (1993): 541. http://dx.doi.org/10.2307/3124563.

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Yazawa, Melvin, and Samuel F. Pickering. "Moral Instruction and Fiction for Children, 1749-1820." William and Mary Quarterly 51, no. 3 (1994): 577. http://dx.doi.org/10.2307/2947457.

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Nodelman, Perry. "Non-Fiction for Children: Does It Really Exist?" Children's Literature Association Quarterly 12, no. 4 (1987): 160–61. http://dx.doi.org/10.1353/chq.0.0086.

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