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Books on the topic 'Childhood representation'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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1

Childhood in Russia: Representation and reality. Lanham, Md: University Press of America, 1996.

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2

Witeck, Kimberly S. Introduction to representation. Portsmouth, NH: Heinemann, 2007.

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3

Team, Pen Green, ed. Understanding schemas and emotion in early childhood. Los Angeles: SAGE, 2010.

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4

López-Luaces, Marta. That strange territory: The representation of childhood in texts of three Latin American women writers. Newark, DE: Juan de la Cuesta, 2005.

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5

Avery, Gillian, and Kimberley Reynolds, eds. Representations of Childhood Death. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1007/978-1-349-62340-2.

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6

Phillips, Michelle H. Representations of Childhood in American Modernism. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-50807-2.

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7

Elusive childhood: Impossible representations in modern fiction. Columbus: Ohio State University Press, 2005.

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8

The children of the poor: Representations of childhood since the seventeenth century. Oxford, UK: Blackwell, 1992.

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9

Young children learning through schemas: Deepening the dialogue about learning in the home and in the nursery. London: Routledge, 2013.

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10

Solberg, Anne. Negotiating childhood: Empirical investigations and textual representations of children's work and everyday life. Stockholm: Nordic Institute for Studies in Urban and Regional Planning, 1994.

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11

Kolbuszewska, Zofia. The purloined child: American identity and representations of childhood in American literature : 1851-2000. Lublin: Wydawn. KUL, 2007.

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12

Kolbuszewska, Zofia. The purloined child: American identity and representations of childhood in American literature : 1851-2000. Lublin: Wydawn. KUL, 2007.

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13

Cohen, Elizabeth Storr, and Margaret Louise Reeves, eds. The Youth of Early Modern Women. NL Amsterdam: Amsterdam University Press, 2018. http://dx.doi.org/10.5117/9789462984325.

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Through fifteen essays that work from a rich array of primary sources, this collection makes the novel claim that early modern European women, like men, had a youth. European culture recognised that, between childhood and full adulthood, early modern women experienced distinctive physiological, social, and psychological transformations. Drawing on two mutually shaped layers of inquiry — cultural constructions of youth and lived experiences — these essays exploit a wide variety of sources, including literary and autobiographical works, conduct literature, judicial and asylum records, drawings, and material culture. The geographical and temporal ranges traverse England, Ireland, Italy, France, the Netherlands, Switzerland, Spain, and Mexico from the sixteenth to the eighteenth century. This volume brings fresh attention to representations of female youth, their own life writings, young women’s training for adulthood, courtship, and the emergent sexual lives of young unmarried women.
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14

United States. Congress. House. Cancer Awareness Working Group. Transcript of proceedings, United States House of Representatives, Office of the Honorable Deborah Pryce, a Representative from the State of Ohio: Cancer Awareness Working Group hearing on childhood cancer, Washington, D.C., September 15, 2000. Washington, D.C: Miller Reporting Co., 2000.

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15

Childhood Creativity And Representation. American University in Cairo Press, 2008.

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16

Creuziger, Clementine G. K. Childhood in Russia: Representation and reality. 1993.

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17

(Editor), Janice A. Jipson, and Richard T. Johnson (Editor), eds. Resistance and Representation: Rethinking Childhood Education. Peter Lang Pub Inc, 2001.

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18

Janice, Jipson, and Johnson Richard T. 1956-, eds. Resistance and representation: Rethinking childhood education. New York: P. Lang, 2001.

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19

That Strange Territory: The Representation Of Childhood In Texts Of Three Latin American Women Writers. Juan de La Cuesta-Hispanic Monographs, 2004.

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20

Harriet Margrethe Sonne de Torrens. De fontibus salvatoris: A liturgical and ecclesiological reading of the representation of the childhood of Christ on the medieval fonts from Scandinavia. Copenhagen, 2003.

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21

Representations of Childhood Death. Palgrave Macmillan, 1999.

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22

(Editor), Gillian Avery, and Kimberley Reynolds (Editor), eds. Representations of Childhood Death. Palgrave Macmillan, 2000.

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23

Representations of childhood death. New York: St. Martin's Press, 2000.

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24

Introduction to Representation, Grades PreK-2 (The Math Process Standards Series). Heinemann, 2007.

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25

IRIS The Women's Photography Project (Editor), Jane Fletcher (Editor), Kate Newton (Editor), and Catherine Fehily (Editor), eds. I Spy: Representations of Childhood. I. B. Tauris, 2000.

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26

IRIS The Women's Photography Project (Editor), Jane Fletcher (Editor), Kate Newton (Editor), and Catherine Fehily (Editor), eds. I Spy: Representations of Childhood. I. B. Tauris, 2000.

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27

Fehily, Catherine, Jane Fletcher, and Kate Newton, eds. I Spy Representations of Childhood. Routledge, 2021. http://dx.doi.org/10.4324/9781003135654.

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28

Representations of Childhood and Youth in Early China. Stanford University Press, 2003.

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29

New Perspectives on African Childhood: Constructions, Histories, Representations and Understandings. Vernon Press, 2019.

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30

Grene, Nicholas. Farming in Modern Irish Literature. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198861294.001.0001.

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This innovative study analyzes the range of representation of farming in Irish literature in the period since independence/partition in 1922, as Ireland moved from a largely agricultural to a developed urban society. In many different forms, poetry, drama, fiction, and autobiography, writers have made literary capital by looking back at their rural backgrounds, even where those may be a generation back. The first five chapters examine some of the key themes: the impact of inheritance on family, in the patriarchal system where there could only be one male heir; the struggles for survival in the poorest regions of the West of Ireland; the uses of childhood farming memories whether idyllic or traumatic; the representation of communities, challenging the homogeneous idealizing images of the Literary Revival; the impact of modernization on successive generations into the twenty-first century. The final three chapters are devoted to three major writers in whose work farming is central: Patrick Kavanagh, the small farmer who had to find an individual voice to express his own unique experience; John McGahern in whose fiction the life of the farm is always posited as alternative to an arid and rootless urban milieu; Seamus Heaney who re-imagined his farming childhood in so many different modes throughout his career.
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31

Gilmore, Camilla. Approximate Arithmetic Abilities in Childhood. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.006.

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This article reviews recent research exploring children’s abilities to perform approximate arithmetic with non-symbolic and symbolic quantities, and considers what role this ability might play in mathematics achievement. It has been suggested that children can use their approximate number system (ANS) to solve approximate arithmetic problems before they have been taught exact arithmetic in school. Recent studies provide evidence that preschool children can add, subtract, multiply, and divide non-symbolic quantities represented as dot arrays. Children can also use their ANS to perform simple approximate arithmetic with non-symbolic quantities presented in different modalities (e.g. sequences of tones) or even with symbolic representations of number. This article reviews these studies, and consider whether children’s performance can be explained through the use of alternative non-arithmetical strategies. Finally, it discusses the potential role of this ability in the learning of formal symbolic mathematics.
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32

Scott, Charlotte. ‘Never such Innocence’. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198828556.003.0002.

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This chapter focuses on the history plays. Ascertaining the dominant ways in which the child becomes a demonstrative figure of legacy, responsibility, and failure, Chapter 2 explores the prevalence of young children in Shakespeare’s chronicle history. Focusing on the diminutive figure of the child, this chapter examines how the idea of ‘littleness’ drives the representation of children as innocent, vulnerable, and emotive. Discussing how Shakespeare exploits as well as challenges contemporary and Christian symbols of childhood, the history plays demonstrate a profound investment in the figure of the child as an image of historical responsibility. Beginning with Richard III, this chapter explores the theatrical power of infanticide and the strategic ways in which children disrupt the playing spaces, from the interruption of an aside to the production of emotional affect; the chapter assesses early modern expectations of childhood and the competing ways in which children are presented as distinct from the adult world.
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33

Hall, Mark A. Material Culture, Museums, Movies, and Make Believe. Edited by Sally Crawford, Dawn M. Hadley, and Gillian Shepherd. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199670697.013.36.

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This contribution explores the biographical life stage of childhood in medieval Europe through the contemporary (now) representations of such childhood, particularly in the cinema and the museum. Aspects to be explored include defining childhood, nested identities, gender and social contexts, narrative inclinations and independence of action (e.g. through play, education and apprenticeship, and training for adulthood). A range of films will be considered for their powerful and vital depictions of a constructed and variously authentic notion of medieval childhood, in particular Andrei Roublev, The Seventh Seal, Anchoress, Navigator: A Medieval Odyssey, Marketa Lazarová, and Brave. The various strands of exploration will be drawn together in an assessment of the images being put forward to represent children both in archaeology and museums (including temporary exhibitions and permanent museums of childhood) and in cinema.
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34

Oosterwijk, Sophie. Adult Appearances? Edited by Sally Crawford, Dawn M. Hadley, and Gillian Shepherd. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199670697.013.32.

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It is often assumed that children do not really occur in medieval art. The problem for researchers is not so much one of finding representations of childhood, but of recognizing them. Medieval art has its own conventions and if we approach it with a present-minded attitude we are indeed likely to find only ‘miniature adults’ at best. This easily leads to a conclusion that medieval society neither knew nor understood the concept of childhood. Yet size and proportion can be deceptive: medieval art does not necessarily meet modern standards of naturalism and a small figure need not represent a child. This chapter considers representations of children in early medieval art, including memorials and monuments, placing these images in their artistic, iconological, and theological contexts.
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35

Capuzzo, Paolo. Youth and Consumption. Edited by Frank Trentmann. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199561216.013.0031.

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The kaleidoscope of social identity is defined by multiple forces of signification. Gender, ethnicity, and class trace porous borders of the social and symbolic space within which consumption practices unfold, changing, forcing, and sometimes even subverting the apparent fixity of those spaces. The transition from childhood to adulthood is marked by clear biological changes that affect the conduct of life and the ways in which to confront a series of phases in the form of the transformation and maturation of the body. The analysis of consumption practices can be useful in showing how young people define themselves. As part of a discussion on youth and consumption, this article focuses on cultures of consumption among young workers. It also discusses the social deviance and consumer behaviour of young people, the impact of advertising on the social representation of the youth body, films and fantasies, and the emergence of a youth mass market.
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36

Cunningham, Hugh. The Children of the Poor: Representations of Childhood Since the Seventeenth Century (Family, Sexuality, and Social Relations in Past Times). Blackwell Pub, 1991.

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37

DiGirolamo, Vincent. Crying the News. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780195320251.001.0001.

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From the brilliant Benjamin Franklin to the dauntless Ragged Dick and the high-kicking Jack Kelley, hero of the Disney musical Newsies, newsboys have long commanded attention as symbols of struggle and success. But what do we really know about them? Crying the News: A History of America’s Newsboys places this idealized occupational group at the center of the American experience, analyzing their dual role as economic actors and cultural symbols over a century of war and peace, prosperity and depression, exploitation and reform. The book chronicles the career of hawkers and carriers from the 1830s to the 1930s in all parts of the country and on the railroads that linked them. It examines the place of girls in the trade and the distinctive experience and representation of black, immigrant, and disabled news peddlers. Based on a wealth of primary sources, including rare and iconic visual material, Crying the News reveals the formative role of newsboys in corporate welfare schemes, scientific management practices, and employee liability laws. It documents scores of forgotten newsboy strikes and unions, and their affiliation with the Knights of Labor, American Federation of Labor, and Industrial Workers of the World. The result is an epic history of print capitalism and working-class childhood from the pavement up.
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38

Flynn, Shawn W. Children in Ancient Israel. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198784210.001.0001.

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Flynn contributes to the emerging field of childhood studies in the Hebrew Bible by isolating stages of a child’s life and, through a comparative perspective, studies the place of children in the domestic cult and their relationship to the deity in that cult. The study gathers data relevant to different stages of a child’s life from a plethora of Mesopotamian materials (prayers, myths, medical texts, rituals), and uses that data as an interpretive lens for Israelite texts about children at similar stages such as: pre-born children, the birth stage, breast feeding, adoption, slavery, children’s death and burial rituals, and childhood delinquency. This analysis presses the questions of value and violence, the importance of the domestic cult for expressing the child’s value beyond economic value, and how children were valued in cultures with high infant mortality rates. From the earliest stages to the moments when children die, and to the children’s responsibilities in the domestic cult later in life, this study demonstrates that a child is uniquely wrapped up in the domestic cult and, in particular, is connected with the deity. The domestic-cultic value of children forms the much broader understanding of children in the ancient world, through which other more problematic representations can be tested. Throughout the study, it becomes apparent that children’s value in the domestic cult is an intentional catalyst for the social promotion of YHWHism.
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39

Oldrup, Helene, and Signe Frederiksen. Are the Children of Prisoners Socially Excluded? Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198810087.003.0007.

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This chapter seeks to build on and extend the increasingly child-oriented perspective on prisoners’ children. It does so by focusing on the social exclusion experienced by this particular group of children, as social relationships are crucial to child well-being. The study is set in Denmark, where it is estimated that five to six per cent of every birth cohort experiences parental imprisonment during childhood and that the share of children facing this strain is similar to that of children taken into care or living in poverty. Thus, the chapter examines whether the child is socially excluded from important relationships in children’s lives, and less on the child’s encounter with the criminal justice system. This is done not only by adopting a child-centred perspective, but also by using children as informants in a survey from a representative sample of Danish children of prisoners.
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40

Robinson, Elise B., Benjamin M. Neale, and Mark J. Daly. Diagnosis and Epidemiology of Pediatric Psychiatric Disorders. Edited by Dennis S. Charney, Eric J. Nestler, Pamela Sklar, and Joseph D. Buxbaum. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190681425.003.0058.

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Pediatric psychiatric conditions are rising in estimated prevalence, and these disorders place an enormous burden on parents, educators, and the health care system. This rise in prevalence likely contains elements of diagnostic changes, greater awareness of these disorders, and true changes in incidence. It has been estimated that there is nearly a 50% lifetime childhood prevalence of one or more mood, anxiety, or behavioral disorders (excluding eating and substance abuse disorders) and that more than 20% of children meet the definition of severe impairment. This chapter focuses on epidemiology, heritability, and implied genetic architecture in representative pediatric neuropsychiatric conditions. We consider five major diagnostic categories and highlight major diagnosis within each, specifically, intellectual disability, pervasive developmental disorders (autism spectrum disorder [ASD]), hyperactive and inattentive behavior (attention deficit/hyperactivity disorder [ADHD]), obsessive compulsive disorder (OCD) and tic disorders (TD) (which includes Tourette Syndrome [TS] and other chronic tic disorders).
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41

Ginsburg, Herbert P., Rachael Labrecque, Kara Carpenter, and Dana Pagar. New Possibilities for Early Mathematics Education. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.029.

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Mathematics instruction for young children should begin early, elaborate on and mathematize children’s everyday mathematics, promote a meaningful integration and synthesis of mathematics knowledge, and advance the development of conceptual understanding, procedural fluency, and use of effective strategies. The affordances provided by computer programs can be used to further these goals by involving children in activities that are not possible with traditional methods. Drawing on research and theory concerning the development of mathematical cognition, learning, and teaching, high quality mathematics software can provide a productive learning environment with several components: (1) useful instructions and demonstrations, scaffolds, and feedback; (2) mathematical tools (like a device that groups objects into tens); and (3) virtual objects, manipulatives and mathematical representations. We propose a five-stage iterative research and development process consisting of (1) coherent design; (2) formative research; (3) revision; (4) learning studies; and (5) summative research. A case study ofMathemAntics, software for children ranging from age 3 to grade 3, illustrates the research and development process. The chapter concludes with implications for early childhood educators, software designers, and researchers.
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42

Gelman, Susan A., and Elizabeth A. Ware. Conceptual Development: The Case of Essentialism. Edited by Eric Margolis, Richard Samuels, and Stephen P. Stich. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195309799.013.0019.

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The article focuses on conceptual development in children. There are two primary components to psychological essentialism, which include the belief that certain categories are natural kinds and the belief that there is some unobservable property. Psychologists examine the psychological representations of concepts whereas philosophers have examined essentialism with the goal of addressing a range of issues such as psychological, semantic, and metaphysical. The study of essentialism in children provides insights into children's cognition and information regarding the roots of human concepts. Essentialism includes several component beliefs, including that categories have sharp, immutable boundaries, that category members share deep, nonobvious commonalities, and that category membership has an innate, genetic, or biological basis. Kamp and Partee suggest that categories are seen with absolutely sharp boundaries only in abstract domains. Essentialism does not require that categories be treated as absolute but essentialism is the claim that category boundaries are intensified. Essentialism emerges early and consistently, does not require formal schooling, and if anything may be even stronger in early childhood than later. The detailed studies of parental input to children about categories also suggest that parents do not provide explicit instruction about essentialist beliefs.
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43

Bobzien, Susanne. Determinism, Freedom, and Moral Responsibility. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198866732.001.0001.

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This volume assembles nine of the author’s essays on determinism, freedom, and moral responsibility in Western antiquity, ranging from Aristotle via the Epicureans and Stoics to the third century. It is representative of the author’s overall scholarship on the topic, much of which emphasizes that what commonly counts as ‘the problem of free will and determinism’ is noticeably distinct from the issues the ancients discussed. It is true that one main component of the ancient discourse concerned the question how moral accountability can be consistently combined with certain causal factors that impact human behaviour. However, it is not true that the ancient problems involved the questions of the compatibility of causal determinism with our ability to do otherwise or with free will. Instead, we encounter questions about human rational and autonomous agency and their compatibility with preceding causes, external or internal; with external impediments; with divine predetermination and theological questions; with physical theories like atomism and continuum theory, and with sciences more generally; with elements that determine character development from childhood, such as nature and nurture; with epistemic features such as ignorance of circumstances; with necessity and modal theories generally; with folk theories of fatalism; and also with questions of how human autonomous agency is related to moral development, to virtue and wisdom, to blame and praise. In Classical and Hellenistic philosophy, these questions were all debated without reference to freedom to do otherwise or free will—. This volume considers all of these questions to some extent.
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44

Meeusen, Meghann. Children's Books on the Big Screen. University Press of Mississippi, 2020. http://dx.doi.org/10.14325/mississippi/9781496828644.001.0001.

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Adaptation studies scholars suggest that no matter how interesting it may be to pick apart a film’s consistency with and departure from its source, these approaches can be limiting because books and movies operate as two very different mediums. Children’s Books on the Big Screen moves away from this approach by tracing a pattern across films for young viewers to highlight a consistent trend: when films are adapted from children’s and YA books, concepts like self/other, male/female, and adult/child become more strongly contrasted and more diametrically opposed in the film version. Children’s Books on the Big Screen describes this as binary polarization, suggesting that more stark opposition between concepts leads to shifts in the messages that texts send, particularly when it comes to representations of gender, race, and childhood. After introducing why critics need a new way of thinking about children’s adapted texts, Children’s Books on the Big Screen uses middle-grade fantasy adaptations to consider the reason for binary polarization and looks at the ideological results of polarized binaries in adolescent films and movies adapted from picturebooks. The text also explores movies adapted from The Wonderful Wizard of Oz to dig into instances when multiple films are adapted from a single source and ends with pragmatic classroom application, suggesting teachers might utilize this theory to help students think critically about movies created by the Walt Disney corporation. Drawing from numerous popular contemporary examples, Children’s Books on the Big Screen posits a theory that can begin to explain what happens—and what is at stake—when children’s and young adult books are made into movies.
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45

The Expected Knowledge: What can we know about anything and everything? Tiruchirappalli: Sivashanmugam Palaniappan, 2012.

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