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Books on the topic 'Children’s media'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Gong, Qian. Children’s Healthcare and Parental Media Engagement in Urban China. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-49877-9.

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2

Bureau, Punjabi University Publication, ed. Media, parents & children. Patiala: Publication Bureau, Punjabi University, 2009.

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3

International Conference on New Media and Children (2006 Tiruchchirāppalli, India). Children and new media. Delhi: Authorspress, 2009.

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J, Josephine, ed. Children and new media. Delhi: Authorspress, 2009.

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5

de Block, Liesbeth, and David Buckingham. Global Children, Global Media. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230591646.

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International Conference on New Media and Children (2006 Tiruchchirāppalli, India). Children and new media. Delhi: Authorspress, 2009.

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7

Block, Liesbeth De. Global children, global media: Migration, media and childhood. New York: Palgrave Macmillan, 2008.

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8

Block, Liesbeth De. Global children, global media: Migration, media and childhood. Basingstoke: Palgrave Macmillan, 2007.

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9

Block, Liesbeth De. Global children, global media: Migration, media and childhood. New York: Palgrave Macmillan, 2008.

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10

Cikánová, Karla. Teaching mixed media to children. East Roseville, NSW, Australia: Craftsman House, 1995.

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11

Strasburger, Victor C. Children, adolescents, and the media. 2nd ed. Thousand Oaks, Calif: Sage Publications, 2009.

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12

Teaching mixed media to children. [British Virgin Islands]: Craftsman House, 1995.

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13

Nansen, Bjørn. Young Children and Mobile Media. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49875-7.

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14

Cassidy, Margaret M. Children, Media, and American History. New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315725116.

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15

J, Wilson Barbara, ed. Children, adolescents, and the media. Thousand Oaks Calif: Sage Publications, 2002.

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16

Willett, Rebekah, Chris Richards, Jackie Marsh, Andrew Burn, and Julia C. Bishop. Children, Media and Playground Cultures. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137318077.

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17

Strasburger, Victor C. Children, adolescents, and the media. 2nd ed. Los Angeles: Sage, 2009.

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18

Seductive screens: Children's media----past, present, and future. Newcastle upon Tyne: Cambridge Scholars Pub., 2012.

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19

Africa, Media Institute of Southern. Children in the media: Ethical guidelines for southern African media. Windhoek, Namibia: Media Institute of Southern Africa, 2011.

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20

Gameworlds: Virtual media and children's everyday play. New York: Bloomsbury, 2014.

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21

Robinson, Paula. Using media to develop children's writing skills. [S.l: The author], 1998.

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22

Media violence. Detroit: Greenhaven Press, 2012.

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23

Simatos, Anastasios. Children and media: Learning from television. Liverpool: Manutius Press, 1992.

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24

1931-, Klein Jerome O., ed. Otitis media in infants and children. 4th ed. Hamilton, Ontario: BC Decker, 2007.

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25

Simatos, Anastasios. Children and media: Learning from television. Liverpool: Manutius Press, 1992.

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26

1931-, Klein Jerome O., ed. Otitis media in infants and children. 2nd ed. Philadelphia: Saunders, 1995.

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27

Bickford, Tyler. Schooling New Media. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190654146.001.0001.

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Schooling New Media is an ethnography of children’s music and media consumption practices at a small elementary and middle school in Vermont. It examines how transformations in music technologies influence the way children, their peers, and adults relate to one another in school. Focusing especially on digital music devices—MP3 players—it reveals the key role of intimate, face-to-face relationships in structuring children’s uses of music technologies. It explores how headphones mediate face-to-face peer relationships, as children share earbuds and listen to music with friends while participating in their peer groups’ dense overlap of talk, touch, and gesture. It argues that kids treat MP3 players less like “technology” and more like “toys,” domesticating them within traditional childhood material cultures already characterized by playful physical interaction and portable objects such as toys, trading cards, and dolls that can be shared, manipulated, and held close. Kids use digital music devices to expand their repertoires of communicative practices—like passing notes or whispering—that allow them to maintain intimate connections with friends beyond the reach of adults. Kids position the connections afforded by digital music listening as a direct challenge to the overarching language and literacy goals of classroom education. Schooling New Media is unique in its intensive ethnographic attention to everyday sites of musical consumption and performance. And it is uniquely interdisciplinary, bringing together approaches from music education, ethnomusicology, technology studies, literacy studies, and linguistic anthropology to make integrative arguments about the relationship between consumer technologies, childhood identities, and educational institutions.
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28

Joosen, Vanessa, ed. Connecting Childhood and Old Age in Popular Media. University Press of Mississippi, 2018. http://dx.doi.org/10.14325/mississippi/9781496815163.001.0001.

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Media narratives in popular culture often ascribe interchangeable characteristics to childhood and old age. In the manner of George Lakoff and Mark Johnson’s Metaphors We Live By, the authors in this volume envision the presumed semblance between children and the elderly as a root metaphor that finds succinct articulation in the idea that “children are like old people” and vice versa. The volume explores the recurrent use of this root metaphor in literature and media from the mid-nineteenth century to the present. The authors demonstrate how it shapes and is reinforced by a spectrum of media products from Western and East-Asian countries. Most the media products addressed were developed for children as their primary audience, and range from children’s classics such as Heidi to recent Dutch children’s books about euthanasia. Various authors also consider narratives produced either for adults (for instance, the TV series Mad Men, and the novel Extremely Loud and Incredibly Close) or for a dual audience (for example, the family film Paddington or The Simpsons). The diversity of these products in terms of geography, production date, and audience buttresses a broad comparative exploration of the connection between childhood and old age, allowing the authors to bring out culturally specific aspects and biases. Finally, since this book also unites scholars from a variety of disciplines (media studies, children’s literature studies, film studies, pedagogy, sociology), the individual chapters provide a range of methods for studying the connection between childhood and old age.
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29

Gong, Qian. Children’s Healthcare and Parental Media Engagement in Urban China: A Culture of Anxiety? Palgrave Macmillan, 2019.

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30

von Bonsdorff, Pauline. Children’s aesthetic agency: The pleasures and power of imagination. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747109.003.0007.

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This chapter perceives the aesthetic sensibilities and creativity of young children through the lens of aesthetic theory and childhood studies. Understanding the aesthetic as encompassing sensitivity, emotion, imagination, and thought, I discuss how children make sense of their world, become familiar with social norms and expressive media, and create their self (including self–other relationships) through imaginative play. Aesthetic agency combines receptive and productive activity, or awareness in action—particularly evident in childhood, but not its privilege. Remembering that many pleasures of childhood relate to make-believe, I include ‘deceit’ and ‘lying’—how playful practices enlarge, change, test, and form alternatives to children’s self-conceptions and life-worlds. A moral and political perspective on make-believe (including a defence of lying) acknowledges that children’s social position is ultimately one of subordinates. Examples from research, novels about or for children (especially the work of Astrid Lindgren), and first-hand experiences emphasize the need for contextual and situated understanding.
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31

Lim, Sun Sun. Transcendent Parenting. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190088989.001.0001.

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In digitally connected middle-class households with school-going children, from toddlers through varsity students, the practice of transcendent parenting has arisen. Smartphones and other mobile devices virtually accompany families through all aspects of their everyday existence. The growing sophistication of mobile communication has unleashed a proliferation of apps, channels, and platforms that link parents to their children and key institutions in their lives. Throughout every stage of their children’s development, from infancy to adolescence to emerging adulthood, mobile communication plays an increasingly critical role in family life. Transcendent parenting has emerged in light of significant transformations in the mobile media landscape that allow parents to transcend many realms: the physical distance between them and their children, their children’s offline and online social interaction spaces, as well as timeless time that renders parenting duties ceaseless. In mobile communication, parents parent all over and all of the time, whether their children are by their side or out of sight. Drawing on experiences of urban middle-class families in Asia, this book shows how transcendent parenting embodies and conveys parenting priorities in these households. Paramount are the inculcation of values in their children, oversight of children to protect them from harm, adverse influences, and supporting their children in academic endeavors. It explores how mobile communication allows parents to be more involved than ever in their children’s lives but also questions whether parents have become too involved as a result. It further reflects on the consequences of transcendent parenting for parents’ well-being and children’s personal development.
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32

Bickford, Tyler. Conclusion. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190654146.003.0007.

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The conclusion advocates for understanding music in terms of interpersonal relationships as much or more than as repertoires of texts with their own cultural meanings. Music should be considered in terms of Bourdieu’s concept of “social capital” in addition to “cultural capital” as it is normally conceived. Children’s in-school media use does not involve the intrusion of foreign consumer culture into education, but rather historically and culturally grounded traditions of peer-cultural solidarity provide a context into which entertainment media practices fit naturally. A seeming opposition between education and consumer culture is in fact a constitutive dialectic, which helps explain the politicization of children’s peer cultural practices in school. Consumer culture represents the extension of dynamics from school into the wider public sphere. The invasion of these practices into schools is only a natural return to original fields of conflict between children and adults.
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33

Bickford, Tyler. Intimate and Instrumental. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190654146.003.0002.

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This chapter makes crucial theoretical and conceptual interventions to support the arguments developed through the ethnographic core of the book. This chapter extends an influential “expressive practices” approach, which emphasizes the centrality of expressive language and communication in the social reproduction of class, gender, and ethnicity in schools, to include the social production of childhood roles and identities. It identifies “instrumentality” and “intimacy” as key concepts linking expressive practices to social relationships. It then argues that the expressive practices of children’s peer cultures are characteristically “intimate” in their linguistic and social features, by contrast with the instrumental approaches to language and communication characterized by classroom routines and literacy education. This contrast between instrumental and intimate modes is important for understanding children’s practices around entertainment media and digital technologies in subsequent chapters. This chapter also overviews children’s expressive traditions and develops key themes involving media and technology in later chapters.
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34

Bobou, Olympia. Representations of Children in Ancient Greece. Edited by Sally Crawford, Dawn M. Hadley, and Gillian Shepherd. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199670697.013.19.

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Children’s representations appear early in the Greek visual material culture: first they appear in the large funerary vases of the geometric period, while in the archaic period they appear in funerary reliefs and vases. To the representations in vase painting, those in terracotta statuettes can be added in the fifth century, but it is in the fourth century bc that children become a noteworthy subject of representation, appearing both in small- and large-scale objects in different media. This chapter considers the relationship between changing imagery of children in ancient Greece and social and religious developments from the geometric period, through the Hellenistic period and into the Roman period in Greece.
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35

Bickford, Tyler. Earbuds Are Good for Sharing. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190654146.003.0003.

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This chapter presents a detailed analysis of children’s practices of sharing earbuds with friends and peers. Portable music technologies mediate face-to-face relationships among schoolchildren, and the social links they support provide an intimate environment for interaction that mostly excludes adults. These face-to-face interactions using digital audio technologies challenge theoretical perspectives from two fields. First, a prominent view of sound technologies as progressively isolating individuals from one another fails entirely to account for children’s sociable practices. Second, while approaches to portable communication technologies increasingly do privilege communication among intimates, in their focus on communication at a distance they neglect the face-to-face connections in which these devices are embedded. Technology studies are also largely unconcerned with portable music listening as “new media,” accepting the view that portable music is isolating. The opposite is true for children, for whom music devices make connections in materially and spatially grounded face-to-face relationships.
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36

Klapper, Melissa R. Ballet Class. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190908683.001.0001.

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Surveying American ballet in 1913, Willa Cather reported that few girls expressed any interest in taking ballet class and that those who did were hard-pressed to find anything other than dingy studios and imperious teachers. A century later, ballet is everywhere. There are ballet companies across the United States; ballet is commonly featured in film, television, literature, and social media; professional ballet dancers are spokespeople for all kinds of products; nail polish companies market colors like “Ballet Slippers”; and, most importantly, millions of American children have taken ballet class. Beginning with the arrival of Russian dancers like Anna Pavlova in the early 1900s, Ballet Class: An American History explores the growth of ballet from an ancillary part of nineteenth-century musical theater, opera, and vaudeville to the quintessential extracurricular activity it is today, pursued by countless children nationwide and an integral part of twentieth-century American childhood across borders of gender, class, race, and sexuality. A social history, Ballet Class takes a new approach to ballet and helps ground an art form often perceived to be elite in the experiences of everyday people who spent time in barre-lined studios. Drawing on materials including children’s books, memoirs by professional dancers and choreographers, pedagogy manuals, dance periodicals, archival collections, and oral histories, this pathbreaking study provides a national perspective on the history and significance of recreational ballet class in the United States and its influence on many facets of children’s lives, including gender norms, consumerism, body image, children’s literature, extracurricular activities, and popular culture.
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37

Bickford, Tyler. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190654146.003.0001.

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The introduction provides an introduction to the research site, including the social and cultural context at Heartsboro Central School and in the community of Heartsboro. It addresses methodological questions, including the overall design of the research, approaches to data collection and analysis, and reflections on ethical issues involving research with children. It gives an overview of children’s musical tastes, interests, and practices, and it offers illustrative examples of “new media poetics” that set the stage for later chapters. It also situates the book in relationship to popular music studies and puts forward a theoretical approach to childhood as a social and cultural identity.
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38

Jones, Delores B. Childrens Media Marketplace. 3rd ed. Neal-Schuman Publishers, 1988.

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39

Children & Media. Hyperion Books, 1993.

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40

Münch, Ursula, Christoph Klein, Carolin Ruther, and Jörg Siegmund, eds. Kranke Kinder haben Rechte! Nomos Verlagsgesellschaft mbH & Co. KG, 2021. http://dx.doi.org/10.5771/9783748921967.

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In the last 200 years, the field of paediatrics has taken enormously successful strides forward. However, in a healthcare system which is being increasingly geared towards efficiency and optimisation, the needs and rights of sick children are often overlooked, which includes aspects of hospital architecture and the necessary resources to afford children the time they need. Treating them as equals and respecting their participatory rights are also often neglected, while the particularities of paediatrics are hardly acknowledged in political debate or in the media. The first German Child Health Summit, at which representatives from all Germany’s university children’s hospitals, experts in constitutional law, ethicists and experts from child rights and patients organisations discussed how the situation in the field of paediatrics can be improved and how the right of sick children to receive comprehensive healthcare can be guaranteed, focused on the current challenges involved in treating ill children. This book documents the contributions that were discussed at the conference.
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41

Complete Sourcebook on Children's Interactive Media, 2002, Volume 10 (Complete Sourcebook on Childrens Interactive Media). Active Learing Assoc, 2002.

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42

Meikle, Kyle. Adaptation and Interactivity. Edited by Thomas Leitch. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199331000.013.31.

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In recent years, the novel/film debate of adaptation studies yore has given way to another binary between old media and new, one in which adaptation scholars posit apps and videogames as more participatory than such predecessors as novels and films. This essay turns to the eminently interactive genre of children’s fiction to challenge the claim that digital adaptations necessarily involve different kinds of participation than other adaptive modes. Instead of asking what new media can do that old media cannot, it asks what adaptations can do that other texts cannot, tracing the movement of Maurice Sendak’s Where the Wild Things Are across books, films, plays, and videogames to ask what kinds of interactivity adaptations—rather than particular media—invite from their audiences.
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43

(Editor), Feilitzen Von Cecilia, and Ulla Carlsson (Editor), eds. Children and Media (Children and Media Violence Yearbook). Coronet Books Inc, 1999.

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44

Purcell, Carl. The Politics of Children's Services Reform. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447348764.001.0001.

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Comparative research has identified two broad types of child welfare system. In child protection systems the principal remit of welfare agencies is to identify and respond to actual or potential incidences of child abuse or maltreatment. In contrast family service systems are characterised by a stronger spirit of partnership between the state and families and an emphasis on working to prevent the need for coercive state intervention. This book examines the development of children’s services reform in England over recent decades to explain a shift from family service polices towards a narrower child protection approach. Successive waves of reform in England have invariably been framed as responses to high-profile child abuse inquires and media generated scandal including the cases of Victoria Climbié and Baby P. However, this book challenges the idea that it is the apparent failings of local agencies, including child and family social workers, that drive successive waves of reform. Instead, it turns the spotlight on the process of policy-making at the national level, and highlights the role played by party political leaders and senior government ministers in driving reform. The book is informed by 45 interviews with key decision-makers including ministers, senior civil servants, children’s charity leaders, local authority directors and social work researchers.
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45

Primary Research (Firm : New York, N.Y.), ed. Children's publishing, media & entertainment. New York, N.Y: Primary Research, 1994.

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46

(Editor), Barbara Stein, and Lucia Hansen (Editor), eds. Children's Media Market Place. 4th ed. Neal-Schuman Publishers, 1995.

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47

Mittal, Sujata. Children and Media. Isha Books, 2005.

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48

The Media and Children's Rights. 2nd ed. The PressWise Trust, 2005.

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49

The Children's Media Yearbook 2018. Children's Media Foundation, 2018.

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50

Jenkins, Thomas E. The Reception of Hesiod in the Twentieth and Twenty-first Centuries. Edited by Alexander C. Loney and Stephen Scully. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190209032.013.53.

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This chapter traces the reception of the Works and Days and Theogony in various media throughout the twentieth and twenty-first centuries, including film, television, video games, novels, essays, illustrations, and children’s literature. It argues that the Theogony’s greater emphasis on extended narrative episodes—particularly the violent Titanomachy—has spawned a comparatively greater number of receptions, while the Works and Day’s didactic tone and structure have lent themselves more readily to adaptations that stress the environment and/or management. Hesiod’s representation of women—both mortal and immortal—has engendered some of the most strongly ideological and passionate receptions, especially those concerning Athena, Gaia, and Pandora. The chapter concludes with a glance at the surprising reception of Hesiod in today’s newest media, including Twitter hashtags.
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