Relevant bibliographies by topics / Children's Fiction

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Children's Fiction'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Children's Fiction"

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DELMAR, ROSALIND. "CHILDREN'S FICTION." History Workshop Journal 28, no. 1 (1989): 172–78. http://dx.doi.org/10.1093/hwj/28.1.172.

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Michaels, Wendy, and Donna Gibbs. "Fictional Fathers: Gender Representation in Children's Fiction." Papers: Explorations into Children's Literature 12, no. 3 (December 1, 2002): 35–45. http://dx.doi.org/10.21153/pecl2002vol12no3art1300.

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Bushey, Tahirih, and Richard Martin. "Stuttering in Children's Literature." Language, Speech, and Hearing Services in Schools 19, no. 3 (July 1988): 235–50. http://dx.doi.org/10.1044/0161-1461.1903.235.

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In this paper, the authors present brief reviews of 20 works of children's fiction in which a character stutters. The purposes of the reviews were (a) to provide speech-language clinicians with synopses of most of the currently available children's fiction involving characters who stutter, and (b) to explore how the authors of children's fiction portray certain aspects of stuttering, such as symptomatology, causation, and treatment.
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Nikolajeva, Maria. "Recent Trends in Children's Literature Research: Return to the Body." International Research in Children's Literature 9, no. 2 (December 2016): 132–45. http://dx.doi.org/10.3366/ircl.2016.0198.

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Twenty-first-century children's literature research has witnessed a material turn in strong response to the 1990s perception of childhood and the fictional child as social constructions. Cultural theories have generated fruitful approaches to children's fiction through the lenses of gender, class, race and sexual orientation, and psychoanalytically oriented theories have explored ways of representing childhood as a projection of (adult) interiority, but the physical existence of children as represented in their fictional worlds has been obscured by constructed social and psychological hierarchies. Recent directions in literary studies, such as ecocriticism, posthumanism, disability studies and cognitive criticism, are refocusing scholarly attention on the physicality of children's bodies and the environment. This trend does not signal a return to essentialism but reflects the complexity, plurality and ambiguity of our understanding of childhood and its representation in fiction for young audiences. This article examines some current trends in international children's literature research with a particular focus on materiality.
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Grieve, Ann. "Metafictional Play in Children's Fiction." Papers: Explorations into Children's Literature 8, no. 3 (December 1, 1998): 5–15. http://dx.doi.org/10.21153/pecl1998vol8no3art1369.

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Koger, Ellen. "Subject Headings for Children's Fiction." Technical Services Quarterly 2, no. 1-2 (August 29, 1985): 13–18. http://dx.doi.org/10.1300/j124v02n01_03.

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Gilliver, John. "Religious values and children's fiction." Children's Literature in Education 17, no. 4 (December 1986): 215–25. http://dx.doi.org/10.1007/bf01131445.

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Smith, Michelle J. "Imagining Colonial Environments: Fire in Australian Children's Literature, 1841–1910." International Research in Children's Literature 13, no. 1 (July 2020): 1–14. http://dx.doi.org/10.3366/ircl.2020.0324.

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This article examines children's novels and short stories published in the late nineteenth and early twentieth centuries that feature bushfires and the ceremonial fires associated with Indigenous Australians. It suggests that British children's novels emphasise the horror of bushfires and the human struggle involved in conquering them. In contrast, Australian-authored children's fictions represent less anthropocentric understandings of the environment. New attitudes toward the environment are made manifest in Australian women's fiction including J. M. Whitfield's ‘The Spirit of the Bushfire’ (1898), Ethel Pedley's Dot and the Kangaroo (1899), Olga D. A. Ernst's ‘The Fire Elves’ (1904), and Amy Eleanor Mack's ‘The Gallant Gum Trees’ (1910). Finally, the article proposes that adult male conquest and control of the environment evident in British fiction is transferred to a child protagonist in Mary Grant Bruce's A Little Bush Maid (1910), dispensing with the long-standing association between the Australian bush and threats to children.
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Mawanti, Cholis, Nensy Megawati Simanjuntak, Suyatno, and Darni. "Implementation of Directive Functions in Children's Literature Written by Authors of Children Aged 7-12 Years." Indonesian Journal of Contemporary Multidisciplinary Research 2, no. 3 (May 30, 2023): 315–20. http://dx.doi.org/10.55927/modern.v2i3.3860.

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A work of fiction made by a child is an extraordinary gift. The child's ability to imagine and put that imagination into a series of stories is an invaluable value of the archipelago's wealth. A work made by children aged 6-12 years became one of the riches of Indonesian literature which eventually developed and was called children's literature. Children's literature is rich in values and messages. Children's literature is also rich in directive functions. This study found that in children's literature there are many directive functions conveyed by the author through his work. The various directive functions contained in children's fiction are representations of real life experienced by characters or writers in their daily routines. The richer the directive function in children's fiction, the richer the message conveyed by the author, implicitly or explicitly
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Hurst, Mary Jane, and John Stephens. "Language and Ideology in Children's Fiction." Language 70, no. 1 (March 1994): 218. http://dx.doi.org/10.2307/416784.

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Dissertations / Theses on the topic "Children's Fiction"

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Buckley, Chloe Alexandra Germaine. "Nomadic intertextuality and postmillennial children's Gothic fiction." Thesis, Lancaster University, 2016. http://eprints.lancs.ac.uk/80277/.

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Since the turn of the twenty first century, Gothic has emerged as one of the most popular forms in which to write for children. Although children’s literature critics and educational professionals were once dubious about the value of scary stories for children, postmillennial Gothic has begun to receive critical praise as well as mass market popularity. This thesis explores an emergent critical discourse that champions children’s Gothic alongside a variety of examples of the form. I argue that postmillennial children’s fiction employs metafictional reflexivity and explicit intertextuality, opening out into an expansive Gothic landscape. Unhoming its protagonists, readers and critics, postmillennial children’s Gothic challenges existing paradigms in both children’s literature criticism and Gothic Studies. Foremost, this fiction disrupts accounts of children’s literature that assign the form a pedagogical function, and that construct the child reader according to linear narratives of maturation offered by psychoanalysis and ego-relational psychology. In place of the ‘psychoanalytic child’, postmillennial children’s Gothic imagines a nomadic subject, constructing child protagonists and readers across a multiplicity of subject location and identities. There is not one child, but multiple figurations. The transgressive and liberating energies of Gothic play a part in this rejection of traditional figurations of the child. However, postmillennial children’s fiction also challenges critical commonplaces in Gothic Studies. The nomadic project of children’s Gothic runs counter to the melancholic figuration of subjectivity offered by a deconstructive psychoanalytic discourse that informs some analysis of Gothic literature. Unlike the tragic subjectivity of the Gothic wanderer, the nomad offers an affirmative figuration of being. The nomad is transformed through interrelationships with others, likewise transforming the locations through which it travels, suggesting new ways of reading Gothic. Taking its cue from Rosi Braidotti’s theory of nomadic subjectivity, this thesis engages productively with a variety of children’s texts published since 2000, reading them against existing criticism. I offer my analysis of these texts as part of a creative process that imagines non-unitary, non-binary figurations of subjectivity, and seeks to reformulate notions of reading and becoming.
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Farrell, Maureen Anne. "Culture and identity in Scottish children's fiction." Thesis, University of Glasgow, 2009. http://theses.gla.ac.uk/902/.

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British Children’s Literature has a long and distinguished history. In fact it could be argued that in the late seventeenth and increasingly in the eighteenth century, Britain took the lead in developing a new kind of literature especially designed for children. The Puritans were the first to recognise the potential for material specifically targeted at children as a means of reforming the personal piety of all individuals, including children. As a result, educational, instructional and religious books for children began to appear followed later by books retelling myths, legends and oral tales and later again books intended to entertain and engage children at all stages of their development. Included as part of British Children’s Literature was the work of Scottish authors. Indeed writers such as Sir Walter Scott, George MacDonald and J.M Barrie produced works that have since become Children’s Literature classics and they themselves had significant influence on diverse children’s authors including writers such as Lewis Carroll and C.S.Lewis. Though the work of Scottish authors was included in British Children’s Literature, it was not recognised specifically for its distinctively Scottish elements. In fact, increasingly from the nineteenth century, it began to be labelled as ‘English’ Children’s Literature even though it meant ‘British’. Scotland had been a separate nation until the Act of Union in 1707. After that, even as a ‘stateless nation’, Scotland retained its own education system, its own legal system and its own national church. Scottish Literature continued to flourish during this period making use of English and Scots language, as well as Gaelic, to produce an illustrious and influential literature of world renown. As Roderick Watson has observed, “the main ‘state’ left to a ‘stateless nation’ may well be its state of mind, and in that territory it is literature that maps the land.” (Watson, 1995: xxxi) Since devolution in 1997, Scotland’s literature sector has undergone an unprecedented period of rapid, sustained and dramatic expansion, a process paralleled by the growing profile of Scottish writers internationally. During the same period Scottish Children’s Literature and Scottish children’s writers have not received the same attention, though their progress has been just as significant. In the year 2000 the Modern Language Association of America recognised Scottish Literature as a national literature, and presumably Scottish Children’s Literature is included as part of that, but it was not specifically highlighted. Even up until 2006, Scottish Children’s Literature was not generally included or even mentioned in Scottish Literature anthologies or histories of Scottish Literature. When in January 2006 the Scottish Executive unveiled Scotland’s Culture, its new cultural policy, it gave Scottish Literature a prominent place. At the same time this document also acknowledged the importance of education in giving access to and highlighting Scotland’s literary heritage. It became all the more important then to recognise the existence of a corpus of work that is recognisable as Scottish Children’s Literature existing separately from but complementary to English Children’s literature and which could be used in schools by teachers and read by children in order to explore and interrogate their own cultural history and identity. This thesis seeks to investigate whether a distinctive Scottish Children’s Literature exists and, if so, to identify those aspects that make it distinctive. Further, if Scottish Children’s Literature exists, how does it become a repository for the formation of culture, identity and nationhood and how does this impact on young Scottish readers? In order to carry out this investigation the study adopts an integrated, humanistic and multi-dimensional approach towards Scottish Children’s fiction. It draws selectively and discursively on theories of reading, reader response and close reading skills for heuristic purposes; that is, on methods that further the overall hermeneutical task of enlarging understanding of the phenomenon, though no particular theoretical approach to analysis has been privileged over another. It draws on a range of overarching theoretical perspectives that work effectively in illuminating the characteristics of particular texts with and for readers. As such, the study does not pretend to provide a specific theoretical basis for the reading of Scottish Children’s Fiction. The approach adopted requires an immersion in the narratives, making unfamiliar texts familiar in order to do the work of projecting a distinctive Scottish perspective. Given that this study is among the first of its kind, it provides a base-line for others to apply specific theoretical filters to Scottish Children’s Literature for further study. Using what cultural typology and the semiotics of culture would recognise as a retrospective approach, this study intends to identify children’s texts that are recognisably Scottish and which may be considered to form a corpus of work which can be celebrated as a central part of Scottish Children’s Literature. WATSON, R. (1995) The Poetry of Scotland, Edinburgh, Edinburgh University Press.
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Lake, Wendy M. "Aspects of Ireland in children's fiction : an historical outline and analysis of children's fiction set in Ireland (1850-1986)." Thesis, University of Ulster, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.253857.

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Taylor, G. T. "The development of style in children's narrative fiction." Thesis, University of East Anglia, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384607.

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Froggatt, Anne. "Northbound : the mythic North and children's fiction, 1840-2000." Thesis, University of Nottingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417102.

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McKelvey, Bridgette. "Fact or fiction? : photography merging genres in children's picturebooks." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/19232/1/Bridgette_McKelvey_Thesis.pdf.

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This paper explores photography in children’s picturebooks and its ability to extend image-making and reading by creating a hybrid genre that merges real and non-real worlds. In analysing the use of photography in such a hybrid genre, the work of Lauren Child (2006, 2001a, 2001b, 2000), Polly Borland (2006), Shaun Tan (2007, 2000, 1998) and Dave McKean (2004a, 2004b, 1995) is deconstructed. These artists utilise photography in contemporary picturebooks that are fictional. In addition, David Doubilet’s images (1990, 1989, 1984, 1980) are discussed, which fuse underwater photojournalism with art, for factual outputs. This research uncovers a gap in picturebook literature and creates a new hybrid by merging genres to produce a work that is both factual and fictional. The research methodology in this study includes a brief overview of photography and notions of truth, contemporary picturebook trend theory, use of a student focus group, industry collaborations and workshops, and environmental education pedagogy. This thesis outlines summaries of research outcomes, not the least of which is the capacity for photography to enrich narrative accounts by providing multilayered information, character perspectives and/ or a metafictive experience. These research outcomes are then applied to the process of creating such a hybrid children’s picturebook.
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McKelvey, Bridgette. "Fact or fiction? : photography merging genres in children's picturebooks." Queensland University of Technology, 2008. http://eprints.qut.edu.au/19232/.

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This paper explores photography in children’s picturebooks and its ability to extend image-making and reading by creating a hybrid genre that merges real and non-real worlds. In analysing the use of photography in such a hybrid genre, the work of Lauren Child (2006, 2001a, 2001b, 2000), Polly Borland (2006), Shaun Tan (2007, 2000, 1998) and Dave McKean (2004a, 2004b, 1995) is deconstructed. These artists utilise photography in contemporary picturebooks that are fictional. In addition, David Doubilet’s images (1990, 1989, 1984, 1980) are discussed, which fuse underwater photojournalism with art, for factual outputs. This research uncovers a gap in picturebook literature and creates a new hybrid by merging genres to produce a work that is both factual and fictional. The research methodology in this study includes a brief overview of photography and notions of truth, contemporary picturebook trend theory, use of a student focus group, industry collaborations and workshops, and environmental education pedagogy. This thesis outlines summaries of research outcomes, not the least of which is the capacity for photography to enrich narrative accounts by providing multilayered information, character perspectives and/ or a metafictive experience. These research outcomes are then applied to the process of creating such a hybrid children’s picturebook.
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Campbell, Nick. "Children's Neo-Romanticism : the archaeological imagination in British post-War children's fantasy." Thesis, University of Roehampton, 2017. https://pure.roehampton.ac.uk/portal/en/studentthesis/Children’s-Neo-Romanticism(d8dd7f80-d6a7-4e02-a103-c627adc0fad1).html.

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The focus of this study is a trend in British children’s literature concerning the ancientness of British landscape, with what I argue is a Neo-Romantic sensibility. Neo-Romanticism is marked by highly subjective viewpoints on the countryside, and I argue that it illuminates our understanding of post-war children’s literature, particularly in what is often called its Second Golden Age. Through discussion of four generally overlooked authors, each of importance to this formative publishing era, I aim to explore certain aspects of the Second Golden Age children’s literature establishment. I argue that the trend I critique is characterised by ambiguity, defined by the imaginative practice entailed in the archaeological view.
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Stewart, Susan Louise Trites Roberta Seelinger. "Genre, ideology, and children's literature." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172884.

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Thesis (Ph. D.)--Illinois State University, 2004.
Title from title page screen, viewed November 22, 2005. Dissertation Committee: Roberta Seelinger Trites (chair), Karen Coats, C. Anita Tarr. Includes bibliographical references (leaves 242-256) and abstract. Also available in print.
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Milne, Stephen. "Fiction, children's voices and the moral imagination : a case study." Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/10461/.

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The importance of stories in educating the moral imagination of the child provides the context for this thesis, which explores children's responses to the moral dimension of fiction. Studies in narrative psychology, literary theory and children's responses to reading also provide the empirical and theoretical background for this qualitative enquiry that compares a number of developing readers' responses to fiction in a school and classroom context. Focusing on the features that distinguish their responses to questions about moral choice and virtue in a range of stories, the thesis explores a mode of response to fiction called moral rehearsal. It identifies a range of strategies children adopt to explore and evaluate the moral world of narrative texts such as the use of moral touchstones, alternative narratives and dramatisation. It presents an original application of philosophical anthropology to the data in order to distinguish between what I call mimetic and diegetic rehearsal in children's responses. This phenomenological interpretation suggests the ways in which narratives contribute to the constitution of consciousness in the child. Drawing mainly on school-based interview conversations, peer group talk and some children's written work about a range of fiction, this enquiry adopts an interpretive, case study approach to children's moral responses to fiction. It examines the child's perspective to produce an account of moral imagination in developing readers that illuminates a previously unexplored mode of reading - moral rehearsal - relevant to theories about the development of children's reading, literary response and moral sense. It represents a contribution to the literature on children's literary experience, the empirical study of children's reading and children's moral and spiritual formation.
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Books on the topic "Children's Fiction"

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Butler, Charles, ed. Teaching Children's Fiction. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230379404.

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Madden, Jennifer. Children's fiction index. Newcastle-Under-Lyme: Association of Assistant Librarians, 1993.

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Gordon, Parsons, Gloucestershire (England) County Council, and Avon (England) County Council, eds. Recent children's fiction. [Gloucestershire?]: published and produced by Gloucestershire County Council on behalf of Gloucestershire County Council and Avon County Council, 1987.

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1963-, Butler Charles, ed. Teaching children's fiction. Houndmills, Basingstoke, Hampshire: Palgrave Macmillian, 2006.

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1975-, Cooper Jonathan, ed. Children's fiction, 1900-1950. Aldershot, Hants, England: Ashgate, 1998.

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Mosco, Maisie. Children's children. New York: HarperPaperbacks, 1991.

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Mallan, Kerry. Gender Dilemmas in Children's Fiction. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230244559.

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Mallan, Kerry. Secrets, Lies and Children's Fiction. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137274663.

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Service, Nottinghamshire (England) Education Library. Children's fiction: A thematic list. 2nd ed. Nottingham: Nottinghamshire County Council Community Services, 1998.

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Nottinghamshire (England). Education Library Service., ed. Children's fiction: A thematic list. Nottingham: Nottinghamshire County Council Leisure Services, 2003.

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Book chapters on the topic "Children's Fiction"

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Stevenson, Deborah. "Children's Fiction." In The Routledge Companion to Children's Literature and Culture, 141–52. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003214953-15.

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Roberts, Lewis C. "Children's Fiction." In A Companion to the Victorian Novel, 353–69. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996324.ch21.

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Johnson, Denise. "Realistic Fiction." In The Joy of Children's Literature, 204–35. 3rd ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003015680-8.

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Johnson, Denise. "Historical Fiction." In The Joy of Children's Literature, 236–68. 3rd ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003015680-9.

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Butler, Charles. "Introduction." In Teaching Children's Fiction, 1–5. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230379404_1.

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Pinsent, Pat. "Historical Studies." In Teaching Children's Fiction, 6–28. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230379404_2.

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Rudd, David. "Cultural Studies." In Teaching Children's Fiction, 29–59. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230379404_3.

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Webb, Jean. "Genre and Convention." In Teaching Children's Fiction, 60–84. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230379404_4.

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McGillis, Roderick. "Looking in the Mirror: Pedagogy, Theory, and Children’s Literature." In Teaching Children's Fiction, 85–105. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230379404_5.

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Nikolajeva, Maria. "Word and Picture." In Teaching Children's Fiction, 106–51. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230379404_6.

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Conference papers on the topic "Children's Fiction"

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Didkovskaya, Viktorya. "Children's Reading As A Source Of Intertextual Inclusions In Fiction." In International Scientific and Practical Conference «MAN. SOCIETY. COMMUNICATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.02.15.

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Proctor, Chris, and Paulo Blikstein. "Interactive fiction." In IDC '17: Interaction Design and Children. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3078072.3084324.

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Malá, Markéta. "English and Czech children’s literature: A contrastive corpus-driven phraseological approach." In Eighth Brno Conference on Linguistics Studies in English. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-8.

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The paper explores the recurrent linguistic patterns in English and Czech children’s narrative fiction and their textual functions. It combines contrastive phraseological research with corpus-driven methods, taking frequency lists and n-grams as its starting points. The analysis focuses on the domains of time, space and body language. The results reveal register-specific recurrent linguistic patterns which play a role in the constitution of the fictional world of children’s literature, specifying its temporal and spatial characteristics, and relating to the communication among the protagonists. The method used also points out typological differences between the patterns employed in the two languages, and the limitations of the n-gram based approach.
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Daletskaya, Maria E. "Sustainable development in the books by modern authors for kids and teenagers." In Seventh World Professional Forum Sudak-Sochi-Transit «Sochi-2023». Russian National Public Library for Science and Technology, 2023. http://dx.doi.org/10.33186/978-5-85638-261-6-2023-40-52.

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To prepare library lessons for the children, the librarians should be aware of the current book process as well as should know children’s book of the past. The author reviews several books for different ages comprising themes and plots related to the sustainable development goals. The publications include fiction for teenagers, graphic stories and picture books for younger children, both by foreign and national authors.
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Udovičić, Bojana B. "MOTIV PRIJATELjSTVA U ROMANIMA „MALI PRINC“ ANTOANA DE SENT-EGZIPERIJA I „AGI I EMA“ IGORA KOLAROVA." In KNjIŽEVNOST ZA DECU U NAUCI I NASTAVI. University of Kragujevac, Faculty of Education in Jagodina, 2022. http://dx.doi.org/10.46793/kdnn21.127u.

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By using a comparative analysis, the paper discusses the similarity of motifs in two novels – a classic of children’s literature, Exypery’s The Little Prince, and Agi i Ema, a contemporary Serbian novel for children. In both novels, extraordinary friendship between characters develops as a result of children’s loneliness and detachment. The characters and the adventures belong both to the real and the unreal world, which is the essence of fiction.
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Nikolić, Andrijana A. "MOTIVI FANTASTIKE U ROMANU „NA PUTU ZA DARDEL“ SLOBODANA ZORANA OBRADOVIĆA I U PRIPOVJEDNOJ PROZI „ZAPISI IZ HODNIKA VREMENA“ ALEKSANDRA OBRADOVIĆA." In KNjIŽEVNOST ZA DECU U NAUCI I NASTAVI. University of Kragujevac, Faculty of Education in Jagodina, 2022. http://dx.doi.org/10.46793/kdnn21.113n.

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Slobodan and Aleksandar Obradović (father and son) from Bijelo Polje are authors whose fiction abounds in fantastic motifs ‒ characters’ actions, their ability to travel through time zones, their mythological features and the mission they are devoted to accomplish. Capable inventors, fliers, beings who transcendentally move from place to place require critical judgment ‒ whether contemporary children’s literature is truly in accordance with their age and whether and to what extent a child can identify with or distance from the characters. By combining symbols and fiction, both writers encourage readers to decipher the symbols and teach them the lesson of the story. The writers express their thoughts about important life issues through fictional characters, using narrative polyphony, skillfully avoiding identification with any character. Crossing the line between literary and non-literary is typical for both writers. In addition, parents’ role in child upbringing and their influence on the development of child’s imagination should be considered.
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Naumova, Anastasia V. "MICROTOPONYMS AND PROPER NAMES IN TRANSLATIONS OF FICTION LITERATURE: TRANSLATION KILLERS OR CHANCE FOR EXPERIMENTS?" In Second Scientific readings in memory of Professor V. P. Berkov. St. Petersburg State University, 2023. http://dx.doi.org/10.21638/11701/9785288063583.

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The article discusses the problem of microtoponyms and some proper nouns when translating fiction works from the Norwegian to the Russian language. It is noted that commonly used transliteration, as well as transcription of microtoponyms, does not seem to be the most effective solution for the translated fiction text and might be affect readers’ perception of it. As a waiver of the rule, it is analysed a number of translation solutions in novel by contemporary Norwegian fiction writer Tomas Espedal Against Art. It is also brought up translation issues of proper nouns when the translation of the proper noun might be essential for text understanding, used with effect or is substantial for the plot. As an example of a successful translation solution, it is provided Russian translation of children’s graphic novel by Vilde Kamfjord On the detour home.
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8

Aki Tamashiro, Mariana, Maarten Van Mechelen, Marie-Monique Schaper, and Ole Sejer Iversen. "Introducing Teenagers to Machine Learning through Design Fiction: An Exploratory Case Study." In IDC '21: Interaction Design and Children. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3459990.3465193.

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9

Stanislavova, Zuzana. "VISUAL ARTS AS A THEME IN SLOVAK NON-FICTION FOR CHILDREN." In 6th SWS International Scientific Conference on Arts and Humanities ISCAH 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscah.2019.2/s09.053.

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10

Privalova, Svetlana Evgenievna. "VERBAL CREATIVITY IN PRESCHOOL CHILDREN IN THE PROCESS OF GETTING ACQUAINTED WITH FICTION." In МЕЖДУНАРОДНЫЙ ПЕДАГОГИЧЕСКИЙ ФОРУМ "СТРАТЕГИЧЕСКИЕ ОРИЕНТИРЫ СОВРЕМЕННОГО ОБРАЗОВАНИЯ". Уральский государственный педагогический университет, 2020. http://dx.doi.org/10.26170/kso-2020-307.

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Reports on the topic "Children's Fiction"

1

Howgate, Sandra, Mariah Cannon, Tabitha Hrynick, and Vaishnavee Madden. River of Life. Institute of Development Studies, February 2024. http://dx.doi.org/10.19088/ids.2024.007.

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This fictional River of Life illustrates one family’s journey in the borough of Ealing. Based on research from the Enabling Early Child Development in Ealing (ECDE) project, it shows some common challenges faced by local families, but more importantly, how families felt support should be, in order to ensure all children get the best start in life. While every family is unique with diverse backgrounds and needs, we hope this tool sparks discussion about how all healing families can be supported whoever they are.
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Mental Health in Schools, and the Global CYP Mental Health Crisis. ACAMH, October 2021. http://dx.doi.org/10.13056/acamh.17482.

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In this podcast, we talk to Lauren Cross about her research interests around mental health and wellbeing in schools and inequalities during childhood and adolescence, as well as her co-authored CAMH debate paper ‘Is There a True Global Children and Young People's Mental Health Crisis Fact or Fiction’.
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You might also be interested in the extended bibliographies on the topic 'Children's Fiction' for particular source types:
Journal articles Dissertations / Theses Books
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