Relevant bibliographies by topics / Children's literature

Contents

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

Academic literature on the topic 'Children's literature'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2025

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Journal articles on the topic "Children's literature"

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Jasim Imran Hashim, Lect. "Children's literature." لارك 1, no. 44 (December 31, 2021): 1090–77. http://dx.doi.org/10.31185/lark.vol1.iss44.2196.

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The entirety of this research is based on a description of the main factors in the treatment of the child, access to the child's world and clarifying how they work, and giving various examples about raising and upbringing the child in an ideal manner. This research dives into the details of the main important axes, which are you mean a lot about childhood, the early mind of the child, and how to fill in, direct, and guide him towards the right path in building a successful society. And it sheds light on the main aspects of raising a child. I focused in this research on the role that books of children's literature, of great importance for children and the emerging new generation of the nation, interaction and communication between literature and its effect on the child in terms of encouraging learning instead of stifling feelings, suppressing thinking and actions. Encouraging the expression of ideas, focusing on interest and enjoyment, addressing negatives central issues: including, child development, personality development, mind, cognitive development, and the role of education in building his personality depends on three factors: innate qualities, the characteristics of the parents responsible for caring for the child and the experiences and circumstances, that the child goes through in his life. Raising the child is the goal of children s literature, a good moral and ethical upbringing, the influence of parents on him positively, builds the character of the child and on his emotional life, due to the child's tendencies to imitate parents or people, who have an important interest in their lives.
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Hunt, Peter. "Children's Literature and Children's Literature Scholarship: The British Perspective." Children's Literature 50, no. 1 (2022): 18–31. http://dx.doi.org/10.1353/chl.2022.0002.

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Panaou, Petros, and Janelle Mathis. "School in Children's Literature and Children's Literature in School." Bookbird: A Journal of International Children's Literature 58, no. 1 (2020): ii—iv. http://dx.doi.org/10.1353/bkb.2020.0011.

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Walizada, Fawzia. "A Review on Children's Literature in Afghanistan." Journal of Humanities and Social Sciences Studies 5, no. 10 (September 30, 2023): 12–22. http://dx.doi.org/10.32996/jhsss.2023.5.10.3.

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Children's and adolescent literature have a long-life span in the history of mankind and is considered one of the major parts of the literature in every nation. Children's and teenagers' literature received worldwide attention from the 17th century AD. In the 18th century, scientists drew the attention of educators and people to children's literature by research publishing works. In our rich classical literature, there is not much research done on children's literature. However, various works have been done for children in recent years. The first children's magazine in Afghanistan was Siraj-ul-Atfal, which was published continuously with Siraj-ul-Akhbar. This magazine was mostly educational and entertaining, and most of its content was general information, scientific topics, religious and moral content in the form of poems and stories. After publishing the children literature in Siraj-ul-Akhbar, other publications also started about children's literature in Afghanistan, such as children’s friendship, youngs friendship, and children's voice. Some writers have also done research on children's literature in Afghanistan, such as Abdul Qayyum Qoyim, Mohammad Hossein Yamin, Paizi Hanafi, Habibullah Rafi, Dr Asadullah Khitfi, Seyyed Davoud Zahdi, Pouya Faryabi, Asif Behand, Raziq Varin, and Osman Najand.
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Chung, Sunah, Kathleen A. Paciga, and Melanie D. Koss. "Acclaimed Children's Literature as Global Resources." International Journal on Social and Education Sciences 6, no. 4 (September 25, 2024): 481–502. https://doi.org/10.46328/ijonses.679.

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Acclaimed children's books in the United States (U.S.) may be utilized as resources to instruct global issues. As children’s literature reflects social context and values, acclaimed books may provide curricular materials for those within the U.S. and to international audiences. Stakeholders, including librarians, teachers, national industry experts, and parents, are among those who review and award prizes to children’s literature. This work has resulted in booklists teachers, families, and librarians use to guide their book purchasing and sharing practices. We investigate the histories, composition, and criteria for 22 award and acclaimed U.S. children’s book lists containing 4,244 titles. Fewer than 100 titles appear consistently across multiple stakeholder lists. International audiences will become more aware of the types of U.S. awards for children’s literature that exist and reflect on the award and acclaimed book lists published in their countries and how they might be used by teachers, parents, and other stakeholders.
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O'Sullivan, Emer. "Comparative Children's Literature." PMLA/Publications of the Modern Language Association of America 126, no. 1 (January 2011): 189–96. http://dx.doi.org/10.1632/pmla.2011.126.1.189.

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The most striking change in children's culture, including children's literature, over the last few decades has been its commercialization and globalization (O'Sullivan, Comparative Children's Literature 149–52). The children's book industry in the United States, the leading market, is increasingly dominated by a handful of large media conglomerates whose publishing operations are small sections of their entertainment businesses. As a consequence, as Daniel Hade observes, “the mass marketplace selects which books will survive, and thus the children's book becomes less a cultural and intellectual object and more an entertainment looking for mass appeal” (511). The influence of these multimedia giants is immense: manufacturing mass-produced goods for children, they sell their products beyond the borders of individual countries, further changing and globalizing what were once regionally contained children's cultures. As a discipline that engages with phenomena that transcend cultural and linguistic borders and also with specific social, literary, and linguistic contexts, comparative children's literature is a natural site in which to tease out the implications of these recent developments.
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Eeds, Maryann, Francelia Butler, and Margaret R. Hignonnet. "Children's Literature 13." Rocky Mountain Review of Language and Literature 40, no. 1/2 (1986): 94. http://dx.doi.org/10.2307/1566609.

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Coussy, Audrey. "Translating Children's Literature." Translation Studies 12, no. 1 (November 29, 2018): 126–28. http://dx.doi.org/10.1080/14781700.2018.1543614.

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Taxel, Joel. "Teaching Children's Literature." Teaching Education 1, no. 1 (February 1987): 12–15. http://dx.doi.org/10.1080/1047621870010104.

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Nikolajeva, Maria. "Exit Children's Literature?" Lion and the Unicorn 22, no. 2 (1998): 221–36. http://dx.doi.org/10.1353/uni.1998.0028.

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

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O'Sullivan, Emer. "Comparative children's literature /." London [u.a.] : Routledge, 2009. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=018910995&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Caracciolo, Dana Andriana. "Children's Literature and Diabetes." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/31824.

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My studies consider the genre of children's literature, specifically picture books, and their treatment of the topic of diabetes. I frame my argument with an examination of diabetes, the psychological effects of diabetes on the child, the need of thorough education about diabetes. I argue for the use of the picture book as an effect tool in educating and socializing the diabetic child. I first explore the implications of diabetes and the long term complications caused by one's poor control of the disease. I then explore the psychological ramifications of a chronic illness on the young child. Next I assert the need to combine the physiological and psychological factors of diabetes into a responsible text for children, one which both serves as an educating tool and a source of comfort in difficult times with the disease. I conclude my studies with critiques of existing materials in the limited genre and compare them to the story I have written for children about diabetes.
Master of Arts
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Weikle-Mills, Courtney. "The child reader and American literature, 1700-1852." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1181758570.

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Mattson, Christina Phillips. "Children's Literature Grows Up." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467335.

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Children’s Literature Grows Up proposes that there is a revolution occurring in contemporary children’s fiction that challenges the divide that has long existed between literature for children and literature for adults. Children’s literature, though it has long been considered worthy of critical inquiry, has never enjoyed the same kind of extensive intellectual attention as adult literature because children’s literature has not been considered to be serious literature or “high art.” Children’s Literature Grows Up draws upon recent scholarship about the thematic transformations occurring in the category, but demonstrates that there is also an emerging aesthetic and stylistic sophistication in recent works for children that confirms the existence of children’s narratives that are equally complex, multifaceted, and worthy of the same kind of academic inquiry that is afforded to adult literature. This project investigates the history of children’s literature in order to demonstrate the way that children’s literature and adult literature have, at different points in history, grown closer or farther apart, explores the reasons for this ebb and flow, and explains why contemporary children’s literature marks a reunification of the two categories. Employing J. K. Rowling’s Harry Potter novels as a its primary example, Children’s Literature Grows Up demonstrates that this new kind of contemporary children’s fiction is a culmination of two traditions: the tradition of the readerly children’s book and the tradition of the writerly adult novel. With the fairy tales, mythologies, legends, and histories that contemporary writers weave into their texts, contemporary fictions for children incorporate previous defining characteristics of children’s fantasy literature and tap into our cultural memory; with their sophisticated style, complex narrative strategies, and focus on characterization, these new fictions display the realism and seriousness of purpose which have become the adult novel’s defining features. Children’s Literature Grows Up thus concludes that contemporary children’s fiction’s power comes from the way in which it combines story and art by bringing together both the children’s literature tradition and the tradition of the adult novel, as well as the values to which they are allied. Contemporary writers for children therefore raise the stakes of their narratives and change the tradition by moving beyond the expected conventions of their category.
Comparative Literature
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Semizu, Yukino. "Adultness in children's literature : toward the awareness of adults' presence in children's literature." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/13130/.

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This study focuses on the notion that adults’ response to children’s literature is profoundly different from that of children, and aims to identify a pattern in texts by which adults’ response can be systematically explained. The study suggests that adults respond to certain elements in the text that resonate with their assumptions about children’s literature. On this basis, the concept of adultness is introduced to refer to these textual elements, and the way in which they can be identified in the narrative is investigated. This study concentrates on literary books, mostly published after 1960, since the issues discussed are more directly relevant to literary works than to popular fiction or classic children’s literature. Brief surveys of historical development of children’s literature and changes in the social perceptions about the relationships between adults and children are undertaken in order to understand the backgrounds of adults’ assumptions about children’s literature. Discussions about adults’ perceptions of children’s literature today are also reviewed. Texts from a wide range of children’s literature are examined within the theoretical framework of narratology with a particular reference to the functions of the narrator. The examination has identified two types of adultness: direct adultness which is largely related to adults’ ideas about childhood, and indirect adultness which is related to adults’ interest in what may be relevant to the child readers of the book. The third type of adultness is termed as Haddon’s ring, which refers to the textual features that are used by authors to keep the narrative safe for child readers. It can be used without losing the narrative integrity or it can be used to manipulate the narrative development. The study concludes that adults’ response could be explained by referring to the three types of adultness. Adultness can be broadly understood in terms of the textual signs that indicate the presence of the mutual understanding between the author and the adult reader on what has been left out from the text and why the author has held it back.
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Carter, Victoria Chillik. "An Approach to Authoring and Publishing Children’s Literature." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1185390312.

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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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Meisner, Jessica. "Effects of gender stereotyped children's literature on preschool children's attitudes /." Norton, Mass. : Wheaton College, 2009. http://hdl.handle.net/10090/8395.

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Lyons, Reneé C. "Appalachian Children’s Literature as Multicultural Literature." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2394.

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Carter, Victoria Chillik. "An approach to authoring and publishing children's literature." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1185390312.

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Books on the topic "Children's literature"

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Lesnik-Oberstein, Karín, ed. Children's Literature. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230523777.

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PERVOVA, GALINA. Children's literature. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1083290.

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The textbook presents the theory of children's literature, describes the history of interaction between children's reading and literature in Russia, and raises the problems of including works of mythology, folklore, and various genres of literature in the circle of children's reading. The materials are intended for teachers of children's literature, students of higher educational institutions, teachers of primary education.
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David, Blamires, ed. Children's literature. Manchester: John Rylands University Library, 1994.

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Pearson, Lucy. Children's literature. New York: Pearson Longman, 2011.

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1967-, Mass Wendy, ed. Children's literature. San Diego, CA: Greenhaven Press, 2001.

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Lerer, Seth. Children's Literature. Chicago: University of Chicago Press, 2009.

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Davis, Miller Betty, ed. Children's literature for all God's children. Atlanta: J. Knox Press, 1986.

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Nilanjana, Gupta, and Chatterjee Rimi B, eds. Reading children: Essays on children's literature. New Delhi: Orient Blackswan, 2009.

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Pérez, Genaro J., and Janet Pérez. Hispanic children's literature. Odessa, Tex: Monographic Review, 1985.

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O'Sullivan, Keith, and Pádraic Whyte, eds. Children's Literature Collections. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-59757-1.

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Book chapters on the topic "Children's literature"

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Hakala, Laura. "Children's Literature." In The Routledge Companion to Literature of the U.S. South, 153–56. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003009924-40.

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Devi, Mahasweta, and Paramita Banerjee. "Children's Literature." In Mahasweta Devi, 43–46. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003145363-7.

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Ruwe, Donelle. "Children and Children's Literature." In The Routledge Companion to Romantic Women Writers, 11–24. London: Routledge, 2022. http://dx.doi.org/10.4324/9781315613536-3.

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Lesnik-Oberstein, Karín. "Introduction. Children’s Literature: New Approaches." In Children's Literature, 1–24. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230523777_1.

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Spooner, Sarah. "Landscapes: ‘Going foreign’ in Arthur Ransome’s Peter Duck." In Children's Literature, 206–27. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230523777_10.

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Walsh, Sue. "Author and Authorship. Effigies of Effie: On Kipling’s Biographies." In Children's Literature, 25–50. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230523777_2.

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Sutphin, Christine. "Victorian Childhood. Reading Beyond the ‘Innocent Title’: Home Thoughts and Home Scenes." In Children's Literature, 51–77. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230523777_3.

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Miller, J. Hillis. "Reading. The Swiss Family Robinson as Virtual Reality." In Children's Literature, 78–92. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230523777_4.

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Cocks, Neil. "The Implied Reader. Response and Responsibility: Theories of the Implied Reader in Children’s Literature Criticism." In Children's Literature, 93–117. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230523777_5.

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Harper, Lila Marz. "Children’s Literature, Science and Faith: The Water-Babies." In Children's Literature, 118–43. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230523777_6.

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Conference papers on the topic "Children's literature"

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Mužar Horvat, Sanela, and Petra Vuksanović. "Problem Solving in Elementary School Mathematics Lessons, Based on Children's Literature, Using the Online Application MS Forms." In 28th World Multi-Conference on Systemics, Cybernetics and Informatics, 348–54. Winter Garden, Florida, United States: International Institute of Informatics and Cybernetics, 2024. http://dx.doi.org/10.54808/wmsci2024.01.348.

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Zhou, Shiyi, Jiajun Wei, and Zhijuan Zhu. "Improvement Design of Household Medical Nebulizer for Children Based on Ergonomics." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003403.

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The purpose of this paper is to study the user needs of household children’s nebulizers from the perspective of Ergonomics, and to provide a basis for the improved design of products, so as to help children carry out nebulization treatment more efficiently and safely. The user research method was used to analyze the pain points and needs of users in the use of children's home nebulizers. Through the literature research, this paper studied the relevant human-machine size and psychological characteristics of children were, and discussed the demand-orientation of children's nebulizer shape, color and material were. Through the above research, this study analyzed the needs of children's nebulizers in terms of the experience of use and man-machine dimensions, and improved the product. The improved design of household children’s nebulizers could not only soothe children's anxiety in the treatment to a certain extent, but also promote children’s healthy growth and help improve the system of children's household medical products.
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ȚIFRAC, Maria. "The role of artistic literary activity and children's literature in preschool education." In Învățământul superior: tradiţii, valori, perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.29-30-09-2023.p81-88.

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Children are encouraged to express their thoughts through art. Literary and artistic education teaches children to discover, interpret critically, use visual information and draw conclusions based on it. In order to create consciously, the child must have examples, live among stories, stories, quality poetry. Children's literature is very rich and offers immeasurable possibilities for reception, understanding and interpretation, for positively influencing preschool education in all areas.
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Sudigdo, A., StY Slamet, R. Winarni, and N. Ekowardani. "The Multiculturalism of Children's Literature: A Study about Children’s Poems in Surakarta and Yogyakarta." In 2nd Workshop on Language, Literature and Society for Education. EAI, 2019. http://dx.doi.org/10.4108/eai.21-12-2018.2282568.

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Vlach, Saba. "New Collaborations: Literature Discussions on Diverse Children's Literature in Privileged White Spaces." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1446376.

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Brandt, Dr Sonja, and Dr McKenzie Rabenn. "The Transformative Role of Diverse Children's Literature in Confronting Racism." In 5th World Conference on Arts, Humanities, Social Sciences and Education, 59. Eurasia Conferences, 2024. http://dx.doi.org/10.62422/978-81-968539-1-4-030.

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In the aftermath of the recent deaths of numerous individuals who have fallen victim to racial injustice, the United States is finally beginning to confront its deep-rooted racism. Bestseller lists are now dominated by books on anti-racism, while people take to the streets in protest and policies undergo revisions. Amidst this awakening, educators are realizing the importance of using children's literature as a powerful tool to explore race and racism within their classrooms. The Cooperative Children's Book Center (CCBC) at the University of Wisconsin-Madison emphasizes the necessity for diverse literature to enable teachers, libraries, and, most importantly, children to gain a better understanding of the world they inhabit. However, it's essential to accompany these texts with meaningful discussions to prevent unchecked assumptions about race. For example, books can act as mirrors, windows, or sliding glass doors, reflecting and affirming our own identities, exposing us to different experiences, and inviting us to immerse ourselves in alternative worlds (Sims Bishop, 1990). In this way, books can prompt critical conversations about race, identity, and acceptance. Despite these opportunities, some states attempt to limit discussions on race in classrooms under the "Critical Race Theory" label. This presentation will highlight the importance of open dialogue, drawing on research to highlight the transformative impact of diverse literature. By creating safe and inclusive spaces, educators empower students to become critical thinkers and empathetic leaders, essential for combating racism and fostering a more equitable world.
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Furman, Cara. "Facing Medusa: Approaches to Trauma in Children's Literature." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1581302.

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Krissandi, Apri Damai Sagita, Andayani Andayani, and Atikah Anindyarini. "Novels of Children's Literature in Vorstenlanden 1910-1940." In Proceedings of the 2nd International Conference of Humanities and Social Science, ICHSS 2022, 17 December 2022, Surakarta, Central Java, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.17-12-2022.2333026.

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Tejero Hughes, Marie. "Disabilities in Children's Literature: How Are Characters Portrayed?" In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2004895.

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Suherman, Agus, and Haris Santosa Nugraha. "Culture and Citizenship Literacy in Sundanese Children's Literature." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.76.

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Reports on the topic "Children's literature"

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Wang, Xiaoyu. Pediatric TuiNa for Tourette syndrome in children: A systematic review and meta-analysis of randomized controlled trials. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2023. http://dx.doi.org/10.37766/inplasy2023.4.0077.

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Review question / Objective: Efficacy and Safety of Pediatric TuiNa for Tourette Syndrome: A Systematic Review and Meta-Analysis of randomized controlled trials. Condition being studied: Tourette syndrome (TS) is a common psychological, behavioural and neuropsychiatric disorder characterized by chronic, fluctuating, multiple muscle convulsions, or accompanied by involuntary laryngeal abnormalities and indecent language. It mainly appears in childhood. At present, Tourette syndrome generally has a long course of the disease and is difficult to cure, which seriously affects the children's learning and physical and mental health, and also causes panic and anxiety to many parents. The incidence of Tourette syndrome was increasing year by year. Clinical studies found that only relying on Western medicine for treatment was easy to have recurrent symptoms and serious adverse reactions. Traditional Chinese medicine has great advantages in the treatment of Tourette syndrome, especially in children's massage, because it has no side effects and is more likely to be favoured by parents. To provide a better basis and guidance for clinical treatment by Meta-analysis of the literature on tuina treatment of Tourette syndrome in children.
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Варданян, Марина Володимирівна. The sphere of “The Self” concept: thematic horizons in literary works for children and youth of Ukrainian Diaspora writers. Lulu Press, 2017. http://dx.doi.org/10.31812/0564/1672.

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The article deals with the leading issues in the children's literature of the Ukrainian Diaspora writers. Among the key themes are the following such as historical, patriotic, religious and Christian topics, which are considered through the image of “The Self”. This concept includes the image of the Motherland, historically native land, prominent figures (Taras Shevchenko, hetmans of Ukraine), the family line, national symbols (the flag, the trident) and religious and Christian symbols (the church, the blessing). The idea of preserving the cultural identity and the national identity of Ukrainians is prevalent through the concept of “The Self”.
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Esteve, Albert, Andrés Castro, and Federica Becca. Family Change in Latin America: Schooling and Labor Market Implications for Children and Women. Inter-American Development Bank, September 2023. http://dx.doi.org/10.18235/0005145.

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This chapter provides an account of the major family transformations that occurred in recent decades across Latin American and Caribbean countries and examines the implications of such transformations for childrens school attendance and progress and womens labor force participation. Latin American and Caribbean families and households have undergone substantial changes in recent years while keeping some of their distinctive features unchanged (Esteve et al., 2022; Esteve & Florez-Paredes, 2018a; Juárez & Gayet, 2014). This combination of stability and change has had profound transformations in the family status in which women raise their children and the family context in which children are raised. We refer to family context as the combination of womens marital status and the type of households in which children reside. We combine references to the literature and own calculations based on Latin American and Caribbean population census samples, available at the Integrated Public-use Microdata Series International (IPUMS) (Minnesota Population Center, 2020). We use data from 25 countries based on the most recent census microdata and, in some instances, historical samples starting in the late 1950s (see Appendix 1). The chapter is organized as follows. First, we document trends in family change and childrens status. To illustrate family change empirically, we focus on women aged 25 to 29 and children aged 7 to 16. For reasons that will be displayed during the paper, these groups offer a reliable overview of major transformations with the advantage of avoiding overlapping cohorts when data are analyzed over time. Variations by educational attainment are also examined to illustrate the role of inequality of opportunities in family change. Second, we focus on the implications of family forms on children's school attendance and progress and women's participation in the labor market. In the absence of tailored indicators about progress in cognitive and non-cognitive skills, school attendance and progress are standard indicators of early human capital accumulation (UNESCO, 2022). We examine these two outcomes among more than 15 million children included in the IPUMS-I census samples. For women, we examine the degree of participation in the labor market (n 16 million).
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Yeboah, Thomas, and Irene Egyir. Forms, Prevalence and Drivers of Children’s Work and Children’s Harmful Work in Shallot Production on the Keta Peninsula, South-Eastern Ghana. Institute of Development Studies (IDS), November 2020. http://dx.doi.org/10.19088/acha.2020.002.

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This paper synthesises the available literature on the forms, prevalence and drivers of children’s work, and evidence of harm associated with children’s work in shallot production on the Keta Peninsula, Ghana. What emerges is that children have historically played, and continue to play, a key role in this horticultural system and their work contribution is structured by both age and gender. Desires to support parents and earn income drive children’s involvement, and children’s work has potential negative effects on their education.
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Stiell, Bernadette, Catherine Harris, and David Leather. Time for Change: Black and minority ethnic representation in the children’s literature sector. Arts Council England, November 2019. http://dx.doi.org/10.7190/cresr.2019.8529879445.

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Moran, Lisa, Caroline McGregor, and Carmel Devaney. Practitioner Guide to Literature Review: Permanence and Stability for Children in Care. UNESCO Child and Family Research Centre, National University of Ireland Galway, June 2016. http://dx.doi.org/10.52516/vrkd5835.

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7

Tarricone, Pina, Kemran Mestan, and Ian Teo. Building resilient education systems: A rapid review of the education in emergencies literature. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-639-0.

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The COVID-19 pandemic has highlighted the vulnerabilities and inequalities of national education systems and hindered the education of millions of children globally. In response, the Global Education Monitoring (GEM) Centre, which is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT), undertook a rapid review of literature to support policymakers. The research has six evidence-based outcomes that can help policymakers to build resilient education systems and thereby enhance education quality and equity during emergencies. The COVID-19 emergency provided the impetus for this research, with much of the reported data associated with this pandemic. Learnings from past education in emergencies situations have informed the understandings of the impacts and implications of the COVID-19 emergency, and have been synthesised with the COVID-19 literature to inform policymakers about how to build resilient education systems. This report presents evidence relating to two main types of emergencies affecting education: natural disasters and communicable disease, and political conflicts. Both types of emergencies can also coalesce within the same education system, resulting in complex and often protracted emergencies. This review found that emergencies impact education in two main ways: endangering children’s wellbeing, and exacerbating unequal learning outcomes.
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Knight, Ruth, and Sari Rossi. Children in out-of-home care and their educational outcomes: a literature review. Queensland, Australia: Queensland University of Technology, October 2018. http://dx.doi.org/10.5204/rep.eprints.122389.

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López Bóo, Florencia, and Helen Baker-Henningham. Early Childhood Stimulation Interventions in Developing Countries: A Comprehensive Literature Review. Inter-American Development Bank, September 2010. http://dx.doi.org/10.18235/0011115.

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This report reviews the effectiveness of early childhood stimulation interventions in developing countries. The report aims to answer the questions: What works in terms of early stimulation for young children in developing countries? For whom and under what conditions do these programs work and why do they work.
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Bashwira, Marie-Rose, Isidore Murhi Mihigo, and Diane Duclos. Key considerations: Mpox, mining, and vulnerabilities of women and children in eastern DRC. Institute of Development Studies, August 2024. http://dx.doi.org/10.19088/sshap.2024.037.

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This brief presents considerations for contextualising and responding to the mpox outbreak in the mining towns of South Kivu province in the Democratic Republic of the Congo (DRC). The brief focuses on women and children living and working in artisanal and small-scale mining (ASM) areas. In South Kivu, in eastern DRC, most documented mpox cases have been in women (including women who engage in transactional sex) and children under the age of 15, including newborns. This brief highlights relevant socio-political contexts related to ASM, livelihoods, population mobility, and conflict and public health interventions. It discusses considerations for mpox vulnerabilities and access to healthcare for women and children. This brief draws on a SSHAP roundtable discussion on mpox in the DRC held in May 2024; conversations with experts and health actors active and/or knowledgeable in the region and outbreak; the authors’ own expertise on women’s and children’s lives in ASM areas in South Kivu; and academic and grey literature.
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