Academic literature on the topic 'Children's Literature - General'
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Journal articles on the topic "Children's Literature - General"
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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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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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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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Patton, Jeffrey C., and Nancy B. Ryckman. "Map in Children's Literature." Cartographic Perspectives, no. 06 (June 1, 1990): 3–12. http://dx.doi.org/10.14714/cp06.1110.
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Zahrok, Siti, Encik Savira Isnah, Marsudi Marsudi, Enie Hendrajati, Edy Subali, and Wahyudin Wahyudin. "The Position of Children's Characters in Children's Animation Postcolonialism Studies." k@ta 26, no. 00 (March 1, 2024): 149–58. http://dx.doi.org/10.9744/kata.26.00.149-158.
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Children's literature has now begun to shift to digital media, known as children’s animation. Instead of children's literature being created for children, these works are written, edited and distributed by adults. This shows that adults (parents) have full power over the work that children will consume. Colonialism theory then questions what it means to write for children. This research appears with the real assumption of where the child is positioned in children’s cyber literature. The postcolonial approach is used to verify this assumption. The results show that children are treated as objects, a means to endure real problems faced by adults. It appears that writing for children in addition to exploring is also stuffing and imposing the will for the needs of adults: guiding children, training children through the process of reaching civilization which is again the power of adults to define it.
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Sasser, M. Tyler. "Trump and Children's Literature." Children's Literature 51, no. 1 (2023): 150–81. http://dx.doi.org/10.1353/chl.2023.a898402.
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Obuo Addo, Akosua. "Using African Children's Literature in Elementary General Music Classes." General Music Today 16, no. 2 (April 2003): 39–46. http://dx.doi.org/10.1177/10483713030160021001.
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Maatazimova, Gulzat. "ETHNOPEDAGOGICAL CONTENT OF KYRGYZ CHILDREN'S LITERATURE." Alatoo Academic Studies 21, no. 1 (March 30, 2021): 103–10. http://dx.doi.org/10.17015/aas.2021.211.13.
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In the works of children's poets, ideas of a deep understanding of the worldview, training, education and development are laid. Children's literature is part of the general literature. Children's writers are age-sensitive authors In children's poems, it is always relevant to talk about the people's pedagogical meaning and content. It is not only children's literature, but also literature that finds the language and soul of children matching to their psychology. From the very beginning, its goal was to educate children, introduce them to the environment, the world in which they live, and teach them life skills. Of these, the folk-pedagogical character of children's literature is especially appreciated. This scientific article examines the educational functions of works written for children, which are our future, and their significance in modern conditions.
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Kim, Hyun-Sook, and Doo-Hyun Park. "Comparative analysis of children’s literature in primary school English textbooks in Korea: Focusing on five types of English textbooks for all primary school students(3rd, 4th, 5th, 6th) learning English in school." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 2 (January 31, 2024): 673–96. http://dx.doi.org/10.22251/jlcci.2024.24.2.673.
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Objectives The purpose of this paper is to compare and analyze all the children's literature books on primary English textbooks that are currently used in primary school English classes in Korea, and to discuss their current status, problems, and improvements.
Methods Five types of primary English textbooks for each of 3rd, 4th, 5th, and 6th grades were collected. Children's literature included in each English textbook was compared and analyzed by dividing it into four criteria: type, subject matter, degree of original content modification, and teaching method by referring to previous re-search and related theories. The teaching method was subdivided into language function and learning time for comparative analysis.
Results As for the types of children's literature, ‘traditional literature’ was the mainstream in the 3rd & 4th grades while there were many ‘realistic literature books’ in the 5th & 6th grades. For the subject matter, the 3rd & 6th graders introduced ‘personal life’, the 4th graders introduced ‘public morality’, and the 5th graders introduced ‘cultural differences’ the most. In terms of the degree of adaptation of the original content of children's literature, 3rd, 4th, and 5th graders partially adapted the original children's literature work in the form of a script to review the learning goals and communication functions of the learned unit. Most of the 6th children's literature was newly created by the textbook writers so that students can review the lesson of the learned unit. The method of teaching children's literature focuses on speaking, listening, and some simple writing activities in the 3rd grade, and at-tempts were made to integrate speaking, listening, writing, and reading in the 4th, 5th, and 6th grades. Children's literature was organized so that most of the grades were simply taught as a single lesson.
Conclusions Since the types of children's literature are limited to a few types in primary English textbooks, it is necessary to introduce more diverse types of children's literature. In addition, children's original literature was adapted so much to review the communication functions of learned lesson, depriving of students’ interest on the literature, so more careful consideration is needed when modifying children's literature. It is also needed to in-crease the lesson time of teaching children’s literature and to provide children's literature guidance with more di-verse and interesting activities.
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İYİSON, Ayşenur, and Hatice FIRAT. "THE VIEWS OF TEACHER CANDIDATES ON CHILDREN'S LITERATURE AND THE CHILDREN'S LITERATURE COURSE, THEIR ATTITUDES TOWARDS CHILDREN'S LITERATURE AND FACTORS INFLUENCİNG THEIR ATTITUDES." ASYA STUDIES 7, no. 25 (September 30, 2023): 13–36. http://dx.doi.org/10.31455/asya.1330510.
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Bu çalışmada öğretmen adaylarının çocuk edebiyatı dersine ve çocuk edebiyatına yönelik görüşleri, tutumları ve tutumlarında etkili olan faktörleri belirlemek amaçlanmaktadır. Araştırmada nicel araştırma yöntemlerinden tarama modeli temel alınmıştır. Çalışma, 2022-2023 akademik yılı güz yarıyılında, Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesinde gerçekleştirilmiştir. Çalışma grubunu, çocuk edebiyatı dersini zorunlu veya seçmeli ders olarak almış olan Okul Öncesi Öğretmenliği, Sınıf Öğretmenliği ve Türkçe Öğretmenliği Programlarında öğrenim gören toplam 78 öğretmen adayı oluşturmaktadır. Veriler bir anket ve Çocuk Edebiyatına Yönelik Tutum Ölçeğinden oluşan bilgi toplama formu ile elde edilmiştir. Araştırmada, öğretmen adaylarının önemli bir kısmının çocuk edebiyatı kavramını “çocuğa uygun eserlerin oluşturduğu bir özel edebiyat alanı” olarak açıkladığı, tamamına yakınının çocuk edebiyatını önemli bulduğu belirlenmiştir. Katılımcılar, çocuk edebiyatı dersinin öğrenim gördükleri lisans programında zorunlu ders olarak okutulması ve uygulamalı olarak yürütülmesi gerektiğini belirtmişlerdir. Öğretmen adaylarına göre çocuk edebiyatı dersinin kendilerine en önemli katkısı, nitelikli çocuk kitabı seçebilme becerisi kazandırmasıdır. Çocuk edebiyatı içerisinde en çok geliştiği düşünülen metin biçimi öyküleyici metinlerdir. Katılımcılara göre çocuk edebiyatı eserlerinde en çok karşılaşılan sorun ise “eserlerin çocukların gelişim özellikleri dikkate alınarak hazırlanmaması”dır. Araştırmanın sonucunda; öğretmen adaylarının çocuk edebiyatına yönelik olumlu tutuma sahip oldukları, çocuk edebiyatına yönelik farkındalık düzeylerinin düşük olduğu ancak çocuk edebiyatına yüksek düzeyde değer verdikleri ve çocuk edebiyatını yüksek düzeyde kabullendikleri tespit edilmiştir.
Dissertations / Theses on the topic "Children's Literature - General"
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Beck, Catherine. "'The enchanted garden' : a changing image in children's literature." Thesis, University of Nottingham, 2003. http://eprints.nottingham.ac.uk/11235/.
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This study is a historico-cultural examination of the role of the garden in literature written for children between 1850 and 2000. The garden is considered from two perspectives - as a setting for children's play, and as a cultural symbol that changes over time to reflect social concerns. The central assumption of this thesis is that the garden may be considered as a symbol of childhood itself. My main concern is to investigate the nature of the construct of childhood as evidenced in texts written at different periods, focussing on what it might have meant to be a child at those times. In doing so, I frequently have cause to contrast these definitions of ‘childhood’ with each other, and with contemporary ones. The notion of the garden suggests to me a series of ‘structural oppositions’ (Rose, 1984), such as innocence/experience, civilisation/nature, home/away, enclosure/exposure; all of which are typical concerns of literature in general, and, arguably, particularly significant themes in children's literature and thus pertinent to its study. I suggest that the garden as a common setting for children's literature also acts as a meeting-place, or compromise, for some of these pairings. Since children are generally subject to adults, I consider that some of these oppositions can be regarded in terms of power and control. The thesis emphasises the ‘constructedness’ of such oppositions, in order to demonstrate the mythological - and often adult-serving - nature of much thinking about childhood. I explore texts as diverse as Barrie's Peter Pan (1911) and Pullman's His Dark Materials (1995-2000) in order to illustrate changes in the mythology of childhood, and in the deployment of the icon of the child in the garden. The study concludes with a detailed exploration of Pearce's Tom's Midnight Garden (1958), which I believe expresses many symbolic meanings of the garden image in a particularly convincing way, with considerable artistic and emotional integrity.
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Luo, Zhiwen. "A Bakhtinian reading of fantasy chronotopes in modern children's fantasy literature." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/104240/.
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Drawing on Bakhtin’s theory of the literary artistic chronotope and the interdisciplinary spatiotemporal theories of geocriticism, this study identifies three particular modes of the fantasy spatiotemporality presented in modern children’s fantasy works. They are the epic chronotope, the “fantastic” time-travel chronotope and the heterotopian chronotope. Each fantasy chronotope is examined in the specific but interrelated textual contexts of selected children’s fantasy works in relation to the three main research questions: (i) How is the fantasy chronotope embodied and strategically deployed in the focused children’s fantasy works? (ii) What ideas and values are conveyed by its syntagmatic interplay with other chronotopes that characterise the textual quotidian world? (iii) How do characters, through their spatiotemporal practices, negotiate with the divergent chronotopic values that converge and wrestle in the textual universes? This study builds on existing works in relation to chronotopic considerations and develops the understanding of the fantasy chronotope in these particular ways: a) It moves the study of the fantasy chronotope from generalities to specific instances, so that the inner diversity of the fantasy spatiotemporal arrangements can be perceived and explored. b) It examines the syntagmatic spatiotemporal relations constructed between the fantasy and the “real” in individual children’s fantasy works and their connotations. In so doing, it reveals how each of the identified fantasy chronotopes can be strategically deployed in fantasy cartographies to convey meanings and values. c) This study also delves into the spatiotemporal embedding of human actions that is distinctively shown in fantasy chronotopes. This is done by reading characters’ spatiotemporal practices in and their negotiations with the projected fantasy worlds. d) Taking Bakhtin’s literary artistic chronotope as the link, my reading of the fantasy chronotopes also demonstrates an interpenetrative and reciprocal relation between fantasy spatiotemporal imaginations and the theoretical interpretations of space and time in geocriticism.
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Kirkpatrick, Leah Marie. "Hidden kisses, walled gardens, and angel-kinder : a study of the Victorian and Edwardian conceptions of motherhood and childhood in Little Women, The Secret Garden, and Peter Pan /." Full-text of dissertation on the Internet (1.17 MB), 2009. http://www.lib.jmu.edu/general/etd/2009/Masters/Kirkpatrick_Leah/kirkpalm_masters_11-19-2009_01.pdf.
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Ham, Linda. "Reason in the rhyme: The translation of sound and rhythm in children's books." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27850.
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Because child readers are still in the process of fully acquiring their language, children's books and their translations are closely linked to orality and the oral culture. Strong sound, rhyme and rhythm, which are habitual features of children's literature, also figure as important agents in the acquisition of language. Therefore, these linguistic principles might indicate a pedagogical skopos in the translation of children's literature, that of aiding in child language acquisition.
Theory on sound translation and commentaries from translators of children's literature provide arguments for the importance of retaining sound and rhythm in translation. Analyses of three French-Canadian children's books translated into English provide practical observations of how sound and rhythm are translated in actual texts.
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Sinibaldi, Caterina. "Between censorship and propaganda : the translation and rewriting of children's literature during facism." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/56235/.
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The thesis sets out to examine the little studied phenomenon of translating and rewriting children’s literature during Fascism. Under Mussolini’s rule, books for children had to perform the important task of forging the ‘new Italians’. For this reason, the presence of foreign literature on the Italian book market became increasingly problematic, as the regime attempted to achieve cultural and economic autarchy. This research aims to show how, rather than merely reflecting dominant ideologies, the translation of books for children was a site for negotiation, allowing different, and sometimes conflicting narratives and discourses to be identified and fruitfully examined. By adopting an interdisciplinary theoretical framework, where theories from Translation Studies, Children’s Literature, and studies on Fascism, are integrated, translations and rewritings of books for children are employed as hermeneutic tools to explore the multifaceted nature of the regime’s ideology and cultural production, beyond the official façade of unity and consistency. Central questions concerning the construction and defense of Fascist identity are addressed through a selection of case studies, showing different strategies and functions of translating and rewriting for children. The Fascist rewritings of Collodi’s Pinocchio are analysed in relation to Fascism’s relationship with tradition, focusing on the ways in which the past was ‘rewritten’ at different phases of the dictatorship. The challenges of translating a book that had been openly condemned by Fascist institutions are examined by looking at the two translations of Alice in Wonderland which appeared during the 1930s. The complex reception and the controversial success of American comics is investigated, where the different strategies of translation and re-creation reveal complex dynamics of interactions between imported and native products. Finally, the process of rewriting an apparently timeless and universal tradition is observed in the book series ‘La Scala d’Oro’, which was highly regarded by official culture, despite publishing mostly foreign titles.
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Haraldsson, Frida. "Skånepågen blir dialektlös pojke? : En adaptionsanalys av Nils Holgerssons underbara resa genom Sverige, transformeringen från bok till film." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-82480.
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Selma Lagerlöf's story about Nils Holgersson, The wonderful Adventures of Nils (1906-1907), is unique in several different ways. It was innovative for its time and it was the first school book written as a story, which makes it an interesting foundation to build an essay upon. The essay examines Selma Lagerlöf's novel about Nils Holgersson compared to Dirk Regel's film adaptation (2011). Both the novel and the film are divided into two parts and only the first part of the book is compared to the first part of the film. Adaptations are common in today's society, a common type of adaptation is when a novel transform into a film but it can also be when a poem becomes music or a play turns into a film. The essay discusses what happens when a medium is transformed into another medium. The essay also has a pedagogical perspective and asks what happens when a didactic school book is adapted into a film. The view on children in Lagerlöf's time is discussed in relation to the view on children that prevails in today's society. When it comes to characters, I’m interested in seeing how Nils Holgersson is portrayed in the book versus in the film. The method used is Linda Hutcheon's and Siobhan O'Flynn’s adaptation analysis which focuses is on various factors that affect an adaptation. Regarding theory, I will use both Thomas Leitch’s adaptation theory and Maria Nikolajeva's children's literature theory. The results show that Lagerlöf's Nils Holgersson is a character who has few qualities. In the beginning he is bad and at the end of the story he becomes good, he develops through the story and is thus a flat but dynamic character. In Regel's version, Nils Holgersson is a complex character from beginning to end and he does not develop, he is thus a round but static character. The didactic perspective it is not as prevalent in the film compared to the book, but some episodes can be understood as having an educational message, which I interpret as a reference to the source medium.
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Tapia, López Paola Tatiana. "La narrativa para niños y jóvenes: Una aproximación a su uso en las aulas en Enseñanza General Básica en Chile." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/382625.
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El presente estudio se basa en identificar la concepción que tienen cuatro profesoras de Educación General Básica de tercero y cuarto año de la región del Biobío en Chile, sobre el uso de narraciones de Literatura Infantil y juvenil y cómo dicha concepción se refleja en las actividades que desarrollan en el aula.
La metodología más idónea para conseguir los objetivos propuestos y para poder dar respuesta a las preguntas formuladas se sitúa en el ámbito de la investigación etnográfica, ya que se intenta describir y reconstruir de forma sistemática y detallada uno de los ámbitos de la vida social de la escuela.
Para la recogida de información se utilizó dos instrumentos: la entrevista semiestructurada y la pauta de observación, con la finalidad de comparar los datos con la entrevista y verificar el accionar de las profesoras en el aula con los estudiantes en relación a la enseñanza de la materia de conocimiento y el sujeto que imparte ese conocimiento, esto es, entre la enseñanza de la literatura y el profesor.
La concepción que tienen las profesoras acerca del uso de la narrativa de literatura infantil y juvenil, a la luz de los resultados obtenidos se ha podido establecer que las profesoras poseen ciertos paradigmas, en relación a la concepción sobre el uso de la narrativa en literatura infantil y juvenil.
Las conclusiones revelan que los parámetros que utilizan las docentes para seleccionar el tipo de literatura que leen los estudiantes, atienden al contexto, a la edad e intereses de los estudiantes y al canon literario que sugiere el Ministerio de Educación.
Acerca de las estrategias que utilizan las profesoras para motivar e incentivar el hábito y el interés por los textos literarios, éstas consideran que el rol del docente es guiar, mediar, motivar y despertar el interés por la lectura en sus estudiantes. Para ello llevan a cabo diversas estrategias: lectura silenciosa, lectura compartida, uso de las tics y el uso de la biblioteca.
En relación a las estrategias pedagógicas que manejan las docentes al usar la narrativa de literatura infantil y juvenil en el aula, la más utilizada por las profesoras son los llamados momentos de lectura. Dicha estrategia se divide en tres momentos: el antes de la lectura, durante y después.
Las profesoras evalúan el uso de la narrativa de la literatura infantil y juvenil en función de la fluidez y comprensión de la lectura, poniendo en primer plano los propósitos pedagógicos por sobre de los didácticos, dejando de lado otros propósitos, tales como leer para conocer otros mundos o ver una nueva perspectiva del nuestro, siendo que son estos últimos los primordiales para formar alumnos lectores.
Finalmente las profesoras usan la narrativa en Literatura infantil y juvenil como un medio para enseñar la comprensión lectora, por lo tanto, la literatura infantil y juvenil adquiere un sentido más instrumental que de creación de un hábito de leer literatura. En consecuencia, puede hablarse de una didáctica realmente débil y restringida sobre el uso de la narrativa en literatura infantil; sin embargo, hay que reconocer que las profesoras aceptan una pedagogía de la literatura infantil que se ejerce por ella misma y que contempla las formas y procedimientos por los que esta educa al estudiante.
Estas creencias de las profesoras sobre el uso de las narraciones de la Literatura infantil y juvenil forman parte de la cultura que han aprendido de algún curso de perfeccionamiento y ellas lo integran de manera poco reflexionada, poco explícita, pero que está muy consolidada al momento de realizar actividades en el aula.This study is based on identifying the concept with four teachers of basic general education of juniors and seniors in the region of Bio Bio in Chile, on the use of narratives of children's literature and how this concept is reflected in the activities develop in the classroom. The most appropriate methodology to achieve the objectives and to respond to questions is in the field of ethnographic research. Semi-structured interviews and observation pattern were used to gather information aiming to compare the data with the interview and verify the actions of the teachers in the classroom with students in relation to the teaching of the subject and the subject of knowledge imparting that knowledge; this is between the teaching of literature and teacher. The design with the teachers on using narrative children's literature, in the light of the results it has been established that teachers have certain paradigms, in relation to the concept of the use of narrative in children's literature. The findings reveal that teachers use the narrative Children's literature as a means to teach reading comprehension, therefore, children's literature takes on a more instrumental way than creating a habit of reading literature sense. Consequently, one can speak of a truly weak and restricted the use of narrative in teaching children's literature; however, we must recognize that teachers accept a pedagogy of children's literature exerted theirselves and contemplates the ways and means by which this educates the student. These beliefs of the teachers on the use of narratives of children's literature are part of the culture they have learned from a training course and they compose little thoughtful way, little explicit, but it is well established at the time of activities in the classroom.
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Gustavsson, Kralik Linnea. "BRINGING HARRY POTTER TO SWEDEN : THE HARRY POTTER SEPTOLOGY ILLUMINATED BY ITS SWEDISH TRANSLATION." Thesis, Stockholms universitet, Institutionen för litteraturvetenskap och idéhistoria, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-181242.
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ABSTRACT This paper contrasts J.K. Rowling’s Harry Potter series in the English original with its Swedish translation, by Lena Fries-Gedin. After an initial presentation of related research, some concepts such as implied narrator, implied reader, as well as intertextuality in translation and dual audience in children’s literature are explained. These concepts are applied to the two bodies of text to examine if they are identical in both the English and the Swedish versions. Some translational strategies are presented, and looking at examples from the texts it is discerned which strategies are being used. The Swedish translation’s use of formal ‘you’ to reflect the quality of inter-character relationships is discussed and examined, and the portrayal of sociolects in the original and translation are compared, concluding that the dialects are transformed into average spoken Swedish, and that adolescent speech is only partially transposed from the English original. There is also a comparison of differences in register, where the mentioned examples show that there is a loss of fluidity in style, and that the tone of the Swedish text is more dated than the English text. Some comparisons to other translations of Harry Potter are made, citing examples from other research, to view the Swedish translation in an international context. A brief comparison of the graphic design differences of layout is discussed, concluding that the Swedish design is likely more appealing to children.
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Degerström, Marie. "The Boy Who Couldn’t Grow Up : En tematisk analys av döden i J. M. Barries drama om Peter Pan." Thesis, Linnéuniversitetet, Institutionen för film och litteratur (IFL), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-76386.
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The aim of this study is to analyse the thematic purpose of death in J.M. Barries play Peter Pan, or The Boy Who Wouldn’t Grow Up. Peter Pan, the Darlings and Neverland each get analysed in separate chapters, to get a fuller understanding of their relation to death. This has been done through the use of copingtheory, and comparisons to earlier myths about catabasis, Pan, and British changelings. Further support has been found through earlier works written about the subject, to deepen the understanding of death’s part in this play for children. The essay concludes that the children in the play are deathly ill – and thus Neverland and Peter Pan are representations of the afterlife, and a spirit which guides children on from this life in to the next.
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Nestor, Emelie. "L’héritage de la négritude dans quatre livres pour la jeunesse de l’auteure centrafricaine Adrienne Yabouza." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-92539.
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The negritude movement was a political and artistic movement, which developed in France and in the French-speaking parts of the world in the 1930’s, criticising racial discrimination and the exploitation of the African continent, and promoting African art and cultural expression as well as a common African identity and heritage. This study examines how some values reflected in the early literature of the negritude movement are manifested in four picture books written in the 2010’s by the Central African author Adrienne Yabouza. The study concentrates specifically on three values: the close relationship between Africans and nature, the idealization of the black woman and the attitude towards aggressions and war, and searches to understand if, and in what way, the values have changed since the days of the negritude. It also aims at analysing the possible significance of any changes, or lack thereof. The theoretical framework is based on postcolonial theory, and particularly the context of enunciation of the francophone literature from the former French colonies. Regarding the closeness to the nature and the idealization of the black woman, the study concludes that the values reflected in the books of Yabouza are very similar to those manifested in the early works of the negritude. It is suggested that this might be due to the fact that the literary field to which the books belong is strongly anchored in the West. This leads to a lack of a critical discussion about this kind of literature in Africa, something that prevents the literature from following the cultural development of the continent. Concerning the attitude towards aggressions and war, the study notes a difference between the values conveyed by the negritude and those manifested in the examined picture books. This is certainly partly explained by the fact that the picture books are written for children while the works of the negritude are supposed to be read by adults. But the study also suggests that while a critical literary discussion is largely absent in Africa, a dialogue about war and violence is much more present, something that may have contributed to the evolution of the values manifested in the work of Yabouza.
Books on the topic "Children's Literature - General"
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Voracious children: Who eats whom in children's literature. New York: Routledge, 2005.
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1945-, Hunt Peter, ed. Understanding children's literature: Key essays from the International companion encyclopedia of children's literature. 2nd ed. New York: Routledge, 2005.
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Lundin, Anne H. Teaching children's literature: A resource guide with a directory of courses. Jefferson, N.C: McFarland, 1995.
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Levene, Donna B. Music through children's literature: Theme and variations. Englewood, Colo: Teacher Ideas Press, 1993.
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1930-, Bloom Harold, ed. Women writers of children's literature. Philadelphia: Chelsea House, 1997.
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Harold, Bloom, ed. Women writers of children's literature. Philadelphia: Chelsea House, 1998.
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Norby, Shirley. Multicultural children's literature: Authors, illustrators & activities. Minneapolis: T.S. Denison & Co., 1994.
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1945-, Hunt Peter, and Ray Sheila G. Bannister, eds. International companion encyclopedia of children's literature. London: Routledge, 1996.
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Dyches, Tina Taylor. Developmental disability in children's literature: Issues and bibliography. Reston, VA: Division on Mental Retardation and Developmental Disabilities of the Council for Exceptional Children, 2000.
Find full textBook chapters on the topic "Children's Literature - General"
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Meibauer, Jörg. "Chapter 3. As ‘objectively’ as possible. On truth and objectivity in photographic early-concept books." In Children’s Literature, Culture, and Cognition, 67–91. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/clcc.17.03mei.
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Photographic picturebooks appear to have a special relationship to reality. In contrast to paintings and drawings, photos are often said to convey true and objective information about the world. Drawing on recent work in picture theory and the philosophy of pictures, the question is posed as to what extent this general picture is correct. This chapter contributes to the theoretical debate by analyzing The First Picture Book (1930) by Mary Steichen Calderone and Edward Steichen (phot.), viewed as a photographic archetype. Moreover, the differences to The Second Picture Book (1931) by the same authors are worked out. The main thesis of this chapter is that photographic early-concept books serve the purpose of implicitly teaching children about the representational nature of pictures. This is the basis for children’s understanding of picturebooks in general.
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Lewis, William D., and Jan Niehues. "Chapter 10. Automatic speech translation in the classroom and lecture setting." In IVITRA Research in Linguistics and Literature, 241–76. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/ivitra.37.10lew.
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With dramatic improvements in quality for the technologies underlying Speech Translation, e.g., Speech Recognition and Machine Translation, the potential viability of Speech Translation in certain scenarios may finally be within reach. This is no truer than in educational settings where, with ever-growing immigration and an increasingly global workforce, multilingual classrooms and educational settings have become the norm around the world rather than the exception. The problem is that many educational institutions are faced with the daunting challenge of meeting the needs of upwards of 30–100 language communities simultaneously. Scenarios include providing translated content or instruction to linguistically diverse student populations, often in the same classroom, and parent-educator interactions, sometimes individually but also often in group settings. In the former scenario, speech translation technology can be a bridge between the student’s home language and the dominant language used in the classroom and an aid for learning the dominant language. In the latter scenario, parents, unlike their children, may never achieve proficiency in the dominant language(s), yet still need to be involved in their children’s education. The technology can provide them access where otherwise there may be none, or where the options may be severely limited. The large-scale multilingual requirements of these immigrant and diverse communities when interacting with educators generally defies reliable human-centric solutions and begs for technological ones.
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de Hoon, Marloes, and Ilse van Liempt. "For the Sake of Our Children? A Mixed-Methods Study of the Family Dynamics of Intra-European Mobility Among Somalis." In IMISCOE Research Series, 45–76. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12503-4_3.
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AbstractThis chapter adds to a young body of literature exploring the patterns of and motivations for the intra-EU mobility of non-EU migrants. As explanatory factors of these mobilities, recent studies point to the constrained access to work, networks and institutions in the country of residence. The role of children in onward mobilities has received little attention thus far. While offspring are generally theorised as a ‘binding’ factor, research suggests that children can also be central in onward-mobility decision-making. Parents take children’s specific needs and their hopes for their children’s future into consideration within the decision of onward mobility. Children can also move on their own account or stay put while their parents move again. We present a case study to unveil the dynamics within Somali families around the decision to move onwards to the UK. This provides a rich and suitable case, because of the relatively high onward-mobility rates and the great variety in family composition and characteristics. Using a mixed-methods design, we develop, test and contextualise theoretical expectations concerning the relationship between the timing of arrival of children in the host country and their onward migration, with or without their parents. In addition, we empirically address the expectation that independent migration is more common in larger families. A comparison with other young people of refugee background is provided to shed light on the particularities and generalities of our findings.
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Luna, Sabnam Sarmin. "Female Migration and Stay-Behind Children in Bangladesh." In IMISCOE Research Series, 143–55. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-34194-6_10.
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AbstractIn migration studies, male migrants and their stay-behind families, including women and children have been an area of sustained academic investigation in the Global South. The unaccompanied children of female migrants remain, however, an area of peripheral interest in the existing literature. Millions of South Asian female migrants work in two major destination regions: the GCC countries and Southeast Asia. They are often married with children and their traditional role as mothers is transferred to and executed by other members of the extended family, giving rise to an exciting area of migration research in the global South in general and in South Asia in particular. This paper attempts to address this relatively under-studied field of South-South migration by investigating the stay-behind families of female migrants in Bangladesh with a focus on their unaccompanied children.
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Vespoli, Giovanni. "Privacy online tra bambini e adolescenti: concezione, preoccupazione e tutela." In Esercizi di ricerca, 121–31. Florence: Firenze University Press, 2022. http://dx.doi.org/10.36253/979-12-215-0081-3.13.
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The general aim of this study is to investigate how kids and adolescents conceptualize online privacy and the concern about their online privacy through a developmental perspective, while also trying to understand its impact on a safe online surfing environment. Three studies were conducted: 1) a systematic review, which was aimed to clarify the relative strengths and weaknesses of the literature about the construct of online privacy and online privacy concerns among kids and adolescents; 2) a qualitative study, aimed to understand how adolescents define – and consequently understand – the concept of online privacy; 3) a quantitative study, which aimed at addressing whether online surfing is associated with online privacy concerns and with GDPR (General Data Protection Regulation) differently across different ages during adolescence. Finally, the results of the three studies were analysed and discussed in light of the theory background. An analysis of the literature showed how children may have difficulties to fully understand risks in unusual contexts, and that they can have difficulties in responding to situations when they struggled to recognise or understand fully the risks involved. The results of the three studies are discussed, underlining how adolescents understand their online privacy, if they are concerned about their data online, how we should help them manage better their privacy online, and how we should design services, applications and devices to help kids understand better the implication of the Internet on their ‘onlife’ (Floridi, 2015).
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Benz, Sarah, Julia Kuhlmann, Sonja Jeram, Susanne Bartels, Barbara Ohlenforst, and Dirk Schreckenberg. "Impact of Aircraft Noise on Health." In Aviation Noise Impact Management, 173–95. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91194-2_7.
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AbstractAircraft noise exposure is an environmental stressor and has been linked to various adverse health outcomes, such as annoyance, sleep disturbance, and cardiovascular diseases. Aircraft noise can trigger both psychological (annoyance and disturbance) and physiological stress responses (e.g. activation of the cardiovascular system and release of stress hormones). People are usually able to deal with this kind of stressor. However, a constant exposure to aircraft noise can cause a continuous state of stress. This in turn can constrain a person’s ability to regenerate and restore its resources to cope with the noise situation. As a consequence, the risk for certain negative health outcomes can be increased. Within the ANIMA project, literature reviews on the effects of aircraft noise on health outcomes have been performed. This chapter gives an overview of the relevant health outcomes affected by aircraft noise and summarises the results of different reviews and studies on these outcomes. Additionally, the underlying mechanisms of how noise impacts health are explained for daytime as well as night-time aircraft noise exposure (i.e. while sleeping). Further, the relevance of considering not only the general population, but vulnerable groups as well (such as children and elderly people) is described. Lastly, open questions for further studies are presented and discussed.
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Voits, Toms. "Chapter 17. Role of bilingualism in neurodegenerative disease II." In Studies in Bilingualism, 357–73. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/sibil.64.17voi.
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Over the past decades, bilingualism has emerged as a potential factor having a significant impact on cognition and brain structure. Such research typically examines the effects of bilingualism in healthy children and adults. Conversely, the body of literature examining bilingualism effects in aging populations remains comparatively small. This holds especially true with regards to effects of bilingualism in clinical aging populations. Current evidence suggests that bilingualism might contribute to delaying the expression and/or progression of the symptoms of Alzheimer’s dementia for as much as 5 years. To the extent bilingualism plays an ameliorative role at all, it seems reasonable to expect that it would have similar effects for other neurodegenerative disorders. Nevertheless, relevant studies examining disorders other than Alzheimer’s Disease or Mild Cognitive Impairment are extremely limited. Despite compelling reasons to the contrary, the few relevant studies that do exist are not properly linked, nor appreciated as a meaningful cohort in their own right. Making links across neurodegenerative disorders and bilingualism, to the extent possible, serves both practical health-related and theoretical-oriented needs. This chapter considers whether the currently available evidence is sufficient to allow for claims of bilingualism conveying more general protective effects in clinical aging while identifying gaps in our knowledge and recommending future work to better understand these proposed links.
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"General Bibliography." In Understanding Children's Literature, 184–87. Routledge, 1998. http://dx.doi.org/10.4324/9780203008300-33.
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"GENERAL EDITOR’S PREFACE." In Routledge Library Editions: Children's Literature, 769–70. Routledge, 2018. http://dx.doi.org/10.4324/9781315669922-60.
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Nikolajeva, Maria. "Afterword." In Intergenerational Solidarity in Children's Literature and Film, 231–46. University Press of Mississippi, 2021. http://dx.doi.org/10.14325/mississippi/9781496831910.003.0017.
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This chapter discusses the tension between intergenerational solidarity and intergenerational conflict in children's and young adult fiction from two theoretical perspectives: bio-psychological and aesthetic. The former approach employs the framework of evolutionary literary studies to explore intergenerational relationships in a broad evolutionary perspective, that is, considering why child/adult hierarchies are portrayed the way they are, in arts in general and in children’s literature in particular. The main reason is that children and adults have different evolutionary goals, which is duly reflected in fiction. From the aesthetic point of view, the whole premise of children's literature is a generation conflict. In plot construction, the primary role of parents in children’s literature is to be absent, preferably dead, which allows child protagonists agency generally unavailable to real children. The primary role of parents in young adult fiction is to be the target of parental revolt. Between these two categories, there is not much room for intergenerational solidarity on the structural level, and intergenerational solidarity is a contradiction in terms.
Conference papers on the topic "Children's Literature - General"
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Lupu, Vasile Valeriu, Ingrith Miron, Nicolai Nistor, Doina Carina Voinescu, Magdalena Starcea, Ancuta Lupu, and Anamaria Ciubara. "GENERAL NUTRITION PRINCIPLES FOR THE MENTAL AND PHYSICAL HEALTH OF CHILDREN." In The European Conference of Psychiatry and Mental Health "Galatia". Archiv Euromedica, 2023. http://dx.doi.org/10.35630/2022/12/psy.ro.26.
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According to the theory of Hipocrates (3rd century BC) "all diseases begin in the intestines". It is now known that intestinal microorganisms participate in physiological processes such as: immune system functioning, detoxification, inflammation, neurotransmitter and vitamin production, nutrient absorption, hunger, and satiety signaling, carbohydrate and fat burning. Thus, a beneficial microbial flora is maintained by proper nutrition. Also, in the literature, there are microbiome-specific associations with different pathologies: attention deficit hyperactivity disorder (ADHD), asthma, autism, allergies, chronic fatigue, depression, anxiety, and diabetes. To prevent these pathologies, in the children's growth and development it must be considered multiple factors: the type of birth (natural or caesarean), genetics, general health, physical activity, sedentarism, sleep quality, and appropriate nutrition.
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Rodionova, Oxana. "MILESTONES IN TRANSLATING CHINESE LITERATURE FOR CHILDREN INTO RUSSIAN LANGUAGE." In 9th International Conference ISSUES OF FAR EASTERN LITERATURES. St. Petersburg State University, 2021. http://dx.doi.org/10.21638/11701/9785288062049.31.
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The purpose of this study is to observe the overall picture of translations of Chinese literature for children into Russian language from the first editions to the present day. In addition to compiling a complete chronological list of all Chinese books translated into Russian from the category of children’s reading, our tasks included identifying and characterizing the main periods, trends and patterns in the development of translation and book publishing of Chinese children’s literature in Russian, analyzing the dynamics of translations in different years, analyzing the activities of translators who contributed to the development of cultural ties between the two countries, listing the names of the best illustrators, whose work played an important role in popularizing Chinese literature for children, identifying the main problems in translation and publication of children’s Chinese books in Russia at different periods. After studying the general picture of translations of Chinese literature for children into Russian, as well as taking into account the nature of historical events and political relations between China and Russia, we propose to distinguish the following seven periods in translation: 1779–1917; 1918–1949; 1950–1959; 1960–1980; 1981–1991; 1992–2013; since 2014.
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Biffi, Elisabetta, and Daniela Bianchi. "TEACHER TRAINING FOR THE PREVENTION, REPORTING AND ADDRESSING OF VIOLENCE AGAINST CHILDREN." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end015.
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Each year an estimated one billion children (one out of two children worldwide) suffer some form of physical, sexual or psychological violence or neglect (Hillis, Mercy, Amobi, & Kress, 2016). Being a victim of violence in childhood has lifelong impacts on education, health, and well-being. Exposure to violence can lead to poor academic performance due to cognitive, emotional, and social problems (WHO, 2019). The right of the child to freedom from all forms of violence is affirmed by the United Nations Committee on the Rights of the Child, in its General Comment No. 13 (UNCRC, 2011). Moreover, the Sustainable Development Goals contain a clear call to eliminate violence against children, most explicitly in Target 16.2 (UN, 2015). Many efforts have been made globally to achieve these goals. Schools have been identified as one of the crucial contexts for conducting violence prevention efforts. They offer an important space where children, teachers and educators can learn and adopt pro-social behaviors that can contribute to preventing violence (WHO, et al., 2016). Teachers can play a key role, helping to build a “violence-free world” (UNESCO, WHO, UNICEF, End Violence Against Children, 2020), both by promoting positive relationships and by identifying signs of violence early. In fact, while international strategies provide a necessary framework for the promotion and protection of children's rights, it is the people who can make a difference in the prevention and detection of violence against children (Biffi, 2018). Based on these premises, the paper will focus on how teacher training can help prevent, report and address violence against children. Teachers are often not trained on this: some of them know the contents, but have doubts about how to deal with certain situations. Teachers should learn what to do with students who have gone through a traumatic experience because children choose someone who can see and recognize them (Miller, 1979, En. transl. 1995; Miller, 1980, En. transl. 1983). To be able to really recognize the child, a training course with teachers is necessary, to raise awareness and help them see the signals that children send (The Alliance for Child Protection in Humanitarian Action, End Violence Against Children, UNICEF, WHO, 2020). This paper, through literature and presentation of a training course with teachers in Italy, will offer a pedagogical reflection on teacher training in the prevention, reporting and addressing of violence against children, in order to start building a common shared strategy.
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Iacono, Ester, Claudia Becchimanzi, and Alessia Brischetto. "Emotional design: Affective evaluation methods to assess the emotional response of 6-11 years children." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001785.
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Nowadays, the design focuses not just on the functional attributes of products but especially on emotional ones, and it investigates users' behavior from an emotional point of view.Industrial companies also discovered the economic advantages of holistically analyzing user experience and aim, beyond usability research, to improve people-product interaction. Therefore, their goal is to understand how to evaluate the emotions arising from the interaction with a product and integrate emotions into usability studies. Consequently, it is fundamental to look at Affective Evaluation Methods to enhance usability methods and make them more effective on affective responses. However, scientific literature highlights that although the understanding of emotions has progressed, measurement tools have lagged. Moreover, people generally find it difficult to report the emotions they experience. Furthermore, regarding children, evaluating the emotional impact of a product is even more complex. Therefore, applying methods and tools found in the literature (affective evaluation methods - AEM) may not be appropriate to investigate the affective response in children, according to specific variables.This research addresses the issue of children's affectivity in evaluating positive user experiences as a requirement to be considered within the design process. In addition, this research investigates theories on emotions and studies of the affective sciences and explores the contribution of design and cognitive psychology in these areas.This paper investigates strategies and evaluation tools of the Human-Centred Design (HCD), User Experience (UX), Affective Evaluation Methods (AEM) of Psychology, Affective Sciences and Cognitive Ergonomics, that allow the measurement of emotions. This study aims to:1.understanding the emotional skills of children; 2.verifying the reliability of the emotional responses expressed through the existing self-assessment tools;3.investigating effective methods to evaluate the affective response of 6-11 years children.This research describes the results of two qualitative methods for investigating emotions: (1) the survey aimed to collect data on emotions experienced by children; (2) the workshop focused on emotions conducted with children of age 6-11. The workshop included activities to analyze children’s emotional skills and their ability to recognize emotions in themselves, others, and interaction with products. Furthermore, field surveys with children and experts (direct observation, interviews, focus groups, brainstorming sessions) allowed us to evaluate the reliability of the emotional responses collected by the main tools described in the literature, e.g. tools for rational-emotional education (REBT) and Affective Evaluation Methods (AEM).The collected data revealed critical issues of current evaluation tools and identified the requirements for a new tool for children’s emotional evaluation. Specifically, it emerged that the cognitive-behavioral approaches, typical of psychology, can be powerful tools for designers to interpret and analyze the emotional responses that occurred during the interaction with a system. Together with the HCD and UX tools, these approaches can help designers improve the overall quality of the project.Furthermore, results show a lack of a theoretical framework to move from a conceptual to an empirical level to develop effective tools to measure emotions. Consequently, it is essential to introduce tools for measuring the objective and subjective aspects of the experience, as it is challenging to involve such young users in the research phases.The results of this study allowed the development and prototyping of a series of design concepts to evaluate the emotional impact and collect physiological measurements. This paper only shows the main objectives and features of the tool "Cubotto emotion kit". It is an interactive tool that provides information and allows qualitative data collection so far beyond even the measurement of emotions themselves. It could help designers understand children's preferences, such as colors and shapes that can arouse positive emotions and useful information to redesign products, services, and systems.
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Zhang, Mengyun. "A RESEARCH ON BAI JUYI’S POETRY CREATION FROM THE PERSPECTIVE OF CHILDREN’S LITERATURE." In 10th International Conference "Issues of Far Eastern Literatures (IFEL 2022)". St. Petersburg State University, 2023. http://dx.doi.org/10.21638/11701/9785288063770.11.
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The works of the Tang Dynasty poet Bai Juyi have been selected for many times into Chinese general language textbooks because of their popular significance and aesthetic value. The overall length is as much as 15 articles, ranking second only to Li Bo, Du Fu and Wang Wei. His poetry not only has a profound theoretical level, but also is widely accepted by readers of different ages. The reason is that his poetry creation has the characteristics of combining simplicity and sublime, which can naturally integrate popularity and aesthetics, reflecting more real life in thought, and at the same time has a high level of poetry theory. From the perspective of children’s literature, taking the internal research of literature as the method, this paper attempts to conduct an in-depth discussion on the theoretical guiding ideology, creative characteristics, writing content and aesthetic dimensions of Bai’s poetry, and combined with specific works, it analyzes the unique classical aesthetic phenomenon of giving consideration to the popularity in the readers’ expectation vision and the literary nature of the rules of poetry creation.
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Souza, Felipe dos Santos, and Alvaro Moreira Rivelli. "Bobble Head Doll Syndrome: what have we described in the scientific literature?" In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.016.
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Introduction: The bobble head syndrome (BHDS) is described in the literature as a complex and rare syndrome with repetitive movements of the anteroposterior head. Furthermore, it is known that this movement disorder is due to the effect of pressure from the third dilated ventricle, which distorts the red dorsomedial nucleus and the dentatorubrotalamic pathways. Objective: to evaluate the number of studies on the syndrome and, added to the findings, describe the manifestations about the Bobble Head Doll Syndrome, elucidating the main neurological exams, treatments used and reported prognoses, in order to make it a potential diagnosis in children who present a compatible clinic. Methodology: a systematic review based on databases (SCIELO <LILACS and PUBMED), using the PRISMA method with the following descriptor: Bobble Head Doll Syndrome. The selection criteria included: studies made available in full, case reports, reviews and clinical trials. Exclusion criteria: articles not available in full, duplicates and works that only touched on the theme. Results: it was found in the scientific literature, PUBMED: 52 studies and SCIELO: 0. SCIELO: 2. Conclusions: the articles selected based on the established criteria showed a significant scientific scarcity around the Bobble Head Doll Syndrome. The dissemination of new studies and documentation of case reports is essential in understanding both the general syndrome and the specific knowledge of the procedures in which neurologists must take it. In this sense, the epidemiology is approximately between 2 and less than 5 years of age in children.
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Freina, Laura, and Michela Ott. "A LITERATURE REVIEW ON IMMERSIVE VIRTUAL REALITY IN EDUCATION: STATE OF THE ART AND PERSPECTIVES." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-020.
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Since the first time the term "Virtual Reality" (VR) has been used back in the 60s, VR has evolved in different manners becoming more and more similar to the real world. Two different kinds of VR can be identified: non-immersive and immersive. The former is a computer-based environment that can simulate places in the real or imagined worlds; the latter takes the idea even further by giving the perception of being physically present in the non-physical world. While non-immersive VR can be based on a standard computer, immersive VR is still evolving as the needed devices are becoming more user friendly and economically accessible. In the past, there was a major difficulty about using equipment such as a helmet with goggles, while now new devices are being developed to make usability better for the user. VR, which is based on three basic principles: Immersion, Interaction, and User involvement with the environment and narrative, offers a very high potential in education by making learning more motivating and engaging. Up to now, the use of immersive-VR in educational games has been limited due to high prices of the devices and their limited usability. Now new tools like the commercial "Oculus Rift", make it possible to access immersive-VR in lots of educational situations. This paper reports a survey on the scientific literature on the advantages and potentials in the use of Immersive Virtual Reality in Education in the last two years (2013-14). It shows how VR in general, and immersive VR in particular, has been used mostly for adult training in special situations or for university students. It then focuses on the possible advantages and drawbacks of its use in education with reference to different classes of users like children and some kinds of cognitive disabilities (with particular reference to the Down syndrome). It concludes outlining strategies that could be carried out to verify these ideas.
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Veldhoen, Karine, and Antonia DeBoer. "Story as Community - Life-wide Literacy to Transform Learning Loss and Isolation to Community Literacy and Joy." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1704.
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The pandemic laid bare: all homes aren’t equitable learning spaces. Yet, education has long considered the family and home an extension of learning. // As a liberatory act, education must consider responsive, resilient practices for equity. // If education considers the family and home as an essential learning space, a continuation of the learning experience, the inequities must be addressed. In fact, Ulrike Hanemann (2015) argues for systemic change in the attitudes of societies to support learning as a life-wide process, disrupting the idea that it is merely a classroom-based endeavor, and expanding it to include literacy learning, in particular, as situated in social practice and understood as a continuum of learning. Hanemann advocates the development of ‘literate families,’ ‘literate communities,’ and ‘literate societies.' // Yet, currently, this assumption is essentially inequitable. Arguably, it is not just literacy learning, but learning in general which must be situated equitably within society-at-large. // For the past decade, Niteo’s work (www.niteo.org) has almost exclusively focused on our global literacy equity, but now we also turn to address Covid-19’s impact on local literacy in Canada. // There are many challenges to SDG4 and literacy in Canada. Pre-pandemic, Canadian Children’s Literacy Foundation’s statistics reported one out of eight students below the age of 15 and a quarter of early readers in Canada were not reading at grade level. For newcomers to Canada, the average literacy gap is equal to 3.5 years of schooling. This is not limited to newly-arrived newcomers, as established immigrants (10+ years in Canada) have a similar gap. Now, compounding this reality for newcomers is the impact of Covid - slowed academic progress, isolation, and loneliness. // We have learned much from our East African partners and can mirror their community literacy work here. // In a 2022 pilot, local newcomer families nominated by educators or NGOs, paired with UBC-O students, undertook an interest-based, intergenerational exploration of literacy learning in the spirit of play. Literacy access and equity were addressed by utilizing the resources of libraries to inspire the joy of reading. Activities together were built around Niteo’s two open education resources, When We Give Children Books and MicroCredential: Leadership in Literacy. The objective was to cultivate joyously literate communities through a focus on family-wide literacy habits to promote lifelong learning. // As a pathway to resilience and the delivery of a life-wide learning experience, this paper focuses on the Niteo pilot project "Story as Community" and its implications.
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Avelar, João Victor Miranda, Gabriela Basílio de Castro, Natalia Resende Ferreira, Bruno Basilio de Castro, Joao Victor Cançado Lala, and Rafael Mourao Dolabella Duarte. "Cognitive repercussions of social isolation in children." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.682.
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Background: In view of the pandemic of COVID-19, sedentary behavior was increased, especially in the pediatric public, with an increase in the use of digital technology in addition to a reduced practice of physical activities. Recent studies confirm the relationship between sedentary and structural damage to brain mass, with a direct association with an increased time spent in front of a screen. Several regions of the brain were shown to be affected, which can cause functional visual lags, interfere in the patient’s state of attention and verbal memory. Objectives: Review the current aspects of the literature regarding the cognitive repercussions of social isolation in pediatric patients. Methodology: Was performed an integrative bibliographic review in March 2021, in English and Portuguese, using the Scielo and PubMed databases. Results: The brain structure and its functionalism are the result of synchronized genetic and environmental factors. Thus, sedentary behavior can interfere with neuronal function, which, in children, can have irreversible repercussions. This way, the increase in screen time is directly associated with the decrease in the volume of gray matter of the brain in children. The main affected areas are the frontal, parietal, occipital, temporal and cerebellum regions. The use of the internet also showed a relationship with brain atrophy in subcortical regions. In addition, sedentarism reduces cerebral blood flow and synaptic plasticity, culminating in cognitive deficits. Conclusions: Social isolation, aggravated by the COVID-19 pandemic, has the potential to generate serious cognitive repercussions for the sedentary population, especially for children, where injuries can be definitive.
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Macagnan, Celia de Fatima, and Carlos Tadeu Queiroz de Morais. "Inclusion of people with intellectual disabilities in regular education classes." In IV Seven International Congress of Health. Seven Congress, 2024. http://dx.doi.org/10.56238/homeivsevenhealth-077.
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The general objective of this article is to investigate the relationship between the pedagogical work of teachers and the inclusion of children with intellectual disabilities in regular education, focusing on the alignment of inclusive actions with the guidelines of the Political-Pedagogical Project (PPP). The study used the systematic literature review as an approach, following a critical content analysis according to the Bardin (2016) protocol. The qualitative approach allowed an in-depth exploration of the nuances present in the literature. The main results obtained were that the alignment between the PPP guidelines and the implementation of inclusive practices is crucial to create an educational environment serving all students. In this context, teacher training is a fundamental aspect for inclusive education, encompassing resources, interdisciplinary cooperation and awareness of diversity. It was also found that the PPP guidelines can guide the transformation of inclusive education, providing strategic guidance and promoting welcoming environments, highlighting that inclusive education is a dynamic process that requires constant adaptation and collaboration among all those involved. In view of this, it can be concluded that PPP guidelines, teacher training and inclusive practices are interdependent in order to achieve truly inclusive and equitable education. The adoption of PPP-aligned approaches, investment in teacher training, and continuous assessment can promote significant changes in the education system, making it more accessible and enriching for all students, regardless of their abilities.
Reports on the topic "Children's Literature - General"
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Idris, Iffat. Increasing Birth Registration for Children of Marginalised Groups in Pakistan. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/k4d.2021.102.
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This review looks at approaches to promote birth registration among marginalised groups, in order to inform programming in Pakistan. It draws on a mixture of academic and grey literature, in particular reports by international development organizations. While there is extensive literature on rates of birth registration and the barriers to this, and consensus on approaches to promote registration, the review found less evidence of measures specifically aimed at marginalised groups. Gender issues are addressed to some extent, particularly in understanding barriers to registration, but the literature was largely disability-blind. The literature notes that birth registration is considered as a fundamental human right, allowing access to services such as healthcare and education; it is the basis for obtaining other identity documents, e.g. driving licenses and passports; it protects children, e.g. from child marriage; and it enables production of vital statistics to support government planning and resource allocation. Registration rates are generally lower than average for vulnerable children, e.g. from minority groups, migrants, refugees, children with disabilities. Discriminatory policies against minorities, restrictions on movement, lack of resources, and lack of trust in government are among the ‘additional’ barriers affecting the most marginalised. Women, especially unmarried women, also face greater challenges in getting births registered. General approaches to promoting birth registration include legal and policy reform, awareness-raising activities, capacity building of registration offices, integration of birth registration with health services/education/social safety nets, and the use of digital technology to increase efficiency and accessibility.
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Dong, Wei, Wei Zhang, Jianxu Er, Jiapeng Liu, and Jiange Han. Lesser complications of laryngeal mask airway than endotracheal tubes in pediatric airway management: A review of literature and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, May 2022. http://dx.doi.org/10.37766/inplasy2022.5.0066.
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Review question / Objective: The relevant expert consensus has not pointed out which ventilation device is better during general anesthesia in the pediatric airway management for elective surgery. Condition being studied: We carried out a keyword search using the terms “layngeal mask, LMA, endotracheal tube, tracheal tube, children, pediatric, anesthesia, RCT, randomized controlled trials, randomized, elective surgery.” In general, searches are developed in MEDLINE in Ovid; Embase.com; the Cochrane Central Register of Controlled Trials (CENTRAL) via the Wiley Interface; Web of Science Core Collection; PubMed restricting to records in the subset “as supplied by publisher” to find references that not yet indexed in MEDLINE; and Google Scholar. When available, these databases were searched using a combination of subject headings (such as MeSH) and filters (such as RCT). We reviewed references of included studies to identify relevant studies. We imposed no language or time restriction. The exact date of the database search is September 1, 2021.We carried out a keyword search using terms “layngeal mask, LMA, endotracheal tube, tracheal tube, children, pediatric, anesthesia, RCT, randomized controlled trials, randomized, elective surgery.”
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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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Bernal, Pedro, Giuliana Daga, and Florencia Lopez Boo. Do Behavioral Drivers Matter for Healthcare Decision-making in Times of Crisis?: A study of Low-Income Women in El Salvador During the COVID-19 Pandemic. Inter-American Development Bank, August 2023. http://dx.doi.org/10.18235/0005094.
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Understanding health-seeking behaviors and their drivers is key for governments to manage health policies. There is a growing literature on the role of cognitive biases and heuristics in health and care-seeking behaviors, but little is known of how they might be influenced during a context of heightened anxiety and uncertainty. This study analyzes the relationship between four behavioral predictors the internal locus of control, impatience, optimism bias, and aspirations and healthcare decisions among low-income women in El Salvador. We find positive associations between internal locus of control and preventive health behaviors during the COVID-19 pandemic (use of masks, distance, hand washing, and COVID-19 vaccination) and in general (prenatal checkups, iron-rich diets for children and hypertension tests). Measures of impatience negatively correlate with COVID-19 prevention behaviors and mothers micronutrient treatment adherence for children, and optimism bias and educational aspirations with healthcare-seeking behaviors during the COVID-19 pandemic. Some associations were more robust during the pandemic, suggesting that feelings of uncertainty and stress could enhance behavioral drivers influence on health-related behaviors, a novel and relevant finding in the literature relevant for the design of policy responses for future shocks.
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Schady, Norbert. Does Access to Better Water and Sanitation Infrastructure Improve Child Outcomes? Evidence from Latin America and the Caribbean. Inter-American Development Bank, June 2015. http://dx.doi.org/10.18235/0011714.
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I review the evidence on access to water and sanitation infrastructure and child outcomes In Latin America. I show that there are large differences in access across countries and, within countries, between households living in urban and rural areas. Many papers in the public health literature show associationsbetween access to clean water sources or improved sanitation, on the one hand, and child outcomes like the incidence of diarrhea or child development, on the other. These papers provide only weak evidence of causality. Stronger evidence comes from a handful of papers that exploit historical accidents in the extension of coverage of water and sanitation infrastructure, although the evidence is limited to child mortality, rather than morbidity, nutritional status, and development. Also, it has generally not been possible to separately estimate the effects of changes in quantity and quality of water because piped water frequently improves both. Given the paucity of the evidence to date, there would be large returns to evaluations that had credibly exogenous sources of variation in access to piped water or sanitation, and traced out the benefits to children, including surviving children, over time.
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Aked, Jody. Supply Chains, the Informal Economy, and the Worst Forms of Child Labour. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/clarissa.2021.006.
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As a cohort of people, ‘children in work’ have become critical to the everyday functioning of diverse supply chain systems. This Working Paper considers diverse commodity chains (leather, waste, recycling and sex) to explore the business realities that generate child labour in its worst forms. A review of the literature finds that occurrence of the worst forms of child labour (WFCL) in supply chain systems is contingent on the organising logics and strategies adopted by actors in both the formal and informal economies. Piecing together the available evidence, the paper hypothesises that a supply chain system is sensitive to the use of WFCL when downward pressure to take on business risk cannot be matched by the economic resilience to absorb that risk. Emergencies and persistent stressors may increase risk and reduce resilience, shifting norms and behaviour. There is a need for further work to learn from business owners and workers in the informal economy.
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Caulfield, Laura E., Wendy L. Bennett, Susan M. Gross, Kristen M. Hurley, S. Michelle Ogunwole, Maya Venkataramani, Jennifer L. Lerman, Allen Zhang, Ritu Sharma, and Eric B. Bass. Maternal and Child Outcomes Associated With the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC). Agency for Healthcare Research and Quality (AHRQ), April 2022. http://dx.doi.org/10.23970/ahrqepccer253.
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Objectives. The Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) aims to safeguard the health of low-income, nutritionally at-risk pregnant and postpartum women and children less than 5 years old. This systematic review evaluates whether participation in WIC is associated with nutrition and health outcomes for women, infants, and children, and whether the associations vary by duration of participation or across subgroups. Because of major revisions to the WIC food package in 2009, we prioritized studies published since 2009 and included studies comparing outcomes before and after the 2009 food package change. Data sources. Using electronic publication databases, we conducted a literature search from January 2009 to September 2021 and a targeted search for selected outcomes from January 2000 to September 2021. Review methods. Paired team members independently screened search results, serially abstracted data, assessed risk of bias, and graded strength of evidence (SOE) using standard methods for observational studies. Results. We included 82 quantitative observational studies and 16 qualitative studies, with 49 studies comparing outcomes of WIC participants with WIC-eligible non-participants. WIC prenatal participation was associated with lower risk of three outcomes: preterm delivery (moderate SOE), low birth weight (moderate SOE), and infant mortality (moderate SOE). Prenatal WIC participation was associated with better maternal diet quality (low SOE), lower risk of inadequate gestational weight gain (low SOE), lower alcohol use in pregnancy (low SOE), and no difference in smoking (low SOE). Maternal WIC participation was associated with increased child preventive care and immunizations (each low SOE), and higher cognitive scores for children (low SOE). Child WIC participation was associated with better diet quality (moderate SOE), and greater intakes of 100 percent fruit juice, whole grain cereals, and age-appropriate milk (moderate SOE). Household WIC participation was associated with greater purchasing of healthy food groups (moderate SOE). Maternal WIC participation was not associated with breastfeeding initiation (moderate SOE). The evidence was insufficient for other outcomes related to maternal health and child growth. The evidence generally was insufficient on how WIC participation affects outcomes across subgroups. Conclusions. Maternal WIC participation was associated with improved birth outcomes, lower infant mortality, and better child cognitive development. WIC participation was associated with purchasing healthier foods and with improved diets for pregnant women and children. More research is needed on maternal health outcomes; food security; child growth, development, and academic achievement; and effectiveness of WIC in all segments of the eligible population.
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Rohwerder, Brigitte, and Carolina Szyp. The Risks and Outcomes of Getting Help for Marginalised People: Navigating Access to Social Assistance in Crises. Institute of Development Studies (IDS), February 2022. http://dx.doi.org/10.19088/basic.2022.007.
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Crises exacerbate existing inequalities and vulnerabilities for marginalised people, including women and girls, children and youth, older people, people with disabilities, ethnic and religious minorities, and sexual and gender minorities. Many of them face multiple and intersecting inequalities, especially people who are forcibly displaced. Social assistance seeks to alleviate crisis impacts by protecting vulnerable people and averting them from deprivation, but the same structures and systems that make some people more exposed (and excluded) generally can exclude them from social assistance in crises and further undermine their situation. There is substantial literature that already discusses the benefits and opportunities of social assistance generally. The added value of this paper is in examining the risks of navigating access to social assistance in crises for these marginalised people, and the positive and negative outcomes of accessing or not accessing this assistance. The existing evidence suggests that social assistance can improve marginalised people’s food security, help households meet their basic needs, reduce stress and household tensions, reduce gender-based violence, improve health, education, and wellbeing, and reduce negative coping mechanisms. However, it can also disrupt their social support mechanisms and expose them to violence and further risks. Such risks – some of which also apply to those who are excluded from social assistance, and which do not apply to all marginalised people all the time similarly – include neglect, discrimination, sexual exploitation and abuse, increased household and community tensions, gender-based violence, stigma, theft, and accessibility issues.
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Winters, Bradford D., Michael Rosen, Ritu Sharma, Allen Zhang, and Eric B. Bass. Failure To Rescue – Rapid Response Systems. Agency for Healthcare Research and Quality (AHRQ), March 2024. http://dx.doi.org/10.23970/ahrqepc_mhs4rescue.
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Objectives. Rapid response systems address unexpected and unrecognized clinical deterioration on general hospital wards and aim to prevent cardiorespiratory arrests. These systems have an afferent limb (recognition and activation) and an efferent limb (response). Our main objectives were to determine the effectiveness of rapid response systems on patient safety and clinical outcomes and how rapid response systems can be implemented effectively. Methods. We searched PubMed and the Cochrane library for eligible systematic reviews and primary studies published from January 2018 through June 2023, supplemented by targeted gray literature searches. We included reviews and primary studies of rapid response systems reporting the incidence of cardiorespiratory arrest, hospital mortality, transition to higher level of care, serious adverse events related to clinical deterioration, or unintended consequences. Findings. We retrieved 867 citations, of which 23 articles were eligible for review (4 systematic reviews and 19 primary studies). Three categories of interventions were identified: implementation of a new system, modifications to the afferent limb, and modifications to the efferent limb. Based on systematic reviews and primary studies, rapid response systems may have a large impact in reducing in-hospital mortality (low strength of evidence for adult and pediatric populations) and an even greater impact in reducing the incidence of cardiorespiratory arrest on hospital general wards in adult populations (low strength of evidence), but the effect is unclear in pediatric populations (insufficient strength of evidence). Their impact on unanticipated intensive care unit (ICU) admission is unclear (insufficient strength of evidence for both populations). Modifications to the afferent and/or efferent limb were associated with a reduction in mortality and the incidence of cardiorespiratory arrest for adults (low strength of evidence) but the evidence was insufficient in pediatric populations. Serious adverse events (e.g., arrest soon after ICU arrival) were infrequently reported (insufficient strength of evidence for both adult and pediatric populations). One included systematic review of the unintended consequences of staffing models examined risks for ICU patients, but the strength of evidence was insufficient for both children and adults. Conclusions. Overall, rapid response systems may have a large beneficial effect on the outcomes of hospital mortality and the incidence of in-hospital cardiorespiratory arrest but the strength of the evidence is low due to methodological weaknesses of the studies. Innovations in afferent and efferent limb structures show promise for increased benefit.
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Carter, Becky, Abeer Al-Absi, and Paul Harvey. Sustaining Yemeni Capacities for Social Assistance: Lessons From a Decade of War. Institute of Development Studies, April 2024. http://dx.doi.org/10.19088/basic.2024.006.
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Yemen has sometimes been held up as an impressive example of how existing social protection systems and capacities can be maintained and supported even during a prolonged war. While providing support to meet immediate life-saving needs is the humanitarian priority in Yemen, aid organisations also want to ensure that recurrent emergency operations are delivered in a way that will support, and not undermine, national reconstruction and rehabilitation for a post-conflict Yemen. Through a literature review and interviews with Yemeni and international stakeholders conducted in 2022 and 2023, this study has interrogated that narrative, examining the evidence on what capacities are being supported, and what that means for the effective provision of assistance through a protracted crisis. It is important to acknowledge the enormous challenges all actors in Yemen must confront in trying to find ways to help people survive in the face of conflict and other shocks. Widespread conflict, insecurity, and contested governance have made providing assistance extremely hard. The huge scale of need has also necessitated one of the biggest aid operations in the world, creating incentives for control and diversion. In the face of these challenges, focusing on the two main social assistance operations in Yemen – the World Food Programme’s General Food Assistance Programme and the World Bank’s Unconditional Cash Transfer Programme (implemented by the United Nations Children’s Fund and the Social Fund for Development, with the Social Welfare Fund) – this study has found impressive achievements in getting assistance to people, and in maintaining and strengthening Yemeni organisational and individual capacities. However, while some capacities have been maintained and built, others have been relatively neglected (in particular, valuable capacities for community engagement and accountability, which are vital for achieving more inclusive and conflict-sensitive approaches), whereas others (around the highly politicised issues of targeting and transfer value) have been difficult to tackle. The study found that partnerships with Yemeni non-governmental organisations are narrowly subcontractual and limited to managing distribution, with only a small proportion of funding directly reaching national organisations. Overall, the process of providing external support for ‘capacity strengthening’ of national actors is somewhat opaque. More coordinated strategic efforts to support local capacities, informed by shared analysis and learning from past endeavours, could help improve future social assistance interventions.