Relevant bibliographies by topics / Children's literature, Indic (English)

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Academic literature on the topic 'Children's literature, Indic (English)'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 July 2024

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Journal articles on the topic "Children's literature, Indic (English)"

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Superle, Michelle. "Imagining the New Indian Girl: Representations of Indian Girlhood in Keeping Corner and Suchitra and the Ragpicker." Papers: Explorations into Children's Literature 20, no. 1 (January 1, 2010): 31–40. http://dx.doi.org/10.21153/pecl2010vol20no1art1152.

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The capacity of young girls to represent a healthy new beginning is nothing new to children's literature. One need look no further, for example, than two classics: Frances Hodgson Burnett harnessed this figure's power with Mary in 'The Secret Garden' (1911), as did C. S. Lewis with Lucy in 'The Lion, the Witch and the Wardrobe' (1950). Yet the way young girl characters are positioned in contemporary, English-language Indian children's novels by women writers does seem new; these 'new Indian girls' function to represent a modern, postcolonial India in which gender equality is beginning to find a happy home. Setting up a binary which positions societal values from pre-colonial and colonial India as backwards and problematic, these children's novels demonstrate the value of girls in postcolonial India - at least some girls, according to some writers.
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Chakramakkil, Anto Thomas. "The Polemics of Real and Imagined Childhood(s) in India." International Research in Children's Literature 10, no. 1 (July 2017): 74–88. http://dx.doi.org/10.3366/ircl.2017.0219.

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This essay attempts to map historical, literary and social constructions of childhood in India and to explore ways in which these differ from Western-dominated, globalised attitudes to childhood. Evidence about Indian childhood is drawn from across a narrative spectrum including children's books and films and some adult writing and media. Notions of childhood are different within and across the cultures of the world; while there is no ‘correct’ version of childhood, many have common features and sometimes the influences of one culture can be strongly felt in another. In India, for example, a dominant construction of childhood was imported through Western education.1After Independence (1947), Indian children's literature in English became caught up in the mass postcolonial project of nation-building. As part of becoming emancipated from colonial rule, a dominant image of the child in fiction based on Western childhood had to be replaced by one that is hybrid and multicultural. This construction of Indian childhood is now itself being buffeted by forces of cultural homogenisation.2
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Baloyan, Varduhi. "Translations of English Children’s Literature in the Armenian Periodicals in India." Translation Studies: Theory and Practice 2, no. 2 (4) (December 20, 2022): 49–56. http://dx.doi.org/10.46991/tstp/2022.2.2.048.

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Translations had a significant role both in the popularization of Eastern Armenian and the establishment of literary and cultural ties between the Armenian community and the British. The purpose was to further the international outlook, understanding and emotional experience of foreign environments and cultures, on the one hand, next was to make more literature available to children and to contribute to the development of the readers’ set of values. It should be noted that literary relations first of all contributed to the emergence of bilingual dictionaries. Shmavonian published an English-Armenian dictionary which was intended “for the entertainment of studious children” (Mkhitaryan 2016:81). 19th century was marked by social political changes and created conditions for the development of new Armenian literature which was so important for shaping the mind set and behavior of the Armenian children. Thus, Armenian translators translated literature in connection with social and economic forces. The Armenian printing business in India operated for a century and published almost 200 books, booklets and more than ten periodicals. In this article some translations published in Azdarar (The Intelligencer, 1794, Madras), Azgaser (the Patriot, 1845, Calcutta), Azgaser Araratian (Patriot Araratian, 1848. Calcutta), and Hayeli Kalkatian (Mirror of Calcutta, 1820, Calcutta) are examined.
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Levin, Carole, Warren W. Wooden, and Jeanie Watson. "Children's Literature of the English Renaissance." Journal of the Midwest Modern Language Association 20, no. 2 (1987): 41. http://dx.doi.org/10.2307/1315416.

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Капкова, С. Ю. "CHARACTONYMS IN MODERN ENGLISH CHILDREN'S LITERATURE." НАУЧНЫЙ ЖУРНАЛ СОВРЕМЕННЫЕ ЛИНГВИСТИЧЕСКИЕ И МЕТОДИКО-ДИДАКТИЧЕСКИЕ ИССЛЕДОВАНИЯ, no. 3(55) (October 14, 2022): 99–110. http://dx.doi.org/10.36622/vstu.2022.29.23.009.

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Постановка задачи. В задачи данного исследования входит определение роли использования говорящих личных имен и фамилий в разножанровых текстах для детей английских классических и современных авторов. Первой задачей стало выявление говорящих личных имен и фамилий в художественных произведениях трех английских детских писателей. Второй задачей обозначен этимологический и лексико-семантический анализ говорящих личных имен и фамилий в исследуемых детских художественных произведениях с целью получения информации о том, является персонаж положительным или отрицательным. В третью задачу исследования входило выявление функций говорящих имен и фамилий в данных произведениях. Четвертой задачей предполагалось определение способа перевода говорящих имен и фамилий на русский язык. Результаты. В статье представлены говорящие личные имена и фамилии персонажей, отобранные методом сплошной выборки из разножанровых произведений детских английских писателей разных временных периодов. Далее проведен этимологический анализ говорящих имен и фамилий и их декодирование в анализируемых произведениях Р. Даля, Дж. К. Роулинг и Ф. Саймон и определена роль личных говорящих имен и фамилий. Выводы. В ходе исследования было выявлено 11 функций говорящих личных имен и фамилий в анализируемых художественных произведениях для детей трех британских авторов. Были выделены идентифицирующая, комическая, стилеобразующая, аллюзивная, жанрообразующая, звукоподражательная функции, а также функции, характеризующие внешность, род занятий или профессию, поведение, речь и описывающие характер. Statement of the problem. The objectives of this study include determining the role of the use of charactonyms in multi-genre texts for children written by English classical and modern authors. The first task was to identify the charactonyms in the works of fiction of three English children's writers. The second task is the etymological and lexico-semantic analysis of the charactonyms in the children's works of art under study in order to obtain information about whether the character is positive or negative. The third task of the study was to identify the functions of charactonyms in the works analyzed. Results. The article presents the charactonyms of the characters selected by a continuous sampling method from the works written by English children's writers of different time periods. Further, the etymological analysis of the charactonyms and their decoding in the analyzed works written by R. Dahl, J. K. Rowling and F. Simon and the role of the charactonyms in those works are defined. Conclusion. The study revealed 11 functions of charactonyms in the analyzed works of fiction for children of three British authors. Identifying, comic, style-forming, allusive, genre-forming, onomatopoeic functions were identified, as well as functions characterizing appearance, occupations or professions, behavior, speech and describing character.
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Burgan, Mary, Warren W. Wooden, and Jeanie Watson. "Children's Literature of the English Renaissance." American Historical Review 94, no. 4 (October 1989): 1092. http://dx.doi.org/10.2307/1906654.

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Stavropoulos, Janet C., Warren W. Wooden, and Jeanie Watson. "Children's Literature of the English Renaissance." Sixteenth Century Journal 19, no. 2 (1988): 263. http://dx.doi.org/10.2307/2540421.

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Neumeyer, Peter. "Children's Literature in the English Department." Children's Literature Association Quarterly 12, no. 3 (1987): 146–50. http://dx.doi.org/10.1353/chq.0.0422.

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Kapkova, S. Yu. "CHARACTONYMS IN MODERN ENGLISH CHILDREN'S LITERATURE." Modern Linguistic and Methodical-and-Didactic Researches, no. 3(38) (December 31, 2022): 77–86. http://dx.doi.org/10.36622/mlmdr.2022.68.29.008.

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Statement of the problem. The objectives of this study include determining the role of the use of charactonymsin multi-genre texts for children written by English classical and modern authors. The first task was to identify the charactonyms in the works of fiction of three English children's writers. The second task is the etymological and lexico-semantic analysis of the charactonyms in the children's works of art under study in order to obtain information about whether the character is positive or negative. The third task of the study was to identify the functions of charactonyms in the works analyzed. Results. The article presents the charactonyms of the characters selected by a continuous sampling method from the works written by English children's writers of different time periods. Further, the etymological analysis of the charactonyms and their decoding in the analyzed works written by R. Dahl, J. K. Rowling and F. Simon and the role of the charactonyms in those works are defined. Conclusion. The study revealed 11 functions of charactonyms in the analyzed works of fiction for children of three British authors. Identifying, comic, style-forming, allusive, genre-forming, onomatopoeic functions were identified, as well as functions characterizing appearance, occupations or professions, behavior, speech and describing character.
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Silva, Francisca Oleniva Bezerra da, Samara Fernandes dos Santos, Samia dos Santos Fernandes, and Marcely Mendes de Souza. "ENGLISH LANGUAGE ACQUISITION THROUGH CHILDREN'S LITERATURE." Arts, Linguistics, Literature and Language Research Journal 3, no. 3 (March 30, 2023): 2–14. http://dx.doi.org/10.22533/at.ed.929332330032.

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Dissertations / Theses on the topic "Children's literature, Indic (English)"

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Hollis, Victoria Caroline Bolton Jonathan W. "Ambassadors of community the history and complicity of the family community in Midnight's Children and the God of Small Things /." Auburn, Ala, 2009. http://hdl.handle.net/10415/1668.

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

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Children’s Literature Grows Up proposes that there is a revolution occurring in contemporary children’s fiction that challenges the divide that has long existed between literature for children and literature for adults. Children’s literature, though it has long been considered worthy of critical inquiry, has never enjoyed the same kind of extensive intellectual attention as adult literature because children’s literature has not been considered to be serious literature or “high art.” Children’s Literature Grows Up draws upon recent scholarship about the thematic transformations occurring in the category, but demonstrates that there is also an emerging aesthetic and stylistic sophistication in recent works for children that confirms the existence of children’s narratives that are equally complex, multifaceted, and worthy of the same kind of academic inquiry that is afforded to adult literature. This project investigates the history of children’s literature in order to demonstrate the way that children’s literature and adult literature have, at different points in history, grown closer or farther apart, explores the reasons for this ebb and flow, and explains why contemporary children’s literature marks a reunification of the two categories. Employing J. K. Rowling’s Harry Potter novels as a its primary example, Children’s Literature Grows Up demonstrates that this new kind of contemporary children’s fiction is a culmination of two traditions: the tradition of the readerly children’s book and the tradition of the writerly adult novel. With the fairy tales, mythologies, legends, and histories that contemporary writers weave into their texts, contemporary fictions for children incorporate previous defining characteristics of children’s fantasy literature and tap into our cultural memory; with their sophisticated style, complex narrative strategies, and focus on characterization, these new fictions display the realism and seriousness of purpose which have become the adult novel’s defining features. Children’s Literature Grows Up thus concludes that contemporary children’s fiction’s power comes from the way in which it combines story and art by bringing together both the children’s literature tradition and the tradition of the adult novel, as well as the values to which they are allied. Contemporary writers for children therefore raise the stakes of their narratives and change the tradition by moving beyond the expected conventions of their category.
Comparative Literature
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Chaudhuri, Rosinka. "Orientalist themes and English verse in nineteenth-century India." Thesis, University of Oxford, 1996. http://ora.ox.ac.uk/objects/uuid:737ba2e1-99f4-4abb-ac87-4e344be4d15c.

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This thesis demonstrates how a specific tradition of English poetry written by Indians in the nineteenth-century borrowed its subject matter from Orientalist research into Indian antiquity, and its style and forms from the English poetic tradition. After an examination of the political, historical and social motivations that resulted in the birth of colonial poetry in India, the poets dealt with comprise Henry Louis Vivian Derozio (1809-31), the first Indian poet writing in English ; Kasiprasad Ghosh (1809-73), the first Bengali Hindu to write English verse; and Michael Madhusudan Dutt (1824-73), who converted to Christianity in the hope of reaching England and becoming a great 'English' poet. A subsequent chapter examines the Dutt Family Album (London, 1870) in the changing political context of the latter half of the century. In the Conclusion it is shown how the advent of Modernism in England, and the birth of an active nationalism in India, finally brought about the end of all aspects of what is here called 'Orientalist' verse. This area has not been dealt with comprehensively by critics; only one book, Lotika Basu's Indian Writers of English Verse (1933), exists on this subject to date. This thesis, besides filling the gaps that exist in the knowledge available in this area, also brings an additional insight to bear on the current debate on colonialism and literature. After Said's Orientalism (1978), a spate of theoretical work has been published on literary studies and colonial power in British India. Without restricting the argument to the constraints of the Saidian model, this study addresses the issues raised by these works, showing that a subtler reading is possible, through the medium of this poetry, of the interaction that took place in India between the production of literature and colonialism. In particular, this thesis demonstrates that although Orientalist poetry was in many ways derivative, it also evinces an active and developing response to the imposition of British culture upon India.
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Travis, Madelyn Judith. "Almost English : Jews and Jewishness in British children's literature." Thesis, University of Newcastle Upon Tyne, 2011. http://hdl.handle.net/10443/2231.

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This thesis examines constructions of Jews and Jewishness in British children’s literature from the eighteenth century to the present. It demonstrates that this literature has often sought to determine the place of Jews in Britain, and that this endeavour is linked to attempts to define the English sense of self. This discourse is often politicised, with representations influenced as much by current events and political movements as by educational objectives. The main focus of the thesis is on works published from World War II through 2010, with Chapter One providing a historical context for the later material and offering an overview of key motifs from the eighteenth century to World War II. Works by authors such as Maria Edgeworth, E. Nesbit and Rudyard Kipling are discussed alongside rare texts which have not been examined before. Chapters on gender, refugees, multiculturalism and heroes and villains reveal developments as well as continuities from earlier periods. The chapter on multiculturalism draws on unpublished interviews with authors including Adele Geras, the late Eva Ibbotson and Ann Jungman. The sometimes competing and conflicting representations in literature which has been influenced by the impact of the Enlightenment, the Empire, the Holocaust, cultural diversity and 9/11 demonstrate that there has been no teleological progression over the centuries from anti-Semitism to acceptance, or from ‘outsider’ to ‘insider’. Instead, many of the recurring themes in these texts reveal an ongoing concern with establishing, maintaining or problematising the boundaries between Jews and Gentiles. This tension is present in a substantial body of texts across age ranges, genres and time periods. It demonstrates that the position of Jews in Britain has been ambivalent, and that this ambivalence has persisted to a surprising degree in view of the dramatic socio-cultural changes which have taken place over two centuries.
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Padley, Jonathan. "(De)monstration : interpreting the monsters of English children's literature." Thesis, Swansea University, 2006. https://cronfa.swan.ac.uk/Record/cronfa42979.

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This thesis is intended to document and explain the peculiarly high incidence of monsters in English children's literature, where monsters are understood in the term's full etymological sense as things which demonstrate through disturbance. In this context, monsters are frequently young people themselves; the youthful protagonists of children's literature. Their demonstrative operation typically functions not only as an overt or covert tool by which to educate children's literature's implied child audience, but also as a wider indicator - demonstrator - of adult appreciations of and arguments over children and how children should be permitted to grow. In this latter role especially, children are rendered truly monstrous as alienated and problematic tokens in adult cultural arguments. They can fast become such efficient demonstrators of adult crises that their very presence engenders all the notions of unacceptability with which monsters are characteristically associated. The chronological range of this thesis' study is the eighteenth-century to the present. From this period, the following children's authors, children's books, and series of children's books have been examined in detail: • Thomas Day: Sandford and Merton • Anna Laetitia Barbauld: Lessons for Children and Hymns in Prose for Children • Sarah Trimmer: Fabulous Histories • Mary Martha Sherwood: The Fairchild Family • Charles Kingsley: The Water-Babies • Lewis Carroll: Alice's Adventures in Wonderland and Through the Looking-Glass • George MacDonald: At the Back of the North Wind • J.M. Barrie: Peter Pan in Kensington Gardens, Peter Pan, and Peter and Wendy • C.S. Lewis: The Chronicles of Narnia (The Lion, the Witch & the Wardrobe, Prince Caspian, The Voyage of the Dawn Treader, and The Last Battle) • J.K. Rowling: Harry Potter {The Philosopher's Stone, The Chamber of Secrets, The Prisoner of Azkaban, The Goblet of Fire, The Order of the Phoenix, and The Half-Blood Prince). The theoretical notions of monsters and monstrosity that are used to discuss these texts draw principally on the writings on the sublime by Edmund Burke and Immanuel Kant, the uncanny by Sigmund Freud, and the fantastic by Tzvetan Todorov.
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Van, Vuuren Kathrine. "A study of indigenous children's literature in South Africa." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/21491.

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Bibliography: pages 151-159.
Whilst an accepted area of investigation in most other English speaking countries, indigenous children's literature is a relatively new area of academic study in South Africa. Traditionally, South Africa children's literature has been targeted for a white middle class audience. In addition, most of the fiction for children that was available in South Africa, with the exception of fiction in Afrikaans, tended to be imported children's literature, which meant that there was little by way of indigenous children's literature being produced. However, since the mid-1970s there has been a considerable increase in the local production of children's literature, much of which in the last five years has been intended for a wider and more comprehensive audience and market. This study considers various issues relevant to the field of children's literature in South Africa, through both traditional means of research as well as through a series of interviews with people involved in the field itself The focus of this dissertation is a sociological study of the process whereby children's literature is disseminated in South Africa. International theories of children's literature are briefly considered in sq far as they relate to indigenous children's literature. Of particular interest to this study are current thoughts about racial and gender stereotypes in children's literature, as well as the recently developed theory of 'antibias' children's literature. The manner in which people's attitudes to and about children's literature are shaped is explored in detail. Traditional methods of publishing and distributing children's literature, as well as the current and uniquely South African award system are considered. The need to broaden the scope of current publishing methods is highlighted and the ways in which publishers foresee themselves doing this is considered. The limitations of current methods of distribution are highlighted, and some more innovative approaches, some of which are currently being used in other parts of Southern Africa, are suggested. The gap between the 'black' and the 'white' markets are considered, and possible methods of overcoming this divide are considered. The indigenous award system is considered in relation to international award systems, and criticisms of the South African award system are discussed. The issue of whether or not children should read indigenous children's literature is considered. The debate about this issue centres around a belief in the importance of children having something with which to identify when they read, as opposed to a belief in the culturally and ideologically isolating effects of providing children with mainly indigenous children's literature to read. Finally, the current belief in children's literature as a means of bridging gaps in South African society is considered through a study of three socially aware genres- namely, folktales, historical fiction and socially aware youth fiction. By way of conclusion, some of the issues raised in the body of this study are highlighted and discussed.
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com, ricepot@gmail, and Cynthia Mei-Li Chew. ""It's stupid being a girl!" The Tomboy character in Selected Children’s Series Fiction." Murdoch University, 2009. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090430.203438.

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The tomboy is a female character that has featured prominently in many popular works of children's literature. Typically, the tomboy is a prepubescent or teenaged girl who is frustrated by the expectations and limitations placed upon her because she is female. She is reluctant to conform to feminine standards of appearance and behaviour. This thesis examines the representation and evolution of the tomboy character in two distinct categories of children's series fiction, 'books in a series' and 'series books'[1], focusing on narratological elements such as plot, characterisation and series structure, as well as their publishing context, exploring issues of authorial intent, editorial decisions and, in certain cases, the official revision of texts. 'Books in a series' are usually presented as bildungsroman – that is, stories, or in this case, series, of development. In these narratives, time progresses and the characters age; tomboyishness is depicted as a temporary phase which is grown out of when a girl matures, and learns to accept and perform femininity. In contrast, 'series books' are centred on adventure and/or mystery stories, rather than on the process of growing up – the characters' ages are typically frozen, and tomboyishness is a distinguishing character attribute which remains for the course of the series. In studying children's literature, it is important to acknowledge that the audience of children's literature includes adults as well as children – it is after all, adults who determine and control the production, distribution and legitimisation of texts for children. Originally, children's literature was written specifically for the religious, moral, behavioural and social instruction of children, rather than for their entertainment. Although appearing less overtly didactic in recent times, the production of children’s literature has continued to be driven by the adult concern for ideological appropriateness, and the desire to responsibly educate its young readers. This concern and desire are fuelled by the underlying and persistent belief that children are like sponges and will absorb whatever they are exposed to[2], including representations of gender difference and gender performance. The ways in which the tomboy character has evolved in the children's series are a direct reflection of the shifts in society’s ideas about gender, the gendered education of children, and the adult conception of what is ideologically appropriate for the children’s text. The tomboy character in children's literature has been an important cultural marker of both our evolving and constant values. It is clear that over time gender roles have changed significantly, allowing girls in series fiction to be sleuths, rescuers, warriors and adventurers, but through all of this change, the representation of the tomboy has always reflected adults' conception of what is ideologically appropriate and normal and therefore desirable, in the representation of masculinity and femininity, gender and sexuality in children’s literature – a normality and system of gender based on a steadfast heterosexual hegemony. [1] Inness, Sherrie A., ed. Nancy Drew and Company: Culture, Gender, and Girls' Series. Bowling Green, OH: Bowling Green State University Popular Press, 1997, p.2. [2] Sternheimer, Karen. It's Not the Media: The Truth About Pop Culture's Influence on Children. Boulder, CO: Westview, 2003, p.181.
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Todorova, Marija. "Images of the Western Balkans in English translations of contemporary children's literature." HKBU Institutional Repository, 2015. https://repository.hkbu.edu.hk/etd_oa/190.

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Since the late 1990s there has been an increasing interest in the representation of Balkan culture in the literary works of authors writing in English. Scholars (Bakić-Hayden 1995, Todorova 1997, Goldsworthy 1998, Norris 1999, Hammond 2010) have shown how literary representations of the Balkans have reflected and reinforced its stereotypical construction as Europe’s “dark and untamed Other. However, the contribution of translated literature in the representation of these images has rarely been considered, and in particular that of children’s literature has been seriously neglected. Thus, this study of images of the Western Balkans in translated children’s literature published in the period of 1990 2013, adds a hitherto uncharted literary terrain to the Balkanist discourses and helps shed a new and more complete light on the literary representations of the Balkans, and the Western Balkans more precisely. Children’s literature has been selected for the scope of this study due to its potential to transform and change deeply rooted stereotypes. The study approaches translations as framing and representation sites that contest or promote stereotypes in the global literary market. English has been selected as a target language due to its global position as а mediating language for the promotion of international literature, and with that also carrying stereotypes and transmitting them efficiently. This study looks at the images embedded in the texts, both source and target, and their representation in translation, including the translator’s interventions, but even more at the level of paratexts, and especially in the use of illustrations. It also examines adaptations accompanying the presentation of the translated book into the target society, such as documentaries, music scores and theatre performances. The discussion also considers how a book is selected for translation, and how different production participants contribute in the whole process of translation, including their motivations and goals, as well as their location. Using the methodology of imagology (Leerssen, 2007), and multimodal visual analysis (Kress and van Leeuwen, 1996, 2006), five case studies are elaborated, covering books from five different countries in the Western Balkans (Bosnia and Herzegovina, Croatia, Serbia, Macedonia, and Montenegro) and from five different types within children’s literature (non-fiction, anthology, novel, picturebook, and an e-book). The five case studies confirm the complexity of the topic at hand. Although there are no firm patterns in the production of English translations of contemporary children’s literature from the Western Balkans we can point out several observations. While the translations of the text, in most cases, closely follow the source text, with only slight interventions by some of the translators, the translated books differ quite significantly in their paratexts, especially illustrations and adaptations accompanying the book for the target culture. In terms of the representation of violence, as one of the predominant stereotypical characteristics of the Western Balkans, images vary from direct representation of violence to full erasure of violent acts. The discussion on presenting violence is analysed from two distinct points of view, the two traits of auto- and hetero- images as identifies in the case studies. In cases of self-representation, the case studies show a network of production participants in which the source author can be seen as the driving force in the process, usually recruiting friends and supporters to perform other tasks in the process translators, illustrators, publishers, etc. The auto-images take the form of ‘nesting’ Balkanisms, balancing (non)violent masculinities, or centring on love and humaneness. On the other hand, networks led by translators/editors located in the target culture will more often be motivated by commercial factors, along with representation of the source culture, thus either emphasizing the preconceived stereotypes of dominant violence in the Western Balkans, or turning towards globalizing the images of violence.
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Burr, Sandra. "Science and imagination in Anglo-American children's books, 1760--1855." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1539623463.

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Didactic, scientifically oriented children's literature crisscrossed the Atlantic in the eighteenth and nineteenth centuries, finding wide popularity in Great Britain and the United States; yet the genre has since suffered from a reputation for being dull and pedantic and has been neglected by scholars. Challenging this scholarly devaluation, "Science and Imagination in Anglo-American Children's Books, 1760--1855" argues that didactic, scientifically oriented children's books play upon and encourage the use of the imagination. Three significant Anglo-American children's authors---Thomas Day, Maria Edgeworth, and Nathaniel Hawthorne---infuse their writings with the wonders of science and the clear message that an active imagination is a necessary component of a moral upbringing. Indeed, these authors' books, most particularly Sandford and Merton (1783--1789), Harry and Lucy Concluded (1825), and A Wonder-Book for Girls and Boys (1852), are more than mere lessons: they are didactic fantasies intended to spark creativity within their readers.;These didactic fantasies are best understood in the context of the emerging industrial revolution and the height of the Atlantic slave trade. These phenomena, combined with the entrenchment of classicism in Anglo-American culture and the lesser-known transatlantic botany craze, shaped the ways in which Day, Edgeworth, and Hawthorne crafted their children's stories. Certainly dramatic changes on both sides of the Atlantic during the late eighteenth and early nineteenth centuries influenced the differences in the texts. More important to this study, however, are the vital connections among these stories. Each author draws heavily upon Rousseau's ubiquitous child-rearing treatise Emile and upon her or his literary predecessor to create children's books that encourage exploring nature through scientific experimentation and imaginative enterprise.;Yet these writers do not encourage the imagination run amok. Rather, they see the need for morally grounded scientific endeavor, for which they rely primarily on classicism and on gender ideology. Incorporating tales of the ancient world to inculcate the ideal of a virtuous, disinterested, and learned citizen responsible to the larger body politic, the three children's authors---but most notably and explicitly Hawthorne---tie a romanticized, classical past to the emerging industrial world.
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Kuo, Mei-Tsun (Fion). "A Systemic-Functional and Ethnomethodological Investigation of Children's Literature in an EFL Classroom Context." Thesis, Griffith University, 2009. http://hdl.handle.net/10072/365410.

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English is the only compulsory foreign language taught in the public education system in Taiwan. In 2001, the Ministry of Education (MOE) of the Taiwan government put the Grade 1-9 Curriculum in place. This curriculum stipulated that English be implemented in Grades 5-6 and that students in elementary school Grade 3 commenced learning English at the beginning of the 2005 academic year. Based on the general guidelines of the Language Arts within the Grade 1-9 Curriculum, schools and teachers were permitted to select their own textbooks from a select censored collection. This collection included a variety of children’s literature. Since then, the implementation of children’s literature within the regular Language Arts curriculum has grown. In particular, children’s picturebooks have been increasingly acknowledged and implemented in primary language teaching classrooms. This research study is centrally concerned with the way in which the language used in a Western children’s picturebook operates in an EFL classroom in order to achieve particular goal, be it pedagogical, social and/or cultural. Drawing on Systemic Functional Linguistics and Ethnomethodology, this research study employs the analytic methods derived from these two methodological perspectives to investigate the nature of teaching practice in an EFL classroom context. One intermediate class of Grand Future Private English School located in Tainan City, Taiwan was selected as the research setting. The participants included the ten primary school students in the nominated class and their two English-teaching teachers, one Chinese English-teaching teacher and one Foreign English-teaching teacher. Yasmin’s Ducks, written in English, was the text taught in the research setting (McGraw-Hill, 2005).
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Arts, Education and Law
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Books on the topic "Children's literature, Indic (English)"

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Srinivasan, Prema. Children's fiction in English in India: Trends and motifs. Chennai: T.R. Publications, 1998.

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Sandhya, Rao, ed. Suresh and the sea. Chennai: Tulika Publishers, 1998.

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The snow leopard adventure: A Vikramaditya story. Pune: Tarini Pub., 2000.

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Daddoo's day out. New Delhi: Katha, 2004.

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Radhika, Menon, Rao Sandhya, and Thapar Bindia, eds. One world. Chennai: Tulika, in association with the Book Review Literary Trust, New Delhi, 1998.

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Ramchander, Sadhana. Autorickshaw blues and other colours. New Delhi: Katha, 2004.

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Contemporary English-language Indian children's literature: Representations of nation, culture, and the new Indian girl. New York: Routledge, 2011.

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Colonial India in children's literature. New York: Routledge, 2012.

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Jayakar, Pupul. The children of barren women: Essays, investigations, stories. New Delhi: Penguin Books, 1994.

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Mody, Rohinton. The adventures of Birbal. Mumbai: India Book House, 2004.

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Book chapters on the topic "Children's literature, Indic (English)"

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Zapata, Angie, Monica C. Kleekamp, Noreen Naseem Rodríguez, and Thomas Crisp. "Research in Children's Literature." In Handbook of Research on Teaching the English Language Arts, 116–40. 5th ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003334392-7.

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Clark, David. "6.3.1. Norse Medievalism in Children's Literature in English." In The Pre-Christian Religions of the North, 367–400. Turnhout: Brepols Publishers, 2018. http://dx.doi.org/10.1484/m.pcrn-eb.5.115708.

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Sasaki, Anna. "Translating Sounds: A Study into the Russian-Language Translations of Onomatopoeic Proper Names in the Twentieth-Century English-Language Children’s Literature." In Negotiating Translation and Transcreation of Children's Literature, 177–95. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2433-2_11.

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Zhang, Xiaomin, Haidee Kotze (Kruger), and Jing Fang. "Explicitation in children's literature translated from English to Chinese: a corpus-based study of personal pronouns*." In Literary Translation Research in China, 73–92. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003389989-6.

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Reynolds, Kimberley. "1. An outline history of publishing for children in English." In Children's Literature, 6–30. Oxford University Press, 2011. http://dx.doi.org/10.1093/actrade/9780199560240.003.0002.

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Sanderson-Cole, Karen, and Barbara Lalla. "Creole vs. Standard English." In Caribbean Children's Literature, Volume 1, 153–69. University Press of Mississippi, 2023. http://dx.doi.org/10.14325/mississippi/9781496844514.003.0010.

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This chapter takes a roughly chronological view (beginning in the 1950s) to discuss issues related to representation of voice in Caribbean children’s literature. The significance of this issue is interrogated against a historical and cultural background that has traditionally constrained the ways in which the Caribbean child could be represented within a narrative. A number of issues raised include defining children’s literature; what constitutes appropriate material for children; negotiating voice—who sees—adult or child; language choice—Standard or Creole; and language variety. The issues surrounding voice within the region are many and writers continue to be challenged to achieve the delicate balance between representation and subject matter in a manner that does not alienate their ultimate audience—the child. Books covered include Jean D’Costa’s Voice in the Wind(1978), Zee Edgell’s Beka Lamb(1982), Merle Hodge’s Life of Laetitia(1993), Trish Cooke and Caroline Binch’s Look Back!(2019), and Coleen Smith-Denis’s Inner City Girl (2009).
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Sanderson-Cole, Karen, and Barbara Lalla. "Creole vs. Standard English:." In Caribbean Children's Literature, Volume 1, 153–69. University Press of Mississippi, 2023. http://dx.doi.org/10.2307/jj.2990353.13.

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"Imagining and Performing the Indian Nation." In Contemporary English-Language Indian Children's Literature, 93–112. Routledge, 2011. http://dx.doi.org/10.4324/9780203816257-11.

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"The Development of Contemporary, English-language Indian Children’s Novels." In Contemporary English-Language Indian Children's Literature, 29–46. Routledge, 2011. http://dx.doi.org/10.4324/9780203816257-8.

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"Imagining Identity in the Diaspora: Performing a “Masala” Self." In Contemporary English-Language Indian Children's Literature, 139–58. Routledge, 2011. http://dx.doi.org/10.4324/9780203816257-13.

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Conference papers on the topic "Children's literature, Indic (English)"

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Hyunhee Song, Yeonja Lee, and Kiho Song. "Notice of Retraction: Children's literature through the Media-English." In 2010 4th International Conference on Distance Learning and Education (ICDLE 2010). IEEE, 2010. http://dx.doi.org/10.1109/icdle.2010.5605995.

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Irawati, Tatik, Mangatur Nababan, Riyadi Santosa, and Diah Kristina. "Cohesion Markers in Children's Story Books." In Proceedings of the 3rd English Language and Literature International Conference, ELLiC, 27th April 2019, Semarang, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.27-4-2019.2285344.

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Eppert, Claudia. "Ecological Well-Being and Children's Literature on Trees: Novel Implications for English Language Arts Education." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1441783.

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Clark, Amy. "Opportunities for Making Meaning: Spanish-English Emergent Bi(multi)lingual Children's Authentic Questions Generated During Literature Discussions." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1581682.

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Prabowo, Jumbuh, and Wieka Barathayomi. "Evaluating English for Children's Program by Applying Project Approach conducted at English Department, Teacher Training and Education Faculty, University of Sultan Ageng Tirtayasa, Banten." In Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.65.

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TAVARES, Lívia Hygino, and Bruno MOURA. "DIABETES IN PREGNANCY AND FETAL CARDIAC RISK: LITERATURE REVIEW." In SOUTHERN BRAZILIAN JOURNAL OF CHEMISTRY 2021 INTERNATIONAL VIRTUAL CONFERENCE. DR. D. SCIENTIFIC CONSULTING, 2022. http://dx.doi.org/10.48141/sbjchem.21scon.45_abstract_tavares.pdf.

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Gestational diabetes mellitus (MGD) is associated with poor cardiac malformation in the fetus. It is related to changes in the clinical course of the disease and pre-gestational periods. The prevalence and incidence of MGD have been increasing worldwide. Early screening, diagnosis, and lifestyle change, such as physical exercise and healthy eating, provide better outcomes for children's health. This study aims to analyze the data concerning gestational diabetes and fetal malformations and to group the various protocols for diagnosis, highlighting the risk factors associated with MGD and their prevention. A systematic review of the literature was conducted with the PubMed, Scielo, Medline databases with English, Portuguese, and Spanish articles. The studies gathered clinical trials, randomized clinical trials, and original articles. In 12 articles analyzed maternal alterations, while 11 articles analyzed fetal alterations, and 9 articles analyzed how to diagnose cardiac changes in the fetus. The patient with MGD should be inserted in multidisciplinary activities seeking the change of lifestyle, physical exercises, and food reeducation, intending to give the fetus the appropriate nutrients and optimize the drug treatment; cardiac malformations are among the most severe and recurrent complications. However, they can be avoided with the control of pre-gestational diabetes (stricter follow-up from the moment the patient feels the desire to become pregnant) and the diagnosis and treatment of early gestational diabetes, as strict control of maternal blood glucose during pregnancy reduces morbidities and mortality. The study showed that hyperglycemic status during pregnancy is related to increased mortality and morbidity, even if it is asymptomatic. Therefore, it is necessary to guide the diabetic woman to plan her pregnancy in a euglycemic period because only this control can guarantee health to the fetus. The diagnosis of pregnant women with gestational diabetes needs to be early to optimize treatment.
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Kafer, Maria Eduarda Paludo, Beatriz Calsolari Ranha, Isadora Vidal de Carvalho, Eduardo Luiz Spessatto Renosto, José Ferraz de Oliveira Junior, Maria Silvia Prestes Pedrosa, Sabrina Rodrigues da Silva, Karen Karoline Coelho Lee, and Rafael Cesarine. "HIV in pediatrics - Early diagnosis and infectious management." In V Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvmulti2024-168.

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Introduction: Human immunodeficiency virus (HIV) infection in pediatrics represents a significant challenge for global health, as children can acquire the virus vertically during pregnancy, childbirth or breastfeeding. Children's vulnerability to HIV is accentuated by the risks associated with the mother-child bond. This study is based on a literature review, highlighting research that addresses the challenges and treatment strategies of the disease. Objective: The main objective of this study is to examine the approach to HIV in children, exploring research that discusses therapeutic strategies, early diagnosis and multidisciplinary approaches. Methods: A literature review was conducted in the MEDLINE database, using the PubMed search platform. English descriptors were used to cover global studies in the final search, excluding results prior to the last three years. Results and Discussion: Epidemiological data, diagnostic methods, pediatric antiretroviral treatments and psychosocial aspects related to HIV in children were analyzed. The studies analyzed reveal the importance of early diagnosis, through serological and polymerase chain reaction (PCR) tests, and the prompt initiation of antiretroviral therapy (ART). Furthermore, the need for multidisciplinary approaches to address ART-related disorders and the psychosocial complexities associated with childhood HIV infection was identified. Conclusion: The findings of the present study highlight the importance of early diagnosis, as well as the existence of challenges regarding the diagnosis itself and the infectious management of the disease. Mother-to-child transmission prevention programs must be expanded, and a combined effort that includes strategies to prevent maternal disease, early identification of infected women, and expansion of prophylactic and drug measures can lead to significant reductions in mother-to-child transmissions, as well as improved treatment. safe for HIV-infected babies and children.
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