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Relevant bibliographies by topics / Children's Literature Studies

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Dissertations / Theses

Academic literature on the topic 'Children's Literature Studies'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Dissertations / Theses on the topic "Children's Literature Studies"

1

Hay, Jody L. "Native American women in children's literature." Thesis, The University of Arizona, 2002. http://hdl.handle.net/10150/291972.

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This thesis focuses on the roles of Native women in children's literature. The study explores the works of five Native women writers in the United States that have successfully published adult literature and at least one children's book since 1990. The purpose of the research is to gain a better understanding of what these writers reveal about the roles of Native women in their literature for children. The data was collected using content analysis on the books and a questionnaire to determine (1) what roles the Native writers convey in their children's literature; and (2) what these women are

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2

Smart, Kirsten. "National consciousness in Postcolonial Nigerian children's literature." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/22880.

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This project highlights the role of locally produced children's written literature for ages six to fourteen in postcolonial Nigeria as a catalyst for national transformation in the wake of colonial rule. My objective is to reveal the perceived possibilities and pitfalls contained in Nigerian children's literature (specifically books published between 1960 and 1990), for the promotion of a new national consciousness through the reintegration of traditional values into a contemporary context. To do this, I draw together children's literature written by Chinua Achebe, Cyprian Ekwensi and Mabel Se

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3

Bennett, Jessica. "National Identity in South African Children's Literature." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/3584.

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National identity is an important characteristic of a country and helps to create a sense of national unity between its citizens. Identity is a learned concept that develops at a young age from children's surroundings and interactions. According to Martyn Barrett, this sense of National identity is present as early as the age of 5, with children gaining greater understanding of the significance of national identity to the age of 11. During this time period, picture books play a major role in childhood development. Using picture books to help create a positive, unified sense of national identit

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4

Wilson, Melissa Beth. "Constructions of Childhood Found in Award-winning Children's Literature." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195174.

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This study explores the connections between childhood and children's literature. In this connection there is an inherent tension between writing and reading "real" childhood, as it is being lived by children now, and interacting with an adult-normative, adult-reconstructed childhood that may or may not have existed in the past. The purpose of this study was to address this tension by analyzing fifteen recently published award-winning children's novels, from the United States, The United Kingdom, and Australia, in order to ferret out how present-day childhood is constructed within this text set

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5

Saxen, Aura. "Becoming Citizens : Representations of Citizenship in European Children's Literature." Thesis, Uppsala universitet, Teologiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-361205.

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This thesis examines the representations of citizenship in award-winning children's novels from Finland, France, Sweden and the UK to analyse how the effects of recent cultural and economic developments affecting European societies are described and explored in children's literature. In recent years, both the EU and the nation-state have seemed to be in a state of crisis. I hypothesise that increased cultural and ethnic diversity, new alternative arenas of citizenship and economic scarcity are currently driving the crises and changes in European states, and each of these developments influence

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6

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, M

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7

Griffin, Brittany Renee. "Tales of Empire: Orientalism in Nineteenth-Century Children's Literature." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4057.

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Children's literature often does not hold the same weight in the studies of a culture as its big brother, the novel. However, as children's literature is written by adults, to convey information which is important for a child to learn in order to be a functioning member of that society, it can be analyzed in the same way novels are, to provide insight into the broad sweeping issues that concerned the adults of that era. Nineteenth-century British children's literature in particular reveals the deep-seated preoccupation the British Empire had with its eastern colonies, and shows how England's r

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8

Hahn, Anne Florence. "Through a glass darkly : an investigation of religious and moral values expressed in children's literature." Master's thesis, University of Cape Town, 1986. http://hdl.handle.net/11427/16367.

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Bibliography: pages 248-262.<br>The study investigates children's religious and moral reasoning in relation to situations in literature. Theoretical examination includes evaluation of both psychological and literary perspectives on morality and religion. Chapter 1 outlines and evaluates the cognitive-developmental approach to moral development as developed by Jean Piaget and Lawrence Kohlberg. The validity of stage categorization is questioned and it is suggested that consideration of types of moral reasoning contributes more than the idea of fixed moral stages to the understanding of moral th

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9

Meyering, Sharon. "A discussion of the elements of fantasy and children's literature applied to Harry Potter and the Philosopher's Stone and The Magician's Nephew, to conclude whether or not they are good children's literature." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/7913.

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Bibliography: leaves 64-66.<br>Using the principles of previous studies of children's literature and the psychological development of children, this work examines the literary texts, Hany Potter and The Chronicles of Narnia, to determine whether or not they succeed as good fantasy literature for children.

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10

Locke, Priscilla. "Effective strategies and resources for integrating quality children's literature in intermediate social studies instruction." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/869.

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For many educators in intermediate grades, the challenge is to find ways to introduce material in an engaging and meaningful way prior to students reading the textbook. Rather than having students read solely from a textbook, some educators have begun incorporating literature in the classroom in order to introduce material, to help students connect to prior knowledge. As time has passed social studies curriculum has been Teachers have an important role and responsibility to connect students to the curriculum that they are required to learn. One of the best ways to do this is by capturing their

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