Log in

Relevant bibliographies by topics / Children's Literature Studies / Journal articles

To see the other types of publications on this topic, follow the link: Children's Literature Studies.

Journal articles on the topic 'Children's Literature Studies'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Children's Literature Studies.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Sergienko, I. "Questionnaire of "Children's Readings: Studies in Children's Literature"." Children's Readings: Studies in Children's Literature 14, no. 2 (2018): 6–22. http://dx.doi.org/10.31860/2304-5817-2018-2-14-6-22.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Weaver-Hightower, Rebecca. "Children's Literature and African Studies." Safundi 9, no. 4 (October 2008): 469–74. http://dx.doi.org/10.1080/17533170802349580.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

4

Kidd, Kenneth. "Queer Theory's Child and Children's Literature Studies." PMLA/Publications of the Modern Language Association of America 126, no. 1 (January 2011): 182–88. http://dx.doi.org/10.1632/pmla.2011.126.1.182.

Full text

Abstract:

In 2002 Karín Lesnik-Oberstein and Stephen Thomson published an essay entitled “what is queer theory doing with the child?,” addressing work in the 1990s by Michael Moon and the late, great Eve Kosofsky Sedgwick on the “protogay” child. Something inappropriate, even scandalous, was their answer, as one might surmise from the accusatory shape of the question. In their reading, Moon and Sedgwick essentialize rather than interrogate the protogay child, such that said child becomes “an anti-theoretical moment, resistant to analysis, itself the figure deployed as resistance” (36). For Lesnik-Oberstein and Thomson, queer theory is insufficiently alert to the lessons of poststructuralist theory and especially to the ongoing interrogation of “child” and “childhood.” Lesnik-Oberstein and Thomson specialize in childhood studies, and Lesnik-Oberstein is a well-known scholar of children's literature. Her 1994 Children's Literature: Criticism and the Fictional Child extends and takes inspiration from Jacqueline Rose's The Case of Peter Pan; or, The Impossibility of Children's Fiction (1984), which ushered into children's literature studies a powerful and lasting skepticism about “childhood” and “children's literature.”

APA, Harvard, Vancouver, ISO, and other styles

5

Ramshaw, Elaine. "Children's Literature and Christian Mystagogy." Liturgy 7, no. 1 (January 1987): 66–73. http://dx.doi.org/10.1080/04580638709408141.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Nodelman, Perry. "The Disappearing Childhood of Children's Literature Studies." Jeunesse: Young People, Texts, Cultures 5, no. 1 (June 2013): 149–63. http://dx.doi.org/10.3138/jeunesse.5.1.149.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Kidd, Kenneth. "Out and About in Children's Literature Studies." Children's Literature 50, no. 1 (2022): 73–84. http://dx.doi.org/10.1353/chl.2022.0006.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

García-González, Macarena, and Justyna Deszcz-Tryhubczak. "New Materialist Openings to Children's Literature Studies." International Research in Children's Literature 13, no. 1 (July 2020): 45–60. http://dx.doi.org/10.3366/ircl.2020.0327.

Full text

Abstract:

New materialist and posthuman thinking denote a range of approaches that have in common a focus on materialities as a turn against the persistence of Cartesian dualisms (mind/body, subject/object, nature/culture, for example). In this article, we explore how the feminist new materialism of Donna Haraway, Karen Barad, and Rosi Braidotti, among others, may provide openings to research in our field, especially when considering what is recurrently taken up as one of its central problems: the positioning of the child in a world ruled by adults. We first discuss recent approaches in children's literature studies that show interest in these theories and then use these to offer a toolbox of terms and notions – from ethico-onto-epistemology to diffraction – that may open possibilities for research in more-than-human environments.

APA, Harvard, Vancouver, ISO, and other styles

9

Mackey, Margaret. "Treasure Islands: Studies in Children's Literature (review)." Children's Literature Association Quarterly 31, no. 3 (2006): 302–4. http://dx.doi.org/10.1353/chq.2006.0049.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Nodelman, Perry. "The Disappearing Childhood of Children's Literature Studies." Jeunesse: Young People, Texts, Cultures 5, no. 1 (2013): 149–63. http://dx.doi.org/10.1353/jeu.2013.0003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Welch, Cindy. "Children's Literature Studies: Cases and Discussions (review)." Bulletin of the Center for Children's Books 60, no. 7 (2007): 315–16. http://dx.doi.org/10.1353/bcc.2007.0203.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Savage, Marsha K., and Tom V. Savage. "Children's Literature in Middle School Social Studies." Social Studies 84, no. 1 (February 1993): 32–36. http://dx.doi.org/10.1080/00377996.1993.9956244.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Moruzi, Kristine. "Ethics and Children's Literature." Childhood in the Past 9, no. 2 (July 2, 2016): 145–46. http://dx.doi.org/10.1080/17585716.2016.1205896.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Flynn, Richard. "The Intersection of Children's Literature and Childhood Studies." Children's Literature Association Quarterly 22, no. 3 (1997): 143–45. http://dx.doi.org/10.1353/chq.0.1160.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Adams, Gillian. "The Year's Work in Children's Literature Studies: 1987." Children's Literature Association Quarterly 14, no. 2 (1989): 81–96. http://dx.doi.org/10.1353/chq.0.0726.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Adams, Gillian. "The Year's Work in Children's Literature Studies: 1988." Children's Literature Association Quarterly 15, no. 2 (1990): 58–107. http://dx.doi.org/10.1353/chq.0.0778.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Grieve, Rosemary. "Fantasy and Occult in Children's Literature." Journal of Christian Education os-36, no. 3 (December 1993): 19–28. http://dx.doi.org/10.1177/002196579303600304.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Vaclavik, Kiera. "Goodbye, Ghetto: Further Comparative Approaches to Children's Literature." PMLA/Publications of the Modern Language Association of America 126, no. 1 (January 2011): 203–8. http://dx.doi.org/10.1632/pmla.2011.126.1.203.

Full text

Abstract:

In 2005 Emer O'Sullivan published the most comprehensive outline to date of a comparative approach to the study of literature and other cultural productions for the young. She presents nine constituent areas of comparative study in relation to children's literature (theory of children's literature, contact and transfer studies, comparative poetics, intertextuality studies, intermediality studies, image studies, comparative genre studies, comparative historiography of children's literature, comparative history of children's literature studies), which she illustrates with examples from around the world. But, although extensive, O'Sullivan's proposal is not without its blind spots, and she acknowledges that it “can only be enhanced by future discussion and modification” (12). With the aim of bolstering the field of children's literature, I here propose an area of comparative research overlooked by O'Sullivan. I also suggest extensions to her conception of comparative literature and to her handling of reception or reader response.

APA, Harvard, Vancouver, ISO, and other styles

19

Sims Bishop, Rudine. "Contemporary African American Children's Literature." Wasafiri 24, no. 4 (December 2009): 3–8. http://dx.doi.org/10.1080/02690050903205512.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Worsley, Howard. "Popularized Atonement Theory Reflected in Children's Literature." Expository Times 115, no. 5 (February 2004): 149–56. http://dx.doi.org/10.1177/001452460411500502.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

David Rudd. "Divided Worlds: Studies in Children's Literature (review)." Lion and the Unicorn 32, no. 2 (2008): 228–33. http://dx.doi.org/10.1353/uni.0.0003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Hatfield, Charles. "Comic Art, Children's Literature, and the New Comic Studies." Lion and the Unicorn 30, no. 3 (2006): 360–82. http://dx.doi.org/10.1353/uni.2006.0031.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Palmer, Jesse, and Susie Burroughs. "Integrating Children's Literature and Song into the Social Studies." Social Studies 93, no. 2 (March 2002): 73–78. http://dx.doi.org/10.1080/00377990209599886.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Caldwell, David, and Thomas Di Napoli. "The Children's Literature of Peter Hacks." German Studies Review 11, no. 1 (February 1988): 175. http://dx.doi.org/10.2307/1430886.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Krips, Valerie. "Imaginary childhoods: memory and children's literature." Critical Quarterly 39, no. 3 (October 1997): 42–50. http://dx.doi.org/10.1111/1467-8705.00106.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Earles, Jennifer. "Reading gender: a feminist, queer approach to children's literature and children's discursive agency." Gender and Education 29, no. 3 (March 8, 2016): 369–88. http://dx.doi.org/10.1080/09540253.2016.1156062.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Tiessen, Paul. "Rethinking Adaptation: Intersections of Children's Literature and Studies of Transformation." Jeunesse: Young People, Texts, Cultures 5, no. 1 (2013): 164–70. http://dx.doi.org/10.1353/jeu.2013.0005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Gubar, Marah. "Toothless Pedagogy? Problematizing Paternalism in Children's Literature and Childhood Studies." Children's Literature 48, no. 1 (2020): 153–97. http://dx.doi.org/10.1353/chl.2020.0007.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Johnson, Dianne. "Hairitage: Women Writing Race in Children's Literature." Tulsa Studies in Women's Literature 28, no. 2 (September 2009): 337–55. http://dx.doi.org/10.1353/tsw.2009.a393360.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Chawar, Ewa, Justyna Deszcz-Tryhubczak, Katarzyna Kowalska, Olga Maniakowska, Mateusz Marecki, Milena Palczyńska, Eryk Pszczołowski, and Dorota Sikora. "Children's Voices in the Polish Canon Wars: Participatory Research in Action." International Research in Children's Literature 11, no. 2 (December 2018): 111–31. http://dx.doi.org/10.3366/ircl.2018.0269.

Full text

Abstract:

Despite its rightful concern with childhood as an essentialist cultural construct, the field of children's literature studies has tended to accept the endemicity of asymmetrical power relations between children and adults. It is only recently, under the influence of children's rights discourses, that children's literature scholars have developed concepts reflecting their recognition of more egalitarian relationships between children and adults. This essay is a result of the collaboration between child and adult researchers and represents a scholarly practice based on an intergenerational democratic dialogue in which children's voices are respected for their intrinsic salience. The presence of child researchers in children's literature studies confirms an important shift currently taking place in our field, providing evidence for the impossibility of regarding children's literature only as a manifestation of adult power over young generations.

APA, Harvard, Vancouver, ISO, and other styles

31

Nel, Philip. "The Fall and Rise of Children's Literature." American Art 22, no. 1 (March 2008): 23–27. http://dx.doi.org/10.1086/587914.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Reay, Emma. "Kideogames: Reimagining the Fringe of Literary Studies as the Forefront." Games and Culture 15, no. 7 (April 22, 2019): 772–88. http://dx.doi.org/10.1177/1555412019841476.

Full text

Abstract:

The absence of children’s texts and ludic texts from traditional literary canons, curricula, journals, and conferences might appear obvious, practical, and natural—a straightforward reflection of theoretical and methodological divergence, and of the way texts are grouped outside of academic study. However, these seemingly self-evident explanations do not hold up under scrutiny. In this article, I posit that the omission of children’s texts and ludic texts from well-developed scholarly contexts is partly rooted in the ideological collocation of “children,” “play,” and “low culture.” I compare the strategies used by children’s literature studies and games studies to manage their marginalization and conclude that irrespective of the quality, the variety, the relevance, and the impact of research conducted within these two disciplines, neither will find a permanent home in the serious, sophisticated, “adults-only” space of the literature faculty. I ask whether this is necessarily a problem, and suggest that - when consciously embraced - the lightness of illegitimacy may be a potent as the heft of tradition. Finally, I advocate for an intersectional alliance between children's literature studies and games studies and explore some of the ways in which this kind of academic solidarity might counter the marginalizing effects of infantilization.

APA, Harvard, Vancouver, ISO, and other styles

33

Xu, Runbei. "Family Factors Affecting Children's Reading Ability." Lecture Notes in Education Psychology and Public Media 6, no. 1 (May 17, 2023): 589–97. http://dx.doi.org/10.54254/2753-7048/6/20220535.

Full text

Abstract:

Today, childrens reading ability is seen as an increasingly important personal skill, helping individuals to absorb information and export it as well. While a large number of studies have analyzed the effects of a specific family factor on children's reading ability, few review-type articles have summarized and generalized multiple influences. Thus, this paper analyzes the literature in the past 30 years on family factors that influence children's reading ability from 3 major mediating roles--family socioeconomic status, family cultural environment, and family psychological atmosphere. On this basis, this paper proposes multidimensional practical suggestions, for the family and society regarding the development of children's reading ability, which includes separate advice for children in lower grades and children in higher grades. Effective parent-participate cultural activities may especially work on the development of younger childrens reading comprehension, while the capability of independent reading is essential for children in higher grades. Finally, the author offers an outlook for future researchers.

APA, Harvard, Vancouver, ISO, and other styles

34

Nikolajeva, Maria. "Recent Trends in Children's Literature Research: Return to the Body." International Research in Children's Literature 9, no. 2 (December 2016): 132–45. http://dx.doi.org/10.3366/ircl.2016.0198.

Full text

Abstract:

Twenty-first-century children's literature research has witnessed a material turn in strong response to the 1990s perception of childhood and the fictional child as social constructions. Cultural theories have generated fruitful approaches to children's fiction through the lenses of gender, class, race and sexual orientation, and psychoanalytically oriented theories have explored ways of representing childhood as a projection of (adult) interiority, but the physical existence of children as represented in their fictional worlds has been obscured by constructed social and psychological hierarchies. Recent directions in literary studies, such as ecocriticism, posthumanism, disability studies and cognitive criticism, are refocusing scholarly attention on the physicality of children's bodies and the environment. This trend does not signal a return to essentialism but reflects the complexity, plurality and ambiguity of our understanding of childhood and its representation in fiction for young audiences. This article examines some current trends in international children's literature research with a particular focus on materiality.

APA, Harvard, Vancouver, ISO, and other styles

35

Gooderham, David. "Participationanddistanciation: contemporary children's and adolescent literature in religious education." British Journal of Religious Education 16, no. 3 (June 1994): 164–73. http://dx.doi.org/10.1080/0141620940160304.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Smith, Jacquelin. "Links to Literature: Threading Mathematics into Social Studies." Teaching Children Mathematics 1, no. 7 (March 1995): 438–44. http://dx.doi.org/10.5951/tcm.1.7.0438.

Full text

Abstract:

The shared element of the patchwork quilt is the common thread that binds important social studies concepts and contextual mathematics in this month's integrated learning experiences based on quality children's literature. The featured literary selections naturally focus the reader's attention on the literature's historical and cultural aspects; however, the mathematics subtly embedded in the story lines should be actively investigated. The activities arising from these books encourage young children not only to appreciate diverse cultural heritages but also to develop an awareness for ways in which mathematics has played an important role throughout history.

APA, Harvard, Vancouver, ISO, and other styles

37

Fox, Kathy R. "Using Author Studies in Children's Literature to Explore Social Justice Issues." Social Studies 97, no. 6 (January 2006): 251–56. http://dx.doi.org/10.3200/tsss.97.6.251-256.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Christensen, Nina. "Childhood Revisited: On the Relationship between Childhood Studies and Children's Literature." Children's Literature Association Quarterly 28, no. 4 (2003): 230–39. http://dx.doi.org/10.1353/chq.0.1314.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

GOSCILO, HELENA. "The Thorny Thicket of “Children's Literature”." Russian Review 73, no. 3 (June 4, 2014): 341–53. http://dx.doi.org/10.1111/russ.10734.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Johnston, Rosemary Ross, and Sandra Beckett. "The International Research Society for Children's Literature (IRSCL)." Diogenes 50, no. 2 (May 2003): 122–25. http://dx.doi.org/10.1177/039219210305000213.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Di Napoli, Thomas. "Peter Hacks and Children's Literature of the GDR." Germanic Review: Literature, Culture, Theory 63, no. 1 (January 1988): 33–40. http://dx.doi.org/10.1080/00168890.1988.9935435.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Smith, K. C. "Introduction: The Landscape of Ethnic American Children's Literature." MELUS: Multi-Ethnic Literature of the United States 27, no. 2 (March 1, 2002): 3–8. http://dx.doi.org/10.1093/melus/27.2.3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

PİLTEN UFUK, Şahru, and Gülhiz PİLTEN. "GENDER ĠN TURKĠSH CHĠLDREN LĠTERATURE (1): THE REPRESENTATĠON OF GĠRL AS A SOCĠAL ACTOR." Turkology 109, no. 1 (March 15, 2022): 70–90. http://dx.doi.org/10.47526/2022-1/2664-3162.05.

Full text

Abstract:

Children's literature products; have an important function in terms of preparing children for life, setting an example for them and giving them experience. Regardless of the age group, the child identifies with the heroes of the stories he / she reads and creates a model for himself from these characters. Fictional characters have an important role in helping children acquire the necessary skills to solve the problems they experience in daily life. Children seek answers to the questions that arise in their minds through these characters in the books. This study is the first of a series of studies in which the concept of girl in Turkish children‘s literature is planned to be examined in different dimensions. In this study, the representation of the term girl in Turkish children's books was investigated in the context of gender and gender roles. In the study, the collocation analysis method was used with a corpus-based approach, aiming to reach objective and more generalizable results based on a large database. In this context, firstly, the collocations of the kız (girl) in the Turkish Children's Literature Corpus, which is the most comprehensive corpus on Turkish children's literature, were determined and then evaluated in terms of overdetermination, identification, appraisement, nomination, individualisation, assimilation, indetermination, and differentiation categories, which Van Leeuwen (1996) emphasized the importance in the representation of social actors. As a result of the analysis, it has been revealed that the collocation patterns in Turkish children's literature can cause the formation of a girl prototype drawn in the minds of children within the framework of gender stereotypes.

APA, Harvard, Vancouver, ISO, and other styles

44

GRAUERHOLZ, ELIZABETH, and BERNICE A. PESCOSOLIDO. "GENDER REPRESENTATION IN CHILDREN'S LITERATURE: 1900-1984." Gender & Society 3, no. 1 (March 1989): 113–25. http://dx.doi.org/10.1177/089124389003001008.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Xouplidis, Panagiotis. "Teaching cats in Children’s Literature." Journal of Education Culture and Society 11, no. 2 (September 11, 2020): 311–21. http://dx.doi.org/10.15503/jecs2020.2.311.321.

Full text

Abstract:

Aim. The aim of the research is the comparative study of literary cat characters in Children’s Literature texts in Greek and Spanish and their instructive function in the transmission of social stereotypes. Methods. The research subscribes to the field of Literary Animal Studies based on the theory of Children’s Literature (Lukens, 1999) and through the intercultural perspective of Comparative Children’s Literature (O’Sullivan, 2005). Published children’s books from Greece, Spain and Spanish-speaking America were compared using textual analysis methods of Imagology (Beller & Leersen, 2007). Stereotyped variants were identified and organized in categories related to name, physical appearance, gender, behavior, and function of literary cat characters. Results. After examining a corpus of 37 books, 23 in Greek and 17 in Spanish (Argentina, Chile, Colombia, Mexico, Spain), textual analysis findings were compared, organized, and classified by language, country and readers’ age groups to locate that literary cat characters are usually pets or feral, and they remain consistently stereotyped as anthropomorphic and subversive. Cats with seven lives and magical powers are common perceptions, dominating in both cultural contexts, stereotypes extended to strong superstitions about black cats. Conclusions. In Children's Literature texts, cats are linguistically, literally, and socially defined literary constructs, can have usually human-like features, intercultural influences, and are potentially shaped by intertextual relations. They serve also as a narrative motif for the transmission of social values about non-human animals and the textual familiarization of nonadult readers with society’s cultural stereotypes.

APA, Harvard, Vancouver, ISO, and other styles

46

Biernacka-Licznar, Katarzyna, and Natalia Paprocka. "Children's Books in Translation: An Ethnographic Case-Study of Polish Lilliputian Publishers' Strategies." International Research in Children's Literature 9, no. 2 (December 2016): 179–96. http://dx.doi.org/10.3366/ircl.2016.0201.

Full text

Abstract:

This article is part of a larger research project investigating small, innovative Polish children's publishing companies. As shown in previous studies, these ‘Lilliputian publishers’ were important initiators of change in the cultural repertoire of children's books available in Poland at the turn of the millennium. The change they initiated is closely related to the fact that translations account for two-thirds of their output. Drawing on interviews and a case study of children's literature imported from France, the research reported in this article identifies and analyses the criteria and mechanisms of book selection for translation with a view to expanding understanding of the role of publishers in the literary translation event and their interactions with other actors in this process. The article explores also the impact of the studied publishers' literary imports on children's literature in Poland and, more generally, the role of the small, independent publishers as leaders of innovation in children's literature.

APA, Harvard, Vancouver, ISO, and other styles

47

Lesnik-Oberstein, Karin. "The Psychopathology of Everyday Children's Literature Criticism." Cultural Critique, no. 45 (2000): 222. http://dx.doi.org/10.2307/1354372.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Halimatussakdiah, Halimatussakdiah. "CHILDREN'S FOLKLOR LITERATURE IN ELEMENTARY SCHOOL CHILDREN." Jurnal Guru Kita PGSD 7, no. 4 (September 30, 2023): 760. http://dx.doi.org/10.24114/jgk.v7i4.50795.

Full text

Abstract:

Children's literature studies need to be developed in schools. This is reasonable because literature has an important role in building children's character. Literary literacy has the scope of empowering elementary school children to love literature, one of which is folklore. Folklore is a vehicle for achieving goals in understanding various aspects of life, acting as a step in preserving existing local culture. This is felt to be necessary at this time because many of the younger generation have forgotten the culture which is the heritage of their ancestors and the pride of their identity. Children prefer to watch television or play games on cell phones. Teachers' knowledge of literature is very low, literature is taught by unprofessional teachers, teachers do not understand how to teach literature well, teachers have not taught with appropriate strategies in literary literacy. Elementary school is the main means for developing literary literacy. Elementary school is an important means of balancing the development of character education while continuing to teach everything related to good values. One of the processes that includes learning is literary literacy. Teacher creativity in literary literacy learning needs to be increased because with creative literature teachers it is hoped that the literary learning that occurs will really be liked by children. Likewise, the local government's political attention must be to appreciate and accommodate literary literacy in schools, study groups, libraries and reading houses.

APA, Harvard, Vancouver, ISO, and other styles

49

DURMAZ, Burcu. "An Evaluation of The Preservice-Teacher Training for Children’s Literature and Mathematics Integration." Kuramsal Eğitimbilim 15, no. 3 (July 31, 2022): 605–38. http://dx.doi.org/10.30831/akukeg.988828.

Full text

Abstract:

This study aims to examine the change in the teachers’ beliefs about the training, presented as an online education for the children’s literature and mathematics teaching to pre-service pre-school, primary and elementary teachers. The participants of the research consisted of 54 pre-service teachers who were selected by purposive sampling method. A weak experimental pre-test post-test design without a control group was used in the study. The data collection tools were the belief scale for the integration of mathematics and children's literature, mathematics teaching self-efficacy belief, and mathematics literacy self-efficacy scales. The study findings revealed that the training enabled the pre-service teachers to gain positive inputs within the context of all the variables. Besides, the pre-service teachers’ scores varied across their branches. In addition, the training was identified to have a significant effect on the difference scores obtained from all factors except for the practitioner competencies complicating the integration process and social norms. Based on the findings, various studies such as face-to-face and experimental studies on a single field/branch basis may be conducted to examine the changes in the pre-service teachers' beliefs and competencies towards integrating mathematics and children's literature.

APA, Harvard, Vancouver, ISO, and other styles

50

Mohamed Bachir Hassan, Likae, and Rana Abdul Rahman. "La Traducción de la Literatura Infantil y su Influencia en el acercamiento de las Culturas." Al-Adab Journal 1, no. 119 (December 24, 2018): 53–82. http://dx.doi.org/10.31973/aj.v1i119.336.

Full text

Abstract:

Our work investigation is divided into two parts, the first part will be the framework in which we will give the explanation of the general concept of children's literature and translation of children's literature based on the opinions and theories of the most known researchers in this field, showing that children's literature from its origins to modern times, has been a social historical product, conditioned and determined by educational, philosophical, cultural, etc. factors prevailing in different historical moments. In the second part we discussed the practical framework of a work, the story of "The Secret Dream King" is the source of which we have based, is one of the stories of Spanish author Joan Manuel Gisbert was published in a collection of didactic tales approved by the ministry of Education and Science of Spain in the año1987. The translation of children's works, despite the flourishing of general translation studies, had called little academic attention, a situation that has only been modified recently. In fact, much of the current interest is due to the promotion of children's literature in the publishing market; impulse that did away with the controversy over the very existence of a children's literature, which was no stranger to the absence of theoretical studies of translation.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!