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Journal articles on the topic 'Children's literature'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2025

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1

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

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The entirety of this research is based on a description of the main factors in the treatment of the child, access to the child's world and clarifying how they work, and giving various examples about raising and upbringing the child in an ideal manner. This research dives into the details of the main important axes, which are you mean a lot about childhood, the early mind of the child, and how to fill in, direct, and guide him towards the right path in building a successful society. And it sheds light on the main aspects of raising a child. I focused in this research on the role that books of children's literature, of great importance for children and the emerging new generation of the nation, interaction and communication between literature and its effect on the child in terms of encouraging learning instead of stifling feelings, suppressing thinking and actions. Encouraging the expression of ideas, focusing on interest and enjoyment, addressing negatives central issues: including, child development, personality development, mind, cognitive development, and the role of education in building his personality depends on three factors: innate qualities, the characteristics of the parents responsible for caring for the child and the experiences and circumstances, that the child goes through in his life. Raising the child is the goal of children s literature, a good moral and ethical upbringing, the influence of parents on him positively, builds the character of the child and on his emotional life, due to the child's tendencies to imitate parents or people, who have an important interest in their lives.

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2

Hunt, Peter. "Children's Literature and Children's Literature Scholarship: The British Perspective." Children's Literature 50, no. 1 (2022): 18–31. http://dx.doi.org/10.1353/chl.2022.0002.

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3

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

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4

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

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Children's and adolescent literature have a long-life span in the history of mankind and is considered one of the major parts of the literature in every nation. Children's and teenagers' literature received worldwide attention from the 17th century AD. In the 18th century, scientists drew the attention of educators and people to children's literature by research publishing works. In our rich classical literature, there is not much research done on children's literature. However, various works have been done for children in recent years. The first children's magazine in Afghanistan was Siraj-ul-Atfal, which was published continuously with Siraj-ul-Akhbar. This magazine was mostly educational and entertaining, and most of its content was general information, scientific topics, religious and moral content in the form of poems and stories. After publishing the children literature in Siraj-ul-Akhbar, other publications also started about children's literature in Afghanistan, such as children’s friendship, youngs friendship, and children's voice. Some writers have also done research on children's literature in Afghanistan, such as Abdul Qayyum Qoyim, Mohammad Hossein Yamin, Paizi Hanafi, Habibullah Rafi, Dr Asadullah Khitfi, Seyyed Davoud Zahdi, Pouya Faryabi, Asif Behand, Raziq Varin, and Osman Najand.

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5

Chung, Sunah, Kathleen A. Paciga, and Melanie D. Koss. "Acclaimed Children's Literature as Global Resources." International Journal on Social and Education Sciences 6, no. 4 (September 25, 2024): 481–502. https://doi.org/10.46328/ijonses.679.

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Acclaimed children's books in the United States (U.S.) may be utilized as resources to instruct global issues. As children’s literature reflects social context and values, acclaimed books may provide curricular materials for those within the U.S. and to international audiences. Stakeholders, including librarians, teachers, national industry experts, and parents, are among those who review and award prizes to children’s literature. This work has resulted in booklists teachers, families, and librarians use to guide their book purchasing and sharing practices. We investigate the histories, composition, and criteria for 22 award and acclaimed U.S. children’s book lists containing 4,244 titles. Fewer than 100 titles appear consistently across multiple stakeholder lists. International audiences will become more aware of the types of U.S. awards for children’s literature that exist and reflect on the award and acclaimed book lists published in their countries and how they might be used by teachers, parents, and other stakeholders.

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6

O'Sullivan, Emer. "Comparative Children's Literature." PMLA/Publications of the Modern Language Association of America 126, no. 1 (January 2011): 189–96. http://dx.doi.org/10.1632/pmla.2011.126.1.189.

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The most striking change in children's culture, including children's literature, over the last few decades has been its commercialization and globalization (O'Sullivan, Comparative Children's Literature 149–52). The children's book industry in the United States, the leading market, is increasingly dominated by a handful of large media conglomerates whose publishing operations are small sections of their entertainment businesses. As a consequence, as Daniel Hade observes, “the mass marketplace selects which books will survive, and thus the children's book becomes less a cultural and intellectual object and more an entertainment looking for mass appeal” (511). The influence of these multimedia giants is immense: manufacturing mass-produced goods for children, they sell their products beyond the borders of individual countries, further changing and globalizing what were once regionally contained children's cultures. As a discipline that engages with phenomena that transcend cultural and linguistic borders and also with specific social, literary, and linguistic contexts, comparative children's literature is a natural site in which to tease out the implications of these recent developments.

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7

Eeds, Maryann, Francelia Butler, and Margaret R. Hignonnet. "Children's Literature 13." Rocky Mountain Review of Language and Literature 40, no. 1/2 (1986): 94. http://dx.doi.org/10.2307/1566609.

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8

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

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9

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

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10

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

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11

Trites, Roberta Seelinger. "International Children's Literature." Children's Literature Association Quarterly 28, no. 4 (2003): 194. http://dx.doi.org/10.1353/chq.0.1406.

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12

Zeece, Paulin Davey, and Nóirín Hayes. "International Children's Literature." Early Childhood Education Journal 32, no. 3 (December 2004): 191–97. http://dx.doi.org/10.1023/b:ecej.0000048972.10879.b9.

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13

Neilsen, Philip. "Queensland Children's Literature." Queensland Review 8, no. 2 (November 2001): 53–68. http://dx.doi.org/10.1017/s1321816600006838.

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Literature written for children and adolescents still has not been treated with due seriousness by standard Australian literary histories and companions. This is despite a growing number of critics over the last two decades who have pointed out how much of the genre is ‘good literature’ which can withstand any critical scrutiny. Whatever its conventional literary merits, writing for children and young adults is a major industry and an important cultural practice that requires as much attention as adult literature. Of particular interest is the relationship between children's reading and the reproduction of social attitudes and behaviour.

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14

Bottigheimer, Ruth B. "German Children's Literature." Children's Literature 17, no. 1 (1989): 176–81. http://dx.doi.org/10.1353/chl.0.0493.

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15

Gay, Thomas. "Teaching Children's Literature." Children's Literature Association Quarterly 12, no. 3 (1987): 129–30. http://dx.doi.org/10.1353/chq.0.0263.

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16

Gaarden, B. "Understanding Children's Literature." American Literature 74, no. 1 (March 1, 2002): 191–92. http://dx.doi.org/10.1215/00029831-74-1-191.

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17

Dr Mubashar Saeed and Sadia Irshad. "CHILDREN'S URDU LITERATURE." Tasdiqتصدیق۔ 4, no. 2 (December 30, 2022): 139–53. http://dx.doi.org/10.56276/tasdiq.v4i2.100.

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One of the major fields of literature and journalism is Children's Literature. In the 19th century, the tradition of the publication of magazines in Urdu journalism became very strong, but the first regular magazines for children began in the early twentieth centure. “Bachon Ka Akhbar” of Munshi Mehboob Alam is regarded as the first children magazine published in May 1902. So far more than 300 such magazines have been launched till now. The Role of Government in this regard also praiseworthy. In the last half of Twentieth Century Government of Pakistan translate many booklets from English Literature to Urdu Literature for Children. It made the history of children literature.

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18

Kravets, Olha. "Studying and popularization of Polish children’s literature in Ukraine." Sultanivski Chytannia, no. 12 (June 1, 2023): 16–25. http://dx.doi.org/10.15330/sch.2023.12.16-25.

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The certain aspects of the children’s literature phenomenon in Polish and Ukrainian literary discourse are examined in the article. Especially interesting and relevant are the problems of studying and popularizing Polish children's literature in Ukraine, the introduction of this segment into the educational courses of a number of Ukrainian universities educational programs. The purpose of this literary research is to study and popularize Polish children's literature in Ukraine. The masterpieces of Polish poetic and prose classics, works of the brightest representatives of Polish children's literature – Julian Tuwim, Jan Brzechwa and Ludwik Jerzy Kern are used as examples. Research methodology. The research method first and foremost involves the method of analysis; the historical method in literary criticism is also used in the article. Descriptive and contextual methods contribute to the study of poetic and prose works of Polish children’s literature in masterful translations of famous Ukrainian writers. Combination of research approaches in the work mentioned above makes it possible to study an interesting field in modern literary science – children's literature. Results. An overview of selected works of Polish and Ukrainian scholars devoted to children's literature and its reception, published during the last decade, is provided. Emphasis is placed on the most important trends in the study of various aspects of the problem, on the most authoritative works and names of researchers. Novelty of the research. Translated works of Polish children's literature, which form the canon of the mentioned national literature, are introduced into the scientific literary discourse. The collection of the poems «The Bird’s Radio» by Julian Tuwim, selected poems of the classic Polish children's literature by Jan Brzechwa and the story-fairy tale «Ferdinand the Great» by Ludwik Jerzy Kern are subjected to literary analysis. Practical value. The Polish children's literature in masterful translations by Ukrainian writers is introduced in the article. Poems by Julian Tuwim and Jan Brzechwa, a story-fairy tale by L. E. Kern actually became a promotion for Polish children's literature in Ukraine, a significant event in the popularization of literature for children and youth.

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19

Mozūraitė, Vita. "Children's book publication in Lithuania in 1940-1955." Knygotyra 25, no. 18 (December 20, 2024): 79–82. https://doi.org/10.15388/knygotyra.1992.36518.

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The State Publishing House of the Lithuanian SSR and some private publishing houses published children's books during the period from June 1940 until June 1941. They published 49 children’s books in 277,500 copies. During the German occupation, children's books were published in Moscow, where the State Publishing House operated, and some were published in Lithuania. After the end of the war in 1945, new publishing houses were established in Lithuania, and all of them published books for children. The majority of children's books were published by the State Publishing House of Fiction Literature. During eleven years, 588 children’s books were published in 9,345,400 copies. Fiction books accounted for 85.9% of that number. Censorship, a shortage of translators and editors, and difficulties with publishing hindered the production of children's books. Initially, their prices were very high, but from 1949 onwards, they began to decrease. Often, publication was delayed due to a shortage of illustrators for children's books or due to unsatisfactory work by illustrators. A Section of Children's Literature and a Commission of Illustrators were created in the Union of Writers and at the State Publishing House of Fiction Literature to improve the publication of children's books. The average number of children’s books published increased 2.5 times from 1945 to 1955.

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20

Yehia, Rafea Saeid. "Cultural Identity Formations in Arabic Children's Literature." مجلة العلوم الإنسانية و الإجتماعية 9, no. 1 (January 30, 2025): 125–35. https://doi.org/10.26389/ajsrp.r020924.

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This article explores the intricate relationship between national identity and environmental identity in Arabic children's literature, particularly in the context of globalization. It employs a qualitative approach, analyzing existing children's literature and case studies to understand how globalization impacts these identities. The findings indicate that national identity, defined as a sense of belonging to a specific community with its unique history and culture, is increasingly threatened by globalization. This exposure to diverse cultures can erode cultural specificity, leading to diminished social cohesion. Conversely, environmental identity, which reflects individuals' connections to their natural surroundings and awareness of environmental issues, is gaining prominence. This identity fosters values of sustainability and collective responsibility for natural resource protection. The article concludes that conflicts between national and environmental identities emerge as societies grapple with preserving cultural characteristics while addressing environmental challenges. The interplay of these identities is particularly significant in Arabic children’s literature, where cultural narratives shape children's self-awareness and orientation. Arabic children's literature serves as a critical medium, reflecting the cultural values and traditions of Arab society and contributing to a rich and diverse cultural identity. By embodying children's daily experiences and cultural interactions, this literature plays a vital role in fostering national pride and environmental consciousness among young readers.

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21

Dr. Lubna Farah. "أدب الطفل لبناء الطفل الاسلامي." International Research Journal on Islamic Studies (IRJIS) 3, no. 02 (July 1, 2021): 34–50. http://dx.doi.org/10.54262/irjis.03.02.a03.

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The most important foundation of education is character development, and character education is described as a curriculum specifically developed to teach children about the quality and traits of good character. Children's literature can be meant in building Islamic character. Discussion focuses on how literature can be brought into the curriculum in helping to develop character traits in a meaningful manner. Children's literature gradually forms character traits and attitudes that everyone is proud to acknowledge. There is considerable disagreement about what children’s literature is, in particular, “good children’s literature” very little appears to have been written about the problems that can be associated with character-building literature. Children's literature is also used by health professionals for therapeutic purposes (bibliotherapy) to prevent unhealthy habits and addictions, or address psychosomatic disorders. Finally, storybooks and web-based/digital literature can be an effective vehicle for health content, to encourage the adoption of healthy lifestyles among Muslim children. Children’s literature provides an avenue for students to learn about their cultural heritage and the cultures of other people.

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22

Zahrok, Siti, Encik Savira Isnah, Marsudi Marsudi, Enie Hendrajati, Edy Subali, and Wahyudin Wahyudin. "The Position of Children's Characters in Children's Animation Postcolonialism Studies." k@ta 26, no. 00 (March 1, 2024): 149–58. http://dx.doi.org/10.9744/kata.26.00.149-158.

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Children's literature has now begun to shift to digital media, known as children’s animation. Instead of children's literature being created for children, these works are written, edited and distributed by adults. This shows that adults (parents) have full power over the work that children will consume. Colonialism theory then questions what it means to write for children. This research appears with the real assumption of where the child is positioned in children’s cyber literature. The postcolonial approach is used to verify this assumption. The results show that children are treated as objects, a means to endure real problems faced by adults. It appears that writing for children in addition to exploring is also stuffing and imposing the will for the needs of adults: guiding children, training children through the process of reaching civilization which is again the power of adults to define it.

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23

Eastman, Jacqueline, and Zohar Shavit. "Poetics of Children's Literature." South Atlantic Review 52, no. 3 (September 1987): 144. http://dx.doi.org/10.2307/3200134.

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24

Lundin, Anne. "Intertextuality in Children's Literature." Journal of Education for Library and Information Science 39, no. 3 (1998): 210. http://dx.doi.org/10.2307/40324158.

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25

Shavit, Zohar. "Poetics of Children's Literature." Poetics Today 8, no. 2 (1987): 461. http://dx.doi.org/10.2307/1773061.

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26

Givens, John. "Liudmila Ulitskaia, Children's Literature." Russian Studies in Literature 49, no. 1 (December 2012): 3–7. http://dx.doi.org/10.2753/rsl1061-1975490100.

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27

Givens, John. "Andrei Platonov; Children's Literature." Russian Studies in Literature 49, no. 3 (July 2013): 3–6. http://dx.doi.org/10.2753/rsl1061-1975490300.

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28

Moruzi, Kristine. "Charity and Children's Literature." Papers: Explorations into Children's Literature 24, no. 2 (July 1, 2016): 1–4. http://dx.doi.org/10.21153/pecl2016vol24no2art1102.

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This special issue on charity and children’s literature emerges out of my current research on how children are encouraged to see themselves as charitable beings. In this historical project, I examine a range of children’s magazines from the nineteenth and early twentieth centuries to analyse which children are inducted into habits of philanthropy while other children are depicted as the recipients of good will and material benefits. This research has shown that children have been understood to have the potential to act as charitable agents for hundreds of years. Yet it also reflects the complex interaction between children and charity in children’s literature, where sometimes the charitable children are not only the recipients of charity, but are also inspired to help others as well.

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29

O'Sullivan, Emer. "Imagology Meets Children's Literature." International Research in Children's Literature 4, no. 1 (July 2011): 1–14. http://dx.doi.org/10.3366/ircl.2011.0003.

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Since the 1970s, children's literature research has developed a number of approaches, from simple ideological criticism to more sophisticated applications of postcolonial theory, to analyse how, and to what end, members of other national, cultural, racial and ethnic groups are represented in texts for children. However, a field of study within comparative literature, imagology, which specifically addresses the cultural construction and literary representation of national characters in literature, has not yet made much impact. This review article will present its origins and methods of investigation as well as sketch areas in children's literature of imagological interest, which have been or are still waiting to be productively addressed, to show what the domain can gain from this approach.

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30

Tischler, Rosamond Welchman. "Mathematics from Children's Literature." Arithmetic Teacher 35, no. 6 (February 1988): 42–47. http://dx.doi.org/10.5951/at.35.6.0042.

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The mathematics curriculum for young children can grow from children's literature. The following examples encourage children to use a variety of thinking skills—classifying, forming hypotheses, selecting strategies, and creating problems. As a result, they offer more depth and breadth in mathematics than most curriculum guides or texts currently suggest. At the same time, the examples build on children's interests and involve them in an informal, active, and creative way. ln particular, they offer the manipulative experiences that are necessary at this age.

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31

Harris, Violet J. "Benefits of Children's Literature." Journal of Negro Education 59, no. 4 (1990): 538. http://dx.doi.org/10.2307/2295310.

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32

Nilsen, Alleen Pace, Francelia Butler, and Compton Rees. "Children's Literature, Vol. 12." Rocky Mountain Review of Language and Literature 39, no. 1 (1985): 60. http://dx.doi.org/10.2307/1346764.

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33

Tindall, William. "Children's literature: A perspective." Early Child Development and Care 26, no. 3-4 (January 1986): 229–51. http://dx.doi.org/10.1080/0300443860260307.

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34

Kümmerling-Meibauer, Bettina. "Multilingualism and Children's Literature." Bookbird: A Journal of International Children's Literature 51, no. 3 (2013): iv—x. http://dx.doi.org/10.1353/bkb.2013.0064.

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35

Alpöge, Gülçin. "Children's Literature in Turkey." Bookbird: A Journal of International Children's Literature 56, no. 2 (2018): 10–13. http://dx.doi.org/10.1353/bkb.2018.0021.

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36

Sundmark, Björn. "Children's Covid-19 Literature." Bookbird: A Journal of International Children's Literature 58, no. 3 (2020): 84–85. http://dx.doi.org/10.1353/bkb.2020.0046.

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37

Wolf, Virginia L. "New to Children's Literature?" Lion and the Unicorn 17, no. 2 (1993): 215–19. http://dx.doi.org/10.1353/uni.0.0246.

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38

Schmidt, Nancy J. "Children's literature about Africa." Lion and the Unicorn 21, no. 2 (1997): 284–87. http://dx.doi.org/10.1353/uni.1997.0035.

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39

Morrison, Susan S. "Introduction: Medieval Children's Literature." Children's Literature Association Quarterly 23, no. 1 (1998): 2–6. http://dx.doi.org/10.1353/chq.0.1132.

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40

Trites, Roberta Seelinger. "Multiculturalism in Children's Literature." Children's Literature Association Quarterly 28, no. 2 (2003): 66–67. http://dx.doi.org/10.1353/chq.0.1675.

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41

Usrey, Malcolm. "Journeys in Children's Literature." Children's Literature Association Quarterly 1986, no. 1 (1986): 38–40. http://dx.doi.org/10.1353/chq.1986.0027.

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42

Mickenberg, Julia L., and Philip Nel. "Radical Children's Literature Now!" Children's Literature Association Quarterly 36, no. 4 (2011): 445–73. http://dx.doi.org/10.1353/chq.2011.0040.

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43

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.

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44

Garcia, Jesus, and Sharon L. Pugh. "Children's Nonfiction Multicultural Literature." Equity & Excellence in Education 25, no. 2-4 (January 1991): 151–55. http://dx.doi.org/10.1080/1066568910250224.

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45

Patton, Jeffrey C., and Nancy B. Ryckman. "Map in Children's Literature." Cartographic Perspectives, no. 06 (June 1, 1990): 3–12. http://dx.doi.org/10.14714/cp06.1110.

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46

Bushey, Tahirih, and Richard Martin. "Stuttering in Children's Literature." Language, Speech, and Hearing Services in Schools 19, no. 3 (July 1988): 235–50. http://dx.doi.org/10.1044/0161-1461.1903.235.

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In this paper, the authors present brief reviews of 20 works of children's fiction in which a character stutters. The purposes of the reviews were (a) to provide speech-language clinicians with synopses of most of the currently available children's fiction involving characters who stutter, and (b) to explore how the authors of children's fiction portray certain aspects of stuttering, such as symptomatology, causation, and treatment.

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47

Papandrea, Virginia. "Children's Literature Association Quarterly." Serials Review 12, no. 1 (March 1986): 7–8. http://dx.doi.org/10.1080/00987913.1986.10763664.

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48

Chen, Ya-Shu. "Children's Literature through Performance." Linguistics and Literature Studies 7, no. 2 (March 2019): 57–63. http://dx.doi.org/10.13189/lls.2019.070203.

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49

Stelle, Lucinda C. H. "Review of Children's Literature." Intervention in School and Clinic 35, no. 2 (November 1999): 123–28. http://dx.doi.org/10.1177/105345129903500211.

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50

Haider, Syed Jalaluddin. "Children's literature in Urdu." New Review of Children's Literature and Librarianship 4, no. 1 (January 1998): 107–18. http://dx.doi.org/10.1080/13614549809510607.

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