Relevant bibliographies by topics / Children's reference books

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Children's reference books'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2024

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Journal articles on the topic "Children's reference books"

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Chencheng, Mao, and Sharul Azim Sharudin. "Application of Mianzhu New Year Painting Art Style in Childrens Picture Books." Advances in Humanities Research 2, no. 1 (September 7, 2023): 37–46. http://dx.doi.org/10.54254/2753-7080/2/2023011.

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This paper analyzes the attraction of children's language learning and literacy through the collation of Chinese Mianzhu New Year's Paintings art style, analyzes the attraction of children's language learning and literacy through the reading of early children's New Year's Paintings art style picture books, summarizes the use of pre-school children's favorite picture book survey reports and data, and analyzes the case of the excellent picture book design that has won awards for integrating the Chinese traditional art style, and the result shows that Mianzhu New Year's Paintings art style has great potential to be explored in the field of picture books. The results show that Mianzhu Nianhua art style in the field of picture books has great potential to be explored, and its artistic characteristics have strong extensibility and integration, and the use of saturated, bright colors combined with children's favorite picture book themes will be more attractive to children to read picture books. This study provides a new design reference for the integration of traditional Chinese art styles with children's picture books, which can enhance children's language learning and literacy skills while promoting the traditional Chinese art of Mianzhu New Year's Paintings.
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Puurtinen, Tiina. "Assessing Acceptability in Translated Children's Books." Target. International Journal of Translation Studies 1, no. 2 (January 1, 1989): 201–13. http://dx.doi.org/10.1075/target.1.2.05puu.

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The purpose of the study outlined in this article is to compare the acceptability of style in two contemporary Finnish translations of L. Frank Baum's The Wizard of Oz with special reference to the effect of sentence structure on acceptability. For the purposes of this study, acceptability is defined in terms of the norms and expectations prevailing in the language and style of Fin-nish children's fiction which include the requirements of a high degree of readability and natural style. The hypothesis is that the use of complex nonfinite con-structions in one translation decreases readability and consequently lowers acceptability, whereas the other translation is expected to be more readable and acceptable due to its natural, dynamic style characterized by simple finite cons-tructions. The syntactic structures relevant to the readability of the translations are analysed with the help of two linguistic models: a modification of phrasestructure grammar and a propositional model. Three empirical tests, i.e. a cloze test, subjective assessment and a reading test, provide information about the readability and acceptability of the translations.
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Kim, Haeri. "Young Children's Perception of the Gender of Characters in Picture Books: for Human and Non-Human Characters." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 22 (November 30, 2022): 697–715. http://dx.doi.org/10.22251/jlcci.2022.22.22.697.

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Objectives This study aimed to examine how children perceive the gender of human and non-human characters while reading picture books. Methods Children’s perception was observed through reading out two different picture books for 48 children of Y kindergarten and S kindergarten in S city, in a primary large-group session and secondary small-group session, then a repetitive and active verbal interaction afterward. Results Children displayed a tendency to perceive the gender of the human characters in picture books based on social constructs. Male children largely focused on references to conventions and social constructs, whereas female children focused on visual features such as reference to illustrations, colors, clothes, and physical attributes. In the case of non-human characters, social constructs and references to illustrations had an equivalent degree of influence on the perception of gender. Male children used references to conventions as evidence to perceive the characters’ gender, while female children used references to illustrations and clothes. Conclusions By understanding children’s perception of the gender of human and non-human characters in picture books, this study can contribute to composing a children’s literary education curriculum that pursues diversity to diminish gender stereotypes, and deepening meaningful literary interactions with children from the perspective of gender sensitivity.
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Batubara, Indah Wulan Sari, Elda Anzely Hasibuan, Mispa Herlina Wati Sipahutar, Mispa Herlina Wati Sipahutar, Intan Sari Tanjung, Abdi Syahputra, Arif Munandar, Nurul Hayati Panjaitan, and Nefi Damayanti. "Upaya Peningkatan Minat Baca Murid SD 112318 Sipare-pare Tengah." Reslaj : Religion Education Social Laa Roiba Journal 5, no. 4 (March 10, 2023): 2313–20. http://dx.doi.org/10.47467/reslaj.v5i5.2221.

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Efforts to increase children's interest in reading are a shared responsibility, between librarians, teachers, parents, and the community are directly responsible for developing interest in reading. To develop interest in reading, children need to be given stimuli that encourage interest in reading students themselves. Efforts to encourage students to read as many books as possible are not effective. Forcing children to buy books is also unethical. One of the activities carried out to develop and increase interest in reading for each student is the provision of subsidized textbooks. This book is a reference for students and teachers in schools where textbooks and the learning process always try to complement the reading. Books that stimulate children's interest in reading. Increasing interest and interest in reading, especially among students, requires effective library management. The purpose of this research is to increase students' reading interest which is still very low. The location of this survey is SD Negeri 112318, Merbau Regency, Sipare-Pare Tengah. and has a learning theme for grades 3 and 5. Keywords: Reading Interest, Librarian, Library
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Ratri, Risalah Damar, and Jiphie Gilia Indriyani. "RELASI FORMULA MISTERI DALAM CERITA POPULER LIMA SEKAWAN: RAHASIA DI PULAU KIRRIN DENGAN PERKEMBANGAN KOGNITIF PADA ANAK." INDONESIA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia 5, no. 2 (June 11, 2024): 372. http://dx.doi.org/10.59562/indonesia.v5i2.60770.

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This study aims to describe the relationship between the Cawelti formula and the children's story. Lima Sekawan: Rahasia di Pulau Kirrin with cognitive development in children The research method uses a qualitative method with data obtained through a literature review. Primary data was obtained through the novel, and secondary data was obtained through related literature. Data analysis efforts were carried out in three stages, including data sorting, data grouping, and conclusion drawing. The results showed that the mystery formula in children's stories met the criteria of Cawelti's formula theory and found a mystery with a puzzle that became a conflict. The reference to the mystery formula is based on Lewis Carroll's Alice in Wonderland. The relationship between mystery formulas in children's stories and cognitive development helps cognitive development by presenting imagination in reading books that have puzzles in them. This is to train children's imagination and also spur children to hone their thinking power to participate in solving puzzles in the books they read.
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KUZMINYKH, KSENIA. "Literalität in kinderund jugendliterarischen Werken." Glottodidactica. An International Journal of Applied Linguistics 46, no. 2 (January 8, 2020): 91–110. http://dx.doi.org/10.14746/gl.2019.46.2.06.

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The article starts with a discussion of the essential theories of literature. It focuses on the historical development of books for children and young-adults. Worldwide there are three childhood myths, which are unfolded in successful children's books and which correspond to socially conditioned concepts of childhood. The Enlightenment childhood utopia sees children as promising for the future and improving human relationships. This idea explains the phenomenal resonance of books with educational and instructive concepts. In the 20th and 21st centuries this concept has become very popular again. By contrast, Romanticism developed another, second childhood myth, which combines not a future but a paradisiacal past with the image of childhood. In doing so, the holistic and naïve childlike world reference is stylized into an ideal that expresses the backward-looking yearning of adults. In addition to the Enlightenment and the Romantic childhood myths, there is a third, a negative view of childhood, which has also found expression in children's classics worldwide. This refers to the myth of the evil child, who is originally committed to the Christian doctrine of original sin. In the next step the article traces different modes of reading. These are the literary mode and documentary/pragmatic mode. Then, based on fragments taken from children’s and juvenile books from different periods, the article demonstrates the role of literacy in texts written for children and young adults, and the role of children and young-adult books for reading competence. While the paper examines these ideas within different novels though history, it also raises questions about the aesthetics and epistemic value of literature
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Rakhmawati, Nur Ika Sari, Melia Dwi Widayanti, Awalia Nor Ramadan, and Rachma Hasibuan. "Using Books in Early Childhood to Prevent the Assumption of Traditional Gender Roles." International Journal of Learning, Teaching and Educational Research 21, no. 4 (April 30, 2022): 220–39. http://dx.doi.org/10.26803/ijlter.21.4.13.

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Recently, the question of gender has become a popular topic of discussion. Gender issues are also found in early childhood education, where male students are considered to be more active, and to dominate the class, and female students are considered to be more passive and to tend to be shy. Teachers and administrators are mostly female, and non-text materials – children's activity books – that are used in early childhood education contain material that reflects gender bias. As a result, this study aimed to produce a textbook that reflects gender equality. The study aimed to 1) develop and design early childhood education textbooks that promote the notion of gender equality, and 2) examine the suitability of early childhood education book designs that promote gender equality. The ADDIE model was used in this study, and the output was a children's activity book comprising eight themes that emphasize gender equality, and which was subjected to a feasibility test. The research participants were children of 5–6 years old who attended kindergarten in Indonesia, media experts, content experts, and other stakeholders. We collected data through interview, observations, and surveys. We analyzed data both qualitatively and quantitatively. The research instrument was an observation sheet. The results of data analysis show that textbooks with content that promotes gender equality are suitable for early childhood education learning processes. This finding is based on material and learning tool validation, as well as on implementing the textbook with kindergarten students. Thus, a children's activity book that has a clear, direct, and explicit theme of gender equality was developed for use in early childhood education. The developed activity book is expected to become an early childhood education reference book that does not emphasize gender roles, and promotes gender equality.
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Azarova, Vasilisa N., and Nataliia V. Zhilyakova. "Popularization of literature on parenting and books for children's reading on the pages of the newspaper Tomskiy spravochnyy listok (1894)." Vestnik Tomskogo gosudarstvennogo universiteta, no. 482 (2023): 27–35. http://dx.doi.org/10.17223/15617793/482/3.

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The article considers book reviews published in the newspaper Tomskiy spravochnyy listok in 1894, the first year of its publication. The publisher of the newspaper was Petr Makushin, a well-known Siberian bookseller, philanthropist, educator and entrepreneur, founder of the largest bookshop in Siberia. Tomskiy spravochnyy listok appeared due to the fact that Makushin was not allowed to found a public-political newspaper (Sibirskaya gazeta, which he had published before, was closed “for a harmful direction”). Thus, the release of the Tomskiy spravochnyy listok was a compromise solution in the dispute between Makushin and the General Administration of Press. The program of Tomskiy spravochnyy listok was very short: it was allowed to publish reference information and advertising, government orders, telegrams, local chronicles, reports and bibliographic news. The latter was an important section of the newspaper, in which authors could not only recommend books for reading, but also express their views on them and on the problems raised on the pages. The aim of this article is to discover the peculiarities of the reviews published in the newspaper Tomskiy spravochnyy listok, including those dedicated to publications for children's reading and upbringing. In order to reach this aim, the authors determined the place of book reviews in the structure of the newspaper, composed the corpus of analysed publications, revealed their thematic spectrum, determined the methods of popularising children's literature and books on parenting. The main methods of research are comprehensive analysis of periodicals, historical typology and structural-thematic analysis. The section “Bibliography” simultaneously performed several functions in the newspaper: informational, advertising, informative-educational, publicist. Individual reviews were highly publicistic, consistent with the general Russian trend to bypass censorship prohibitions on discussing important public issues through literary criticism. The thematic range of Tomskiy spravochnyy listok reviews was quite wide, although most of the books considered were of a scientific-popular character. This trend was also characteristic of children's reading books, which were not regarded as entertainment but as a means of education and self-education. Reviewers of Tomskiy spravochnyy listok drew attention to the necessity of raising a moral younger generation, development of their practical skills, preservation of health and inculcation of useful habits, including work. Further research of materials of Tomskiy spravochnyy listok, which in 1895 transformed into the newspaper Tomskiy listok and in 1897 into the newspaper Sibirskaya zhizn', will show the development of “children's theme” on the pages of this leading periodical of Siberia.
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Szetela, Adam. "Small Acts of Kindness in an Unequal World: Picture Books During and After the Great Recession." Children's Literature Association Quarterly 48, no. 4 (December 2023): 395–411. http://dx.doi.org/10.1353/chq.2023.a930098.

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Abstract: The 2007–2008 financial crisis caused millions of Americans to lose their jobs, homes, and health insurance. From the encampments of Occupy Wall Street to the historic campaign of democratic socialist Bernie Sanders, the crisis also spawned a wave of progressive movements. To paraphrase the opening remarks of the inaugural issue of Catalyst: A Journal of Theory and Strategy , economic inequality is again up for debate. However, it is not up for debate in the pages of picture books. With picture books published between 2007 and 2019 as the reference point, this article argues that most of these books depoliticize economic inequality. Building on the work of other scholars, this article also argues that, despite other changes in the landscape of children's publishing, most of these books resemble books written before the recession.
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Rahmatika, Citra Ayu. "A Content Analysis On the Quality of Short Stories in Short Stories For Children's Published By Children's Book Trust." LUNAR 2, no. 02 (November 5, 2018): 33–46. http://dx.doi.org/10.36526/ln.v2i02.533.

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Reading is one of the language skills. There are four components of the language skills are: listening, speaking, reading, and writing. Reading is one of the important skills in teaching English. In this research, the researcher is interested to discuss about a content analysis on the quality of short stories in short stories for children’s published by children’s book trust. The purpose of this research are to measure the quality of short stories in short stories for children’s published by children’s book trust, and to identify the readability and gender equality of short stories for children’s published by children’s book trust. The design of this research was descriptive qualitative research. To get the data of the research, The researcher used a documentation. The researcher used flesch reading ease formula. The data sources from this research taken from book entitled short stories for children’s published by children’s book trust. In this book consist of 17 titles from 17 authors. Based on the result of the data analysis of documentation, it can be known that all of short story can be read by children from the age 8 – 11 years old. Types of reading level in this short stories are easy and very easy. From the 17 short stories, total number of short stories that tell about men life there were 12. While total number of short stories that tell about women life there were The researcher concluded that the quality of short stories for children’s published by children’s book trust is enough. The readability of short stories in short stories for children’s published by children’s book trust is easily understood by children’s and all short stories are suitable as children’s books. The gender equality in short stories for children’s published by children’s book trust is gender bias. The short stories only focus on one gender. The suggestion are for the readers, the researcher suggest that the readers can selecting to choose short stories which is most suitable to reading. The reader can also apply the result of this study as feedback on their reading activities, improve their knowledge and experience in choosing appropriate book, so that the reader is better in reading skill. For the other researchers, it would be useful for the other researcher to use the result as additional reference for those who want to conduct research. The researcher suggest that the other researchers can add research on the short story
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Dissertations / Theses on the topic "Children's reference books"

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Chen, Lichiou. "The development of digital forms of illustration and their impact on print publishing from 1990 to the present, with particular reference to children's books." Thesis, Birmingham City University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497407.

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During the last quarter of the twentieth century, electronic and computer technology advanced at a staggering pace. The field of print publishing has been transformed by digital technology, and all illustrations are now digitised for printing purposes. This presents a challenge to illustrators: what combination of traditional skills and digital techniques can be used to best develop an individual style or should an illustration be wholly created on a computer?
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Van, Renen Charles Gerard. "A critical review of some of Roald Dahl's books for children, with particular reference to a 'subversive' element in his writing, some responses to his work and its place in the education of the child." Thesis, Rhodes University, 1986. http://hdl.handle.net/10962/d1003367.

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Lategan, Irene Anne Stewart. "Guidelines for the improvement of reading comprehension skills with reference to the learning disabled secondary school pupil." Diss., 1994. http://hdl.handle.net/10500/17171.

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In the secondary school situation, a pupil needs to read to learn, therefore it is imperative to comprehend what is read. Reading comprehension is one of the two functions of reading and it is dependent on the abilities of the reader, the reader's interpretation of the text and the context in which the text is read. In examining reader characteristics, it is evident that it is very difficult for learning disabled pupils with a reading comprehension deficit to comprehend successfully. Their · unique problems can be exacerbated by such external factors as text components and the context in which the reading takes place. Reading comprehension has been instructed to learning disabled secondary school pupils using reading methods and strategies, to facilitate reading comprehension. From this practical experience and the literature studied, guidelines have been formulated for teachers to use to improve the reading comprehension skills of learning disabled secondary school pupils.
Educational Studies
M. Ed. (Orthopedagogics)
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Brzková, Šárka. "Knížky prvního čtení a jejich modifikace pro výuku němčiny jako cizího jazyka." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-411739.

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The diploma thesis deals with the book genre Erstlesebuch (book for beginner readers) as educational material in the context of foreign language education at the levels of Basic Users (A0/1-A2). In the context of first language teaching, this specific genre belongs to the field of literature, the didactic of literature, and the didactic of reading. The goal of this diploma thesis is to present different possibilities of didactic activities with Erstlesebuch in the context of second language teaching and to formulate criteria for choosing an appropriate text. The theoretical part describes the context of foreign language education and the role of literature in this context, with consideration for the Common European Framework of Reference for Languages. The theoretical part also presents the specifics of the book genre Erstlesebuch itself. The empirical part of this thesis is based on several investigations: firstly on a complex analysis (readability and text structure) of six Erstlesebuch and secondly on empirical research in reading with schoolchildren at higher grades of an elementary school (children at the age of 13-15). These results are compared to the results of similar research done with Austrian beginner readers (children between the ages of 7 and 9). The final part of the thesis concludes...
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Books on the topic "Children's reference books"

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Dolores, Vogliano, and New York Public Library. Office of Children's Services, eds. Reference books for children's collections. New York, N.Y: Office of Children's Services, The Library, 1988.

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Dolores, Vogliano, and New York Public Library. Children's Reference Committee, eds. Reference books for children's collections. 3rd ed. New York, N.Y: Office of Children's Services, The Library, 1996.

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Peterson, Carolyn Sue. Reference books for children. 4th ed. Metuchen, N.J: Scarecrow Press, 1992.

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Dils, Tracey E. You Can Write Children's Books. 2nd ed. Cincinnati, Ohio: Writer's Digest Books, 2009.

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A, Marantz Kenneth, ed. The art of children's picture books: A selective reference guide. New York: Garland Pub., 1988.

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Marantz, Sylvia S. The art of children's picture books: A selective reference guide. 2nd ed. New York: Garland Pub., 1995.

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Malinowsky, H. Robert. Best science and technology reference books for young people. Phoenix, AZ: Oryx Press, 1991.

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West, Mark I. Everyone's guide to children's literature. Fort Atkinson, Wis: Highsmith Press, 1997.

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Mathews, Anne J. Excellence on a budget: School library services with limited resources : resource lists for use in school libraries. [Washington, D.C.]: Office of Educational Research and Improvement, U.S. Dept. of Education, 1987.

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Mathews, Anne J. Excellence on a budget: School library services with limited resources. [Washington, D.C.]: Office of Educational Research and Improvement, U.S. Department of Education, 1987.

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Book chapters on the topic "Children's reference books"

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Herningtias, Editia, and Bernadette Kushartanti. "Grammatical Cohesion in Indonesian-Speaking Preschoolers’ Narrative." In Language Practices Among Children and Youth in Indonesia, 11–33. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-4775-1_2.

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AbstractThis chapter discusses the use of Indonesian grammatical cohesive devices in preschoolers’ narrative productions. The participants of this study are three- to six-year-old children (N = 60). All children live in Jabodetabek area and use Indonesian as the first language. We use a wordless picture book to elicit the use of reference, ellipsis, substitution, and conjunction in children's storytelling. Cohesive devices in children’s narration of the picture story are identified and analyzed with quantitative and qualitative approaches. The result indicates a tendency of increasing use of reference, ellipsis, substitution, and conjunction in older children, especially in lexical variation. We also find that children still use inappropriate cohesive devices. We also find correlations between reference, ellipsis, and substitution; when participants did not use reference, they preferred to omit the character from the story. Nevertheless, there is no significant difference between the age groups.
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Gilbert, Patricia. "Special features of children’s diseases." In The A-Z Reference Book of Childhood Conditions, 1–4. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-7098-5_1.

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Midkiff, Emily. "Comprehending Genre." In Equipping Space Cadets, 37–69. University Press of Mississippi, 2022. http://dx.doi.org/10.14325/mississippi/9781496839022.003.0003.

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This chapter demonstrates how primary sf requires only slight modification for even the youngest audiences. While science fiction calls for knowledge of the genre intertext and special reading comprehension protocols, children's literacy training and the specialized formats of children's literature enable genre complexity in ways that many children are especially well-equipped to understand. The chapter includes references to a sample set of 357 illustrated primary sf books as examples of how primary sf functions and flourishes in different formats for children like picturebooks, early readers, comic books, graphic novels, and hybridized middle grade novels.
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Hancock, Susan. "Information playgrounds: children’s reference and multimedia." In A Guide to Children’s Reference Books and Multimedia Material, 145–87. Routledge, 2018. http://dx.doi.org/10.4324/9780429460296-6.

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Seth, Vimlesh. "Chapter-04 Epidemiology: Special Reference to Children." In Essentials of Tuberculosis in Children, 33–48. Jaypee Brothers Medical Publishers (P) Ltd., 2006. http://dx.doi.org/10.5005/jp/books/10299_4.

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Seth, Vimlesh. "Chapter-04 Epidemiology: Special Reference to Children." In Essentials of Tuberculosis in Children, 26–38. Jaypee Brothers Medical Publishers (P) Ltd., 2011. http://dx.doi.org/10.5005/jp/books/11309_4.

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Kalaimathi, S. Ani. "Growth and Development of School-age Children." In A Quick Reference Guide to Child’s Growth and Development for Nurses, 39. Jaypee Brothers Medical Publishers (P) Ltd., 2012. http://dx.doi.org/10.5005/jp/books/11560_11.

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"About the Guide." In A Guide to Children’s Reference Books and Multimedia Material, edited by Susan Hancock, 1–7. Routledge, 2018. http://dx.doi.org/10.4324/9780429460296-1.

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"Publications for pre-school children (aged four years and under)." In A Guide to Children’s Reference Books and Multimedia Material, edited by Susan Hancock, 8–15. Routledge, 2018. http://dx.doi.org/10.4324/9780429460296-2.

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"Publications for Key Stage 1 (children aged between five and seven years, in year groups one and two)." In A Guide to Children’s Reference Books and Multimedia Material, edited by Susan Hancock, 16–44. Routledge, 2018. http://dx.doi.org/10.4324/9780429460296-3.

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Conference papers on the topic "Children's reference books"

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Rudman, Olga Borisovna. ""Until the light fades, until the candle burns…»." In International Research-to-practice conference. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-97242.

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This work is devoted to the Russian language. In the article, the author speaks about the importance of dictionaries, reference books and encyclopedias. The relevance of the research is caused by the fact that children in the modern world pay insufficient attention to reading, as well as by the fact that modern technologies are replacing the usual paper versions of books, and electronic copies are replacing them.
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Reports on the topic "Children's reference books"

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Budgeon, Machaila. References to Gendered Grief in Children's Media: A Content Analysis of Grief Picture Books. Portland State University Library, January 2015. http://dx.doi.org/10.15760/honors.147.

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Mats, Mats, and Karin Zetterqvist Nelson. Listening to children: theories and ethics of listening. Linköping University Electronic Press, June 2024. http://dx.doi.org/10.3384/report-204274.

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In many societal contexts, the importance of listening to children is underscored, not seldom with reference to the UN Convention on the Rights of the Child and especially Article 12 on the right to be heard. But what does it mean to listen to children? A plethora of books on listening to children aimed at professionals and others who meet children in their daily lives are published on a regular basis. However, we miss a critical discussion of listening as such, and more specifically about (good) listening to children, framed within a larger theoretical context. The aim of this article is to discuss listening in relation to monological and dialogical perspectives on communication, as well as in relation to different notions of children as similar to or different from adults. Also discussed is how different theoretical perspectives on listening and listening to children tends to lead to different ethical conclusions regarded what constitutes good listening and listening to children. This is an English translation of an article that was originally published in Swedish in 2022 as “Att lyssna på barn. Om lyssnandets teori och etik” in the Nordic journal Barn (volume 40, issue 3). The translation is published here with permission from the publisher. The original article in Swedish can be accessed here: https://doi.org/10.23865/barn.v40.5075
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