Relevant bibliographies by topics / Children – Biography

Contents

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

Academic literature on the topic 'Children – Biography'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Children – Biography"

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Polly Carver Jordan. "Biography about Children for Children." Biography 18, no. 1 (1995): 55–64. http://dx.doi.org/10.1353/bio.2010.0287.

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May, Brittany Nixon, Amy Baird Miner, and Terrell A. Young. "Biography Breaks in the Music Classroom." General Music Today 32, no. 2 (2018): 24–30. http://dx.doi.org/10.1177/1048371318814910.

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Children’s picture book biographies on composers and musicians can prompt powerful music learning experiences. Biography breaks are the reading aloud of a picture book biography and the questions or activities the teacher engages students in while and after reading the book. In the music classroom, biography breaks can be used with children of all ages to introduce students to composers, musicians, music elements and concepts, music vocabulary, music genres and styles. Biography breaks provide a groundwork for discussing the historical, social, and cultural context of music, as well as a catalyst for engaging students in meaningful music experiences creating, performing, responding to, and connecting with music.
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Davis, Cynthia J. "Concerning Children: Charlotte Perkins Gilman, Mothering, and Biography." Victorian Review 27, no. 1 (2001): 102–15. http://dx.doi.org/10.1353/vcr.2001.0007.

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Zalewska-Meler, Agnieszka Anita. "Biography of Things – A Ball." Przegląd Badań Edukacyjnych 35, no. 2 (2021): 53–68. http://dx.doi.org/10.12775/pbe.2021.031.

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The presented text is a study of interest in ball as an element of formation and perception of childhood. The research project was embedded in the paradigm of qualitative, interpretative research, where the focus was on the language of the preschooler, which becomes a reflection of the world of physical culture present in the mind of the child – the narrator. The problem of research is focused on the question: To what extent is the ball and its meanings an element of material culture located in the area of physical culture, and in what circumstances is it a determinant of child-specific pre-school folklore? The resulting space of the presented analyzes is an element of the phenomenographic method, where the use of a partially structured interview with preschool children (N = 80) provided the basis for the analysis of the perception and use of a ball in the cognitive theory of a child’s language space. The main conclusions from the research are: 1) for younger children, the ball is more often an attribute of spontaneous play than conventional actions (governed by rules and patterns), 2) for 5- and 6-year-olds, the ball is an artifact of attractive motor activity, training complex motor skills and competition. In middle childhood, the ball is a domain of spontaneous emotionality and an attribute of children’s play, which becomes a material for perceiving, interpreting and situating oneself in a specific culture of movement. The research was conducted in ten municipal kindergartens in the city of Slupsk, Poland in 2016–2019.
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Shlat, Natalia. "BIOGRAPHY OF NATIVE CITY: A VIEW OF PRESCHOOL CHILDREN." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2017): 342. http://dx.doi.org/10.17770/sie2017vol2.2290.

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The article analyzes the peculiarities of perception of preschool children of their native city (for example, the city of Pskov). The author, based on OV Solntseva's experimental materials «Preschoolers about the city: from diagnosis to design the content of the pedagogical process» (2009-2010 years), gives the content and results of the self-study in the framework of the project "System of ethnocultural the education of children of preschool age in the border areas of Russia "(RFH, the project № 14-36-01242, 2014). The materials include the description of the experimental procedures, analysis of results of experimental study (ascertained experimental data), the findings underlying the construction of integrative technology of ethno-cultural education of children of preschool age on the content of architecture of their native city.
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Girard, Linda Walvoord. "Series Thinking and the Art of Biography For Children." Children's Literature Association Quarterly 14, no. 4 (1989): 187–92. http://dx.doi.org/10.1353/chq.0.0834.

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Donnikov, Andrey E. "To the memory of Andrew E. Czeizel." V.F.Snegirev Archives of Obstetrics and Gynecology 3, no. 2 (2016): 97–103. http://dx.doi.org/10.18821/2313-8726-2016-3-2-97-103.

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The article is devoted to the outstanding Hungarian doctor - Andrew Czeizel, his biography and achievements in the Enforcement Network for the improvement of the Health of Children - the future of humanity.
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Pocock, Emil. "Roxanna's Children: The Biography of a Nineteenth-Century Vermont Family." History: Reviews of New Books 25, no. 1 (1996): 6–7. http://dx.doi.org/10.1080/03612759.1996.9952560.

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Blackwell, Marilyn S., Lynn A. Bonfield, and Mary C. Morrison. "Roxana's Children: The Biography of a Nineteenth-Century Vermont Family." New England Quarterly 69, no. 1 (1996): 154. http://dx.doi.org/10.2307/366313.

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Pederson, Jane M., Lynn A. Bonfield, and Mary C. Morrison. "Roxana's Children: The Biography of a Nineteenth-Century Vermont Family." Journal of the Early Republic 17, no. 2 (1997): 334. http://dx.doi.org/10.2307/3124460.

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Dissertations / Theses on the topic "Children – Biography"

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Armstrong, Mary Starrs. "Response to nonfiction: Children transact with biography." Diss., The University of Arizona, 2005. http://hdl.handle.net/10150/290153.

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This dissertation study examines fourth and fifth grade children's response to nonfiction and biography that was read to them or they read alone or in pairs. The following questions guided the qualitative classroom-based case study: What characteristics of the instructional environment influence response to nonfiction? And How do children respond to nonfiction? Data sources include audiotapes of interviews, interactive read alouds and discussions, student artifacts, journals and field notes. The findings from this research demonstrate that an instructional environment in which a variety of fiction and nonfiction resources were available and accessible, where sharing of thoughts and ideas is invited, and in which reading aloud and demonstrating response possibilities occurs, positively affects individual inquiry, continuing exploration and sustained response to nonfiction. Creating an instructional environment where response to nonfiction is invited and supported holds promise for a multitude of responses and for individual, passionate inquiry. Learners thrive in an environment where nonfiction is regarded as more than a repository for facts to be extracted and reported on. When the potential of response to nonfiction is recognized, embraced and supported, students respond in powerful and personal ways. In this study, children responded to nonfiction and biography by documenting facts and retelling information, expressing emotions, feelings, opinions and values, asking questions, telling stories and recalling memories, making generalizations and intertextualizing with other texts. Additional findings from the research demonstrate that individual students respond to nonfiction in varied and often unique and idiosyncratic ways. Different response patterns for each child coalesced into a response style based on the students' preferences and experiences as readers and thinkers. By acknowledging response style of students and challenging them to go beyond a single mode or manner of response, teachers can assist children in developing a repertoire of response to nonfiction. A response repertoire can provide learners with a guide and opportunities to express themselves as they grow and develop into engaged, thoughtful readers. Finally, this study demonstrated the significance of response to nonfiction as a pathway to engage, enhance and enrich the lives of fourth and fifth graders.
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Wilson, Sandip LeeAnne. "Coherence and Historical understanding in children's Biography and Historical Nonfiction Literature: A Content Analysis of Selected Orbis Pictus Books." Fogler Library, University of Maine, 2001. http://www.library.umaine.edu/theses/pdf/WilsonSLA2001.pdf.

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Michaels, Cindy Sheffield. "Determining Quality through Audience, Genre, and the Rhetorical Canon: Imagining a Biography of Eudora Welty for Children." unrestricted, 2005. http://etd.gsu.edu/theses/available/etd-04222005-134328/.

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Thesis (M.A.)--Georgia State University, 2005.<br>Title from title screen. Elizabeth Sanders Lopez, committee chair; Pearl A. McHaney, Mary E. Hocks, committee members. Electronic text (167 p.) : digital, PDF file. Description based on contents viewed July 17, 2007. Includes bibliographical references (p. 147-159).
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Feinstein, Carla Fran. "Dying to Know." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/1318.

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Wannenburg, Nicola. "A psychobiographical study of Antwone Fisher." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1012939.

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Psychobiographical researchers methodically formulate life histories and interpret them by means of psychological theories. The research typically focuses on exemplary and completed lives. The cases that are studied are usually of individuals who are of particular interest to society as a result of excelling in their particular fields, be they to society’s benefit or detriment. Antwone Fisher was chosen for this study using purposive sampling as he meets the psychobiographical requirement of being an extraordinary individual. Fisher grew up in the Foster Care System and faced many abusive experiences as child. Despite difficult beginnings, Fisher developed into a stable and creative adult who excels as a poet, screenwriter and film director. The primary aim of this study is to describe and interpret the life of Antwone Fisher through Erikson’s theory of psychosocial development. The data was processed and analysed using Miles and Hubermans’ general view of qualitative analyses as well as Alexander’s method of asking the data questions. This study contributes to the development of psychobiographical research in South Africa as well as to personality and developmental theory.
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Tibbitts, Hazel McLean. "Study of the Pioneers of Providence, Utah and their Children." Diss., CLICK HERE for online access, 1988. http://patriot.lib.byu.edu/u?/MTNZ,25508.

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Larkin, Susan Tarr C. Anita. "Hear me whisper, hear me roar life writing, literature for children, and Laura Ingalls Wilder /." Normal, Ill. : Illinois State University, 2005. http://proquest.umi.com/pqdweb?index=0&did=1225104611&SrchMode=1&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1176387888&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2005.<br>Title from title page screen, viewed on April 12, 2007. Dissertation Committee: Anita Tarr (chair), Cynthia Huff, Karen Coats, Roberta Seelinger Trites. Includes bibliographical references (leaves 166-178) and abstract. Also available in print.
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Mulley, Elizabeth. "Women and children in context : Laura Muntz and representation of maternity." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36781.

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This thesis is concerned with several aspects of the life and work of the Canadian painter Laura Muntz (1860--1930). It examines in particular Muntz's images of women and children both within the cultural themes and ideologies of the period and from the perspective of contemporary twentieth-century theories of gender. The introduction and literature review outline the broad issues surrounding the artist in her time and present a summary of her critical fortunes in Canadian art historical literature. Chapter one provides a discussion of Muntz's life and artistic production between 1860 and 1898, the year in which she returned to Toronto after a decade of study and work in Europe. The following two chapters are conceived as case studies of single paintings, observed in the context of various discourses that surround them. Chapter two analyses Muntz's Madonna and Child in terms of hereditarian theories, eugenics, maternal feminism and the Canadian social purity movement and considers the broader, psychological implications of gender, specifically in the fin-de-siecle associations of femininity and death. Chapter three examines the imagery in Muntz's Protection with reference to North American Symbolist painters and their relationship to the constructs of the feminine ideal. As a whole, the thesis elucidates the complex layers of meaning that Muntz's images of women and children contributed to the popular conceptions of femininity and motherhood current in her time.
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Hammersmith, Anna Marie. "Marital biography and well-being in later life: the role of remarriage, disruption pathways, and duration on health, parent-child contact, and ambivalence toward children." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1530282851545811.

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Ritter, Helen. ""My dearest Mum": a biographical journey based on my mother's letters from Australia to England 1968-1985." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/637.

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Books on the topic "Children – Biography"

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Hannabuss, Stuart. Biography and children: A study of biography for children and childhood in biography. Library Association Pub., 1993.

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Hayes, Rayma S. Maria Montessori: A biography for children. Little Star Montessori School Supply House, 1986.

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Magona, Sindiwe. To my children's children. Interlink Books, 1994.

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Magona, Sindiwe, and Sindiwe Magona. To my children's children. Women's Press, 1991.

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Magona, Sindiwe. To my children's children. D. Philip, Africasouth New Writing, 1990.

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Heimer, Carol Anne. Conceiving children: Cases and biography as sources of cognitions about children. American Bar Foundation, 1998.

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Twomey, Chris. XTC: Chalkhills and children : the definitive biography. Omnibus Press, 1992.

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Ruff, Mary Ann Ryan. Montana's children. M.A.R. Ruff, 2011.

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Nivert, Marion Taren. Dear children. M.T. Nivert, 2001.

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Barbara, Metzger, and Bond Janice ill, eds. Elizabeth Cady Stanton: A biography for young children. Gryphon House, 1991.

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Book chapters on the topic "Children – Biography"

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Douglas, Kate. "Reading the Life Narratives of Children and Youth." In Research Methodologies for Auto/biography Studies. Routledge, 2019. http://dx.doi.org/10.4324/9780429288432-19.

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Singh, Kundan, and Krishna Maheshwari. "James Mill and the History of the History of British India." In Colonial Discourse and the Suffering of Indian American Children. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-57627-0_1.

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AbstractApart from the economic drain of wealth that occurs under imperialism, it is the colonizer’s discourse on the colonized that is most insidious. Once set in motion, it has impacted the colonized past and continues to influence and undermine the postcolonial present. One such discourse is James Mill’s History of British India, which has lingering effects on the representation of Ancient India, Hindus, and Hinduism even after two hundred years of its production. This introductory chapter gives a crisp outline of colonialism and postcolonialism and, within that context, discusses the biography of James Mill that led to the writing of the History of British India.
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Gawlicz, Katarzyna, and Zsuzsa Millei. "9. Mysterious Cotton Pieces." In (An)Archive. Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0383.09.

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This chapter explores the memories of menarche of three girls who grew up in socialist countries in the 1980s. We use Kopytoff’s theory of the cultural biography of objects and Rogoff’s theory of guided participation to intimate the girls’ ways of knowing and practising menarche in relation to objects and significant others. Objects carry cultural meanings and, as such, taught girls about practices and feelings associated with menstruation and helped them to navigate their periods. The memories analysed here demonstrate that girls’ everyday experiences in state-socialist and capitalist countries were quite similar and that children on the Eastern side acted as knowing subjects rather than passive victims of ‘indoctrination’.
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Gannon, Susanne, and Stefanie Weiss Santos. "10. Lift Up Your Arms! Elite Athletes and Cold War Childhoods." In (An)Archive. Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0383.10.

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This chapter turns to configurations of athleticism, child bodies, and the instrumental uses of sport as a form of soft power. We work with memory stories of children selected to become elite athletes within the diverse geopolitical timespaces of the Cold War in East Germany, Romania, and Hungary. We follow trajectories of selection, training, and injury as we trace formations of sporting subjectivities as discursive, affective, relational, and material. In close readings of each of the stories, we consider desire and longing for sporting success, the investments of state institutions and individuals in producing elite sporting bodies, and how we might think the body through ever-present risk and intimations of freedom. In our analysis, we introduce theoretical resources on risk, memory, and the carnal body to help us to think differently about the memories and processes of collective biography as a methodology.
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Passeggi, Maria da Conceição, and Ecleide Cunico Furlanetto. "Autobiographical Research With Childern." In Research Methodologies for Auto/biography Studies. Routledge, 2019. http://dx.doi.org/10.4324/9780429288432-30.

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Nilsen, Ann. "The Origins of Biographical and Life Course Research." In Biographical Life Course Research. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-44717-4_2.

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AbstractThis chapter, on the origins of biographical and life course research, draws the lines from American pragmatism which started from a processual approach with time and temporality as central features. George Herbert Mead’s concept of the processual self provides an entry point for understanding biographical material. Crucial to the development of this approach was the meeting place provided by Hull House. The women at this charity, Jane Addams in particular, contributed to the methodological innovations of Chicago sociology. The funder of the charity provided a grant for William I Thomas study that he published with Florian Znaniecki, The Polish Peasant in Europe and America. This first example of a sociological study that applied biographical material is presented. It discusses how this work only received recognition when Herbert Blumer chaired the Appraisal proceedings of it at an ASA session in 1938. C. Wright Mills’ book The Sociological Imagination made the dynamic history-biography relationship an inspiration for later biographical life course research. The chapter ends with a discussion of Glen Elder’s classic study Children of the Great Depression and demonstrates how Elder’s inspiration from Mills set his approach to the analysis of longitudinal data apart from those who sought to uncover ‘laws of social deviance’ through longitudinal studies.
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Dussel, Inés. "7. Growing up in Cold War Argentina." In (An)Archive. Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0383.07.

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This chapter sets out to present some exercises on childhood memories from Cold War Argentina. Combining written texts with drawings and pictures, it seeks to navigate the tensions between an ‘I’ of personal memories and a ‘we’ emerging in the collective-biography workshops. It invites a journey through an (an)archive of childhood memories produced in the interstitial space between memory and forgetting, not looking for healing but trying to ‘excavate a wound’. What does one remember from one’s childhood? Where or when does a childhood start and end? Do traumatic events cast their ominous shadows on every recollection of the past? Do these memories speak about the past or about the present in which they emerge? Memory seems to be a tricky lane, which morphs as one moves. The text aims to work through these memory exercises and materials to discuss how we connect with children’s memories and experiences.
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"Biography." In Getting It Right for Children. American Academy of Pediatrics, 2007. http://dx.doi.org/10.1542/9781581105438-biography.

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"Biography." In Information Books for Children, edited by Keith Barker. Routledge, 2019. http://dx.doi.org/10.4324/9780429456213-10.

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"Reading the heroic life: Kids Who Did." In Children and Biography. Bloomsbury Academic, 2023. http://dx.doi.org/10.5040/9781350236394.ch-003.

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Conference papers on the topic "Children – Biography"

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"Pedagogical biography on the national-patriotic education of children and youth: ideas, concepts, practices : coll. of materials of IX All-Ukrainian sci. and practical conf. on the history of education with the intern. participation, May 13, 2024, Kyiv." In IX-th All-Ukrainian scientific and practical conference on the History of education with the international participation "Pedagogical biography on the national-patriotic education of children and youth: ideas, concepts, practices". TVORY, 2024. http://dx.doi.org/10.33407/lib.naes.741174.

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The collection contains abstracts of speeches of participants of the IX-th All-Ukrainian scientific and practical conference on the History of education with the international participation Pedagogical biography on the national-patriotic education of children and youth: ideas, concepts, practices, held within the All-Ukrainian Festival of Science – 2024, which took place at V. Sukhomlynskyi State Scientific and Educational Library of Ukraine on May 13, 2024.
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Stojkovski, Boris, and Boris Babić. "BLESSED ELIZABETH OF HUNGARY— WIFE OF KING MILUTIN." In Kralj Milutin i doba Paleologa: istorija, književnost, kulturno nasleđe. Publishing House of the Eparchy of Šumadija of the Serbian Orthodox Church - "Kalenić", 2023. http://dx.doi.org/10.46793/6008-065-5.103s.

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The aim of this paper is to provide as detailed as possible the biography of Hungarian princess Elisabeth, who has for some time Serbian queen and wife of King Milutin. Firstly, her origin will be discussed in more details, as well as her early life. Furthermore, particular stress will be on her marriages, firstly with King Milutin. Determining the date of that marriage and the children who had born in that marriage are not completely solved in the historiography, but there are indeed some interesting details which are worth concerning. Her alleged second (or for some scholars her first) marriage to Zaviš of Falkenstein (d. in 1290) will also be a special topic of the paper, since this topic is maybe not so well discussed. Finally, the authors will tend to describe one of the most interesting parts dedicated to Elizabeth’s veneration as blessed in the Roman Catholic Church.
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Stadler-Altmann, Ulrike, and Susanne Schumacher. "I’M NOT A ROBOT - REPORT ON THE IMPLEMENTATION OF AI IN EARLY CHILDHOOD EDUCATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end033.

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"Artificial intelligence (AI) technology is creating a new reality in daily life with e.g., smart home functions. This in turn has a major impact on both the socialisation processes of children and communication behaviour in family. The increasing technology-driven saturation of our everyday routines with AI is a crucial challenge for educational institutions. However, looking at AI in pedagogical work in kindergartens from a scientific perspective, the topic still has some research gaps. Only a few articles, describe efficient education concepts aiming at fostering AI literacy (cf. Chen et al., 2020; Kandlhofer et al., 2017). In Early Childhood Education (ECE) practice, however, there are many reservations about technology, digital media, and AI in particular (Mertala, 2017). Nevertheless, it is imperative that pedagogically trained professionals understand in depth the implications that arise from the interaction between humans and AI. Within the framework of the project, which is focused on pedagogical practice, educators are encouraged to deal with the topic of AI on the one hand and to test concrete implementation possibilities with didactic materials, so-called toolboxes, on the other. In this way, the use of AI can become a key competence both in pedagogical professional training and in the educational biography of children. Consequently, the aim of I’m not a robot-project is to design transferable and practical modules within the further training of educational professionals to enable an active, creative, and conscious use of AI-based technologies throughout Europe. Furthermore, the goal is to develop and test innovative didactic methods regarding AI teaching and learning materials. The EduSpace Lernwerkstatt -a working unit of the Free University of Bolzano- will conduct the mixed-method study in close cooperation with the project partners, who will all carry out development and testing independently and with country-specific characteristics. The ultimate aim is to develop training programmes for educators that will enable them to integrate current technological developments into their everyday work in a meaningful way."
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