Academic literature on the topic 'CHILDREN BOOK FUNCTIONS'
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Journal articles on the topic "CHILDREN BOOK FUNCTIONS"
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Hladíková, Hana. "Children’s Book Illustrations: Visual Language of Picture Books." CRIS - Bulletin of the Centre for Research and Interdisciplinary Study 2014, no. 1 (2014): 19–31. http://dx.doi.org/10.2478/cris-2014-0002.
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Abstract High-quality picture books that merge text and illustration together in order to tell a story are eminent for healthy mental and social growth of children. This paper is to outline the benefits picture books bring to children between the ages three to eight, determine functions of its illustrative language, examine the process of its production, and point out a set of elements that, according to number of professional children's book illustrators, significantly contribute to the success of a picture book
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Engalycheva (Bulgakova), E. V. "Children's book: a terminological analysis." Bibliosphere, no. 4 (December 30, 2016): 94–98. http://dx.doi.org/10.20913/1815-3186-2016-4-94-98.
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The article deals with definitions of «children's book», «book for children», «children's literature», «literature for children», «children's reading circle». The mentioned terms are divided into two groups. The first group includes those authors, who consider material and the structural aspects of book, its reader's purpose, printing and design. This issue was studied by S. G. Antonova, N. Z. Ryabinina, I. A. Zharkov, I. F. Pavlova, S. A. Karaichentseva. The second group considers genre and thematic characteristics of book, its effect on children development. Among researchers should be called I. N. Arzamastseva, I. G. Mineralova, S. A. Nikolaev, E. E. Zubareva, T. D. Polozova. All submitted definitions are discussed in details in the context of those tasks that solve children's editions. The author has collected theoretical and practical views of philologists, bibliologists, historians, editors on definitions of children's book and its essential meaning for each field of science. Based on scientific historicism methods and terminological analysis of general components of children edition, its material and structural sides, genre and thematic characteristics have been revealed. Functions of the children's book are determined: communicative, administrative, cognitive, educational, aesthetic ones. The article objective is studying the phenomenon complex, based on which the author has given an independent interpretation of this definition. Additional information on children's literature specific features and its «special» design is presented at National Standard GOST 7.60-90 «Editions. Fundamental types. Terms and definitions», as well as branch standards: OST 29.130-97 «Editions, terms and definitions», OST 29.127-96 «Publishing books for children», OST 29.127-2002 «Quality requirements of book and journal editions for children and adolescents». The resulting terminological analysis will be useful both for professionals of publishing and editorial business, researchers studying the history and formation of children's books, historians, as well as for teachers in the educational course «Children's Literature», «Bibliology». The conclusion is that the children's book will have a stable cover, which content and variety depends on time, professional activity of authors, artists, editors, publishers, and other persons relating to the book publishing system of the country and regions.
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Urban, Alicja. "Współczesna książka interaktywna dla dzieci na przykładzie twórczości Hervé’a Tulleta." Studia o Książce i Informacji (dawniej: Bibliotekoznawstwo) 37 (June 26, 2019): 163–75. http://dx.doi.org/10.19195/2300-7729.37.12.
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Contemporary interactive book for children: The example of Hervé Tullet’s workNowadays, an interactive book is overlooked and forgotten by researchers — it is supplanted by new technologies, applications and multimedia offers from publishers. Lack of definitions leads to problems with its understanding. There are no assumptions about the features, functions and appearance of this subspecies. Placed among both digital solutions and traditional paper editions, it has an unclear status and exists as an undefined subgenre of children’s books. The article collects definitions that are analyzed in terms of differences and similarities, contains terminological conclusions about the contemporary interactive book and its current status. Examples from Hervé Tullet’s individual works show the characteristics of an interactive book.
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Brown, Adrian. "Book Review." Scientific Programming 19, no. 4 (2011): 259–64. http://dx.doi.org/10.1155/2011/857534.
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Phillip M. Morse and Herman Feshbach, Professors of Physics at the MIT, published their biblical-sized textbook ‘Methods of Theoretical Physics’ with McGraw-Hill in May 1953. At 1978 pages and published in two books, it is an intimidating twin tome that should still be atop the reading lists or the bookshelves of every mathematical physicist. What material is covered in this book? In the most concise of terms, this book is devoted to the study of differential equations and associated boundary conditions that describe physical fields. The thirteen chapters address what circumstances warrant the use of which differential equations, and most often addresses the question of coordinate system transformations, for example, how do Green's functions for Laplace's Equation transform under different coordinate systems? Under what circumstances the solutions can be expected to be separable? Many examples are covered to illustrate these points. Why is this book relevant to Software Programmers? This book is part of the background that any scientific programmer is likely to need in dealing with physical fields. This book was written before personal computers became ubiquitous, however it is still an outstanding effort to tie the methods of solving differential equations governing fields together in one book. The book never received a second edition, however, it was reprinted to an outstanding standard by Feshbach Publishing since 2004, run by the children of Herman Feshbach. Their website is feshbachpublishing.com. The majority of this review is a mini-commentary of the book showing what is covered in a very terse fashion, which may be useful as a summary even for those who have already read the full text. I then give a brief analysis of the approach to mathematical physics taken by the book. Finally, I will discuss who will benefit from reading this magnificent treatise, nearly 60 years after it was first published.
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Sah, Wen-hui. "Referential choice in narratives of Mandarin-speaking children with autism spectrum disorder: Form, function, and adequacy." First Language 38, no. 3 (2017): 225–42. http://dx.doi.org/10.1177/0142723717739198.
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This study investigates the referential choice of Mandarin-speaking children with autism spectrum disorder (ASD). The data consist of narratives from 16 children with ASD and 16 typically-developing (TD) children. The narratives were elicited using the wordless picture book Frog, where are you? Participants’ referential expressions were coded in terms of referential form, function, and adequacy. The results revealed that, compared with the IQ- and language-matched TD children, the children with ASD used significantly more pronominal forms for subsequent mentions, showed insufficient ability to use definite and indefinite noun phrases to mark the information status of referents, and made fewer adequate reintroductions. Additionally, this study demonstrated the potential of the three-category classification to advance our understanding of referential choice in ASD. The outcomes underscore the importance of analyzing referential adequacy across referential functions, and suggest that referential functions are not equally difficult.
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Fathoni, Kholid, Yuliana Setiowati, and Rozy Muhammad. "Rancang Bangun Aplikasi Modul Pembelajaran Satwa Untuk Anak Berbasis Mobile Augmented Reality." JURNAL MEDIA INFORMATIKA BUDIDARMA 4, no. 1 (2020): 32. http://dx.doi.org/10.30865/mib.v4i1.1797.
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Education in children is a very important part of life to achieve success in the future. Early on, children must be taught knowledge, especially related to the daily environment, including: introduction of animals. Among the characteristics of children's learning is interesting. So far, conventional learning in the form of books makes children bored, so it takes creativity or interactive learning methods, one of which is multimedia-based learning. One of the multimedia technology developed at this time is augmented reality. Mobile augmented reality based applications can be used as learning media for animal recognition for children. This interactive learning media based on Mobile Augmented Reality, called ARnimal, combines picture books and augmented reality applications. The markers contained in the picture book will be captured by the camera from the mobile device and then processed and appear animated 3D animals on the screen in realtime. By combining the real and virtual world, ARnimal can stimulate the imagination of children so that children are more enthusiastic in learning. The results of this ARnimal trial on several types of smartphones show that all ARnimal functions are running well. ARnimal was also tested on some children who were accompanied by their parents and the results of the questionnaire showed that the application was easy to use, helped with education, had similarities with real animals and had an attractive appearance.
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Majdenić, Valentina, and Ivka Saratlija. "Picture Books for Children of Early School Age for the Purpose of Environmental Education." Pannoniana 3, no. 1-2 (2019): 173–213. http://dx.doi.org/10.2478/pannonia-2019-0010.
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Abstract Environmental education is gaining more and more significance, not only because of the wasting of natural sources but also because of the polluting of the environment. The aim of environmental education is not only the knowledge or a line of facts which a child should learn about the environment, but also building proper attitudes and a positive relation towards the environment. It’s important to practice literature to develop an ecological conscience. It’s possible to accomplish a connection of literature and education on three levels: on the basic, on some higher and on the highest one. On the basic level, picture books and illustrated books for children process ecological themes more from the cognitive and less (or almost not at all) from the poetical point of view appeared. Exactly because of that, they are called a cognition type of picture books or illustrated books for children. The aim of this paper is to describe picture books with ecological themes and also to analyse functions of each picture book taken in the account. Six books were selected: Sunčica upoznaje činčilu (eng. Sunčica meets chinchilla), Brdo na kraju grada (eng. Hill at the end of town), Priroda priča... (eng. Nature talks), Nauči poštivati prirodu uz kravicu Šaricu (eng. Learn to respect nature with Šarica the cow), Zatvori vodu! (eng. Shut the water off!) and Zraka trebam, hitno! (eng. I need air, now!).
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Ruffini, Costanza, Silvia Spoglianti, Clara Bombonato, Silvia Bonetti, Maria Chiara Di Lieto, and Chiara Pecini. "Dialogic Reading to Empower Executive Functions in Preschoolers." Children 8, no. 5 (2021): 373. http://dx.doi.org/10.3390/children8050373.
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Among the interventions recently developed to enhance Executive Functions (EFs) in preschoolers, Quincey Quokka’s Quest (QQQ) is an illustrated book proposing EF activities embedded within a shared reading framework (Howard et al., 2017). In the present study, the Italian version of QQQ (QQQIT) was tested in 20 typical developing 4–5 year old children. Standardized tests were used to assess EFs pre- and post- intervention. QQQIT was conducted once a week for 8 weeks in small groups. A positive trend was registered in QQQIT performances from the first to the last sessions and a significant improvement, in comparison to the control condition, was obtained in the Color and Form Game test. These results, supporting the feasibility of the QQQIT intervention and its efficacy in increasing shifting abilities, confirm the usefulness of ecological interventions to empower specific EF components in preschool contexts.
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Shyrokova, Iryna. "Interaction of the Ukrainian Book Institute with the target audience." Integrated communications, no. 3 (2022): 95–102. http://dx.doi.org/10.28925/2524-2644.2020.1.16.
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The article is a research about the institution Ukrainian Book Institute, which has not been analysed before and which is an important link in the promotion of reading and Ukrainian publications in Ukraine and abroad. The Ukrainian Book Institute performs several key functions related to the publishing business, which affects book publishers and readers. So the topic of the institution’s interaction with its target audience is important. The Ukrainian Book Institute organises various book events for children, teenagers, and adults, which requires maintaining a dialogue between the institution and the general public. This is necessary to understand the needs of the Ukrainians and their awareness of the functionality of the institution. The institution is the main one in Ukraine in representing the publishing interests of the country abroad, which also needs feedback from the professional audience. The existing experience of the Ukrainian Book Institute deserves to be studied and described, as it can be a socially useful asset in the context of improving the culture of the population and popularizing Ukrainian books in the world. The lack of research in the scientific literature on the issue of popularization of Ukrainian books and publishing in the context of the work of the profile institution and its communication with the population has necessitated the analysis and study of these aspects. The purpose of the study is to investigate the activities of the Ukrainian Book Institute in the context of the promotion of Ukrainian books and to determine the features of the institute’s interaction with the target audience. The scientific novelty of the obtained results is that based on the survey the specifics of the interaction of the Ukrainian Book Institute with a wide and professional audience were determined. As a result of the research, the theory was improved for the first time — a typology of promotion projects of the Ukrainian Book Institute was developed. The coverage of the results of the study also offers recommendations for activities that will have a positive impact on public awareness of the activities of the institution and the effectiveness of book promotion.
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JISA, HARRIET, and SOPHIE KERN. "Relative clauses in French children's narrative texts." Journal of Child Language 25, no. 3 (1998): 623–52. http://dx.doi.org/10.1017/s0305000998003523.
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This study investigates the use of relative clauses in French children's narrative monologues. Narrative texts were collected from French-speaking monolinguals in four age groups (five, seven, ten years and adults). Twenty subjects from each group were asked to tell a story based on a picture book consisting of twenty-four images without text (Frog, Where are you?). Relative constructions were coded following the categories defined by Dasinger & Toupin (1994) into two main functional classes: general discourse and narrative functions. The results show that the use of relative clauses in general discourse functions precedes their use in more specific narrative functions. An analysis of textual connectivity (Berman & Slobin, 1994) in one episode reveals that children and adults differ in their choice of preferred structures. The results also show that children use fewer transitive predicates in relative clauses than do adults. Transitive verbs are essential for advancing the narrative plot (Hopper & Thompson, 1980). While subject relative clauses are acquired early and used frequently, the development of their multifunctional use in diverse narrative functions extends well beyond childhood.
Dissertations / Theses on the topic "CHILDREN BOOK FUNCTIONS"
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Van, Meerbergen Sara. "Nederländska bilderböcker blir svenska : En multimodal översättningsanalys." Doctoral thesis, Stockholms universitet, Institutionen för baltiska språk, finska och tyska, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-42561.
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This thesis considers the translation of Dutch and Flemish picture books into Swedish from 1995 to 2006. The main aim of the thesis is to study what meaning the notion translation takes on where picture books are concerned and how the translation practice for picture books is influenced by international co-productions. The thesis includes a bibliographical study and a larger case study of the Dutch picture book artist Dick Bruna and his internationally renowned picture books about the rabbit Miffy in Swedish translation. Working within the theoretical frame of descriptive translation studies (DTS), I describe and analyse picture book translation as a phenomenon and a practice that occurs at a certain moment in time in a certain sociocultural context. Using the model of Toury (1995), I study translation norms governing the selection and translation of Dutch and Flemish picture books and of Bruna’s picture books about Miffy in particular. Toury’s model is largely designed for the analysis of written texts. As picture book texts combine both verbal and visual modes of expression, I use multimodal analysis combining the social semiotic visual grammar of Kress & van Leeuwen (2006) with systemic functional linguistics (SFL) as a tool to analyse the translation of picture book texts. By combining DTS and SFL, I study translation as a cultural and social semiotic practice. The analyses in the thesis indicate that picture book translation can be characterised as an international, target culture-oriented and multimodal translation practice. The multimodal translation analysis shows that, while translated picture books have the same images as their source text due to co-production, images can be combined with different social meanings, as for instance images of children and interaction with the reader, expressed in the written text. Images can also assume different meaning potentials and also referential interplay and plausible reading paths between words and images can change.
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Tzu-Yuan, Lin, and 林子媛. "Effects of Picture Book Instruction on Functional Vocabulary for Children with Mind Mental Retardation." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/469ncy.
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碩士<br>國立臺東大學<br>進修部語文教育碩學位在職專(暑)<br>100<br>Functional vocabulary is important communication ability for children with mental retardation in daily life. The purpose of this study focused on examining the effects of picture book instruction in improving sight words and social vocabulary of elementary school age children with mind mental retardation. Participants were two students placed in self-contained special education classroom of an elementary school, included one boy and one girl, aged from 8 years 1 month old to 8 years 10 months old. A multiple probe across behaviors design was conducted in this research. Experiment periods include baselines, intervention and maintenance phases. The independent variable in this research was the picture book instruction, and the dependent variables were the sight words and social vocabulary. Forty- minutes of picture book instruction session was given twice per week, and the intervention lasted for 16 sessions during eight weeks. The measuring tests included picture book instruction, sight words scale, social vocabulary scale, and the teachers and parents
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Chang, Shiao-Jui, and 張曉睿. "A Study of Picture-books Instruction on the Concept of Functional Vocabulary Learning for Children with Autism." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/68261323878399627565.
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碩士<br>國立臺北教育大學<br>特殊教育學系碩士班<br>97<br>The purpose of this study was to examine the effectiveness on the concept of functional vocabulary learning as taking picture-books instruction for children with autism. Both children with autism were selected from the kindergarten in Taipei. This study used the multiple probe design across behavior of the single subject experimental design. Three categories of functional vocabularies, i.e., sight words, survival words and social words, were involved in this study.
Based on the results of this study, the findings as follow:
1. The effectiveness of learning through picture books on the concept of the “sight words” of children with autism was significant, immediate and sustained.
2. The effectiveness of learning through picture books on the concept of the “survival words” of children with autism was significant, immediate and sustained.
3. The effectiveness of learning through picture books on the concept of the “social words” of children with autism was significant, immediate and sustained.
According to the results of this study, some recommendations for teachers and further studies were made.
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Hsin-Tung and 陳昕彤. "The Marketing's Role and Function of Non-profit Organization in Children's book Market: An Empirical Study of Storytelling Associations in Tai-Chung Area." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/48721276248633647178.
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Lin, Chia-Hui, and 林嘉慧. "To the investigation of the translation problems of the children''s picture books from the perspective of functional translation of Christiane Nord - at the example of the works of Helme Heine." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/44508564454723814539.
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碩士<br>國立高雄第一科技大學<br>應用德語所<br>98<br>Children’s picture books in Taiwan are mostly the Chinese transla-tion of famous foreign children literature. This thesis focuses on the Chinese translation of children literature. In other words, this re-search investigates the translation problems of children’s books.
This thesis looks into the Chinese translation of Helme Heine, who is a famous German writer and painter, from the perspective of Christiane Nord. Nord’s theory is concerned with translation func-tions, translation typology and faithfulness (Funktionsgerechtigkeit + Loyalität), which are employed to examine whether the function of the source text is similar to that of the target text. In addition, this research also adapts the concepts of foreignization and domestica-tion to explore how the translator deals with cultural differences in the translation.
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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.<br>Educational Studies<br>M. Ed. (Orthopedagogics)
Books on the topic "CHILDREN BOOK FUNCTIONS"
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Balanzategui, Jessica. The Uncanny Child in Transnational Cinema. Amsterdam University Press, 2018. http://dx.doi.org/10.5117/9789462986510.
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The Uncanny Child in Transnational Cinema illustrates how global horror film depictions of children re-conceptualised childhood at the turn of the twenty-first century. By analysing an influential body of transnational horror films, largely stemming from Spain, Japan, and the US, Jessica Balanzategui shows how millennial uncanny child characters resist embodying growth and futurity, unravelling concepts to which the child's symbolic function is typically bound. The book proposes that complex cultural and industrial shifts at the turn of the millennium resulted in these potent cinematic renegotiations of the concept of childhood. By demonstrating both the culturally specific and globally resonant properties of these frightening visions of children who refuse to grow up, the book outlines the conceptual and aesthetic mechanisms by which long entrenched ideologies of futurity, national progress, and teleological history started to waver at the turn of the twenty-first century.
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Cherry, Clare. Is the left brain always right?: A guide to whole child development. D.S. Lake Publishers, 1989.
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Limpo, Teresa, and Thierry Olive, eds. Executive Functions and Writing. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198863564.001.0001.
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Executive functions are a set of cognitive processes we use to act on information, manage resources, and plan and monitor our own behaviour, all with the aim of achieving an end goal. These are skills that develop from infancy. While ‘reading’ has been extensively studied in psychology literature, ‘writing’ has been somewhat neglected, despite a lack of capability in this area being linked to poverty and social exclusion. This book is the first to provide a comprehensive state-of-the-art review concerning the relationship between executive function skills and writing. It explores its role across the lifespan, addressing all groups of writers, from children and those with learning and language difficulties, to adults and elders. It considers theoretical viewpoints, assessment, and methodological issues, and developmental disorders, and closes with insightful commentary chapters that draw future directions for investigating executive functions.
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Siegler, Robert S. Emerging Minds. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195077872.001.0001.
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How do children acquire the vast array of concepts, strategies, and skills that distinguish the thinking of infants and toddlers from that of preschoolers, older children, and adolescents? In this new book, Robert Siegler addresses these and other fundamental questions about children's thinking. Previous theories have tended to depict cognitive development much like a staircase. At an early age, children think in one way; as they get older, they step up to increasingly higher ways of thinking. Siegler proposes that viewing the development within an evolutionary framework is more useful than a staircase model. The evolution of species depends on mechanisms for generating variability, for choosing adaptively among the variants, and for preserving the lessons of past experience so that successful variants become increasingly prevalent. The development of children's thinking appears to depend on mechanisms to fulfill these same functions. Siegler's theory is consistent with a great deal of evidence. It unifies phenomena from such areas as problem solving, reasoning, and memory, and reveals commonalities in the thinking of people of all ages. Most important, it leads to valuable insights regarding a basic question about children's thinking asked by cognitive, developmental, and educational psychologists: How does change occur?
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Multimodal Analysis of Picture Books for Children: A Systemic Functional Approach. Equinox Publishing Limited, 2014.
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Multimodal Analysis of Picture Books for Children: A Systemic Functional Approach. Equinox Publishing Limited, 2014.
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Carrión, Victor G., John A. Turner, and Carl F. Weems. Brain Function in Pediatric PTSD. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190201968.003.0009.
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Previous chapters established that many of the symptoms of PTSD in children and adolescents are associated with structural and functional abnormalities of fronto-limbic pathways. The current chapter reviews the scope of the book and discusses general implications that result from these findings, suggests other areas of investigation, and discusses applicability of this neuroscience research to treatment and policy. This includes a survey of current research into critical periods of brain development that may affect the trajectory of PTSD’s development, research into whole-brain networks exhibiting vulnerability to traumatic stress, and innovative treatment strategies based on these emerging theoretical frameworks. Future directions for the ever-growing field of traumatic stress science, as well as miscellaneous findings not otherwise included within this book’s framework, are discussed.
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Grieve, Victoria M. Little Cold Warriors. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190675684.001.0001.
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American children’s experiences during the Cold War were complex. Both conservative and liberal Baby Boomers have romanticized the 1950s as an age of innocence, but these nostalgic narratives obscure many other histories of postwar childhood, one of which has more in common with the war years and the Sixties, when children were mobilized and politicized by the US government, private corporations, and individual adults to fight the Cold War both at home and abroad. Children battled communism in its various guises on television, in the movies, and in comic books; they practiced safety drills, joined civil preparedness groups, and helped to build and stock bomb shelters in the backyard. Children collected coins for UNICEF, exchanged art with other children around the world, prepared for nuclear war through the Boy and Girl Scouts, raised funds for Radio Free Europe, sent clothing to refugee children, and donated books to restock the diminished library shelves of war-torn Europe. Rather than rationing and saving, American children were encouraged to spend and consume in order to maintain the engine of American prosperity. In these capacities, American children functioned as ambassadors, cultural diplomats, and representatives of the United States. This book is about politicized childhood at the peak of the Cold War and the many ways that children and ideas about childhood were pressed into political service. It combines approaches from childhood studies and diplomatic history to understand the cultural Cold War through the activities and experiences of young Americans.
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Kidd, Kenneth B. Theory for Beginners. Fordham University Press, 2020. http://dx.doi.org/10.5422/fordham/9780823289592.001.0001.
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Theory for Beginners explores how philosophy and theory draw on children’s literature and have even come to resemble it in their strategies for cultivating the child and/or the beginner. After centuries of ignoring the child, some philosophy now considers the child an exemplary practitioner as well as subject. This attitude drives the Philosophy for Children or P4C movement, which got its start in the United States in the early 1970s and has since spread to other countries and continents. P4C has affirmed children’s literature as important philosophical work. Theory, meanwhile, has invested in some children’s classics and has also developed a literature for beginners that resembles children’s literature. After examining the P4C movement, the book turns its attention to theory for beginners and especially in the form of illustrated or graphic guides. These guides emerged from the anticolonial and Marxist work of Mexican activist and author-illustrator Eduardo del Rio, aka Rius. Rius’ Cuba Para Principiantes, or Cuba for Beginners (1970), kicked off the Beginners graphic series, emphasizing the self-teaching of political-critical awareness. The genre gradually went mainstream, losing the political edge. If philosophy is for children, and theory is for beginners, then children’s literature might also be described as a literature for minors. The third and final chapter pursues that idea, proposing more specifically that children’s and young adult literature can sometimes function as queer theory for kids.
Book chapters on the topic "CHILDREN BOOK FUNCTIONS"
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Moya-Guijarro, A. Jesús. "Communicative Functions of Part-Whole Representations of Characters in Picture Books That Challenge Gender Stereotypes." In A Multimodal Approach to Challenging Gender Stereotypes in Children's Picture Books. Routledge, 2021. http://dx.doi.org/10.4324/9781003145875-11.
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Milosevic, Tijana. "Toward a Culture of Dignity." In Protecting Children Online? The MIT Press, 2018. http://dx.doi.org/10.7551/mitpress/9780262037099.003.0009.
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This chapter functions as a conclusion to the results presented in the book by applying the dignity framework to the findings, and placing the policy in the context of broader social and cultural context –showing how bullying is a form of humiliation and dignity deprivation that is by no means unique to youth. This less discussed aspect of the issue is nonetheless of key relevance to policy development. A policy framework that balances the need for child protection with child participation and empowerment, is proposed, thus honoring the full spectrum of children’s human rights. The proposed lens through which the issue can be approached is not so much about “protecting children from what happens on the platforms” but rather about finding a way to protect the vulnerable while ensuring participation in digital spaces that is necessary for children’s development.
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Elias, Jamal J. "Of Children, Objects, and Seeing." In Alef Is for Allah. University of California Press, 2018. http://dx.doi.org/10.1525/california/9780520290075.003.0001.
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This chapter outlines the aims of the book and introduces its methodology. It explores the notion of childhood as a construct used by adults for emotional, social, and legal purposes. It provides an overview of influential theories concerning childhood, distinguishing between biological and social models of development, and highlighting that the majority of such studies have been carried out in the Global North. It introduces the concept of the aesthetic social imagination as the basis for understanding the social functions of visual and material objects, and in the process, it explores the nature of visuality and the agency of objects. Finally, it provides a brief overview of the use of visual images in literature for children in Islamic societies.
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Espert, Raúl, and Marien Gadea. "Neuropsychology of Moyamoya Disease." In Moyamoya Disease [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.96558.
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Moyamoya disease (MMD) is an occlusive cerebrovascular disease characterized by progressive stenosis or occlusion in the terminal portion of the bilateral internal carotid arteries, and affect both children and adults. In this pathology, which presents itself through ischemia or cerebral hemorrhage, an unusual compensatory vascular network (moyamoya vessels) develops at the brain´s base in the form of collateral channels. MMD can present clinically as hemiparesis, dysarthria, aphasia, headache, seizures, visual deficits, syncope, or personality changes. Neuropsychologically, and even in the absence of obvious stroke, patients often present impaired attention, memory, behavior, and executive functions. This book chapter reviews the current literature regarding the neuropsychological deficits of MMD both in children and adults.
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West-Eberhard, Mary Jane. "The Nature and Analysis of Phenotypic Transitions." In Developmental Plasticity and Evolution. Oxford University Press, 2003. http://dx.doi.org/10.1093/oso/9780195122343.003.0015.
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Part II is about origins: how do new traits arise from old phenotypes? People of all ages are fascinated by the question of origins. Origins are the common concern of evolutionists and creationists, of ethnic historians, of Mormon geneologists and the Daughters of the American Revolution, of adopted children searching for their biological parents— indeed, of all who have wondered where Johnny got his patience, his sense of humor, or his big nose. Darwin was a clever publicist when he titled his most famous book The Origin of Species. He touched deep human chords by discussing not only the origin of species but the origin of marvellously complex morphological and psychological traits—specialized limbs, sexual behavior, intelligence, heroism, and the vertebrate eye, to mention just a few. Research on selection and adaptation may tell us why a trait persisted and spread, but it will not tell us where a trait came from. This is why evolutionary biology inevitably intersects with developmental biology, and why satisfactory explanations of ultimate (evolutionary) causation must always include both proximate causes and the study of selection. Novel traits originate via the transformation of ancestral phenotypes during development. This transformational aspect of evolutionary change has been oddly neglected in modern evolutionary biology, even though it is an integral part of human curiosity about origins in other fields. From classical mythology to modern-day childrens’ books, origins are explained in terms of transformations of the phenotype, alongside attention to developmental mechanisms and adaptive functions. Consider this excerpt from The Apeman’s Secret (Dixon, 1980), a Hardy Boys adventure book: . . . [T]he Apeman hated cruelty of any kind. Whenever he saw crooks or villians do something nasty to a helpless victim, he would fly into a rage. This would change his body chemistry and cause him to revert to the savage state. . . .
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Viegi, Giovanni, Claudio Sorino, Stefania Grutta, et al. "Lung Function Testing in Preschool Children." In Diagnostic Evaluation of the Respiratory System. Jaypee Brothers Medical Publishers (P) Ltd., 2017. http://dx.doi.org/10.5005/jp/books/13029_13.
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Mehta, Meenakshi. "Constituents, Functions and Nutritive Value of Foods." In Nutrition and Diet for Children: Simplified. Jaypee Brothers Medical Publishers (P) Ltd., 2014. http://dx.doi.org/10.5005/jp/books/12623_10.
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Hermansson, Casie E. "Children’s Meta-adaptation." In Filming the Children's Book. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474413565.003.0006.
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This chapter concludes the book by identifying a subset of film adaptations of children’s metafictions that function as meta-adaptations. Although scholarly work on meta-adaptation is still emergent, it is clear that children’s genres already engage this mode. The chapter argues that while ‘metafilm’ is a problematic ‘equivalence’ for metafiction, meta-adaptation lifts the curtain on the otherwise-hidden processes of adaptation itself. The chapter presents the phrase ‘breaking the fifth wall’ for meta-adaptation. The chapter provides case studies of two book to film adaptations to illustrate two different but prominent types of meta-adaptation: The Invention of Hugo Cabret/Hugo, and the novel series A Series of Unfortunate Events and both the novels’ film adaptation and Netflix series (season 1).
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Purohit, AK. "Functional Neurosurgery in Motor Disorders." In Movement Disorders in Children and Adolescents. Jaypee Brothers Medical Publishers (P) Ltd., 2003. http://dx.doi.org/10.5005/jp/books/11612_23.
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Raichur, Devaraj. "Chapter-10.3 Pulmonary Function Tests in Children." In Partha�s Fundamentals of Pediatrics. NULL, 2013. http://dx.doi.org/10.5005/jp/books/11899_49.
Full textConference papers on the topic "CHILDREN BOOK FUNCTIONS"
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de Brito, Walderes Lima, Newton Camelo de Castro, and Carlos Roberto Bortolon. "Young Readers Transpetro Program: The Sustainable Development of Community Close to a Pipeline in Goia´s, Brazil." In 2008 7th International Pipeline Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/ipc2008-64584.
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A person reading an average of sixteen books per year is considered high even in so-called First World countries. This achievement is even more remarkable if it is performed by children of low-income families. An example is the participants of PETI, Child Labor Eradication Program of Jardim Canedo, a neighborhood located over part of the Sa˜o Paulo - Brasi´lia Pipeline, situated in Senador Canedo, Goia´s, Brazil. In 2007 this community experienced the Striving Readers Transpetro Program, which aims to develop a taste for reading among children. Transpetro expects to be helping to overcome the low-quality Brazilian education, reflected in the 72% rate of functional illiteracy. The chief objective of the Program is the development of art education workshops and the creation of the “Readers Group - What story is that?”. The workshops are meant for the educators, with the purpose of offering tools form them to spur the children into reading through techniques such as story-telling, theater, singing, puppet shows, set constructions and other audio visual resources. The Readers Group is intended for children. Participation is voluntary and offers literary books according to the childs’ taste and literacy. In the first year of operation, Striving Readers Transpetro Program relied on the participation of 100% of the educators in the Art Education Workshops and a commitment of 93% of the Readers Group members. It also played a part in the improvement of the childrens performance in formal school. Furthermore, the Program contributed to the mapping of libraries available for PETI members, supported the assembly of a catalogue of institutes that sponsor striving readers programs and performed workshops with the technical staff at selected institutes to educate them on how to conduct fund raising. Such actions, as a whole, ensured sustainability to the program and promoted a company relationship with the community and with the Regulatory Authority. This is a socially responsible approach to ensuring childrens’ rights are met.
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Yosselina, Wenny, Riama Maslan Sihombing, and Vanesha Nathalia Ignacia. "Designing Children Picture Book Themed Empathy for High Function Autism Classmate." In ICON ARCCADE 2021: The 2nd International Conference on Art, Craft, Culture and Design (ICON-ARCCADE 2021). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211228.063.
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