Relevant bibliographies by topics / Children of authors – Fiction

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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 of authors – Fiction'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 January 2023

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Journal articles on the topic "Children of authors – Fiction"

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Collins‐Gearing, Brooke. "Imagining Indigenality in Romance and Fantasy Fiction for Children." Papers: Explorations into Children's Literature 13, no. 3 (2003): 32–42. http://dx.doi.org/10.21153/pecl2003vol13no3art1284.

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Romance and fantasy fiction by non-Indigenous authors from the nineteenth through to the twentieth century positions non-Indigenous readers as the natural, normal inhabitants of the Australian nation through strategies of appropriation and indigenisation. At the same time, these narratives exclude Indigenous children from the category 'Australian children' and construct narrators as experts on Aboriginal culture and traditions.
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Timofeeva, Y. V. "Children reading of fiction in Siberian and Far Eastern libraries (late XX - early XXI centuries)." Bibliosphere, no. 3 (September 30, 2016): 31–36. http://dx.doi.org/10.20913/1815-3186-2016-3-31-36.

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The article first gives a general view of children reading of fiction in Siberia and the Far East. The relevance of studying children reading is determined by its great social and pedagogical potential. The study objectives are: 1) to identify popular children genres of literature; 2) to recreate the repertoire of favorite authors and their works; 3) to compare the range of reading of Siberian and Far Eastern young people with the reading of their age mates from other regions of the country; 4) to identify main factors forming readers demand of the younger generation. The study has shown that fairy tales, fantasy, detectives, adventures, historic and love stories are the most popular among children. National and foreign writers of the XIX - early XXI centuries are called among the children's favorite authors: A. Barto, M. Bulgakov, A. Volkov, A. Green, A. Dumas, A. Ishimova, A. Lindgren, S. Marshak, A. Milne, N. Nosov, A. Pushkin, M. Reed, M. Twain, L. Charskaya, E. Uspensky and many others. The comparison was made between reading literature by children from Transurals and the European part of Russia. Similarity in the repertoire of reading, favorite genres and authors is proved. Selection of literary works is determined by children personal interests and the curriculum content. Therefore, reading fiction is both leisure and business. Reading fiction on the pupils’ personal choice is usually considered as leisure. Reading literature for educational purposes is related to business. The article pays attention to the difficulty of separating leisure reading from business one when it concerns reading fiction by students. Growing readers’ interest in picturized literary works is marked. This article was written on a wide range of sources and research literature.
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Westall, Claire. "An interview with Olive Senior." Journal of Commonwealth Literature 54, no. 3 (2017): 475–88. http://dx.doi.org/10.1177/0021989417723070.

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Olive Senior has become a significant literary voice within Caribbean literature and the Caribbean diaspora, often providing light, sharp, subtle, and emotionally laden stories and poems of childhood and belonging. As she describes here, her work remains “embedded” in Jamaica, including its soundscape and its ecology, and stretches across fiction, non-fiction, poetry, and children’s literature. For decades she has enjoyed a growing international audience, and her work is taught in schools in the Caribbean as part of an evolving literary curriculum. Senior’s short stories, the primary focus of this discussion, are especially well known for their enchanting, vibrant, and insightful children and child narrators — a trait that situates Senior’s work in relation to other famed Caribbean authors (Sam Selvon, Michael Anthony, Jamaica Kincaid, Merle Collins, and many more). In this interview, explorations of some of her young female voices are set within Denise DeCairns Narain’s sense of Senior’s “oral poetics”, and are also explored in relation to issues of wealth, privilege, and emotional sincerity. Senior’s work — fictional and non-fictional — is also heavily invested in ideas of land, labour, and migrancy, and so her recent and striking short story “Coal”, from her latest collection The Pain Tree (2015), is considered alongside her enormously impressive historical study of the role of West Indian migrant labourers in the building of the Panama Canal, entitled Dying to Better Themselves (2014).
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Soman, S., J. Parameshwaran, and J. KP. "Films and fiction leading to onset of psycho-phenomenology: Case reports from a tertiary mental health center, India." European Psychiatry 41, S1 (2017): S747. http://dx.doi.org/10.1016/j.eurpsy.2017.01.1385.

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Mind is influenced by socio-cultural religious belief systems, experiences and attributions in the development of psychophenomenology. Film viewing is a common entertainment among young adults.ObjectivesInfluence of repetitive watching of films of fiction and horror genres on onset phenomenology in young adults.MethodTwo case reports on onset of psychotic features and mixed anxiety depressive phenomenology were seen in two patients aged 16 and 20 years respectively and based on the fantastic imagination created by films. The 28-year-old female patient diagnosed with schizoaffective disorder had onset at 16 years of age and the course of phenomenology was influenced by the fiction movie ‘Jumanji’ with partial response to medications over 10 years. The depressive and anxiety symptoms of less than 6 months duration of a 20-year-old male patient was influenced by film ‘Hannibal’ and responded to antidepressant and cognitive behavior therapy.ConclusionsHorror and fiction films can influence the thinking patterns and attribution styles of a young adult by stimulating fantasy thinking which if unrestrained can lead to phenomenology. Viewing films compulsively, obsessive ruminations on horror and fictional themes can lead to onset of psychopathology of both psychosis and neurotic spectrum. Further research on neurobiological, psychological correlates is needed. Parental guidance and restricted viewing of horror genre films with avoidance of repeated stimulatory viewing of same genre movies in children, adolescents, young adults and vulnerable individuals is required.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Asonova, Ekaterina, and Olga Bukhina. "Contemporary Literary Tales: History and Politics in Children’s Reading." Children's Readings: Studies in Children's Literature 19, no. 1 (2021): 373–86. http://dx.doi.org/10.31860/2304-5817-2021-1-19-373-386.

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This article researches the role of contemporary children’s historical fiction as well as fiction with social and political topics that use the elements of fairytales or fantasy to form historical and political (or civil) views of children. The use of artistic devices typical for fairytales is discussed in the article in a frame of the possibility of making historical information attractive and understandable for a young reader, even in such difficult cases as wars, political repressions, or authoritarian governments. This way the authors of books discussed in the article are able to tell much more about the essence of historical events and/or to create the conditions for understanding of the political organization of the society than if they would stay strictly with the realistic genres. For learning purposes, historical fairytales and fairytales discussing politics allow to meet very complicated educational challenges that satisfy a particular interest in history and/or politics natural for small children and to create the motivation to master the historical material.
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Spencer, Stephanie. "Learning the rules: writing and researching school stories in history of education." History of Education Review 47, no. 1 (2018): 2–15. http://dx.doi.org/10.1108/her-04-2017-0008.

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Purpose The purpose of this paper is to set out three dilemmas that challenge historians of education who write for both professional and academic audiences. It focuses on the example of using fiction as a source for understanding the informal education of girls in the twentieth century. It contributes to the debate over the purpose of history of education and the possibilities that intersecting and contested analytical frameworks might contribute to the development of the discipline. Design/methodology/approach The paper discusses the rules of engagement and the duties of a historian of education. It reforms current concerns into three dilemmas: audience, method and writing. It gives examples drawn from research into girls’ school stories between 1910 and 1960. It highlights three authors and stories set in Australia, England and an international school in order to explore what fiction offers in getting “inside” the classroom. Findings Developed from a conference keynote that explored intersecting and contested histories of education, the paper sets up as many questions as it provides answers but re-frames them to include the use of a genre that has been explored by historians of childhood and literature but less so by historians of education. Research limitations/implications The vast quantity of stories set in girls’ schools between 1910 and 1960 necessarily demands a selective reading. Authors may specialise in the genre or be general young people’s fiction authors. Reading such stories must necessarily be set against changing social, cultural and political contexts. This paper uses examples from the genre in order to explore ways forward but cannot include an exhaustive methodology for reasons of space. Practical implications This paper suggests fiction as a way of broadening the remit of history of education and acting as a bridge between related sub-disciplines such as history of childhood and youth, history and education. It raises practical implications for historians of education as they seek new approaches and understanding of the process of informal education outside the classroom. Social implications This paper suggests that the authors should take more seriously the impact of children’s reading for pleasure. Reception studies offer an insight into recognising the interaction that children have with their chosen reading. While the authors cannot research how children interacted historically with these stories in the mid-twentieth century, the authors can draw implications from the popularity of the genre and the significance of the legacy of the closed school community that has made series such as Harry Potter so successful with the current generation. Originality/value The marginal place of history of education within the disciplines of history and education is both challenging and full of possibilities. The paper draws on existing international debates and discusses future directions as well as the potential that girls’ school stories offer for research into gender and education.
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L.I., Ponomareva, Gan N.Yu., and Obukhova K.A. "THE ROLE OF CHILDREN'S ARTISTIC LITERATUR IN THE ASSIMILATION OF PHILOSOPHICAL CATEGORIES BY PRESCHOOL CHILDREN." “Educational bulletin “Consciousness” 22, no. 11 (2020): 20–24. http://dx.doi.org/10.26787/nydha-2686-6846-2020-22-11-20-24.

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In the presented study, the authors raise the question of the need to include in the educational process of a preschool institution to familiarize children with some philosophical categories. The educational system in which the child is included, starting from preschool childhood, provides him with the opportunity to gradually and continuously enter the knowledge of the world around him. It is in preschool childhood that the child is exposed to various relationships, values of culture and health, diverse patterns in the field of different knowledge. This contributes to a broader interaction of the preschooler with the world around him, which, in turn, ensures the assimilation not of disparate ideas about objects and phenomena, but their natural integration and interpenetration, which means understanding the integrity of the picture of the world. The authors prove the idea that the assimilation of philosophical categories by children contributes to the understanding of the structure of the surrounding world. The analysis of research is presented, proving that children's fiction in an understandable and accessible language, life examples and vivid images is able to explain to children the laws of the functioning of nature and society, as well as to reveal the world of human relations and feelings. Fiction surrounds the child from the first years of his life. It is she who contributes to the development of thinking and imagination, enriches the sensory world, provides role models and teaches you to find a way out in different situations. Philosophical categories such as "love and friendship", "beautiful and ugly", "good and evil" are represented in children's literature very widely, and the efficiency of mastering philosophical categories depends on the skill of an adult in conveying the content of a work, on correctly placed accents.
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Butler, Catherine. "Portraying Trans People in Children’s and Young Adult Literature: Problems and Challenges." Journal of Literary Education, no. 3 (December 12, 2020): 10. http://dx.doi.org/10.7203/jle.3.15992.

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The last twenty years have seen a proliferation of books for young people dealing with trans experience and issues. This article charts the emergence of transgender fiction for children and young adults, and its development during that period. It will address several questions arising from this phenomenon. How does the representation of trans experience differ when presented for a child readership rather than adults, and for younger children rather than adolescents? How are the representations of gender identity, gender expression and sexuality affected by considerations of audience? What are the tropes (or clichés) of trans fiction, and how have they changed? Whose points of view do the stories represent? Does it matter whether their authors are themselves trans? Is it more possible today than twenty years ago to assume some knowledge in child readers, or must every story “start from scratch”?
 There is no single answer to any of these questions, but the article will note some of the trends discernible over a range of texts published in English since the start of the century, and describe some of the challenges in writing texts about trans experience in the future.
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Dimianenko, Anna A. "Traveler children in Children’s Literature in the First Half of the 19th Century: Characters and Routes." Studies in Theory of Literary Plot and Narratology 14, no. 2 (2019): 127–39. http://dx.doi.org/10.25205/2410-7883-2019-2-127-139.

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The article discusses the travel of children in fiction for children, published in the first half of the 19th century. The article attempts to classify travel plots in children’s literature, analyzes the tradition of introducing travel literature and routes used by authors to describe travel in the reading circle of children. Important conclusions of the study are the analysis of the behavior of the characters and the functioning of the prescribed social norms in the space of the described journey. Sources for analysis were works written for children by A. O. Ishimova (“Vacations of 1844”; “Petrusha traveler”), A. P. Zontag (“The Lost Child”) K. Mestra (“The Young Siberian”), V. V. Lvov (“Gray armiak”, “Seryozha stepchild”), M. Gladkova (“A fifteen-day journey written by a fifteen-year-old, to please her parent, and dedicated to a fifteen-year-old friend” and the anonymous story “Little travelers or trials of youth”.
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Joosen, Vanessa. "The Adult as Foe or Friend?: Childism in Guus Kuijer's Criticism and Fiction." International Research in Children's Literature 6, no. 2 (2013): 205–17. http://dx.doi.org/10.3366/ircl.2013.0099.

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Compared to the attention that children's literature scholars have paid to the construction of childhood in children's literature and the role of adults as authors, mediators and readers of children's books, few researchers have made a systematic study of adults as characters in children's books. This article analyses the construction of adulthood in a selection of texts by the Dutch author and Astrid Lindgren Memorial Award winner Guus Kuijer and connects them with Elisabeth Young-Bruehl's recent concept of ‘childism’ – a form of prejudice targeted against children. Whereas Kuijer published a severe critique of adulthood in Het geminachte kind [The despised child] (1980), in his literary works he explores a variety of positions that adults can take towards children, with varying degrees of childist features. Such a systematic and comparative analysis of the way grown-ups are characterised in children's texts helps to shed light on a didactic potential that materialises in different adult subject positions. After all, not only literary and artistic aspects of children's literature may be aimed at the adult reader (as well as the child), but also the didactic aspect of children's books can cross over between different age groups.
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Dissertations / Theses on the topic "Children of authors – Fiction"

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Burns, Kathryn E. "This other Eden exploring a sense of place in twentieth-century reconstructions of Australian childhoods /." Connect to full text, 2006. http://hdl.handle.net/2123/1691.

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Thesis (Ph. D.)--University of Sydney, 2007.<br>Title from title screen (viewed 25 March 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of English, Faculty of Arts. Degree awarded 2007; thesis submitted 2006. Includes bibliographical references. Also available in print form.
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Anandan, Prathim. "Child/subject : children as sites of postcolonial subjectivity and subjection in post-Independence South Asian fiction in English." Thesis, University of Oxford, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711768.

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Moldenhauer, Martin A. Fortune Ron. "Teaching concepts of textuality through engagement with authors' manuscripts." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803729.

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Thesis (D.A.)--Illinois State University, 1997.<br>Title from title page screen, viewed June 5, 2006. Dissertation Committee: Ronald Fortune (chair), Rodger Tarr, Ray Lewis White, Douglas Hesse. Includes bibliographical references (leaves 187-199) and abstract. Also available in print.
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Morris, Penelope. "Giovanna Zangrandi : a life in fiction." Thesis, University of Oxford, 1996. http://ora.ox.ac.uk/objects/uuid:94e6a200-531e-431b-9726-487c981383d0.

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This thesis constitutes the first detailed study of the life and works (published and unpublished) of the writer Giovanna Zangrandi (1910-1988). It is a study of the relationship between autobiography, fiction and history in her writing, in the light of recent developments in the criticism of autobiography and of feminist historiography and literary criticism. It aims to place Zangrandi's work in its historical and literary context and pays particular attention to the periods of fascism, the Resistance and neorealism. The thesis considers the nature of autobiography, and the implications of women writing about themselves, and analyses Zangrandi's use of autobiography, highlighting the inevitable intrusion of fiction into such writing. It uses that analysis, along with material including Zangrandi's unpublished diaries and testimonies of people who knew her, to write a biography of Zangrandi and to examine the way that she writes about the fascist period and the Resistance. The question of representing real life in fiction, rather than autobiography, is also discussed, with reference to Zangrandi's first novel and to neorealism. It is shown that, as well as her constant interest in the lives of women, her attitude to history and traditions of the Cadore, the mountainous region in the north of the Veneto, where she lived all her adult life and where nearly all her novels, short stories and autobiography are set, is of considerable importance. Her writing about the Cadore can be seen both as an attempt to write herself into those traditions, and as a means of expressing her commitment to improving society. Moreover, it is argued, her commitment takes the form of both autobiography and fiction as her concern to write about lived experience is balanced by a constant interest in the story-telling tradition of the Cadore and an interpretation of fiction that judges it to be an integral part of everyday life.
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Mooney, Susan. "Drawing bridges : publicprivate worlds in Russian women's fiction." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60561.

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This thesis questions how Russian women's identity is attached to the textual use of public/private spaces in contemporary literature by Russian women writers by drawing from feminist theories. I. Grekova and N. Baranskaia portray female protagonists in their everyday lives, public and private worlds overlapping. While these heroines create stable support systems with other women, male figures enter as interruptive forces in women's lives. Hospital settings in several works by Russian women allow comparisons between women's fictional hospital experiences and those of Muscovite women interviewed. In L. Petrushevskaia's stories, women protagonists' identities are linked to the uncertain quality of locale and the tenuous relationships which transpire in it. Russian women's identity expressed in fiction may change as the self-perceptions of a younger generation of Russian women writers evolve toward a new, gendered concept of self.
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Ackenback, Jeff D. "Roanoke." CardinalScholar 1.0, 2008. http://liblink.bsu.edu/uhtbin/catkey/1427385.

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“Luke Tower sat in front of his laptop, staring first at the unyielding, blinking cursor and then to the bright red “8:05” displayed on his alarm clock. He always made sure to hide the taskbar on his screen, so that time was never an issue, but somehow it always managed to find him in one way or the other.” In many ways, this opening passage sums up Luke’s story. His life is almost a constant state of battle, whether it’s against writer’s block, time, or his unrealized feelings. Through the following story, Luke’s character takes a journey, searching for clues to the mystery of the colony of Roanoake, that may also end up leading him to find other things in his own life, some of which he wasn’t even aware were lost.<br>Access to thesis permanently restricted to Ball State community only<br>Department of English
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Gordon, Rebecca. "Constructed selves : the manipulation of authorial identity in selected works of Christopher Isherwood." Thesis, Available from the University of Aberdeen Library and Historic Collections Digital Resources, 2009. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=53335.

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Hans, Birgit. "Surrounded: The fiction of D'Arcy McNickle." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184452.

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This study of D'Arcy McNickle (1904-1977) focuses primarily on his literary work: his two novels, The Surrounded (1936) and Wind from an Enemy Sky (1978), the manuscript versions of the two novels, and his short fiction. McNickle regarded fiction as a vehicle to explore his own identity as an American Indian. Of mixed French-Cree-American ancestry McNickle grew up on the Flathead Reservation in western Montana. Cut off from the Reservation and its traditions by a rather unhappy childhood, he struggled throughout his life to reestablish the severed bonds to his roots. In addition to this personal involvement in his fiction, McNickle also considered fiction a proper medium for writing tribal history, one that could include such diverse materials as oral tradition, literature, history, anthropology, etc. The first three chapters of the dissertation provide some background information on the Flathead tribal history, as well as the problems and prejudices McNickle encountered while growing up as a "breed," which led to a rejection of his American Indian heritage. This section ends with a consideration of his pivotal years in New York City when he started to rethink his earlier experiences and took the first step on his journey back to his tribal roots. The middle section, chapter four, gives a brief summary of McNickle's activities during the years he was involved with federal Indian policy. Even though McNickle did not work on any new fiction during those years, he continued his journey in a more detached way through non-fiction and biography. The last two chapters of the dissertation, the final stage of his journey, analyzes McNickle's disassociation from the abstract policies of the Bureau of Indian Affairs and how he turned to fiction once more in order to complete the painful but successful journey back to his tribal roots.
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Biendarra, Anke S. "P(R)OSE@millenium.de : Modelle intellektueller Aktivität und Tendenzen der deutschen Gegenwartsliteratur in den 90er Jahren /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/9945.

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Marron, Rosalyn Mary. "Rewriting the nation : a comparative study of Welsh and Scottish women's fiction from the wilderness years to post-devolution." Thesis, University of South Wales, 2012. https://pure.southwales.ac.uk/en/studentthesis/rewriting-the-nation(acc79b10-cd63-48ee-b045-dabb5af2f77c).html.

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Since devolution there has been a wealth of stimulating and exciting literary works by Welsh and Scottish women writers, produced as the boundaries of nationality were being dismantled and ideas of nationhood transformed. This comparative study brings together, for the first time, Scottish and Welsh women writers’ literary responses to these historic political and cultural developments. Chapter one situates the thesis in a historical context and discusses some of the connections between Wales and Scotland in terms of their relationship with ‘Britain’ and England. Chapter two focuses on the theoretical context and argues that postcolonial and feminist theories are the most appropriate frameworks in which to understand both Welsh and Scottish women’s writing in English, and their preoccupations with gendered inequalities and language during the pre- and post-devolutionary period. The third chapter examines Welsh and Scottish women’s writing from the first failed referendum (1979) to the second successful one (1997) to provide a sense of progression towards devolution. Since the process of devolution began there has been an important repositioning of Scottish and Welsh people’s perception of their culture and their place within it; the subsequent chapters – four, five, six and seven – analyse a diverse body of work from the symbolic transference of powers in 1999 to 2008. The writers discussed range from established authors such as Stevie Davies to first-time novelists such as Leela Soma. Through close comparative readings focusing on a range of issues such as marginalised identities and the politics of home and belonging, these chapters uncover and assess Welsh and Scottish women writers’ shared literary assertions, strategies and concerns as well as local and national differences. The conclusions drawn from this thesis suggest that, as a consequence of a history of sustained internal and external marginalization, post-devolution Welsh and Scottish women’s writing share important similarities regarding the politics of representation. The authors discussed in this study are resisting writers who textually illustrate the necessity of constantly rewriting national narratives and in so doing enable their audience to read the two nations and their peoples in fresh, innovative and divergent ways.
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Books on the topic "Children of authors – Fiction"

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Chernaik, Judith. Love's children: A novel. Knopf, 1992.

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The killing of yesterday's children. Viking, 1986.

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The killing of yesterday's children. Chatto & Windus, 1985.

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Power, M. S. The killing of yesterday's children. Futura, 1986.

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Children of the dead end. Birlinn, 1999.

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Bauer, Marion Dane. Our stories: A fiction workshop for young authors. Clarion Books, 1996.

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Muaddi, Darraj Susan, Alameddine Rabih, Mustafah Sahar, et al., eds. Dinarzad's children: An anthology of contemporary Arab American fiction. 2nd ed. University of Arkansas Press, 2009.

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Raymond Carver will not raise our children. Writers Tribe Books, 2012.

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Children of destiny. M. Joseph, 1993.

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Roy, Gabrielle. Children of my heart. McClelland and Stewart, 1990.

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Book chapters on the topic "Children of authors – Fiction"

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Ferguson, Sam. "Autofiction and the Diary: The Radicalization of Autofiction in Works by Hervé Guibert and Christine Angot." In Palgrave Studies in Life Writing. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-78440-9_14.

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AbstractAutofiction has often been viewed as a hybrid of autobiography and the novel. This chapter argues that a new generation of writers who emerged from the 1990s onward drew heavily on the diary instead of autobiography to develop their own innovative autofictional forms and practices. Whereas some critics have argued that the diary is fundamentally attached to truth and resistant to fiction, Hervé Guibert’s Voyage avec deux enfants (“Journey with Two Children,” 1982) and Christine Angot’s Léonore, toujours (“Léonore, Always,” 1993) provide two examples of experimental writing projects where the diary provides the means for new modalities of truth and fiction, allowing the authors to adopt a new relation to their writing and the real world.
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Martin, Lee. "Children in Fiction." In Wordsmithery. Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-0-230-20775-2_11.

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Elkin, Judith. "Children as Readers." In Teaching Children's Fiction. Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230379404_7.

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Wagner, Tamara S. "Children On Board." In Transport in British Fiction. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137499042_5.

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Bloom, Clive. "Bestselling Authors Since 1900." In Bestsellers: Popular Fiction Since 1900. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79154-4_8.

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Tunca, Daria. "Children at War." In Stylistic Approaches to Nigerian Fiction. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137264411_7.

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Bloom, Clive. "Literature for Children." In Bestsellers: Popular Fiction Since 1900. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79154-4_6.

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Foster, Kate. "Children of Reality and Fiction." In Chinese Literature and the Child. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137310989_3.

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Shorer, Alison, and Katie Quinn. "About the authors." In Philosophy for Children Across the Primary Curriculum. Routledge, 2022. http://dx.doi.org/10.4324/9780429263033-1.

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Sandercock, Tom. "Trans Children in Picture Books." In Youth Fiction and Trans Representation. Routledge, 2022. http://dx.doi.org/10.4324/9781003225966-3.

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Conference papers on the topic "Children of authors – Fiction"

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Nikolić, Andrijana A. "MOTIVI FANTASTIKE U ROMANU „NA PUTU ZA DARDEL“ SLOBODANA ZORANA OBRADOVIĆA I U PRIPOVJEDNOJ PROZI „ZAPISI IZ HODNIKA VREMENA“ ALEKSANDRA OBRADOVIĆA." In KNjIŽEVNOST ZA DECU U NAUCI I NASTAVI. University of Kragujevac, Faculty of Education in Jagodina, 2022. http://dx.doi.org/10.46793/kdnn21.113n.

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Slobodan and Aleksandar Obradović (father and son) from Bijelo Polje are authors whose fiction abounds in fantastic motifs ‒ characters’ actions, their ability to travel through time zones, their mythological features and the mission they are devoted to accomplish. Capable inventors, fliers, beings who transcendentally move from place to place require critical judgment ‒ whether contemporary children’s literature is truly in accordance with their age and whether and to what extent a child can identify with or distance from the characters. By combining symbols and fiction, both writers encourage readers to decipher the symbols and teach them the lesson of the story. The writers express their thoughts about important life issues through fictional characters, using narrative polyphony, skillfully avoiding identification with any character. Crossing the line between literary and non-literary is typical for both writers. In addition, parents’ role in child upbringing and their influence on the development of child’s imagination should be considered.
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Proctor, Chris, and Paulo Blikstein. "Interactive fiction." In IDC '17: Interaction Design and Children. ACM, 2017. http://dx.doi.org/10.1145/3078072.3084324.

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Aki Tamashiro, Mariana, Maarten Van Mechelen, Marie-Monique Schaper, and Ole Sejer Iversen. "Introducing Teenagers to Machine Learning through Design Fiction: An Exploratory Case Study." In IDC '21: Interaction Design and Children. ACM, 2021. http://dx.doi.org/10.1145/3459990.3465193.

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Stanislavova, Zuzana. "VISUAL ARTS AS A THEME IN SLOVAK NON-FICTION FOR CHILDREN." In 6th SWS International Scientific Conference on Arts and Humanities ISCAH 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscah.2019.2/s09.053.

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Privalova, Svetlana Evgenievna. "VERBAL CREATIVITY IN PRESCHOOL CHILDREN IN THE PROCESS OF GETTING ACQUAINTED WITH FICTION." In МЕЖДУНАРОДНЫЙ ПЕДАГОГИЧЕСКИЙ ФОРУМ "СТРАТЕГИЧЕСКИЕ ОРИЕНТИРЫ СОВРЕМЕННОГО ОБРАЗОВАНИЯ". Уральский государственный педагогический университет, 2020. http://dx.doi.org/10.26170/kso-2020-307.

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Ventä-Olkkonen, Leena, Netta Iivari, Sumita Sharma, et al. "Nowhere to Now-here: Empowering Children to Reimagine Bully Prevention at Schools Using Critical Design Fiction." In DIS '21: Designing Interactive Systems Conference 2021. ACM, 2021. http://dx.doi.org/10.1145/3461778.3462044.

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Apriliya, Seni, Hodidjah Hodidjah, Yajid Nur Salim, and Rizki Siddiq Nugraha. "The Profile of Indonesian Children Authors and Its Implication Towards Literacy Affirmation." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007172706540657.

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Nicoglo, Diana. "Reflection of the events of the “Balkan” period in the Gagauz fiction." In Patrimoniul cultural: cercetare, valorificare, promovare. Institute of Cultural Heritage, Republic of Moldova, 2021. http://dx.doi.org/10.52603/9789975351379.32.

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The most detailed description of the “Balkan” period is found in the novel by D. Tanasoglo “Uzun Kervan”. In other genres (poetry), the poeticized image of the Balkans as the historical homeland of the Gagauz is presented to a greater extent. The main events of the “Balkan” period in the history of the Gagauzians, reflected in fiction, are: the adoption of Christianity by the Oghuz / Uzes – the ancestors of the Gagauzians, relations with the local population of the Balkans, the struggle against the Ottoman Turks, and the creation of a fictional Gagauz state called Uzi Eyalet. The authors also draw attention to the way in which changes occur in the traditional everyday culture of ancestors of the Gagauz as a result of changing economic-cultural type, and religion. In the Gagauz environment of creative people, there is a unity in the perception of the historical past associated with the presence of the ancestors of the Gagauz people in the Balkans. As a rule (with a few exceptions), the past broadcast by Gagauz writers is largely mythologized: and the writers themselves play a significant role in the process of constructing ethnicity.
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Voloskov, I. V., and I. Vallis. "The psychological concept of gifted children." In General question of world science. L-Journal, 2020. http://dx.doi.org/10.18411/gq-30-11-2020-14.

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The article examines the basic approaches to children's giftedness, common in Russian and foreign psychology. The authors consider it necessary to combine the best achievements of Russian and foreign concepts of giftedness in order to create a unified theory of giftedness.
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Ha, Tu Anh, and Phuong Anh T. Dang. "Non-Fiction Books on National Culture for Primary School Children in the Era Of Globalization: A Conceptual Study." In The Twelfth International Convention of Asia Scholars (ICAS 12). Amsterdam University Press, 2022. http://dx.doi.org/10.5117/9789048557820/icas.2022.025.

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Reports on the topic "Children of authors – Fiction"

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STROYKOV, S., and I. NIKITINA. THE CURRENT STATE OF THE PROBLEM OF HYPERTEXT IN LINGUISTIC LITERATURE. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2077-1770-2022-14-2-3-50-73.

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In this paper it’s the first time the authors have reviewed linguistic literature (2008-2022) devoted to the problem of literary and electronic hypertext. The purpose of the paper is to review linguistic literature and identify the current state of the problem of literary and electronic hypertext. Materials and methods. On the basis of this purpose we reviewed 42 scientific papers published in 2008-2022 and representing the results of linguistic research of literary and electronic hypertext. For our study we used an analytical and descriptive method, which is traditional for linguistics and allows us to solve the tasks set in our paper. Results. A review of linguistic papers has shown that hypertext is a relevant subject of linguistic research. Scientists propose various definitions of this concept; consider it as a “special information and communication environment”. Many studies are devoted to literary (fiction and non-fiction) hypertext, however, a much larger number of papers are devoted to various aspects of electronic hypertext, including electronic fiction hypertext and electronic hypertext of some genres (news genres, online advertising, social network and online diary community as well as websites). We consider that it is the electronic environment where hypertext is implemented in all its functions. Practical implications. The results of the study can be used as a theoretical basis for further theoretical and practical study of various aspects of literary and electronic hypertext.
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TARAKANOVA, V., A. ROMANENKO, and T. TROITSKAYA. FACTORS AND RISKS OF ENVIRONMENTAL SAFETY OF THE CITIES OF THE MOSCOW REGION. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2077-1770-2022-14-2-2-19-29.

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In this paper it’s the first time the authors have reviewed linguistic literature (2008-2022) devoted to the problem of literary and electronic hypertext. The purpose of the paper is to review linguistic literature and identify the current state of the problem of literary and electronic hypertext. Materials and methods. On the basis of this purpose we reviewed 42 scientific papers published in 2008-2022 and representing the results of linguistic research of literary and electronic hypertext. For our study we used an analytical and descriptive method, which is traditional for linguistics and allows us to solve the tasks set in our paper. Results. A review of linguistic papers has shown that hypertext is a relevant subject of linguistic research. Scientists propose various definitions of this concept; consider it as a “special information and communication environment”. Many studies are devoted to literary (fiction and non-fiction) hypertext, however, a much larger number of papers are devoted to various aspects of electronic hypertext, including electronic fiction hypertext and electronic hypertext of some genres (news genres, online advertising, social network and online diary community as well as websites). We consider that it is the electronic environment where hypertext is implemented in all its functions. Practical implications. The results of the study can be used as a theoretical basis for further theoretical and practical study of various aspects of literary and electronic hypertext.
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Robledo-Castro, Carolina, Gisella Bonilla-Santos, and Piedad Rocío Lerma-Castaño. Computer-based cognitive training programs: effects on executive functions in children with attention deficit hyperactivity disorder (ADHD). INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.10.0046.

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Review question / Objective: This systematic review aimed to synthesize the existing literature reporting the effects of computer-based cognitive training on the executive functions of children with ADHD. Condition being studied: Attention Deficit Hyperactivity Disorder (ADHD) is the most common neurodevelopmental disorder diagnosed in childhood, characterized by a persistent pattern of inattention, hyperactivity, and impulsivity. Today it is recognized that ADHD is associated with an alteration in the volume and level of activation in prefrontal areas related to executive functions. Based on these clinical findings, some authors suggest that ADHD is not a disorder of primary attention origin but instead responds to an alteration in the synaptic circuits of some brain areas, including the prefrontal neocortex, areas involved in cognitive regulation and control, and processes known as executive functions.
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Penman, Olivia, Andrew Sheridan, Nic Badcock, Georgia Horsburgh, and Carmela Pestell. Could local sleep explain the occurrence of attentional lapses in primary school-aged children? A scoping review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.12.0074.

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Review question / Objective: The current review aims to describe the literature on the relationship between local sleep and attentional lapses in neurotypical children or children with ADHD and how this can be applied to inform our understanding of poor attention under conditions of low arousal and increased sleep pressure. The main/primary question is, what is known from the existing literature about the relationship between local sleep and attentional lapses in children? In answering this primary question, we also want to know under what conditions is local sleep occurring? For example, does local sleep occur more frequently with increased fatigue? Eligibility criteria: All papers identified must meet the following criteria for inclusion: the population is neurotypical children and children with ADHD aged between 6 and 12 years of age, published in English, full text available (where full-text is not available, authors will be contacted to request a copy of the paper). All time frames, types of sources (e.g. qualitative or quantitative research studies), geographic locations, cultural and sociodemographic contexts will be included. Review papers (i.e. systematic reviews, meta-analyses), papers with animal studies and clinical cohorts other than ADHD (e.g. autism, sleep disorders, acquired brain injuries etc.) will be excluded. As local sleep is defined as occurring during wakefulness, studies with participants who are asleep will also be excluded.
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Nelson, Gena, Hannah Carter, and Peter Boedeker. Early Math Interventions in Informal Learning Settings Coding Protocol. Boise State University, Albertsons Library, 2021. http://dx.doi.org/10.18122/sped141.boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code experimental and quasi-experimental early mathematics intervention studies conducted in informal learning environments. The studies were conducted in homes and in museums with caregivers as intervention agents and included children between the ages of 3,0 and 8,11 years. The coding protocol includes more than 200 variables related to basic study information, participant sample size and demographics, methodological information, intervention information, mathematics content information, the control/comparison condition, outcome measures, and results and effect sizes. The coding protocol was developed for the purpose of conducting a meta-analysis; results of the meta-analysis is pending. The data set associated with this coding protocol will be available to the public at the conclusion of the grant (early 2024).
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Palamar, Svitlana P., Ganna V. Bielienka, Tatyana O. Ponomarenko, Liudmyla V. Kozak, Liudmyla L. Nezhyva, and Andrei V. Voznyak. Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education. CEUR Workshop Proceedings, 2021. http://dx.doi.org/10.31812/123456789/4636.

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The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process of preschool and primary school; 3D, virtual and augmented reality technologies in higher education; increase of the efficiency of learning and motivating students through the use of AR-applications on smartphones; formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books, encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with children of preschool and primary school age; the possibilities of books for preschool children created with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for the effective education and development of preschoolers and primary school children is determined. Problems in the application of AR in the educational process of modern domestic preschool education institutions are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of preschool and primary education has been developed. Criteria, indicators are defined, the levels of development of the main components of the studied readiness (motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers in the field of preschool and primary education; inconsistency between the peculiarities of training future teachers to use AR in professional activities and modern requirements for the quality of the educational process; the need to develop and implement a holistic system of formation of the studied readiness of future teachers in the conditions of higher pedagogical education are proved. A model of forming the readiness of future teachers to use AR in the educational process of preschool and primary education has been developed.
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Hilbrecht, Margo, Sally M. Gainsbury, Nassim Tabri, et al. Prevention and education evidence review: Gambling-related harm. Edited by Margo Hilbrecht. Greo, 2021. http://dx.doi.org/10.33684/2021.006.

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This report supports an evidence-based approach to the prevention and education objective of the National Strategy to Reduce Harm from Gambling. Applying a public health policy lens, it considers three levels of measures: universal (for the benefit of the whole population), selective (for the benefit of at-risk groups), and indicated (for the benefit of at-risk individuals). Six measures are reviewed by drawing upon a range of evidence in the academic and grey literature. The universal level measures are “Regulatory restriction on how gambling is provided” and “Population-based safer gambling/responsible gambling efforts.” Selective measures focus on age cohorts in a chapter entitled, “Targeted safer gambling campaigns for children, youth, and older adults.” The indicated measures are “Brief internet delivered interventions for gambling,” “Systems and tools that produced actual (‘hard’) barriers and limit access to funds,” and “Self-exclusion.” Since the quantity and quality of the evidence base varied by measure, appropriate review methods were selected to assess publications using a systematic, scoping, or narrative approach. Some measures offered consistent findings regarding the effectiveness of interventions and initiatives, while others were less clear. Unintended consequences were noted since it is important to be aware of unanticipated, negative consequences resulting from prevention and education activities. After reviewing the evidence, authors identified knowledge gaps that require further research, and provided guidance for how the findings could be used to enhance the prevention and education objective. The research evidence is supplemented by consultations with third sector charity representatives who design and implement gambling harm prevention and education programmes. Their insights and experiences enhance, support, or challenge the academic evidence base, and are shared in a separate chapter. Overall, research evidence is limited for many of the measures. Quality assessments suggest that improvements are needed to support policy decisions more fully. Still, opportunities exist to advance evidence-based policy for an effective gambling harm prevention and education plan.
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Mental Health in Schools, and the Global CYP Mental Health Crisis. ACAMH, 2021. http://dx.doi.org/10.13056/acamh.17482.

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In this podcast, we talk to Lauren Cross about her research interests around mental health and wellbeing in schools and inequalities during childhood and adolescence, as well as her co-authored CAMH debate paper ‘Is There a True Global Children and Young People's Mental Health Crisis Fact or Fiction’.
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