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Weikle-Mills, Courtney. "The child reader and American literature, 1700-1852." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1181758570.
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Carter, Victoria Chillik. "An Approach to Authoring and Publishing Children’s Literature." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1185390312.
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Caracciolo, Dana Andriana. "Children's Literature and Diabetes." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/31824.
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My studies consider the genre of children's literature, specifically picture books, and their treatment of the topic of diabetes. I frame my argument with an examination of diabetes, the psychological effects of diabetes on the child, the need of thorough education about diabetes. I argue for the use of the picture book as an effect tool in educating and socializing the diabetic child. I first explore the implications of diabetes and the long term complications caused by one's poor control of the disease. I then explore the psychological ramifications of a chronic illness on the young child. Next I assert the need to combine the physiological and psychological factors of diabetes into a responsible text for children, one which both serves as an educating tool and a source of comfort in difficult times with the disease. I conclude my studies with critiques of existing materials in the limited genre and compare them to the story I have written for children about diabetes.Master of Arts
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Klassen, Jonathan M. Trites Roberta Seelinger. "Narrative distancing in literature for youth." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276405151&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202154634&clientId=43838.
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Thesis (Ph. D.)--Illinois State University, 2006.Title from title page screen, viewed on February 4, 2008. Dissertation Committee: Roberta Seelinger Trites (chair), Karen Coats, C. Anita Tarr. Includes bibliographical references (leaves 258-267) and abstract. Also available in print.
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Lyons, Reneé C. "Appalachian Children’s Literature as Multicultural Literature." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2394.
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Tyson, Cynthia A. ""Shut my Mouth wide Open:" African American Fifth Grade Males Respond to Contemporary Realistic Children's Literature." The Ohio State University, 1997. http://catalog.hathitrust.org/api/volumes/oclc/39271566.html.
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O'Sullivan, Emer. "Comparative children's literature /." London [u.a.] : Routledge, 2009. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=018910995&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Meisner, Jessica. "Effects of gender stereotyped children's literature on preschool children's attitudes /." Norton, Mass. : Wheaton College, 2009. http://hdl.handle.net/10090/8395.
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Borhan, Burcu. "Gendered narratives in Victorian literature identity formation in empire-focused children's literature /." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3246.
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Thesis (M.A,)--George Mason University, 2008.Vita: p. 101. Thesis director: Amelia Rutledge. Submitted in partial fulfillment of the requirements for the degree of Master of Arts in Interdisciplinary Studies. Title from PDF t.p. (viewed Aug. 27, 2008). Includes bibliographical references (p. 97-100). Also issued in print.
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Muller, Ian. "Children’s Literature and ComDev." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21125.
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What role can, or do, children’s literature play in development communication? Recently, neotonous childlike curiosity and creativity has become a research and development strategy and a trendy corporate culture for companies like Google. Including children in decision making and in the search for development solutions – PDC & PR4D – is also being advocated by the U.N. and Plan International especially with regards to issues that affect children.This paper will explore how children’s books open spaces for dialogic communication with children by examining how we define them, how we speak about them, how we speak for them, how we speak to them and how they may talk back through children’s texts.The aim is to relate elements of traditional storytelling to modern forms of dialogic communication and, by extension, to development goals: “helping adults understand children’s issues through their lens” (Commissioner for Children, Tasmania).
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Mattson, Christina Phillips. "Children's Literature Grows Up." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467335.
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Children’s Literature Grows Up proposes that there is a revolution occurring in contemporary children’s fiction that challenges the divide that has long existed between literature for children and literature for adults. Children’s literature, though it has long been considered worthy of critical inquiry, has never enjoyed the same kind of extensive intellectual attention as adult literature because children’s literature has not been considered to be serious literature or “high art.” Children’s Literature Grows Up draws upon recent scholarship about the thematic transformations occurring in the category, but demonstrates that there is also an emerging aesthetic and stylistic sophistication in recent works for children that confirms the existence of children’s narratives that are equally complex, multifaceted, and worthy of the same kind of academic inquiry that is afforded to adult literature.
This project investigates the history of children’s literature in order to demonstrate the way that children’s literature and adult literature have, at different points in history, grown closer or farther apart, explores the reasons for this ebb and flow, and explains why contemporary children’s literature marks a reunification of the two categories. Employing J. K. Rowling’s Harry Potter novels as a its primary example, Children’s Literature Grows Up demonstrates that this new kind of contemporary children’s fiction is a culmination of two traditions: the tradition of the readerly children’s book and the tradition of the writerly adult novel. With the fairy tales, mythologies, legends, and histories that contemporary writers weave into their texts, contemporary fictions for children incorporate previous defining characteristics of children’s fantasy literature and tap into our cultural memory; with their sophisticated style, complex narrative strategies, and focus on characterization, these new fictions display the realism and seriousness of purpose which have become the adult novel’s defining features.
Children’s Literature Grows Up thus concludes that contemporary children’s fiction’s power comes from the way in which it combines story and art by bringing together both the children’s literature tradition and the tradition of the adult novel, as well as the values to which they are allied. Contemporary writers for children therefore raise the stakes of their narratives and change the tradition by moving beyond the expected conventions of their category.Comparative Literature
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Semizu, Yukino. "Adultness in children's literature : toward the awareness of adults' presence in children's literature." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/13130/.
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This study focuses on the notion that adults’ response to children’s literature is profoundly different from that of children, and aims to identify a pattern in texts by which adults’ response can be systematically explained. The study suggests that adults respond to certain elements in the text that resonate with their assumptions about children’s literature. On this basis, the concept of adultness is introduced to refer to these textual elements, and the way in which they can be identified in the narrative is investigated. This study concentrates on literary books, mostly published after 1960, since the issues discussed are more directly relevant to literary works than to popular fiction or classic children’s literature. Brief surveys of historical development of children’s literature and changes in the social perceptions about the relationships between adults and children are undertaken in order to understand the backgrounds of adults’ assumptions about children’s literature. Discussions about adults’ perceptions of children’s literature today are also reviewed. Texts from a wide range of children’s literature are examined within the theoretical framework of narratology with a particular reference to the functions of the narrator. The examination has identified two types of adultness: direct adultness which is largely related to adults’ ideas about childhood, and indirect adultness which is related to adults’ interest in what may be relevant to the child readers of the book. The third type of adultness is termed as Haddon’s ring, which refers to the textual features that are used by authors to keep the narrative safe for child readers. It can be used without losing the narrative integrity or it can be used to manipulate the narrative development. The study concludes that adults’ response could be explained by referring to the three types of adultness. Adultness can be broadly understood in terms of the textual signs that indicate the presence of the mutual understanding between the author and the adult reader on what has been left out from the text and why the author has held it back.
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Panicali, Sara. "Translating Children's Literature: translation process and analysis of Raquel Olcoz Moreno's "Zuppa di Arcobaleno"." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2020.
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Zuppa di Arcobaleno is a short story wrote by Spanish-Italian author Raquel Olcoz Moreno about a little girl who faces a common struggle shared by many children all over the world: she doesn’t like vegetables. However, her stubbornness is challenged when she starts shrinking in size and turning grey because of the lack of vitamins in her diet. The story has a strong moral lesson that can be foreseen from the start and becomes more evident as the reader goes deeper into the story, through colorful visual prompts and fantastic narration. Visual imagery is a strong tool in this book, every scene carries a detailed description of shapes and colors, necessary to stimulate the child’s imagination, which will be eventually be paired up with actual illustrations as support.
This paper will analyze both the aspects of children’s literature as a literary genre and children’s literature in translation by including the analysis of the translation of the aforementioned children’s book.
In the first chapter, the book chosen to be translated will be introduced and children’s literature will be analyzed from a more theoretical point of view, elaborating on the definition of children’s literature, its origins, and translating literature for children. This chapter will also elaborate further on illustrated children’s books and the importance of illustrations in children’s literature. Secondly, the translation process followed while translating the text will be analyzed, giving relevant examples and applying the theoretical concepts to the case study. The translation strategy includes a series of critical points and translation choices: they will be explained in detail and the choices in relation to the translation strategy will be explained.
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Samori, Debora Perillo. "Infância e literatura infantil: o que pensam, dizem e fazem as crianças a partir da leitura de histórias? A produção de culturas infantis no 1º ano do ensino fundamental." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20012012-135103/.
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Este estudo discute a produção de culturas infantis a partir do contato das crianças com literatura infantil e com os livros como objetos culturais no contexto escolar. Para tanto, foi realizada uma pesquisa com abordagem etnográfica, por meio do acompanhamento de um grupo de crianças do primeiro ano do ensino fundamental numa escola municipal da cidade de São Paulo, em 2010. Considerando a entrada de crianças de seis anos no 1º ano e não mais na educação infantil, a ampliação de duração do ensino fundamental (pelas Leis federais no. 11.114/05 e no. 11.274/06, respectivamente) e as políticas públicas federais e municipais de incentivo à leitura literária e de acesso aos livros, procurou-se verificar como se dá a produção de culturas infantis nas relações sociais e por meio da relação com a literatura infantil, os livros e suas vidas. Além do registro em diário de campo a partir das observações do cotidiano do grupo, outro instrumento utilizado para obtenção dos dados foi a realização de entrevistas coletivas com grupos de crianças. Parte-se dos pressupostos teóricos da Sociologia da Infância, dos estudos interpretativos da infância, da competência das crianças e da metodologia da pesquisa com crianças. A análise dos dados obtidos permite afirmar que as crianças produzem culturas nas relações entre pares por meio da relação direta da literatura com suas vidas, da comparação entre histórias por meio de aspectos literários, da criação de novos estatutos para as ilustrações presentes na literatura infantil e das brincadeiras com a linguagem. Além disso, as crianças se relacionam com os livros como artefatos culturais, quando eles passam a ser objetos de disputa, de conflito e negociação. Os dados revelaram também que a organização do espaço e a rotina para o acesso aos livros na escola são feitas e controladas por adultos, o que pode limitar a livre iniciativa das crianças. Parece ser possível afirmar que, ainda assim, as crianças criam estratégias de compartilhamento dos livros, vivem conflitos e criam seus próprios critérios de escolha, compreendendo melhor os papéis sociais vivenciados nestas situações.This study discusses the production of childrens cultures from their contact with children\'s literature books as cultural objects in the school context. For this purpose, a research was conducted with an ethnographic approach within a group of children in the first year of elementary school in a public school in São Paulo in 2010. Considering the entry of six years old children at the 1st year instead of in the early childhood education, the enlargement of elementary schools duration (by federal laws. 11.114/05 and. 11.274/06, respectively) and the federal and municipal public policies to encourage literary reading and access to books, this research has aimed to understand the production of children\'s culture and social relations through the relationship with children\'s literature, books and their lives. In addition to the field diary observations of everyday life of the group, another tool used for data collection was collective interviews with groups of children. It starts with the theoretical assumptions of the Sociology of Childhood, interpretive studies of childhood, the competence of children and research methodology with children. The analysis of data suggests that children produce culture in peer relations through the direct relationship between literature and their lives, through comparing stories based on literary aspects, by creating new statutes for the illustrations in children\'s literature and by language games. Moreover, children relate to books as artifacts, when they become objects of contention, conflict and negotiation. The data also revealed that the organization of space and routine access to books in school are made and controlled by adults, which may limit childrens free initiative. Despite that it seems possible to say that children create strategies for sharing books, living conflicts and create their own selection criteria, including better social roles experienced in these situations.
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Jeziorski, Carolyn Ann Marie. "The experience of reality and fantasy from books: the six year old child." Thesis, Boston University, 1994. https://hdl.handle.net/2144/27682.
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Boston University. University Professors Program Senior theses.PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02
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Stewart, Susan Louise Trites Roberta Seelinger. "Genre, ideology, and children's literature." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172884.
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Thesis (Ph. D.)--Illinois State University, 2004.Title from title page screen, viewed November 22, 2005. Dissertation Committee: Roberta Seelinger Trites (chair), Karen Coats, C. Anita Tarr. Includes bibliographical references (leaves 242-256) and abstract. Also available in print.
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Panaou, Petros Coats Karen. "Complex crossings European picture books and the construct of child-ness in national, European, and global contexts /." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1417799091&SrchMode=1&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1205257790&clientId=43838.
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Thesis (Ph. D.)--Illinois State University, 2007.Title from title page screen, viewed on March 11, 2008. Dissertation Committee: Karen Coats (chair), Jan Susina, Christopher Breu. Includes bibliographical references (leaves 289-303) and abstract. Also available in print.
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Miguel, Maria Aparecida de Fátima [UNESP]. "Densa tessitura: uma leitura em contraponto, a visão da academia sobre a produção literária de Marina Colasanti." Universidade Estadual Paulista (UNESP), 2015. http://hdl.handle.net/11449/134289.
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Embora Marina Colasanti (1937) seja considerada pela crítica especializada como um dos expoentes da literatura infantojuvenil brasileira, tendo sua produção nesse segmento sido publicada desde o início da década de 1980 até o momento presente, ainda é bastante assistemático o estudo da fortuna crítica sobre a obra da escritora. O presente trabalho toma por objeto uma amostra significativa da produção acadêmica sobre a produção literária da escritora, debruçando-se tanto sobre dissertações e teses que analisam a obra infantojuvenil de Marina Colasanti quanto aquelas que se voltam aos textos literários que têm sido endereçados prioritariamente aos leitores adultos, considerando-se que, por vezes, esses dois universos literários se apresentam mesclados. Vinte trabalhos acadêmicos constituem o corpus deste trabalho, tendo sido identificado por meio do Banco de Dados da Capes e da consulta a bibliotecas físicas e virtuais de diversas Universidades. Do ponto de vista metodológico, o corpus recebeu um tratamento homogêneo para a coleta de dados, tendo sido submetido a uma grade (ou “tabela”) composta por 15 diferentes categorias que orientaram o estudo de cada tese ou dissertação. Essa análise sistemática propiciou que, como resultado da pesquisa, se tenha chegado a uma espécie de balanço sobre a fortuna crítica, em que é possível divisar quatro principais tópicos de que se ocupam os estudos críticos sobre a obra de Marina Colasanti, segundo diferentes perspectivas teóricas: o específico feminino; o mito; a linguagem poética; e o amor.
Although Marina Colasanti (1937) is considered by the critics as one of the exponents of Brazilian children and youthful literature, and having her production, in this segment, published since the outset 1980s until this moment, still is very unsystematic the study of literary criticism on the writer's work. This work takes as object a significant sample of academic production about the literary production of the writer, leaning on dissertations and on theses that analyze the Children's and the youthful work of Marina Colasanti, as those that turn to literary texts that have been priority addressed to adult readers, considering that, sometimes, these two literary universes are shown merged. Twenty academic papers constitute the corpus of this work, it has been identified through the database Capes and the query at physical and virtual libraries of various universities. From a methodological point of view, the corpus received a homogeneous treatment for data collection, have been subjected to a grid (or "chart") compose of 15 different categories that guided the study of each thesis or dissertation. That systematic analysis propitiated, as research results, concludes in a kind of balance on the critical fortune, being possible sight four main topics that concern to the critical studies on the work of Marina Colasanti, according to different theoretical perspectives: the female specific; the myth; the poetic language; and the love.
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DeWitt, Amy L. "Parental Portrayals in Children's Literature: 1900-2000." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4884/.
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The portrayals of mothers and fathers in children's literature as companions, disciplinarians, caregivers, nurturers, and providers were documented in this research. The impact of time of publication, sex of author, award-winning status of book, best-selling status of book, race of characters, and sex of characters upon each of the five parental roles was assessed using descriptive statistics, cross-tabulation, and multinomial logistic regression techniques. A survey instrument developed for this study was completed for each of the 300 books randomly selected from the list of easy/picture books in the Children's Catalog (H.W. Wilson Company, 2001). To ensure all time periods were represented, the list was stratified by decades before sampling. It was expected that parental role portrayals would become more egalitarian and less traditional in each successive time period of publication. Male authors were expected to portray more egalitarian parental roles, and the race and sex of the young characters were not expected to influence parental portrayals. Award-winning books were expected to represent more egalitarian parental roles. Books that achieved the Publisher's Weekly all-time best-selling status were expected to portray parents in less egalitarian roles. Secondary analyses explored the prevalence of mothers' occupations, parental incompetence, and dangerous, solo child adventures. While the time of publication affected role portrayals, the evidence was unclear as to whether the changing roles represented greater egalitarianism. The race and the sex of the young characters significantly affected parental role portrayals, but the sex of the author did not influence these portrayals. While award winning and bestselling texts portrayed parents differently than books that did not achieve such honors, most did not provide enough information to adequately assess parenting roles. Half of the mothers who worked in the texts worked in conjunction with their husbands rather than independent of them. Over 10 % of mothers and fathers acted incompetently. The time of publication and the sex of the author was associated with the prevalence of solo, dangerous, child adventures. Subsequent implications and recommendations suggest the inclusion of stronger parental characters in children's books. Many of the parents are portrayed as inactive, incompetent, or neglectful. The concern is that children are exposed to these picture book portrayals during the primary years of identity acquisition.
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Li, Zeyu, and 黎泽宇. "Literature review on children myopia." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45173151.
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Ranney, Melinda Meek. "Teaching Disadvantaged Children Through Literature." UNF Digital Commons, 1990. http://digitalcommons.unf.edu/etd/88.
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This paper concentrated on the teaching of economically disadvantaged children and the importance of reading aloud to these children. The traditional language program was found to be ineffective for disadvantaged first-grade children. A modified language plan was implemented in a classroom of disadvantaged first-grade students. This plan consisted of two units and involved the reading aloud of literature and language-related activities. Results indicated these students learned more effectively from units of study centered around literature.
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Papworth, Helen. "Illustrated literature for Ethiopian children." Thesis, Bangor University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548609.
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Strayer, Susan Marie. "Highlights in History: The Intersection of Childhood and Children’s Literature in Highlights for Children Magazine." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1525739600491858.
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Smith, Jennifer S. "Mining the mountain of Appalachian children's literature : defining a multicultural literature /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu148640254459101.
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Manno, Annette Christine. "Teaching about conflict and values through children's literature." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1526.
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Young, Penelope M. "Witch images in Australian children's literature." University of Southern Queensland, Faculty of Education, 2001. http://eprints.usq.edu.au/archive/00001527/.
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In this dissertation it is argued that the European witch trials that took place between 1450 and 1700 have resulted in a legacy of stereotypical themes in Australian children's literature. Those accused of witchcraft were almost always women who were old, without protection, and physically ugly. They were accused of consorting with the devil, making harmful spells, flying through the night on a magic staff and exhibiting malevolent intent towards others. An analysis of this period forms the contextual framework for identifying themes that appear in contemporary Australian children's literature. A survey of twenty-three books, identified as stories about witches, was conducted to ascertain whether the stereotypical witch from the European witch-hunts continues to be characterised in Australian children's literature. The findings suggest that the witch figure in Australian children's literature mirrors the historical evidence from the European witch trials, but has evolved into a more powerful and proactive character than that identified in the historical literature. The characterisation of the witch in the books for older readers is powerful and evil, compared to the witch as a trivial and diminished figure in the books for younger readers. Gender is also a major influence in the characterisation of the witch, with all readers exposed to themes that may influence their expectations regarding the behaviour and role of women. The representation of the witch in the books reinforces the misogyny of the witchcraft era, and weaves patterns of meaning in the texts that construct undesirable female images. Readers of all ages can link these images to the social world beyond the text.
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Hay, Jody L. "Native American women in children's literature." Thesis, The University of Arizona, 2002. http://hdl.handle.net/10150/291972.
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This thesis focuses on the roles of Native women in children's literature. The study explores the works of five Native women writers in the United States that have successfully published adult literature and at least one children's book since 1990. The purpose of the research is to gain a better understanding of what these writers reveal about the roles of Native women in their literature for children. The data was collected using content analysis on the books and a questionnaire to determine (1) what roles the Native writers convey in their children's literature; and (2) what these women are writing in this field and their perspectives on the writing process. The findings of this research discuss these writers' portrayals of the complexity of Native women's roles as well as offer insight into their craft.
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Catt, Lindsay Joanne. "Quest : finding form in children's literature." Thesis, Royal Holloway, University of London, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.586731.
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The thesis will situate the novel Quest within the context of children's literature. It will refer to popular children's books with similar themes and styles, specifically J.M. Barrie's Peter and Wendy (1911), The Neverending Story (1983) by Michael Ende, and J.K. Rowling's Harry Potter series (1997-2007). Quest is a fantasy novel aimed at nine to twelve year olds; it tells the story of Max, a boy who uses his imagination as an emotional shield. After a perilous journey from island to island, each one more fantastical than the next, Max learns to reconnect with his absent father. The critical element examines the role of heroes and villains within children's literature, while also looking at the contradictory figure of the 'heroic-villain' and other relevant elements of character. I take an essentially Formalist perspective in order to analyse Quest on a structural level, hoping to demonstrate that complex character arcs and themes can be realised from a strict foundation of basic rules.
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Marks, Lori J., and M. L. McMurray. "Accessing Children’s Literature Using Assistive Technology." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/3549.
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Williams, Karen Elizabeth. "Humour in children's literature, 1800-1840." Thesis, University of Roehampton, 2017. https://pure.roehampton.ac.uk/portal/en/studentthesis/humour-in-childrens-literature-18001840(68a38fe1-1c46-423f-923a-17633825c305).html.
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By reclaiming a wide range of comic works in key literary genres, my thesis proposes that contrary to prevailing critical discourse, humour was a widespread, intrinsic and valued part of children’s literature in the period 1800-1840. Histories of children’s literature in this era are inexorably tied to an antithetical configuration of instruction versus amusement. Although in recent criticism this binary has been challenged, the critical discussion of amusing texts remains limited to a narrow canon of works operating in opposition to the moral tale and other instructive texts. My thesis widens the scope for humour in this period by interrogating juvenile works and wider print culture in four under-researched areas: the ‘papillonnade’ poetry of the first decades of the nineteenth century, the new phenomenon of the juvenile Christmas annuals, chapbooks for children, and drama as related to the child. Such an approach embraces literature that was accessible to children across the social spectrum and accordingly reveals both synergies and tensions in attitudes towards humour and the use of the comic across the class divide. Underpinning my analysis, is a rich heritage of philosophical and historical approaches to laughter that reveal a complex and dialogic relationship between comedy, the child and these wider perspectives. This critical link allows for a nuanced reading of humorous texts that cements the placement of laughter within the history of children’s literature and anticipates the later humour of better-known works by Lewis Carroll and Edward Lear in mid-century.
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Facun-Granadozo, Ruth. "Diversity in (And Through) Children’s Literature." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5966.
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Knowles, George Murray. "Language and ideology in children's literature." Thesis, University of Birmingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606381.
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This study investigates the relationship between language, ideology and literature in popular children's fiction over the last one hundred and fifty years. In Chapter One criteria are established for the compilation of a computerised database of Victorian and Modern texts. The usefulness of computational techniques for linguistic analysis is demonstrated and discussion of genre, social institutions and writer / reader relationships follows. Chapter Two sets out to consider ideology in general and from the perspective of adults and children in particular. A framework for the operation of ideology in society is then discussed and examples of its 'modes and strategies' are given from the corpora. A 'toolkit' for linguistic analysis, notably, but not exclusively, collocation and transitivity, is then presented. Chapter Three is the first of the chapters concerned with detailed language description. Selected nineteenth century boys' texts are presented and analysed in respect of their religious and imperial 'messages'. Chapters Four and Five concentrate on Modern Children's Fiction. In Chapter Four the work of Nina Bawden and Roald Dahl is discussed and texts from both authors analysed. The 'realistic' novel for adolescent readers is the focus of Chapter Five. I consider, there, the representation of subjects formerly taboo in children's fiction such as sexual relationships. Chapter Six summarises the results of the investigation and notes that although children's narratives reflect major social changes they are still powerful carriers of ideology. Recommendations for further comparative and contrastive studies are made.
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Wilson, Sandip LeeAnne. "Coherence and Historical understanding in children's Biography and Historical Nonfiction Literature: A Content Analysis of Selected Orbis Pictus Books." Fogler Library, University of Maine, 2001. http://www.library.umaine.edu/theses/pdf/WilsonSLA2001.pdf.
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Robertson, Stephanie [Verfasser]. "Children of the «Volk» : Children’s Literature as an Ideological Tool in National Socialist Germany / Stephanie Robertson." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2018. http://d-nb.info/116765868X/34.
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Rocha, Guilherme Magri da. "As Alices alternativas de Christina Rossetti, Jean Ingelow e Juliana Horatia Ewing /." Assis, 2017. http://hdl.handle.net/11449/148768.
Full textAbstract:
Orientadora: Cleide Antonia RapucciBanca: Nilce Maria Pereira
Banca: João Luis Cardoso Tapias Ceccantini
Resumo: Este trabalho tem por objetivo apresentar uma possibilidade de leitura das obras Mopsa the Fairy (1869), "Amelia and the Dwarfs" (1870) e Speaking Likenesses (1874), escritas, respectivamente, por Jean Ingelow (1820-1897), Juliana Horatia Ewing (1841-1885) e Christina Rossetti (1830-1894). Essa leitura é feita a partir de um cotejo entre esses textos e seu hipotexto em comum: Alice's Adventures in Wonderland (1865), de Lewis Carroll (1832-1898). O enfoque metodológico para tal fundamenta-se na abordagem narratológica, e busca refletir acerca das revisões feitas por essas autoras em relação ao clássico em questão. Para melhor entendimento do contexto sociocultural em que os livros de Alice e seus hipertextos aparecem, o vitorianismo, discutimos inicialmente a "Era de Ouro da Literatura Infantil", período que vai de 1864 até a Primeira Grande Guerra. Ao longo do desenvolvimento da pesquisa, percebemos a necessidade da construção de uma biobibliografia das escritoras supracitadas, uma vez que não há qualquer material em língua portuguesa sobre Ingelow e Ewing. Para a consecução de nosso objetivo, tendo em vista a importância da redescoberta de vozes não-canônicas na expansão do conceito de cânone literário, fundamentamos essa seção de nosso trabalho a partir da teoria ginocrítica de Elaine Showalter. Essa mesma abordagem é utilizada no caso de Rossetti, embora haja mais material sobre ela em nosso país. Dessa forma, podemos afirmar que esse trabalho considera os seguintes tópicos para estudo: 1. o contexto de produção dos textos de Lewis Carroll e sua confecção; 2. a investigação acerca da vida e da obra das escritoras que compõem o corpus; 3. a discussão dos volumes literários selecionados tendo em vista seu hipotexto em comum
Abstract: This thesis was carried out to suggest one possibility of reading Mopsa the Fairy (1869), "Amelia and the Dwarfs" (1870), and Speaking Likenesses (1874), respectively written by Jean Ingelow (1820-1897), Juliana Horatia Ewing (1841-1885), and Christina Rossetti (1830-1894). We suggest a comparison between these texts and their common hypotext, Alice's Adventures in Wonderland (1865), by Lewis Carroll (1832-1898). The methodological approach we propose is based on narratology, and is intended to reflect on the revisions of this classic made by these authors. For a better understanding of the sociocultural context in which the Alice books and their hypertexts appear, the "Golden Age of Children's Literature" - a period that runs from 1864 to the First World War - will first be considered. Also, throughout the development of this research, we've realized the need to construct a biobibliography of the aforementioned women writers, as there is a lack of written sources and bibliographical and biographical information about Ewing and Ingelow in Brazilian Portuguese. In order to achieve our goals, considering the importance of the rediscovery of non-canonical voices in the expansion of the concept of literary canon, the section devoted to the authors posits Elaine Showalter's theory of gynocriticism as the basics for our discussion. This same approach is also used in Rossetti's case, even though there is a minimal literature about her in our country. Thus, this study is organized according to the following topics: 1. the context of production of Lewis Carroll's texts, and its writing process; 2. the investigation about the life and works of Jean Ingelow, Christina Rossetti, and Juliana Horatia Ewing; 3. the discussion of the selected texts and their common hypotext
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Carter, Victoria Chillik. "An approach to authoring and publishing children's literature." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1185390312.
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Sainsbury, Lisa Anne. "The postmodern carnival of children's literature : necessary playgrounds and subversive space in the protean body of children's literature." Thesis, University of Surrey, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246056.
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Onyango, James Ogola. "Masculinities in Kiswahili children's literature in Kenya." Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-91156.
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Children's literature affects the child's socialisation process, including the shaping the gender roles. But despite this, up to now children have featured less in gender scholarship. Against this backround, this paper seeks to critically interrogate the physical, social, economic and political manifestations of masculinities in selected Kiswahili children\'s books from Kenya. By analysing these works, we hope to demonstrate that power and ideological aspects of masculinites are rooted at childhood. Since special attention will be paid to the ideological and power basis of the masculinities, the analysis of the selected works is done in the encompassing prism of Critical Discourse Analysis revealing hegemonic masculinities.
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Varma, Manju. "Multicultural children's literature, storytelling the Canadian identity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/NQ53715.pdf.
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Goldstein, Jaime Elrath. "The integration of children's literature into mathematics." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/JEGoldstein2007.pdf.
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Kahn, Leslie Joan. "Mathematics as life: Children's responses to literature." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/184903.
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This teacher research study gave me an opportunity to examine how my sixth grade classroom learning environment changed over time to support students' responses to literature across sign systems, and to develop collaboration among adults and students. Specifically, it looked at the ways in which students made mathematical connections in informal discussions as part of class read aloud experiences and how they used mathematics to communicate responses to literature. Over the course of a year I gathered data primarily by audio taping as I read to the class and the following total class discussions. I video taped presentations of literature groups. These literature groups responded to the read alouds using multiple sign systems which reflected and further developed their understandings of the texts. I also kept a reflective teaching journal and field notes throughout the year. The data analyses included a description of the classroom over the year, a re-creation of journal entries between me and collaborative others involved in the Holocaust study, and a qualitative analysis of the mathematics talk, "math talk," generated in the classroom. Math talk was present in my talk and the students' talk as well. The students' math talk showed that mathematics is used as students respond to literature in informal read aloud discussions and subsequent literature presentations.
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葉淑蘭 and Sook-lan Yap. "A study of Zhang Tianyi's children's literature." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31211057.
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McGavock, Karen Louise. "Children's literature and the deconstruction of childhood." Thesis, University of Glasgow, 2004. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439182.
Full textAbstract:
Commentators such as Neil Postman (1989) and journals such as the Critical Quarterly( 1997) announced the "death" of childhood towards the end of the twentieth-century, two hundred years after it was reputedly "born". Philosophers such as Jean Jacques Rousseau and John Locke constructed modern childhood in the eighteenth-century. Their construction of childhood radically differed from the previous construction of childhood. Instead of representing children as miniature adults and original sinners, Rousseau and Locke constructed the child as sentimental, innocent, natural, special and separate from adults. The modern sentimental construction of childhood corresponded to the rise of consumerism in the eighteenth-century. Childhood was commodified by the consumer society so that adults regarded children as an investment, an object of desire and a civil saviour. Though the child was represented,in this Romantic construction, as in need of protection, childhood was exploited, separating childhood from adulthood therefore created a gap between categories, which provided a niche to be exploited in the marketplace. Rousseau forged a connection between the innocence of the word and of the child. The rise of the child corresponded to the rise of print media resulting in the commodification of childhood through fiction. Texts such as Lewis Carroll's Alice's Adventures in Wonderland (1865) were the first generation of texts to be created after modern childhood had been constructed. Instead of reinforcing and stabilising childhood through the medium of children's literature, however, Carroll's texts undermined the construction and destabilised childhood. The tensions present when childhood was conceived, the child being protected and yet exploited, valued as subject and yet rendered object, are therefore manifested in this fiction. This thesis contends that childhood began to "die" as soon as it was "born". In other words, childhood began to deconstruct as soon as it was constructed. This thesis will explore texts published at fifty-year intervals over one hundred and fifty years, spanning the period from the "birth" to the "death" of childhood. In addition to Carroll's Alice books, J.M. Barrie's Peter Pan or the Boy Who Wouldn't Grow Up (1904) will be explored, along with C.S. Lewis's The Chronicles of Narnia (1950) and J.K. Rowling's Harry Potter series (1997-). Each text has been chosen since it is deemed to be central to the genre of children's fiction and considered to stabilise the notion of childhood, yet ironically, each undermines and destabilises this notion. Through mapping the deconstruction of childhood from its birth to its death, this thesis will attempt to illustrate the ways in which children's literature has deconstructed childhood since its construction. Particular attention will be given to tensions within and between childhood and adulthood, the ways in which these tensions are represented in the language and characters of the texts, and the extent to which they address and "resolve", "dissolve" or "evade" these tensions. Investigation will be made into the closure of the gap between childhood and adulthood over this period. Since each text is concerned with deconstruction and fragmentation, each is considered to be postmodern. Despite being "seminal" to, and "canonised" as works of children's fiction, they are not religious or moralising texts. Instead this thesis contends that they are theodical in their exploration of conflicts, such as existential dilemmas, the fear of time, death and absence of meaning, and help to negotiate the space between childhood and adulthood. Corresponding to contemporary thought regarding the dismantling of the whole notion of the canon, I argue that childhood is also destabilised. Through utilising a different approach to their predecessors, who attempted to rid children of original sin by didacticism, each text considered in this thesis contributes to the process of cultural, particularly educational, reform, and theories of development. Unlike their predecessors, these writers allow readers spaces to explore themselves, they show rather than tell, confront rather than escape difficulties, and allow child characters to speak directly to the reader without the medium of an adult character. The central character and form of each work symbolises process. Each work can therefore be regarded as a catalyst for change in the construction of childhood and adulthood. This thesis will therefore argue that children's literature was instrumental to the deconstruction of childhood. It will conclude with an analysis of J.K. Rowling's Harry Potter series and offer the suggestion that since the "death" of childhood in the twentieth-century, children have reverted to being represented as miniature adults. Childhood and adulthood have imploded, lost their signifiers and have become homogenised due to the volatility of tensions within and between these constructions. Children have become empowered in the marketplace as "consumers" rather than the "consumed". The twenty-first-century is therefore heralded, as Philippe Ariès (1962) implied, as the privileged age of adulthood, with emphasis on adults over the child. Ironically, the consumer society, which constructed childhood in the eighteenth-century, is also responsible for deconstructing childhood in the twenty-first-century. Thought will be given to the prospect of childhood being resurrected and reconstructed as postmodern.
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Onyango, James Ogola. "Masculinities in Kiswahili children's literature in Kenya." Swahili Forum 14 (2007), S. 245-254, 2007. https://ul.qucosa.de/id/qucosa%3A11506.
Full textAbstract:
Children''s literature affects the child''s socialisation process, including the shaping the gender roles. But despite this, up to now children have featured less in gender scholarship. Against this backround, this paper seeks to critically interrogate the physical, social, economic and political manifestations of masculinities in selected Kiswahili children\''s books from Kenya. By analysing these works, we hope to demonstrate that power and ideological aspects of masculinites are rooted at childhood. Since special attention will be paid to the ideological and power basis of the masculinities, the analysis of the selected works is done in the encompassing prism of Critical Discourse Analysis revealing hegemonic masculinities.
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Gummow, Maureen Theresa. "Linking children's literature with multiculturalism and nutrition." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1017.
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Smart, Kirsten. "National consciousness in Postcolonial Nigerian children's literature." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/22880.
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This project highlights the role of locally produced children's written literature for ages six to fourteen in postcolonial Nigeria as a catalyst for national transformation in the wake of colonial rule. My objective is to reveal the perceived possibilities and pitfalls contained in Nigerian children's literature (specifically books published between 1960 and 1990), for the promotion of a new national consciousness through the reintegration of traditional values into a contemporary context. To do this, I draw together children's literature written by Chinua Achebe, Cyprian Ekwensi and Mabel Segun in order to illustrate the emphasis Nigerian children's book authors writing within the postcolonial moment placed on the concepts of nation and national identity in the aim to 'refashion' the nation. Following from this, I examine the role of the child reader in relation to the adult authors' intentions and pose the question of what the role of the female is in the authors' imagining of a 'new nation'. The study concludes by reflecting on the persistent under-scrutiny of children's literature in Africa by academics and critics, a preconception that still exists today. I move to suggest further research on the genre not only to stimulate an increased production of children's literature more conscious in content and aware of the needs of its young, (male and female) African readership, but also to incite a change in attitude toward the genre as one that is as deserving of interest as its adult counterpart.
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Bennett, Jessica. "National Identity in South African Children's Literature." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/3584.
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National identity is an important characteristic of a country and helps to create a sense of national unity between its citizens. Identity is a learned concept that develops at a young age from children's surroundings and interactions. According to Martyn Barrett, this sense of National identity is present as early as the age of 5, with children gaining greater understanding of the significance of national identity to the age of 11. During this time period, picture books play a major role in childhood development. Using picture books to help create a positive, unified sense of national identity and multicultural understanding can help a nation to create a socially stable environment that influences political and economic development. In the case of South Africa, national identity has shifted since the end of the apartheid era, but how it is reflected within children's picture books? This mini-dissertation examines six different children's picture books to ascertain whether or not elements of national identity are included and if these elements are able to create a positive shift in national identity within South African society. The elements of national identity to be examined include, but are not limited to, South African plants and animals that are native/ unique to South Africa, important South African figures, shared history, multiculturalism, and also hope for the future. By examining these elements and other external influences, an image of South African national identity as represented in children's picture books is explored. This leads to an understanding of the role that children's picture books can play in the South African education system and child development.
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Griffin, Shari L. "It's the thought that counts the portrayal of problem solving in children's literature /." Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=994236061&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Fernandes, Alan de Luna Ribeiro. "Estudo da literatura juvenil de Caio Riter : análise de dez narrativas premiadas /." Assis, 2019. http://hdl.handle.net/11449/181042.
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Orientador: João Luís Cardoso Tápias CeccantiniBanca: Larissa Warzocha Fernandes Cruvinel
Banca: Alice Áurea Penteado Martha
Resumo: Esta dissertação procurou realizar um estudo da literatura juvenil premiada de Caio Riter (1962-), o autor se destaca no cenário nacional tendo recebido vários prêmios na última década, entre eles o Prêmio FNLIJ, concedido pela Fundação Nacional do Livro Infantil e Juvenil, o Prêmio Açorianos de Literatura, concedido pela Secretaria Municipal da Cultura da Prefeitura de Porto Alegre, e o Prêmio AGES, concedido pela Associação Gaúcha de Escritores. Várias de suas obras receberam o selo Altamente Recomendável, concedido pela Fundação Nacional do Livro Infantil e Juvenil (FNLIJ), e têm reconhecimento internacional, sendo anexadas a importantes catálogos, como o catálogo de Bolonha, na Itália, e o White Ravens, na Alemanha. Constatou-se, durante o levantamento bibliográfico para esta dissertação que não há no meio acadêmico pesquisa que se proponha fazer um estudo introdutório da obra do autor e que mesmo a crítica de suas obras se encontra fragmentada em capítulos de livros, de teses e de dissertações, bem como em artigos de periódicos e anais, cabendo, portanto, a este projeto de pesquisa reunir tal fortuna crítica. Deste modo, este trabalho é composto pelo levantamento da produção literária do autor e dos discursos críticos sobre elas publicados no meio acadêmico, em seguida submeteu-se à análise, a partir da grade elaborada pelo pesquisador João Luís C. T. Ceccantini em sua tese de doutorado (2000), dez narrativas premiadas e/ou selecionadas para compor o acervo do PNBE... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This dissertation sought to carry out a study of Caio Riter's award-winning juvenile literature (1962-), the author stands out in the national scene and has received several prizes in the last decade, among them the FNLIJ Prize, granted by the National Foundation for Children and Youth Book, the Açorianos Prize for Literature, granted by the Municipal Department of Culture of Porto Alegre, and the AGES Award, granted by the Associação Gaúcha de Escritores. Several of his works have received the Highly Recommended seal, granted by the National Foundation for Children and Youth Book (FNLIJ), and are internationally recognized and are attached to important catalogs such as the Bologna catalog in Italy and White Ravens in Germany. It was found during the bibliographical survey for the study that there is no research in the academic world that proposes to make an introductory study of the author's work and even the criticism of his works is fragmented into chapters of books, theses and dissertations, as well as articles in periodicals and annals, and it is therefore up to this research project to gather such critical fortune. Thus, this work is composed of the survey of the author's literary production and the critical discourses about them published in the academic environment, after which he was submitted to the analysis, based on the grid developed by the researcher João Luís CT Ceccantini in his doctoral thesis ( 2000), ten narratives awarded and/or selected to compose the collection of the PNBE, in order to allow a panoramic view of the works, in such a way that it was tried to highlight possible traits and tendencies of the literature of Caio Riter. This study intends... (Complete abstract electronic access below)
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Ruiz, Uiára Cristina de Andrade. "Literatura de temática africana e afro-brasileira no PNBE do ensino fundamental II : um estudo sobre o conto popular de matriz africana /." Assis, 2018. http://hdl.handle.net/11449/153600.
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Orientadora: Eliane Aparecida Galvão Ribeiro FerreiraBanca: Eliane Santana Dias Debus
Banca: Karin Adriane Henschel Pobbe Ramos
Resumo: Assegurar em ambiente escolar o respeito à diversidade étnico-racial por meio do trabalho com o texto literário dotado de valor estético, tornou-se o objetivo desta pesquisa que acredita no valor emancipatório da literatura para a formação do jovem leitor. Para isso, elegemos as obras do Programa Nacional Biblioteca da Escola, que se destina à formação de leitores do Ensino Fundamental II, cujas obras tratam da temática africana e afro-brasileira. Assim, a partir do levantamento dessas obras no acervo da instituição pesquisada, observamos que as histórias mapeadas eram, em sua maioria, contos e recontos provenientes da tradição oral. A partir desses dados, realizamos o trabalho de recepção com diferentes obras que apresentavam uma dialogia com a temática abordada na obra A tatuagem (2012), de Rogério Andrade Barbosa, incluída no acervo da instituição pesquisada. O trabalho de recepção foi realizado com alunos do 6o ano, do Ensino Fundamental II, de uma escola pública do município de Inúbia Paulista, situado no Estado de São Paulo. Pautamo-nos em pressupostos teóricos da teoria da Estética da Recepção, preconizados por Jauss (1994) e Iser (1996), e no Método Recepcional, de Bordini (1993) e Aguiar (1993) para o desenvolvimento da proposta. Com base nos dados obtidos, verificamos que a obra escolhida promoveu a ampliação do horizonte de expectativas dos alunos participantes, bem como promoveu um olhar mais equânime em ambiente escolar
Abstract: Ensuring in the school environment respect for ethnic-racial diversity by working with the literary text endowed with aesthetic value, became the objective of this research that believes in the emancipatory value of literature for the formation of the young reader. For this, we chose the works of the National Library of the School Program, which is intended for the training of readers of Elementary School II, whose works deal with African and Afro-Brazilian themes. Thus, from the survey of these works in the collection of the institution researched, we observed that the stories mapped were, for the most part, short stories and recounts from the oral tradition. Based on these data, we performed the reception work with different works that presented a dialogue with the theme addressed in Rogério Andrade Barbosa's The Tattoo (2012), included in the collection of the institution researched. The reception work was carried out with students of the 6th grade, Elementary School II, of a public school in the municipality of Inúbia Paulista, located in the State of São Paulo. We call for the theoretical assumptions of the Aesthetics of Reception, recommended by Jauss (1994) and Iser (1996), and in the Receptive Method, by Bordini (1993) and Aguiar (1993) for the development of the proposal. Based on the data obtained, we verified that the chosen work promoted the expansion of the expectations horizon of the participating students, as well as promoted a more equanimous look in the school environment
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