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Journal articles on the topic 'Childrenin literature'

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Published: 4 June 2021

Last updated: 10 February 2022

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1

Sukitman, Tri, and M. Ridwan. "IMPLEMENTASI PENDIDIKAN NILAI (LIVING VALUES EDUCATION) DALAM PEMBELAJARAN IPS (STUDIPEMBENTUKAN KARAKTER ANAK DI SDN BATANG-BATANG DAYA I)." Profesi Pendidikan Dasar 3, no. 1 (December 12, 2016): 26. http://dx.doi.org/10.23917/ppd.v3i1.2717.

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Information and communication technologies that facilitate the service of the man, in fact alsoaccelerate the negative effects for the existence of values that has evolved in this masyarakat.Pernyataan evidenced by the spread of violence committed on school-age children, sexual abuse,a lack of values of decency against the old, free sex, abortion, and others. The spread of thisphenomenon is inseparable from the development of information and communication technologythat has now become the primary needs of a person. This research is categorized into fieldresearch (field research) were designed using qualitative approach with case study method (casestudy). The data collection techniques were used in this research through interviews, observation,field notes (field notes), study the documentation, and literature. Results of research conductedin SDN Batang-Batang Power I declare that there is some development programs educationalvalue, including the value of education is integrated into the curriculum in 2013 (K-13) and thedevelopment of value by maximizing the role of parents in monitoring every activity of childrenin the home environment through liaison book. The book serves for monitoring the activities ofchildren at home every day ranging from learning, prayer, reading the Koran, refined language(Enggi Bunten), and helping the elderly.educational values (values education), social studies learning, character

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2

Xouplidis, Panagiotis. "Teaching cats in Children’s Literature." Journal of Education Culture and Society 11, no. 2 (September 11, 2020): 311–21. http://dx.doi.org/10.15503/jecs2020.2.311.321.

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Aim. The aim of the research is the comparative study of literary cat characters in Children’s Literature texts in Greek and Spanish and their instructive function in the transmission of social stereotypes. Methods. The research subscribes to the field of Literary Animal Studies based on the theory of Children’s Literature (Lukens, 1999) and through the intercultural perspective of Comparative Children’s Literature (O’Sullivan, 2005). Published children’s books from Greece, Spain and Spanish-speaking America were compared using textual analysis methods of Imagology (Beller & Leersen, 2007). Stereotyped variants were identified and organized in categories related to name, physical appearance, gender, behavior, and function of literary cat characters. Results. After examining a corpus of 37 books, 23 in Greek and 17 in Spanish (Argentina, Chile, Colombia, Mexico, Spain), textual analysis findings were compared, organized, and classified by language, country and readers’ age groups to locate that literary cat characters are usually pets or feral, and they remain consistently stereotyped as anthropomorphic and subversive. Cats with seven lives and magical powers are common perceptions, dominating in both cultural contexts, stereotypes extended to strong superstitions about black cats. Conclusions. In Children's Literature texts, cats are linguistically, literally, and socially defined literary constructs, can have usually human-like features, intercultural influences, and are potentially shaped by intertextual relations. They serve also as a narrative motif for the transmission of social values about non-human animals and the textual familiarization of nonadult readers with society’s cultural stereotypes.

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De Lucca, Djuli Machado, Clarice Fortkamp Caldin, and João Primo Ramirez Righi. "O desenvolvimento da Competência Informacional nas crianças a partir da literatura infantil." RDBCI: Revista Digital de Biblioteconomia e Ciência da Informação 13, no. 1 (January 30, 2015): 192. http://dx.doi.org/10.20396/rdbci.v13i1.1588.

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Objetiva realizar uma reflexão acerca da prática de leitura de literatura infantil para o desenvolvimento da Competência Informacional nas crianças. A Competência Informacional é caracterizada por um movimento que estimula o uso crítico e reflexivo da informação. Trata da primeira fase de desenvolvimento da Competência Informacional, entendida, nesse artigo, como letramento informacional, que se constitui em um processo. É nessa fase que o indivíduo desenvolve habilidades básicas relacionadas aos suportes informacionais, geralmente na infância. Nesse contexto, insere a prática de leitura de literatura infantil como meio de propiciar o desenvolvimento da Competência Informacional nas crianças. Aponta o bibliotecário e a biblioteca como propulsores do desenvolvimento deste conjunto de habilidades. Afirma que a função social da literatura infantil é, de certa forma, propiciar o desenvolvimento da Competência Informacional, pois apresenta o maravilhoso como forma de entender a realidade. Conclui com sugestões de mudança de comportamento do bibliotecário – de técnico para educador, a fim de que o mesmo possa participar de forma dinâmica, do letramento informacional, fomentando a leitura de textos literários infantis.AbstractThis paper proposes to stimulate a discussion about the practice of reading children's literature to develop Information Literacy of children. Information Literacy is a movement that encourages critical and reflective use of information by people. The first phase of Information Literacy is a process related to informational media and other basic skills, and is usually developed in childhood. In this context, it inserts the practice of reading children's literature as a way of promoting the development of Information Literacy in children. Also, the librarian and the library are seen as collaborators in the mentioned process. It Concludes that the social function of children's literature is, in a way, a possibility to encourage the development of Information Literacy.KeywordsInformation Competence; Information Literacy; Children’s literature.

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Світлана Тітаренко. "FORMATION OF ELEMENTARY ASTRONOMIC PERCEPTIONS IN OLDER PRESCHOOL CHILDREN BY MEANS OF LITERATURE AND FOLK ART." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (September 4, 2020): 160–66. http://dx.doi.org/10.31499/2307-4906.3.2020.219118.

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The article substantiates the relevance of the problem of formation of senior preschool children's elementary astronomical representations. The analysis of psychological and pedagogical researches on the problem of formation of senior preschool children’s elementary astronomical ideas has been carried out. The influence of literature and oral folk art on the formation of senior preschool children's elementary astronomical ideas has been substantiated. The level of formation of senior preschool children’s elementary astronomical ideas has been determined. A system of work on the formation of senior preschool children’s elementary astronomical representations by means of fiction and oral folk art has been proposed and its effectiveness has been checked.The purpose of the research is theoretical substantiation and experimental study of the literature and folk art influence on the formation of senior preschool children’s elementary astronomical ideas. To solve this goal, the following research methods were used: analysis to determine the status and isolation of problems of astronomical education in the institution of preschool education; observing the educational process of astronomy in the institution of preschool education in order to identify its shortcomings and identify prospects for improvement; questionnaires, surveys to reveal the level of preschool children’s knowledge in astronomy; current and final control to determine the level of formation of elementary astronomical representations. It is determined that the positive prerequisite for the formation of astronomical ideas in senior preschoolers is the usage of fiction in its different variations.

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Aerila, Juli-Anna. "Teaching mathematics with children’s literature in Finland." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (June 28, 2017): 564–72. http://dx.doi.org/10.18844/gjhss.v3i1.1821.

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6

Kurniawan, Mozes. "The Analysis of Interlingual and Intralingual Interference in Children’s Literature Translation Project." Celt: A Journal of Culture, English Language Teaching & Literature 18, no. 2 (December 22, 2018): 223. http://dx.doi.org/10.24167/celt.v18i2.1177.

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Translation is important in preparing children's literature, especially in children's education. When a prospective teacher does not correctly translate teaching materials, children will be impacted by such inaccuracies such as learning confusion, improperly instilled socio-cultural values and even inadequate intellectual development. The disturbances mentioned are under these two condition such as: interlingual interference (also known as transfer between languages) and intralingual interference (also known as transfer in one language) which is reflected from the translation of English-language teaching materials. This research was a descriptive research aiming to find out, describe and explain the interlingual and intralingual interference found in children’s literature translation project. Participants of this research were students who joined in English Language Learning class of Early Childhood Teacher Education study program, Faculty of Teacher Training and Education, Universitas Kristen Satya Wacana Salatiga. By using translation task/project and semi-structured interview, the research data was collected. The result showed that students still encounter interlingual and intralingual interference especially in some categories. This finding triggered English language practitioners to cope with translation disorder in order to produce the best translated material for children’s education.

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Panaou, Petros, and Janelle Mathis. "School in Children's Literature and Children's Literature in School." Bookbird: A Journal of International Children's Literature 58, no. 1 (2020): ii—iv. http://dx.doi.org/10.1353/bkb.2020.0011.

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O'Sullivan, Emer. "Translating children’s literature: what, for whom, how, and why. A basic map of actors, factors and contexts." Belas Infiéis 8, no. 3 (July 25, 2019): 13–35. http://dx.doi.org/10.26512/belasinfieis.v8.n3.2019.25176.

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This article presents a systematic look at the different actors, factors, and contexts involved in the field of translating children’s literature. Taking as its point of departure the somewhat provocative question “Why translate children’s literature?”, it goes on to parse the three component parts. “Why?” involves looking at the motivation and interests of the various human and non-human actors (publishing houses, organizations, translators etc), as well as the complex interplay of geopolitical, economic, and cultural factors on publishing and literary transfer. Of the verb “translate” is asked “for whom?”, to examine questions of address and its role in translation, and then “how?”, to discuss determinants, strategies, and tendencies in translating children's literature. “Children’s literature”, the object of the translation activity, will be looked closely in response to the question “what?”, to illustrate the heterogeneity of its corpus and to show that it encompasses more genres and forms than are commonly featured in studies of translated children’s literature. The overall goal of the article is to provide a basic map of this complex field.

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Hoyos Londoño, María Carmenza. "La literatura infantil y sus beneficios en el desarrollo del pensamiento y del lenguaje." Katharsis, no. 19 (June 20, 2015): 73. http://dx.doi.org/10.25057/25005731.490.

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ResumenEste texto contiene varias ideas sobre lectura, literatura e interpretación. También se comentan aquí elementos diferenciadores entre la literatura infantil y la general, y los usos que se les ha dado. Por último, se sintetizan algunas ideas sobre los beneficios de la literatura infantil para el desarrollo del lenguaje y del pensamiento. Al final, se encontrarán conclusiones y recomendaciones generales para la lectura con niños. Palabras clave: Lectura, literatura infantil, lenguaje y pensamiento. AbstractThis article contains several ideas about reading, literature and interpretation. Some differences among children’s and general literature, and the uses of these have been discussed. Finally, some thoughts on the benefits of children’s literatura for the development of language and thought are synthesized. At the end, it will be found conclusions and recommendations for reading with children. Keywords: reading, children’s literature, language and thought.

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Herrera, Luz Yadira. "Voices of Resistance." Educational Renaissance 7, no. 1 (December 17, 2018): 36–38. http://dx.doi.org/10.33499/edren.v7i1.121.

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Voices of resistance: Interdisciplinary approaches to Chican@ children's literature gathers a wide range of experts from diverse academic fields in the analysis of Chicanx children’s and young adult (YA) literature. The editors convincingly make the case for the urgency of using multicultural children’s literature as a means for empowerment and social justice. The book provides a solid framework that is useful to multiple audiences–from caregivers, teachers, school leaders, community members, to teacher educators, and beyond. The book highlights the Chicanx history of resistance, as indicated in its title, situated in the various US socio-political contexts that have negatively impacted people of color since the country’s formation. The book reminds us of the important role that literature has on the lives of children; and its potential to either affirm an asset-based perspective connected to their lives, cultural identities, gender constructions, and home language practices of Chicanx children and youth, or to perpetuate harmful deficit views. Furthermore, the book reminds us that powerful children’s and YA literature can help raise Chicanx children’s consciousness, even from a young age, towards sustaining self-love in the uplifting of Chicanx identity, culture, and linguistic practices. (Rowman & Littlefield, 2018)

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Gaarden, B. "Understanding Children's Literature." American Literature 74, no. 1 (March 1, 2002): 191–92. http://dx.doi.org/10.1215/00029831-74-1-191.

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Eeds, Maryann, Francelia Butler, and Margaret R. Hignonnet. "Children's Literature 13." Rocky Mountain Review of Language and Literature 40, no. 1/2 (1986): 94. http://dx.doi.org/10.2307/1566609.

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O'Sullivan, Emer. "Comparative Children's Literature." PMLA/Publications of the Modern Language Association of America 126, no. 1 (January 2011): 189–96. http://dx.doi.org/10.1632/pmla.2011.126.1.189.

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The most striking change in children's culture, including children's literature, over the last few decades has been its commercialization and globalization (O'Sullivan, Comparative Children's Literature 149–52). The children's book industry in the United States, the leading market, is increasingly dominated by a handful of large media conglomerates whose publishing operations are small sections of their entertainment businesses. As a consequence, as Daniel Hade observes, “the mass marketplace selects which books will survive, and thus the children's book becomes less a cultural and intellectual object and more an entertainment looking for mass appeal” (511). The influence of these multimedia giants is immense: manufacturing mass-produced goods for children, they sell their products beyond the borders of individual countries, further changing and globalizing what were once regionally contained children's cultures. As a discipline that engages with phenomena that transcend cultural and linguistic borders and also with specific social, literary, and linguistic contexts, comparative children's literature is a natural site in which to tease out the implications of these recent developments.

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Taxel, Joel. "Teaching Children's Literature." Teaching Education 1, no. 1 (February 1987): 12–15. http://dx.doi.org/10.1080/1047621870010104.

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15

Nikolajeva, Maria. "Exit Children's Literature?" Lion and the Unicorn 22, no. 2 (1998): 221–36. http://dx.doi.org/10.1353/uni.1998.0028.

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Neilsen, Philip. "Queensland Children's Literature." Queensland Review 8, no. 2 (November 2001): 53–68. http://dx.doi.org/10.1017/s1321816600006838.

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Literature written for children and adolescents still has not been treated with due seriousness by standard Australian literary histories and companions. This is despite a growing number of critics over the last two decades who have pointed out how much of the genre is ‘good literature’ which can withstand any critical scrutiny. Whatever its conventional literary merits, writing for children and young adults is a major industry and an important cultural practice that requires as much attention as adult literature. Of particular interest is the relationship between children's reading and the reproduction of social attitudes and behaviour.

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Coussy, Audrey. "Translating Children's Literature." Translation Studies 12, no. 1 (November 29, 2018): 126–28. http://dx.doi.org/10.1080/14781700.2018.1543614.

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Zeece, Paulin Davey, and Nóirín Hayes. "International Children's Literature." Early Childhood Education Journal 32, no. 3 (December 2004): 191–97. http://dx.doi.org/10.1023/b:ecej.0000048972.10879.b9.

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Trites, Roberta Seelinger. "International Children's Literature." Children's Literature Association Quarterly 28, no. 4 (2003): 194. http://dx.doi.org/10.1353/chq.0.1406.

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Bottigheimer, Ruth B. "German Children's Literature." Children's Literature 17, no. 1 (1989): 176–81. http://dx.doi.org/10.1353/chl.0.0493.

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Gay, Thomas. "Teaching Children's Literature." Children's Literature Association Quarterly 12, no. 3 (1987): 129–30. http://dx.doi.org/10.1353/chq.0.0263.

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Amalia, Eka Rizki, and Hasana Hasana. "Mengasah Keterampilan Bahasa Anak Usia Dini Melalui Kegiatan Bernyanyi." AULADA: JURNAL PENDIDIKAN DAN PERKEMBANGAN ANAK 1, no. 1 (December 15, 2018): 1–11. http://dx.doi.org/10.31538/aulada.v1i1.207.

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During the children’s development, they will experience a phase called the golden age. This phase is the most crucial stage in children's development because they will grow and develop rapidly. This phase is the foundation for developing cognitive, motoric, socio-emotional, religious, moral and language abilities. Regarding the development of children's language skills, it will be optimal if it is conducted with stimulation from the surrounding both from the parents or family and the teachers. This literature study discusses the importance of directing and fostering the children’s language skills from early childhood and activities that can support the stimulation process of early childhood language skills. The results of the literature review show that children’s language skills must be directed and nurtured since early childhood. A person's language skills show his intelligence in expressing certain words and sentences regularly and precisely. For early childhood, the best stimulation is given by singing activities. Singing activities cannot be separated from social relations, both with the environment, society, friends, and family. By singing activities, children will be introduced to how to respect others, to put themselves in a new environment, and train their ability to communicate.

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Guseva, Olga. "Произведения Клементины Хоффмановой из рода Таньских в русских переводах." Slavica Wratislaviensia 169 (May 9, 2019): 11–22. http://dx.doi.org/10.19195/0137-1150.169.2.

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Works of Klementyna Hoffmanowa in Russian translationsWorks of Klementyna Hoffmanowa, one of Poland’s first writers of children’s literature, were extremely popular in Poland in the 19th century. Her first book Pamiątka po dobrej Matce Remembering a Good Mother had the most astonishing success. It was followed by a series of works, almost all had a strongly expressed national character. Nevertheless, her translators into the Russian language used the Russification as a technique of translation. Polish culture was converted to the Russian culture and the text was rewritten. Russian translation of Remembering a Good Mother was published in 1827 and it was a great success because of the poverty of Russian children’s literature in the first third of the 19th century. The next adapted translation was her book of moral stories, published in Russian in 1860 and 1869. By that time, Russian children’s literature was rich and varied and adaptation as a method of translation failed. Utwory Klementyny z Tańskich Hoffmanowej w tłumaczeniach na język rosyjskiUtwory Klementyny z Tańskich Hoffmanowej — jednej z pierwszych polskich twórczyń literatury dla dzieci i młodzieży — cieszyły się wielką popularnością w XIX wieku. Szczególne uznanie zdobyło jej debiutanckie dzieło Pamiątka po dobrej matce 1819, pisane z myślą o dorastających dziewczętach. W 1827 roku ukazała się rosyjska adaptacja Pamiątki, przystosowana do odczytania utworu w kontekście kultury rosyjskiej. W tym czasie w literaturze rosyjskiej brakowało utworów edukacyjnych poświęconych wychowaniu płci pięknej, dlatego przeróbka z polskiego uzyskała pochlebne opinie krytyków.Strategia domestykacji, czyli udomowienia tekstu źródłowego, została ponownie zastosowana przez tłumaczy w przekładach opowiadań Hoffmanowej w latach sześćdziesiątych XIX wieku. Wówczas jednak rosyjska literatura dla dzieci przeżywała rozkwit i dlatego moralno-dydaktyczne adaptacje pozbawione elementów obcości zostały pominięte przez krytyków milczeniem, przez co pozostały niemal niezauważone przez czytelników.

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Singh, Harprit Kaur, Mary Ellen Macdonald, and Franco A. Carnevale. "Considering medical assistance in dying for minors: the complexities of children’s voices." Journal of Medical Ethics 46, no. 6 (April 24, 2020): 399–404. http://dx.doi.org/10.1136/medethics-2019-105762.

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Medical assistance in dying (MAID) legislation in Canada followed much deliberation after the Supreme Court of Canada’s ruling in Carter v. Canada. Included in this deliberation was the Special Joint Committee on Physician Assisted Dying’s recommendation to extend MAID legislation beyond the inclusion of adults to mature minors. Children's agency is a construct advanced within childhood studies literature which entails eliciting children’s voices in order to recognise children as active participants in constructing their own childhoods. Using this framework, we consider the possible extension of MAID legislation to most minors. We highlight important questions regarding how insights from children’s voices could be mobilised in the life or death context of MAID. We conclude that children’s voices have the potential to help determine their eligibility for MAID; however, incorporating children's voices in the context of MAID requires careful consideration due to the complexity of voice.

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Auliya, Alfiana Falan Syarri, and Pujiyanti Fauziah. "Advices for Involving Parents in Children’s Learning Activities from School to Home." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 5, no. 2 (October 3, 2020): 1073–82. http://dx.doi.org/10.31004/obsesi.v5i2.621.

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Parental involvement in children’s learning activities is important for the optimal of their growth and development. The aims of writing this article is to provide advices that can be applied in early childhood education institutions in terms of involving parents in children's learning activities at home. This article used the literature review method by reviewing recent literature such as books and research journals that provide an explanation of the topic of parental involvement in children's learning. In this research, several topics related to parental involvement are explained, including factors that influence and the type of parental involvement, forms of parental involvement in children's learning and advices for involving parents in children's learning activities. In short, this article is expected to help educators find strategies for involving parents to continue children's learning activities from school to home. Then, it is recommended for educators to use the results of this study, which is advices for involving parent in children's learning activities. Every parent must accompany the child's learning activities so that learning activities run effectively and can optimize the child's growth and development.

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Kuodytė, Paulina. "Vilko vaikų traktuotė grožinėje ir dokumentinėje literatūroje." OIKOS: lietuvių migracijos ir diasporos studijos 28, no. 2 (2019): 109–24. http://dx.doi.org/10.7220/2351-6561.28.6.

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B. Lakhkar, Bhavana, M. M. Patil, and S. V. Patil. "Scorpion Sting Envenomation in Children: A Literature Review." Indian Journal of Trauma and Emergency Pediatrics 8, no. 2 (2016): 119–23. http://dx.doi.org/10.21088/ijtep.2348.9987.8216.14.

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Kaya, Ahmet İhsan. "An investigation of interactive e-books in children’s literature." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (February 19, 2016): 261–67. http://dx.doi.org/10.18844/gjhss.v2i1.306.

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Kharkivska, Alla A. "Development of E-Book «Children’s Literature» Using Google Presentations." International Journal of Psychosocial Rehabilitation 24, no. 4 (April 30, 2020): 6088–101. http://dx.doi.org/10.37200/ijpr/v24i4/pr2020419.

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Hartati, Tatat, Eli Nurlela Andriani, Nana Supriatna, and Risma Nuriyanti. "Development of Children's Literature Book Based on Primary School Students’ Ecoliteration." Social, Humanities, and Educational Studies (SHEs): Conference Series 4, no. 1 (February 22, 2021): 152. http://dx.doi.org/10.20961/shes.v4i1.48719.

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<p><em>Lack of student interest in literature is due to the low literacy of students. Therefore, one of the ways to improve the students’ literacy and ecological awareness is through children's literature . Hence, Ecoliteration-based children's literature books are considered to be used as learning support books, media as well as sources of learning Bahasa for elementary schools .This study aimed to determine the design of eco-literation-based children's literature models for elementary school students.. This study adopted a development research wich Educational Design Research (EDR) was applied. This study involved lecturers, practitioners/ experts, and elementary school, teachers. The developed book contained some materials namely Bahasa, Science, and Social Sciences for four grade students by proposing a theme of " Peduli Terhadap makhluk Hidup (Caring for Sentient Beings)", added with Basic Competence from 2013 curriculum of Environmental Education lesson (PLH) and eco-literation competencies (Head, Heart, Hands, and Spirit). This study has 3 major findings: (1) the researchers successfully created a eco-literation-based children’s literature model book for elementary school pupils entitled “The Mystery of the Disappearance of A Friend” and “The Mystery of the Butterfly” (2) This study found the suitable characteristics of eco-literation book for Elementary School Students, (3) There are positive response towards these kinds of literature from the experts and the teachers.</em></p>

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Rybak, Krzysztof. "To Traumatize or to Put under a Taboo? Holocaust Narratives in Children’s Literature." Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova 6 (September 22, 2021): 251–64. http://dx.doi.org/10.17951/en.2021.6.251-264.

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The article investigates the ways of representing the Holocaust in children’s literature published in Poland in the 21st century (e.g. Joanna Rudniańska’s Kotka Brygidy and Smoke by Antón Fortes and Joanna Concejo). Phenomena such as anti-Semitism or death of the main character, called by researchers and critics inappropriate for a young audience, are analyzed with the use of the research on taboo in children’s literature (Bogusława Sochańska and Justyna Czechowska) as well as confronted with the threat of “traumatization” of the young reader (Małgorzata Wójcik-Dudek). The analysis proves that the Shoah only appears to be well-represented in children’s literature as many topics are still omitted.

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Engalycheva, E. V. "Children's book in Siberia: a historiographic review." Bibliosphere, no. 4 (December 30, 2017): 35–40. http://dx.doi.org/10.20913/1815-3186-2017-4-35-40.

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The article is devoted to the history of Siberian regional children's book publishing. The author has collected theoretic-practical opinions of historians, bibliologists, publishers and booksellers, librarians and bibliographers, psychologists and sociologists, which purpose is to generalize and reveal regularities of books' flow for children. V. G. Belinsky, L. N. Tolstoy, F. G. Tol’, N. V. Chekhov developed the first concepts of children's book. N. K. Krupskaya, V. A. Sukhomlinsky studied the «core» of the children book repertoire. V. G. Sopikov, B. S. Bondarsky reviewed children's literature of the 19th century in their bibliographic works. The author allocated some organizational components using formal-logical, comparative-historical and structural-typological methods. The first block is related to studying such definitions as «children's book», «children's literature», «editions for children», «a circle of childhood reading», «the repertoire of children's books», their typological signs. The presented concepts are investigated according to tasks, which children's editions solve. S. G. Antonova and S. A. Karaichentseva touched issues of children's literature typology in their publications. The second block of literature reveals the children's book development in Russia in various periods of its formation. I. E. Barenbaum, A. A. Grechikhin, A. A. Belovitskaya studied general fundamentals of the book's history, while A. Ivich, L. Kohn, I. Lupanova considered the history of children’s books. The third block is devoted to printing and art features of the children's book design, activity of universal and specialized publishing houses to distribute literature for children. The fourth block explains such category as «reader - library», considers techniques of work with children's book, offers methodical recommendations for teachers and tutors. Readers’ activity is examined as well. The author analyzes interests, factors, incentives and aims influencing childhood reading. Dissertation researches disclose the regional specifics of children's book publishing in 1980-2013, confirm the considered subject relevance. The historical, comparative, formal and logical analysis carried out by the author will be useful both the specialists in publishing and editorial affairs, researchers studying the history and development of the children's book, historians, and teachers in the educational process of such courses as «Publishing and Editing», «Children's Literature», «Book Science». The author concludes that the children's book has been studied in different periods of its development in the context of numerous aspects, directions and components, which makes it possible to reveal the special patterns of its existence.

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Ph.D, Prof P. Vijaya Lakshmi,. "Digital Food Marketing Strategies Targeting Children: Review of Literature." International Journal of Trend in Scientific Research and Development Volume-2, Issue-5 (August 31, 2018): 2074–80. http://dx.doi.org/10.31142/ijtsrd18258.

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Harris, Violet J. "Benefits of Children's Literature." Journal of Negro Education 59, no. 4 (1990): 538. http://dx.doi.org/10.2307/2295310.

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35

Tischler, Rosamond Welchman. "Mathematics from Children's Literature." Arithmetic Teacher 35, no. 6 (February 1988): 42–47. http://dx.doi.org/10.5951/at.35.6.0042.

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The mathematics curriculum for young children can grow from children's literature. The following examples encourage children to use a variety of thinking skills—classifying, forming hypotheses, selecting strategies, and creating problems. As a result, they offer more depth and breadth in mathematics than most curriculum guides or texts currently suggest. At the same time, the examples build on children's interests and involve them in an informal, active, and creative way. ln particular, they offer the manipulative experiences that are necessary at this age.

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36

Shavit, Zohar. "Poetics of Children's Literature." Poetics Today 8, no. 2 (1987): 461. http://dx.doi.org/10.2307/1773061.

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O'Sullivan, Emer. "Imagology Meets Children's Literature." International Research in Children's Literature 4, no. 1 (July 2011): 1–14. http://dx.doi.org/10.3366/ircl.2011.0003.

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Since the 1970s, children's literature research has developed a number of approaches, from simple ideological criticism to more sophisticated applications of postcolonial theory, to analyse how, and to what end, members of other national, cultural, racial and ethnic groups are represented in texts for children. However, a field of study within comparative literature, imagology, which specifically addresses the cultural construction and literary representation of national characters in literature, has not yet made much impact. This review article will present its origins and methods of investigation as well as sketch areas in children's literature of imagological interest, which have been or are still waiting to be productively addressed, to show what the domain can gain from this approach.

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Nilsen, Alleen Pace, Francelia Butler, and Compton Rees. "Children's Literature, Vol. 12." Rocky Mountain Review of Language and Literature 39, no. 1 (1985): 60. http://dx.doi.org/10.2307/1346764.

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39

Lundin, Anne. "Intertextuality in Children's Literature." Journal of Education for Library and Information Science 39, no. 3 (1998): 210. http://dx.doi.org/10.2307/40324158.

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Givens, John. "Liudmila Ulitskaia, Children's Literature." Russian Studies in Literature 49, no. 1 (December 2012): 3–7. http://dx.doi.org/10.2753/rsl1061-1975490100.

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Givens, John. "Andrei Platonov; Children's Literature." Russian Studies in Literature 49, no. 3 (July 2013): 3–6. http://dx.doi.org/10.2753/rsl1061-1975490300.

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Eastman, Jacqueline, and Zohar Shavit. "Poetics of Children's Literature." South Atlantic Review 52, no. 3 (September 1987): 144. http://dx.doi.org/10.2307/3200134.

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Moruzi, Kristine. "Ethics and Children's Literature." Childhood in the Past 9, no. 2 (July 2, 2016): 145–46. http://dx.doi.org/10.1080/17585716.2016.1205896.

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Kümmerling-Meibauer, Bettina. "Multilingualism and Children's Literature." Bookbird: A Journal of International Children's Literature 51, no. 3 (2013): iv—x. http://dx.doi.org/10.1353/bkb.2013.0064.

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Alpöge, Gülçin. "Children's Literature in Turkey." Bookbird: A Journal of International Children's Literature 56, no. 2 (2018): 10–13. http://dx.doi.org/10.1353/bkb.2018.0021.

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Sundmark, Björn. "Children's Covid-19 Literature." Bookbird: A Journal of International Children's Literature 58, no. 3 (2020): 84–85. http://dx.doi.org/10.1353/bkb.2020.0046.

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Tindall, William. "Children's literature: A perspective." Early Child Development and Care 26, no. 3-4 (January 1986): 229–51. http://dx.doi.org/10.1080/0300443860260307.

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Wolf, Virginia L. "New to Children's Literature?" Lion and the Unicorn 17, no. 2 (1993): 215–19. http://dx.doi.org/10.1353/uni.0.0246.

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Schmidt, Nancy J. "Children's literature about Africa." Lion and the Unicorn 21, no. 2 (1997): 284–87. http://dx.doi.org/10.1353/uni.1997.0035.

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Stelle, Lucinda C. H. "Review of Children's Literature." Intervention in School and Clinic 35, no. 2 (November 1999): 123–28. http://dx.doi.org/10.1177/105345129903500211.

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