Relevant bibliographies by topics / German literature Children in literature

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

Academic literature on the topic 'German literature Children in literature'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "German literature Children in literature"

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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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Kleinau, Elke, and Lilli Riettiens. "‘Nature’ in German colonial literature for children and young people." History of Education 49, no. 4 (June 3, 2020): 440–58. http://dx.doi.org/10.1080/0046760x.2020.1753825.

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Shavit, Zohar. "Cultural Agents and Cultural Interference." Target. International Journal of Translation Studies 9, no. 1 (January 1, 1997): 111–30. http://dx.doi.org/10.1075/target.9.1.07sha.

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Abstract This paper deals with the major role played by translated literature in the emergence of a new system of books for Jewish children in the German-speaking countries at the end of the 18th century and the beginning of the 19th. This role was due to the remarkable status of German culture in the eyes of the Haskala (Jewish Enlightenment movement), and to the absence of appropriate original texts which could serve the needs of the new system. As a result, translated texts were privileged in the system of Jewish children's literature, to the extent that, to the best of our knowledge, all books for children published by the Haskala in Germany were either official translations, pseudotranslations, or original texts based on existing German models.
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Sriwarakan, Siriporn. "Can Children Emancipate Themselves from Adults?: Children’s Worlds in Contemporary German and Thai Children’s Literature." MANUSYA 11, no. 3 (2008): 49–62. http://dx.doi.org/10.1163/26659077-01103004.

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This paper aims to make a comparative analysis of contemporary German and Thai children’s literature in terms of children’s worlds. The result of the study shows that a number of German children’s literary works present children as the “partners of adults.” This results from a perspective towards German children that they are people who have the same rights as an adult. In other words, they respect the children. Adults allow children to express their opinions freely or to make decisions on their own. By contrast, Thai children are normally socialized to differ from adults. The reason lies in the belief that a child is someone who is a “subordinate.” Children are expected to pay respect to adults and obey to their orders, responds to the expectations for children in the context of Thai society and culture.
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Pritchard, Paul, Débora B. Maehler, Steffen Pötzschke, and Howard Ramos. "Integrating Refugee Children and Youth: A Scoping Review of English and German Literature." Journal of Refugee Studies 32, Special_Issue_1 (December 1, 2019): i194—i208. http://dx.doi.org/10.1093/jrs/fez024.

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AbstractThe United Nations High Commission for Refugees reports that more than half of the 65 million refugees and displaced people identified worldwide are under the age of 18. For this reason, researchers, practitioners and policymakers need to understand the consequences of forced migration on the integration of refugee children and youth in receiving countries. A first step to do that is to scope out the state of current research on these issues and identify possible gaps. To that end, the article offers a scoping review of peer-reviewed English and German academic articles on refugee children and youth’s integration over a 20-year period. The review finds: little consensus on the definitions of ‘children’ or ‘youth’; most studies focus on girls and boys that are between 12 and 19 years old; there is a focus on refugees landing in developed countries; and there is a lack of longitudinal and quantitative studies.
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Averkina, Svetlana, Angelika Kalinina, and Tatiana Suchareva. "The German literature in American exile – great writers and their wives: perspectives from Russian scholars." SHS Web of Conferences 55 (2018): 04018. http://dx.doi.org/10.1051/shsconf/20185504018.

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The article focuses on the life and art of the famous Germane writers, namely Thomas Mann, Lion Feuchtwanger, and Franz Werfel. After the outbreak of WWII, when the Nazi forces invaded these lands, a lot of emigres managed to leave for the USA. For many of them, the escape route was extremely turbulent. The German writers in the USA settled closely together in California, forming a tight community. The famous Germane writers had to decide upon two principal questions: what they could do for the culture of their home country while staying in exile, and how to interact with the culture of the country where they live. In this connection, it is of great importance to analyze not their works, but the books of their wives. They took care of the house and children on a daily basis, as well as became secretaries, councilors, and closest associates of their great husbands. The authors also propose the main perspectives on a future research on this topic, focusing on the social and political phenomenon of “the community of German writers in American exile”, analyzing how the intellectual community was formed, discussing the documents of this age, studying the memories about their time in America in the context of the contemporary gender theory.
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Barton, Helen, Jared Thorpe, and Mikaela Dufur. "Social Capital and Prosocial Behavior among German Children." Social Sciences 9, no. 11 (November 23, 2020): 215. http://dx.doi.org/10.3390/socsci9110215.

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A robust literature connects children’s and adolescents’ social capital to a range of desirable outcomes, including increased academic achievement and decreased delinquency. We extend this research by extending possible associations with child social capital to positive behaviors, measured here as prosocial behaviors. We examine data on 6th graders in Germany. We select the German context in part because one important source of child social capital, participation in religious congregations, is not as prevalent in modern Germany as in the US samples from which many social capital studies are derived. We use data from the German National Educational Panel Study (NEPS) and measures of child social capital, including parent–child interactions, family activities, and religious participation, to predict prosocial behavior. Results indicate that social capital in the form of parent-child interactions in the home and child religiosity is associated weakly with greater prosocial behavior. These results suggest that adults can help children develop stronger prosocial norms by increasing interaction with their children and by exposing their children to network ties in religious settings, but also that social capital can be derived different ways in different contexts.
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Wolf, Christa. "Parting from Phantoms: The Business of Germany." PMLA/Publications of the Modern Language Association of America 111, no. 3 (May 1996): 395–407. http://dx.doi.org/10.2307/463164.

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Everything about Germany has been said. I make this claim after wearily pushing aside the stacks of recently published books, the piles of fresh newspaper articles that I have read, skimmed, or left unread. What a giant gruel Germans have been cocking up, talking and writing and analyzing and arguing and polemicizing and pontificating and lamenting, even satirizing themselves and Germany, in the past four years. We have stirred this gruel ourselves, put the pot on the fire, watched it simmer, bubble, sizzle, boil over; we have tasted it, eaten it up like good little children. But the gruel cannot be consumed, nor can it be held in check any longer. It is spilling over the stove and kitchen, out from the messy house onto the road, onto all the streets of our German cities, apparently bringing no nourishment to the homeless Germans who huddle there. And if we well-housed Germans want to be honest—and what do Germans today want more urgently than to be honest!—we must admit that we no longer like the taste of this German millet gruel. We are sick of it. We are fed up with it.
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Scherger, Anna-Lena, and Katrin Schmitz. "The Role of Age in the Domain of Subject Expression in Young Italian-German Bilinguals." Heritage Language Journal 16, no. 1 (April 30, 2019): 99–119. http://dx.doi.org/10.46538/hlj.16.1.5.

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Research literature on bilingual acquisition of the null subject property has focused on the one hand on young children up to the age of 5 and on the other hand on adult heritage speakers. Literature on early school-aged children is scarce. However, Serratrice (2007) and Wolleb (2013) could not detect differences in terms of cross-linguistic influence (CLI) between monolingual Italian children and bilingual Italian-English children at the age of 5 to 8 years. The present paper presents oral data based on semi-structured interviews of Italian-German children (age 6 to 10, mean 8.2 years, n=12) and adult Italian heritage speakers in Germany (age 17 to 43, mean 26.9 years, n=16). We show that the school-aged heritage speakers perform much the same as the adult ones, in both subject expression in total and subject omissions by grammatical person, contrasting findings of CLI in younger bilingual German-Italian children (Schmitz, Patuto, & Müller, 2012). In addition, results show that the children’s subject expression is in most utterances pragmatically felicitous to a degree comparable to the adult HS. Concerning language-external factors, we investigated the influence of speech rate, sex, and age on subject expression and observe that adults vary more with increasing age than the young speakers do. We argue that both investigated groups clearly display native competence in the domain of subject expression.
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PELHAM, SABRA D. "The input ambiguity hypothesis and case blindness: an account of cross-linguistic and intra-linguistic differences in case errors." Journal of Child Language 38, no. 2 (March 5, 2010): 235–72. http://dx.doi.org/10.1017/s0305000909990225.

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ABSTRACTEnglish-acquiring children frequently make pronoun case errors, while German-acquiring children rarely do. Nonetheless, German-acquiring children frequently make article case errors. It is proposed that when child-directed speech contains a high percentage of case-ambiguous forms, case errors are common in child language; when percentages are low, case errors are rare. Input to English and German children was analyzed for percentage of case-ambiguous personal pronouns on adult tiers of corpora from 24 English-acquiring and 24 German-acquiring children. Also analyzed for German was the percentage of case-ambiguous articles. Case-ambiguous pronouns averaged 63·3% in English, compared with 7·6% in German. The percentage of case-ambiguous articles in German was 77·0%. These percentages align with the children's errors reported in the literature. It appears children may be sensitive to levels of ambiguity such that low ambiguity may aid error-free acquisition, while high ambiguity may blind children to case distinctions, resulting in errors.
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Dissertations / Theses on the topic "German literature Children in literature"

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Tost, Birte. "Moderne und Modernisierung in der Kinder- und Jugendliteratur der Weimarer Republik /." Frankfurt am Main [u.a.] : Lang, 2005. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=013105129&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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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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Follmer, Carl R. "Envisioning the fascist "reality": ideology in the children's literature of Hitler's Germany and Franco's Spain." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2207.

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This dissertation examines the fascist propaganda for children produced in Hitler’s Germany and the early years of Franco’s Spain. The central aim of this project is to identify the formation of fascist discourse and its construction of political “reality” (or what Kaja Silverman calls a “dominant fiction”) by German and Spanish propagandistic authors. I will also determine the extent to which the fascist thought formed in the works I am studying depends on the national context in which it appears. The fascist children’s literature produced in Germany and Spain provides a body of writing that will allow me to answer if there are literary elements specific to the historical moment and national context in which they were produced, or if fascist writing is the same from one country to the next. For the German context, I will begin by examining works written for children during the Weimar Republic (1918-1933). By placing works from Erich Kästner and Wolf Durian into a historical context, I read these books as cultural artifacts that express the views of their authors and reflect those of many democratic supporters of the Republic. Beginning with the first Nazi novels for children and youth that appeared in 1932, I proceed to trace the elements National Socialist authors chose to retain from their left-wing Weimar counterparts, and then put forth a model that explains the influence fascism had on children’s literature in Germany during this time. Once this model is established, I will compare and contrast this body of German writing with the children’s literature produced in Spain between 1939 and 1943, the immediate post-Civil War period, a time-frame that most historians view as the moment when fascist ideology flourished under the emerging Franquist regime. Taking the fascist children’s periodical Flechas y Pelayos (Arrows and Pelayos) as a case in point, I demonstrate the ways in which Franco’s government sought to nationalize the family unit in order to place the children of Spain in the service of the new regime. Finally, I conclude the project by synthesizing my findings of both fascist contexts as they pertain to the creation of “realities” in children’s literature and the subsequent formation of the role of the state.
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Karrenbrock, Helga. "Märchenkinder - Zeitgenossen : Untersuchungen zur Kinderliteratur der Weimarer Republik /." Stuttgart [u.a.] : Metzler, 2001. http://www.gbv.de/dms/bs/toc/331640538.pdf.

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Walawalkar, Sanjot Aroon. "Retelling histories: magical realism in Gunter Grass's Die Blechtrommel and Salman Rushdie's Midnight's Children." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1409836356.

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Kratz, Julia. "Translating African folktales for children into German : challenges, strategies and solutions." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85776.

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Thesis (MPhil)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: South African author Linda Rode‘s book In die Nimmer-Immer Bos (2009a) and Elsa Silke‘s English translation thereof In the Never-Ever Wood (2009b) have won a number of prizes in South Africa, which is evidence both of the quality of the anthology and its translation, as well as of the continued significance of the folktale genre in today‘s fast-paced, modern society. People continue to make sense of the world through telling stories and, although the stories told today might be marked by life in the 21st century, our ancestors‘ stories are still appreciated by many. Although Rode‘s tales are not unlike other folktales, her collection differs in that it is a mosaic of cultures and their folklore spanning the globe, a book that appeals to the whole family, and to young readers and listeners in particular. Through a practical translation into German of selected tales from Silke‘s English version of Rode‘s book, the present thesis investigates ways and means of translating folktales for children. A functional approach was suggested, taking into account the European audience as well as the original intention of the author. As such, the author‘s style was naturalised and an attempt was made to replicate it in the target language, whereas culture-specific items relevant to the setting of the individual tales were retained. Hans J. Vermeer‘s skopos theory, as enhanced by Christiane Nord, as well as Lawrence Venuti‘s concepts of foreignisation and domestication were discussed, amongst other relevant theories. Many of the challenges discussed in the annotations to the practical translation typically occur in the translation of literature for children, and the study thus hopes to make a contribution to research on the translation of literature for children. Interviews conducted for the purpose of the present study furthermore proved the positive impact of good cooperation between the people involved in a translation project on the final translation product. The resulting translation, meant to impart knowledge and pleasure to the audience, furthermore serves as a translation sample that is intended to entice German publishers to commission a translation of Rode‘s anthology for the German book market.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse skrywer Linda Rode se boek In die Nimmer-Immer Bos (2009a), sowel as die Engelse vertaling daarvan deur Elsa Silke, getiteld In the Never-Ever Wood (2009b), is in Suid-Afrika met verskeie pryse bekroon. Hierdie erkenning is ‘n bevestiging van die gehalte van die antologie en van die vertaling, sowel as van die voortgesette belangrikheid van volksoorleweringe as genre in die gejaagde, moderne samelewing van vandag. Mense maak steeds sin van die wêreld deur stories te vertel, en hoewel die stories wat vandag vertel word meestal handel oor die lewe in die 21ste eeu, word die stories van ons voorouers steeds deur baie mense waardeer. Hoewel Rode se verhale nie besonder anders as ander volksverhale is nie, verskil haar versameling in dié opsig dat dit ‘n mosaïek van kulture en volksoorleweringe van regoor die wêreld is. Die boek is dus een waarby die hele gesin, maar veral jong lesers en luisteraars, aanklank kan vind. Hierdie tesis ondersoek, deur ‘n praktiese vertaling van enkele verhale uit die Engelse weergawe van Rode se boek in Duits, strategieë vir die vertaling van volksverhale vir kinders. ‘n Funksionalistiese benadering is gevolg, wat die Europese gehoor sowel as die oorspronklike bedoeling van die skrywer in ag neem. In die lig hiervan is die styl van die skrywer genaturaliseer en, waar moontlik, na die doeltaal oorgedra, terwyl kultuurspesifieke items behou is wat relevant is vir die agtergrond waarteen die individuele verhale afspeel. Hans J. Vermeer se skoposteorie, soos aangepas deur Christiane Nord, sowel as Lawrence Venuti se konsepte vervreemding en domestikering is bespreek, saam met ander relevante teorieë. Baie van die uitdagings wat in die annotasies by die praktiese vertaling bespreek word, kom dikwels in die vertaling van kinderliteratuur voor. Hierdie studie hoop dus om ‘n bydrae tot navorsing oor die vertaling van verhale vir kinders te lewer. Onderhoude wat vir die doel van die studie gevoer is, het verder bewys gelewer van die positiewe impak wat goeie samewerking tussen die rolspelers in ‘n vertaalprojek op die finale vertaalproduk kan hê. Die uiteindelike vertaling, wat bedoel is om kennis oor te dra en genot aan die gehoor te verskaf, dien verder as ‘n vertaalvoorbeeld wat Duitse uitgewers hopelik sal aanmoedig om Rode se antologie vir die Duitse boekemark te laat vertaal.
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Bendel, Christian. "Die Innenweltdarstellung in der realistischen Kinderliteratur des 20. Jahrhunderts : Formen- und Funktionswandel - eine erzähltheoretische Untersuchung zur Bestimmung und Präzisierung gattungstypischer Phänomene /." Hamburg : Dr. Kovač, 2008. http://d-nb.info/988939347/04.

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Lobato, Elaine Rodrigues Reis. "Literatura infantojuvenil no ensino de alemão como língua estrangeira: uma proposta para o contexto universitário." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8144/tde-07032018-100340/.

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A presente pesquisa tem por objetivo apresentar uma proposta para o ensino de língua alemã no contexto do curso superior em Letras-Alemão da USP, tomando como base a leitura e o trabalho com uma obra da literatura infantojuvenil em língua alemã. Partindo do pressuposto de que o ensino de línguas estrangeiras nesse contexto envolve, além da aprendizagem de habilidades receptivas e produtivas, também a reflexão sobre a língua (FFLCH, 2013, s/p.), desenvolveu-se e aplicou-se uma sequência didática que tomasse o texto literário como base para a aprendizagem de e sobre a língua alemã. Para isso, foram essenciais tanto os conceitos da didática da literariedade (DOBSTADT, 2009; DOBSTADT & RIEDNER, 2011, 2013, 2014) e da competência simbólica (KRAMSCH, 2006, 2011), no que diz respeito ao trabalho com textos literários em ALE, quanto concepções didáticas sobre planejamento de cursos e aulas (BIMMEL; KAST; NEUNER, 2011; ENDE et al. 2013; RICHARDS, 2011). O objetivo central da sequência didática foi levar os estudantes a perceber e refletir sobre como os sentidos são construídos na língua estrangeira em uso, partindo-se da leitura e análise de diversos elementos de uma obra da literatura infantojuvenil em língua alemã Stolperschritte que foi escolhida com o intuito principal de ampliar o repertório literário dos estudantes. Após a aplicação da sequência didática e da análise de redações produzidas pelos estudantes a partir de um diário de leitura (BUZZO, 2008; HINTZ, 2014), constatou-se que predomina um certo habitus interpretativo (MONTE MÓR, 2007) no ensino e aprendizagem de línguas estrangeiras, que toma o texto literário como insumo para comunicação e que acaba determinando as expectativas dos estudantes sobre como trabalhar com o texto literário em ALE. Além disso, concluiu-se que é preciso focar mais no desenvolvimento de uma aprendizagem pautada na reflexão sobre a língua e ofereceu-se, por fim, algumas sugestões de como a sequência didática desenvolvida poderia ser melhorada. Com isso, espera-se que essa pesquisa possa colaborar para que outros trabalhos didáticos voltados para esse contexto venham a ser desenvolvidos futuramente.
This research aims to present a proposal for the teaching of German in the context of higher education in German Studies at the University of São Paulo, based on the reading and analysis of a children\'s literature work in German language. Considering the assumption that teaching of foreign languages in this context involves, in addition to receptive and productive skills, also reflection on the language (FFLCH, 2013, s/p.), a didactic sequence, which had a literary text as basis for the learning of and about the German language, was developed and applied. In order to achieve this goal, both concepts of didactic literacy (DOBSTADT, 2009; DOBSTADT & RIEDNER, 2011, 2013, 2014) and of symbolic competence (KRAMSCH, 2006, 2011) were essential for working with literary texts in German as a Foreign Language, as well as theories about didactic conceptions for course and class planning (BIMMEL; KAST; NEUNER, 2011; ENDE et al., 2013; RICHARDS, 2011). The central purpose of the didactic sequence was to get students to perceive and reflect on how the meanings are constructed in the foreign language in use, starting with the reading and analysis of several elements of a children´s literature work in German language- Stolperschritte -, which was chosen with the main intention of broadening students´ literary repertoire. After the application of the didactic sequence and the analysis of essays produced by the students in form of a reading diary (BUZZO, 2008; HINTZ, 2014), it was verified that a certain habitus (MONTE MÓR, 2007) predominates when teaching and learning foreign languages. Regarding this habitus the literary text, for example, is taken as an input for communication and ultimately determines the expectations of the students when working with literary texts in GFL. Furthermore, it was concluded that more focus should be placed on the development of language-based learning. Finally some suggestions for the improvement of the developed didactic sequence were offered. Thus, it is hoped that this research can collaborate to the future development of other didactic works in this context.
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Miskin, Kristana. "A Transnational Study: Young Adult Literature Exchanged Between the US and Germany." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1612.

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Both young adult literature and transnational literature occupy transitional spaces and defy simple classifications. Their commonalities naturally suit the two sets of literature for concurrent study. However, the field is underdeveloped, particularly in the United States. With a concentration on the exchanges taking place between the U.S. and Germany, this thesis addresses the need to assemble primary materials and pertinent critical commentary into a single place available to educators, scholars, and researchers to acquire background on transnational YAL themes. The thesis delineates methods used in conducting and compiling research on U.S.-German YAL exchange and highlights the translation and publication concerns associated with this process. It examines how prizes for translations are granted in each nation, identifying organizations that facilitate the process of exchange and describing transnational trends rising out of these circumstances. The concluding chapter visits concerns and complications raised during the investigation, posing questions for further study of the U.S.-German young adult literature relationship and advocating the pursuit of similar research in other world regions. The appendices provide sites for continued examination. They include lists of award-winning translations available in the U.S., novels by American authors that have been translated and published in Germany, and novels by German-language authors that have been translated and published in the U.S.
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Lathey, Gillian. "The impossible legacy : identity and purpose in recent (1970-95) English and German language autobiographical children's literature set in the Third Reich and the Second World War." Thesis, University of Surrey, 1997. http://epubs.surrey.ac.uk/843951/.

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It is the aim of this study to explore the phenomenon of recent (1970-1995) English and German language autobiographical writing for children in which writers' childhood experiences during the Third Reich, the war years and the immediate post-war period provide the basis for a fictionalised reconstruction of childhood. The complex relationship between childhood and adulthood evident in these texts is one forged by the particular social and historical circumstances of wartime, as many writers affected by the last world war are engaged in a process of reassessing their own identities in accordance with changing perspectives on the past. Current ideologies inevitably shape the adult narrator's reconstruction of the historical events which a child could not understand fully at the time. In these texts, recording experience for the next generation serves a therapeutic as well as a didactic purpose, for each enables the writer to regain contact with the childhood self in a contained and clearly focussed narrative. A detailed thematic and stylistic analysis of selected texts is informed by a survey of studies on the history and purpose of autobiographical writing about childhood, an examination of the of role of writing as therapy in the psychoanalytical tradition, and the position of language in the autobiographical process. In particular, the work of Jung and the reinterpretation of Freud by Jacques Lacan has illuminated discussion of these issues. Comparisons are made between retrospective accounts of wartime childhood by German, Jewish and British writers; differences in the nature and volume of autobiographical writing in German and English are related to the timing of these accounts and the decision to write for a child audience. In passing stories on to the next generation, writers' selection of content and control of narrative perspective are indicative of both national and personal preoccupations. Finally, the interplay between a historically evolving reevaluation of the past and the developmental history of the self is related to aspects of the reception of texts and the purposes they are expected to fulfil.
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Books on the topic "German literature Children in literature"

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Classification.: German literature. 2nd ed. Washington, D.C: The Library, 1990.

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1957-, Neubauer Paul, ed. Children in literature-- children's literature: Acta of the XXth FILLM Congress 1996, Regensburg, Germany. Frankfurt am Main: P. Lang, 2002.

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Freund, Winfried. German literature for children and young people today: Themes, structures, analyses. Bonn: Inter Nationes, 1987.

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Freund, Winfried. German literature for children and young people today: Themes, structures, analyses. Bonn: Inter Nationes, 1987.

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The Children's literature of Peter Hacks. New York: P. Lang, 1987.

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Furness, Raymond. Zarathustra's children: A study of a lost generation of German writers. Rochester, N.Y: Camden House, 2000.

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A past without shadow: Constructing the past in German books for children. New York: Routledge, 2005.

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Die Kinderpresse in der Bundesrepublik Deutschland: Angebot, Konzepte, Formen, Inhalte. Hamburg: Kovač, 1994.

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Mattenklott, Gundel. Zauberkreide: Kinderliteratur seit 1945. Stuttgart: J.B. Metzler, 1989.

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Neubrandenburg, Germany) Reuter-Tage (2012. För de Gören: Kinder in der niederdeutschen Literatur. Rostock: Hinstorff, 2013.

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Book chapters on the topic "German literature Children in literature"

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Gerber, Leah. "Australian Children’s Literature in German Translation: Historical Overview, Key Themes and Trends." In German-Australian Encounters and Cultural Transfers, 131–45. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6599-6_9.

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Seifert, Martina. "Appropriating the “Wild North”: The Image of Canada and Its Exploitation in German Children’s Literature." In Imagining Sameness and Difference in Children's Literature, 215–34. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-46169-8_11.

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Sommerfeld, Beate. "Remixed Fairy Tales, Distorted Legends: Agnieszka Taborska’s Surrealistic Picturebook Szalony Zegar (The Crazy Clock) and Its German Translation by Klaus Staemmler." In Negotiating Translation and Transcreation of Children's Literature, 57–69. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2433-2_4.

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Hilliard, Kevin. "German Literature." In A Handbook to English Romanticism, 113–15. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-13375-8_29.

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Seymour-Smith, Martin. "German Literature." In Guide to Modern World Literature, 541–675. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-06418-2_15.

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Hilliard, Kevin. "German Literature." In A Handbook to English Romanticism, 113–15. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-22288-9_29.

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Mansfeld, Lisa. "Out of Sight, out of Mind? Frequency of Emigrants’ Contact with Friends in Germany and its Impact on Subjective Well-Being." In IMISCOE Research Series, 229–46. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67498-4_13.

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AbstractMigration implies both benefits and costs. The latter include a possible breakdown of social networks, and thus a loss of social capital. Although there is some literature on the evolution of family networks after migration, not as much is known about friendship. This article assesses the quality of friendships between German emigrants and their friends who stayed in Germany. In particular, it asks three research questions: (a) How does the quality of relationships with friends in Germany differ from the quality of other relationships after migration? (b) How is friendship quality after migration related to socio-demographic or socio-economic factors? And (c) is there a link between friendship quality and the subjective well-being of emigrants? Results indicate that friendship quality measured as frequency of contact with friends falls in the middle range of contact frequency, as emigrants typically have more contact with partners and children, but less contact with some other relatives, compared to close friends. Furthermore, several determinants of contact frequency (e.g. gender, age, length of stay and household constellation) can be identified and correlations with various aspects of subjective well-being were found.
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Bloom, Clive. "Literature for Children." In Bestsellers, 130–48. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230583870_5.

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Bönner, Alexander. "Literature Review." In Forecasting Models for the German Office Market, 5–11. Wiesbaden: Gabler, 2009. http://dx.doi.org/10.1007/978-3-8349-9402-8_2.

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Rosen, Michael. "Poetry for Children." In Modern Children’s Literature, 70–86. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-36501-9_6.

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Conference papers on the topic "German literature Children in literature"

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Kurnia, Lilawati. "Representation of Refugee Children in the German Children’s Books “Zahira, Ein Mädchen aus Syrien” and „Neben Mir ist noch Platz“." In Proceedings of the Third International Seminar on Recent Language, Literature, and Local Culture Studies, BASA, 20-21 September 2019, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.20-9-2019.2296639.

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Marci-Boehncke, Gudrun, and Matthias Rath. "IDENTITY WITHIN CULTURAL HETERONOMY: THE INFLUENCE OF CHILDREN'S LITERATURE FOR IDENTITY MODELING OF EAST- AND WEST-GERMAN READERS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1630.

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Heinrichova, Nadezda. "Teaching History Through German Literature." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.17.

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Saksono, Lutfi, Fahmi Wahyuningsih, and Rr Dyah Woroharsi Parnaningroem. "Teaching Material Development Based on German Literature for Lesen Course in German Literature Study Program." In Proceedings of the Social Sciences, Humanities and Education Conference (SoSHEC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/soshec-19.2019.4.

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Alwi, Nur, and Irwandi Irwandi. "The Values of Character Education in Indonesia Children Literature and Translated Children Literature." In Proceedings of The 1st EAI Bukittinggi International Conference on Education, BICED 2019, 17-18 October, 2019, Bukititinggi, West Sumatera, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.17-10-2019.2289747.

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Balina, Signe, and Susanna Minder. "Literature Review On The German Labor Market." In The 8th International Scientific Conference "Business and Management 2014". Vilnius, Lithuania: Vilnius Gediminas Technical University Publishing House Technika, 2014. http://dx.doi.org/10.3846/bm.2014.070.

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Vasiljeva, Elina. "RUSSIAN CHILDREN�S LITERATURE OF LATVIA." In 6th SWS International Scientific Conference on Arts and Humanities ISCAH 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscah.2019.1/s27.070.

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Hienert, Daniel. "User Interests in German Social Science Literature Search." In CHIIR '17: Conference on Human Information Interaction and Retrieval. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3020165.3020168.

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Rahmat, Fauziah. "Mathematics for Young Children: A Literature Review." In 3rd International Conference on Early Childhood Education (ICECE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.36.

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Alwi, Nur Azmi, Harris Effendi Thahar, Atmazaki Atmazaki, and Yasnur Asri. "Developing Students’ Soft Skill through Children Literature." In Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icoie-18.2019.102.

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Reports on the topic "German literature Children in literature"

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Knight, Ruth, and Sari Rossi. Children in out-of-home care and their educational outcomes: a literature review. Queensland, Australia: Queensland University of Technology, October 2018. http://dx.doi.org/10.5204/rep.eprints.122389.

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Bolton, Laura. WASH in Schools for Student Return During the COVID-19 Pandemic. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.024.

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The literature on WASH and school re-opening during the COVID-19 pandemic is dominated by guidelines with little in the way of recent evidence or lessons learned. Analysis of data from school re-openings at the end of 2020 suggests that with mitigation measures in place community infection rates should not be affected by children returning to school. Although children carry a lower risk of infection, they do have large numbers of contact in the school environment, so hygiene and distancing measures are important. The key guidelines for WASH in schools during the COVID-19 pandemic include: children and all school staff must be educated with regards to hand hygiene; hand hygiene stations must be provided at entrances and exits; hand washing must be frequent and requires sufficient water and soap; school buses should have hand hygiene measures in place; and the school environment must be disinfected daily. Environmental, or nudge-based, cues are recommended to support behaviour change in children based on pre-COVID-19 evidence. Examples include colourful footprints leading to a handwashing facility, images of eyes above handwashing facilities, embedding toys in soap, and putting pictures of germs on surfaces.
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Tarricone, Pina, Kemran Mestan, and Ian Teo. Building resilient education systems: A rapid review of the education in emergencies literature. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-639-0.

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The COVID-19 pandemic has highlighted the vulnerabilities and inequalities of national education systems and hindered the education of millions of children globally. In response, the Global Education Monitoring (GEM) Centre, which is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT), undertook a rapid review of literature to support policymakers. The research has six evidence-based outcomes that can help policymakers to build resilient education systems and thereby enhance education quality and equity during emergencies. The COVID-19 emergency provided the impetus for this research, with much of the reported data associated with this pandemic. Learnings from past education in emergencies situations have informed the understandings of the impacts and implications of the COVID-19 emergency, and have been synthesised with the COVID-19 literature to inform policymakers about how to build resilient education systems. This report presents evidence relating to two main types of emergencies affecting education: natural disasters and communicable disease, and political conflicts. Both types of emergencies can also coalesce within the same education system, resulting in complex and often protracted emergencies. This review found that emergencies impact education in two main ways: endangering children’s wellbeing, and exacerbating unequal learning outcomes.
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Idris, Iffat. Increasing Birth Registration for Children of Marginalised Groups in Pakistan. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/k4d.2021.102.

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This review looks at approaches to promote birth registration among marginalised groups, in order to inform programming in Pakistan. It draws on a mixture of academic and grey literature, in particular reports by international development organizations. While there is extensive literature on rates of birth registration and the barriers to this, and consensus on approaches to promote registration, the review found less evidence of measures specifically aimed at marginalised groups. Gender issues are addressed to some extent, particularly in understanding barriers to registration, but the literature was largely disability-blind. The literature notes that birth registration is considered as a fundamental human right, allowing access to services such as healthcare and education; it is the basis for obtaining other identity documents, e.g. driving licenses and passports; it protects children, e.g. from child marriage; and it enables production of vital statistics to support government planning and resource allocation. Registration rates are generally lower than average for vulnerable children, e.g. from minority groups, migrants, refugees, children with disabilities. Discriminatory policies against minorities, restrictions on movement, lack of resources, and lack of trust in government are among the ‘additional’ barriers affecting the most marginalised. Women, especially unmarried women, also face greater challenges in getting births registered. General approaches to promoting birth registration include legal and policy reform, awareness-raising activities, capacity building of registration offices, integration of birth registration with health services/education/social safety nets, and the use of digital technology to increase efficiency and accessibility.
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Wickenden, Mary. Disabled Children and Work: An Overview of a Neglected Topic with a Specific Focus on Ghana. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/acha.2021.002.

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This paper provides an overview of issues related to disabled children and work. This is a very unexplored topic and the literature is scant, so the paper first provides an overview of some key relevant background information on: disability globally and in Ghana, disability and employment, disabled children and relevant human rights approaches – the UNCRC and UNCRPD. Next examples of research on disabled children and work are presented and lastly some suggested hypotheses and possible research questions are proposed.
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Prysyazhnyi, Mykhaylo. UNIQUE, BUT UNCOMPLETED PROJECTS (FROM HISTORY OF THE UKRAINIAN EMIGRANT PRESS). Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11093.

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In the article investigational three magazines which went out after Second World war in Germany and Austria in the environment of the Ukrainian emigrants, is «Theater» (edition of association of artists of the Ukrainian stage), «Student flag» (a magazine of the Ukrainian academic young people is in Austria), «Young friends» (a plastoviy magazine is for senior children and youth). The thematic structure of magazines, which is inferior the association of different on age, is considered, by vital experience and professional orientation of people in the conditions of the forced emigration, paid regard to graphic registration of magazines, which, without regard to absence of the proper publisher-polydiene bases, marked structuralness and expressiveness. A repertoire of periodicals of Ukrainian migration is in the American, English and French areas of occupation of Germany and Austria after Second world war, which consists of 200 names, strikes the tipologichnoy vseokhopnistyu and testifies to the high intellectual level of the moved persons, desire of yaknaynovishe, to realize the considerable potential in new terms with hope on transference of the purchased experience to Ukraine. On ruins of Europe for two-three years the network of the press, which could be proud of the European state is separately taken, is created. Different was a period of their appearance: from odnogo-dvokh there are to a few hundred numbers, that it is related to intensive migration of Ukrainians to the USA, Canada, countries of South America, Australia. But indisputable is a fact of forming of conceptions of newspapers and magazines, which it follows to study, doslidzhuvati and adjust them to present Ukrainian realities. Here not superfluous will be an example of a few editions on the thematic range of which the names – «Plastun» specify, «Skob», «Mali druzi», «Sonechko», «Yunackiy shliah», «Iyzhak», «Lys Mykyta» (satire, humour), «Literaturna gazeta», «Ukraina і svit», «Ridne slovo», «Hrystyianskyi shliah», «Golos derzhavnyka», «Ukrainskyi samostiynyk», «Gart», «Zmag» (sport), «Litopys politviaznia», «Ukrains’ka shkola», «Torgivlia i promysel», «Gospodars’ko-kooperatyvne zhyttia», «Ukrainskyi gospodar», «Ukrainskyi esperantist», «Radiotehnik», «Politviazen’», «Ukrainskyi selianyn» Considering three riznovektorni magazines «Teatr» (edition of Association Mistciv the Ukrainian Stage), «Studentskyi prapor» (a magazine of the Ukrainian academic young people is in Austria), «Yuni druzi» (a plastoviy magazine is for senior children and youth) assert that maintenance all three magazines directed on creation of different on age and by the professional orientation of national associations for achievement of the unique purpose – cherishing and maintainance of environments of ukrainstva, identity, in the conditions of strange land. Without regard to unfavorable publisher-polydiene possibilities, absence of financial support and proper encouragement, release, followed the intensive necessity of concentration of efforts for achievement of primary purpose – receipt and re-erecting of the Ukrainian State.
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de Leede, Seran. Tackling Women’s Support of Far-Right Extremism: Experiences from Germany. RESOLVE Network, February 2021. http://dx.doi.org/10.37805/pn2021.13.remve.

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Persistent gendered assumptions about women and violence predominately depict women as non-violent and peaceful. Due to this gender blindness and simplistic frames used to understand the attraction of women toward far-right extremist groups, women tend to get overlooked as active participants, and their roles ignored or downplayed. This not only hinders the overall understanding of far-right extremist groups but also impedes the development of effective counterprograms that specifically address the experiences and paths of these women. Drawing from the experiences and insights of German initiatives and from additional literature on the topic, this policy note explores the wide-ranging motivations of women joining far-right extremist groups and the different roles they can play in them. By including wider research to why women leave far-right extremist groups, the policy note offers lessons learned and recommendations that may be helpful in optimizing prevention and exit programs aimed at women in far-right extremist groups beyond the German context.
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Yeboah, Thomas, and Irene Egyir. Forms, Prevalence and Drivers of Children’s Work and Children’s Harmful Work in Shallot Production on the Keta Peninsula, South-Eastern Ghana. Institute of Development Studies (IDS), November 2020. http://dx.doi.org/10.19088/acha.2020.002.

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This paper synthesises the available literature on the forms, prevalence and drivers of children’s work, and evidence of harm associated with children’s work in shallot production on the Keta Peninsula, Ghana. What emerges is that children have historically played, and continue to play, a key role in this horticultural system and their work contribution is structured by both age and gender. Desires to support parents and earn income drive children’s involvement, and children’s work has potential negative effects on their education.
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Johnson, Vicky, Tessa Lewin, and Mariah Cannon. Learning from a Living Archive: Rejuvenating Child and Youth Rights and Participation. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/rejuvenate.2020.001.

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This paper reflects the findings of the first phase of the REJUVENATE project, which set out to understand and map approaches to integrating children, youth, and community participation in child rights initiatives. We did this through a scoping of existing practitioner and academic literature (developing a project-based literature review matrix), a mapping of key actors, and the development of a typology of existing approaches. All three of these elements were brought together into a ‘living archive’, which is an evolving database that currently comprises 100 matrices, and a ‘collection’ of key field practitioners (many of whom we have interviewed for this project). In this paper we: (1) present a user-friendly summary of the existing tradition of substantive children’s participation in social change work; (2) share case studies across various sectors and regions of the world; (3) highlight ongoing challenges and evidence gaps; and (4) showcase expert opinions on the inclusion of child rights and, in particular, child/youth-led approaches in project-based work.
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Florez, Luz A., Ligia Melo-Becerra, and Carlos Esteban Posada. Estimating the reservation wage across city groups in Colombia: A stochastic frontier approach. Banco de la República de Colombia, June 2021. http://dx.doi.org/10.32468/be.1163.

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We use the stochastic frontier approach to estimate the reservation wage across different city groups in Colombia. We use the information of GEIH from 2008-2019 of 23 urban cities. We find empirical evidence in favour of the search theory predictions that suggest a positive relation of the reservation wage with the level of education and with the net family labour income. We also find a gender gap in the reservation wage and explore this gap controlling by the level of education and presence of children in the household. Contrary to the results found in the literature, we find that the presence of children reduces the reservation wage of women and men. Finally, we found that the reservation wage increases with the level of development and productivity of the cities, however, qualified workers in low-quality cities present higher reservation wages than median quality cities.
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