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Dissertations / Theses on the topic 'Imagination in children'
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1
Macknight, Vicki Sandra. "Teaching imagination." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/7035.
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This thesis is about the teaching imagination. By this term I refer to three things. First, the teaching imagination is how teachers define and practice imagination in their classrooms. Second, it is the imagination that teachers themselves use as they teach. And thirdly, it is the imagination I am taught to identify and enact for doing social science research.<br>The thesis is based upon participant-observation research conducted in grade four (and some composite grade three/four) classrooms in primary schools in Melbourne, a city in the Australian state of Victoria. The research took me to five schools of different types: independent (or fee-paying); government (or state); Steiner (or Waldorf); special (for low IQ students); and Catholic. These five classrooms provide a range, not a sample: they suggest some ways of doing imagination. I do not claim a necessary link between school type and practices of imagination. In addition I conducted semi-structured interviews with each classroom’s teacher and asked that children do two tasks (to draw and to write about ‘a time you used your imagination’).<br>From this research I write a thesis in two sections. In the first I work to re-imagine certain concepts central to studies of education and imagination. These include curriculum, classrooms, and ways of theorizing and defining imagination. In this section I develop a key theoretical idea: that the most recent Victorian curriculum is, and social science should be, governed by what I call a logic of realization. Key to this idea is that knowers must always be understood as participants in, not only observers of, the world.<br>In the second section I write accounts of five case studies, each learning from a different classroom teacher about one way to understand and practice imagination. We meet imagination as creative transformation; imagination as thinking into other perspectives; imagination as representation; imagination as the ability to relate oneself to the people and materials one is surrounded by; and imagination as making connections and separations in thought. In each of these chapters I work to re-enact that imagination in my own writing. Using the concept of the ‘relational teacher’, one who flexibly responds to changing student needs and interests, I suggest that some of these imaginations are more suitable to a logic of realization than others.
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Hartzenberg, Bernadean. "Playscape for mentally challenged children : the concept of boundary." Diss., University of Pretoria, 2018. http://hdl.handle.net/2263/63667.
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Outdoor green spaces are necessary for cognitive development. Many
mentally challenged children in South Africa lack proper treatment
and access to green spaces, as well as basic social interaction. This
dissertation investigates why play in outdoor spaces is beneficial and
how this can be achieved through the basis of a playscape focusing on
development and therapy for mentally challenged and abled-bodied
children. The design solution also aims to uplift the community and
create safe spaces.
The main research question asks how a playscape can transform the
segregated, derelict areas in Westbury into spaces that encourage child
development. The hypothesis states that activity-orientated playground
design that recognizes the abilities of mentally challenged and
abled-bodied children, and provokes imagination, can create platforms
that remove social boundaries and aid in development. Furthermore,
naturalistic playground design can aid in solving the issue of boundary
within Westbury, while effectively defining open space and creating a
sense of place.
In order to test the hypothesis, pragmatic requirements for child
development were obtained through a literature review and by
conducting interviews with therapists dealing with mentally challenged
children. Case studies were consulted to understand the application in
design.
In conclusion, it is confirmed that naturalistic, activity-orientated
playground design can create platforms that remove social boundaries
and aid in development and therapy. By using archetypical landscape
elements that provoke the imagination, a multifaceted playscape can
be created. This dissertation in its design application demonstrates that
it is possible to use boundary to create safer, integrated spaces, while
effectively defining an open space. By this example a playscape and its
surrounding spaces can offer platforms for economic, social,
communal and environmental upliftment within Westbury.<br>Mini Dissertation ML(Prof)--University of Pretoria,2018.<br>Architecture<br>ML(Prof)<br>Unrestricted
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Bloom, Emily. "The impact of imaginary companions on social development." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.
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Longacre, Judith Evans. "The imagination in education and the contribution of C.S. Lewis /." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63770.
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Kamenou, Sophie. "Promoting drama activities in outdoor environments for elementary school children." Thesis, Linköping University, Department of Arts, Craft and Design, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-7011.
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<p>This study was undertaken among teachers in different schools of Sweden and among several teachers with experience in teaching drama during February and March 2006. The aim was to explore what the beneficial aspects of working with drama outdoors are and simultaneously to examine any problems that may appear and what kind of activities the teachers believe are more conducive to outdoor settings.</p><p>Qualitative research methods were used for this study. An open questionnaire was sent to eight drama teachers for their opinion on doing drama activities in outdoor environments. Also, activities recommended for using in outdoor settings were prepared and send to several teachers, some of whom had previous experience working outdoors. They were asked later in an open questionnaire to evaluate the relative success of the activities they managed to do and the positive aspects and problems they encountered in doing the activities in outdoor settings. Additionally, some unstructured observations of two different groups took place in two elementary schools. </p><p>The research reveals that in general terms, the teachers encountered many beneficial outcomes of using drama activities in outdoor environments and they encountered some problems as well. </p><p>This study demonstrates the relative success and benefits of drama activities in outdoor environments and addresses some common problems that may appear. It contains a variety of drama activities that can be useful to teachers who are interested in working with drama in the outdoors. The discussion includes some recommendations for teachers.</p>
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Harrett, Jacqueline Roberta. "Responses of young children to storytelling and story reading : an investigation into language and imagination." Thesis, Cardiff Metropolitan University, 2006. http://hdl.handle.net/10369/7394.
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This largely qualitative study had two main aims: to investigate the language young children used in their retellings of traditional tales told and then read to them in picture book form and to gauge their responses to these different modes of story. The hypothesis was that children experienced more vivid visualisations after storyteillings, having to create images for themselves rather than being presented with an artistic interpretation through picture books. Data were gathered in two large, inner city, multiethnic schools over a period of seventeen months from one hundred and forty nine children aged between five and seven. They retold stories they had heard orally or from picture books and were then questioned about their visualisations during these story experiences. These recalls and interviews were conducted audio-taped and transcribed with individuals. Initial analysis confirmed that older children were more adept at using language in this way, and richer data were available by concentraiing on children aged six and seven. Subsequently, in depth analysis concentrated on a core of sixteen children in this age range. Retellings were coded and given a score for identifiable events when compared to original texts. They were further examined for examples of repeated or 'created' story language directly representative of original texts, oral or read. 'Created' language was seen as a product of imagination. In semi-structured interviews directly following retellings children were questioned about visualisations they had experienced during story sessions. Visualisations were categorised into strands reflective of eiher direct storybased imaging or invented images. This revealed that imaginative responses to oral stories were greater than those related to picture book readings. Investigating visualisations of this type was not an area widely researched in the field of education so this study contributes to our understanding of the inner worlds of children and how they perceive stories.
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Aguiar, Naomi. "The Biological, Psychological, and Social Properties Children and Adults Attribute to Virtual Agents." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20690.
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For children, high quality friendships are associated with adaptive social, emotional and academic functioning. There is also evidence that children experience real and imaginary friendships in similar ways, and that imagined relationships could have an impact on development. However, less is known about the relationships made possible by virtual agents in digital media. This dissertation research was designed to provide preliminary data about children’s concepts of virtual agents, and the social opportunities they attribute to such entities.
In Studies 1 and 2 (combined N = 48), preschool aged children differentiated the social affordances of a stuffed dog and a virtual dog. Participants played a game in which they guessed whether a child in a video was referring to a stuffed dog or a virtual dog in a series of statements. Items designed to assess high quality friendships, such as comfort, protection and love, were attributed more to the stuffed dog than the virtual dog.
Studies 3 and 4 examined adult and child concepts of a virtual child, and how concepts of this entity might differ from a real child, a child on a video chat program (e.g., Skype™) and an inanimate doll. Adults and children attributed a range of properties to each child agent, including biological, psychological and social properties, as well as opportunities for relationships. In Study 3 (N = 144), adults did not differentiate between the virtual child and the doll on the social property; however, they favored the doll on opportunities for unilateral relationships. In Study 4 (N = 30), five to eight-year-old children indicated an overall preference for the doll on the social property, as well as on opportunities for reciprocal relationships. Children also favored the doll on opportunities for love, companionship, and intimate disclosure.
Altogether, these findings suggest that virtual agents afford more limited social opportunities than inanimate artifacts, and they are less likely to be loved by children and adults alike. These results raise important questions about the design goals for virtual agents, and the functions they are intended to serve in our everyday lives.
This dissertation includes both previously published and co-authored material.
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Dillon, Gayle Victoria. "Exploring the nature of the imagination deficit in children with high functioning autism: A new approach." Thesis, Nottingham Trent University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493069.
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Autism is diagnosed according to three core impairments; communication, socialisation and imagination. Imagination deficits have typically received less attention in the literature than communication and socialisation, with difficulties often inferred from impoverished capacities for pretence. The aim of the thesis was to investigate the nature of the imagination deficit in children with high functioning autism utilising a new methodology; storytelling. Employing a storytelling methodology, which is argued to be a naturalistic and supportive research tool, the thesis explored the ability of children with autism to engage in imaginative storytelling as compared to a verbal and chronological age individually matched control group.
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Ferholt, Beth. "The development of cognition, emotion, imagination and creativity as made visible through adult-child joint play perezhivanie through playworlds /." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3356247.
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Thesis (Ph. D.)--University of California, San Diego, 2009.<br>Title from first page of PDF file (viewed July 2, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 257-264).
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Hong, Huili, Karin Keith, and Renee Rice Moran. "Using Imagination to Bridge Young Children’s Literacy and Science Learning: A Dialogic Approach." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/978.
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Integrating children’s literacy and science learning has become a new focus in literacy instruction. Imagination, an integral part of children’s learning experience, remains marginalized in today’s early childhood education curriculum. Drawing on a yearlong ethnographic study in a first-grade classroom, this paper explores the potential affordance of imagination in integrating young children’s literacy and science learning. The findings showed that the integration opportunities were organically constructed in and through children’s natural engagement of imagination in their reading process. A dialogic approach is presented as one way to ignite children’s imaginations in their literacy and science learning.
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Potter, John Randall Charles. "Ordinary children, extraordinary journeys, the role of imagination in the early life and selected fiction of Alice Munro." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ30740.pdf.
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Hague, Cassie Ann. "Polluted Inheritances? : Children, the Political Imagination and the Search for a Non-Oppositional Notion of Child Citizenship Rights." Thesis, University of Exeter, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515461.
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Taylor, Satomi Izumi. "The relationship between playfulness and creativity of Japanese preschool children." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/38537.
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Schafer, Keri A. "Child of Wonder: A Resource for Christian Caregivers Leading Children in Spiritual Practice." Ashland Theological Seminary / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=atssem1596709931654317.
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Kubisova, Zuzana. "In an era of screen-based technology, can cardboard toys encourage children to engage in hands-on, tactile play and unprogrammed imagination?" Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1543481695802673.
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Cho, Hye Jeong. "Imagination in the formation of Christian faith : with special reference to the child (7-11 year old)." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/49764.
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Thesis (DTh)--Stellenbosch University, 2003<br>ENGLISH ABSTRACT: This study alms to investigate the function of imagination for faith
formation of the child aged 7-11 years.
Chapter one proposes the problems, proposition and significance of this
dissertation, and sketches a brief overview of the further chapters.
Chapter two provides a general understanding of the children, aged 7-11, in
terms of their developmental stages and using a holistic approach. To
encourage them to have faith, this chapter primarily investigates the
character of faith in dimensions: the cognitive dimension (knowledge and
mystery), the affective dimension (trust and community), and the
behavioural dimension ( word and deed). In this holistic perspective, the
imagination as the affective dimension, is placed in the centre through
which the cognitive aspects and the behavioural aspects can be drawn
together.
Chapter three deals with the Bible as the source of Christian child
education in which the Bible is defined as story and image. Through this
new understanding of the Bible, the purpose of this chapter is to present the
relevance of the Bible itself for the 7-11 year age- group children. The Bible
as story has a plot structure that process from conflict to resolution, through
which children can participate in the Bible with wonder and mystery. The Bible as image is an appropriate form to explain transcendent God to
children who are living in perceived reality and can therefore engage with
the Bible via feeling and seeing.
Chapter four explores the significance and function of imagination by
defining it as 'the anthropological point of contact for divine revelation.'
From Green's definition, this chapter develops three functions of
imagination for 7-11 year-old children. These are: holistic imaginationhelping
towards the balanced faith development of children; incarnational
imagination-incorporating God's revelation into the present situation of
children; and alternative imagination-shaping the biblical word in the
present world.
Finally, chapter five investigates the most effective method of enabling the
child to imagine God and His world described in the Bible. For the answer,
this chapter suggests the storytelling method which evokes and appeals to
the imagination of children. Thus, I strongly propose that the alternative
way for the effective teaching of children teaching, which overcomes the
shortcomings of the traditional cognitive teaching is imaginative- narrative
or imaginative- storytelling education.<br>AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om ondersoek in te stel na die funksie van
verbeelding in die geloofsvorming van die 7-11 jarige kind.
In Hoofstuk 1 word die probleem, hipotese en belang van die proefskrif
bespreek en 'n bree oorsig van die verdere hoofstukke geskets.
Hoofstuk 2 bied 'n algemene verstaan van die 7-11 jarige kind, in terme van
sy ontwikkelingsfases deur gebruik te maak van 'n holistiese benadering.
Hierdie hoofstuk ondersoek primer die karakter van geloof in drie dimensies,
naamlik die kognitiewe dimensie (kennis en misterie), affektiewe dimensie
( vertroue en gemeenskap) en die gedragsdimensie (woord en daad). Binne
hierdie holistiese perspektief word verbeelding, as die affektiewe dimensie,
III die sentrum geplaas waardeur die kognitiewe sowel as die
gedragsaspekte mekaar kan ontmoet.
Hoofstuk drie stel ondersoek in na die Bybel as 'n bron vir Christen kinders
se opvoeding, waarin die Bybel gedefinieer word as verhaal en beeld. In
terme van hierdie nuwe verstaan van die Bybel wil die hoofstuk die
relevansie van die Bybel self vir die 7-11 jarige kind voorstel. Die Bybel as
storie het 'n bepaalde struktuur om van konflik na resolusie te beweeg,
waardeur kinders deel kan he in die Bybel, met wonder en misterie. Die
Bybel as beeld is 'n geskikte vorm om 'n transendente God aan kinders te verduidelik wat in 'n waarneembare realiteit leef, deurdat kinders die Bybel
kan betrek deur te sien en te voel.
Hoofstuk vier ondersoek die belang en funksie van verbeelding deur dit te
definieer as die "antropologiese kontakpunt vir goddelike openbaring." Na
aanleiding van Green se definisie ontwikkel hierdie hoofstuk drie funksies
van verbeelding vir die 7-11 jarige kind naamlik: holistiese verbeelding -
wat bydra tot 'n gebalanseerde geloofsontwikkeling van kinders.
inkarnerende verbeelding - wat God se openbaring inkorporeer binne die
huidige situasie van kinders: en alternatiewe verbeelding - wat lei tot die
skep van 'n bybelse wereld binne die teenwoordige wereld.
Hoofstuk 5 ondersoek die mees effektiewe metode wat die kind in staat stel
om God en Sy wereld, soos beskryf in die Bybel, voor te stel. In hierdie
hoofstuk word 'n verhalende metode (die vertel van stories) wat die
verbeelding van kinders aanspreek en appel daarop maak, voorgestel. Daar
word geargumenteer dat die alternatiewe wyse vir die effektiewe onderrig
van kinders, wat verskeie van die tekortkominge van tradisionele
kognitiewe onderrig oorkom, verbeeldingryke en
verbeeldingryke en verhalende onderrig is.
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Vybiral, Anna-Karin. "Barns bildskapande i naturen." Thesis, Karlstad University, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3376.
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<p><p>Denna uppsats behandlar hur naturen används som ett pedagogiskt rum och barnets</p><p>bildskapande i naturen sett ur olika perspektiv. De flätas samman i en undersökning hur</p><p>pedagoger använder barnets bildskapande i naturen. I den här uppsatsen undersöks en förskola</p><p>för att kartlägga deras vanor och visioner om bildskapande i naturen. Utifrån intervju och studie</p><p>belyser uppsatsen både pedagogernas erfarenheter och visioner såväl som barnens upplevelser.</p><p>Studieobjektet i denna undersökning är en Ur och Skur profilerad förskola.</p><p>Huvudresultatet är att miljön för barnens bildskapande påverkar och gör sitt avtryck. Får barnet</p><p>näring till sin fantasi sker en utveckling.</p></p><br><p><p>This essay examines from different perspectives how the nature is used as an educational</p><p>environment for childrens creation of visual arts. Childrens creations of visual arts in the nature</p><p>are brought together with educationists practice. More closely, one preschool class and their</p><p>educationists have been examined and interviewed about their experiences, practices and visions</p><p>of creating art in the forest. The school in this inquiry has focus of outdoor education (sv. ”Ur</p><p>och Skur”).</p><p>The main result is that the environment for childrens creation of visual art make sense and takes</p><p>an impression of. May children get livelihood/stimulation for their imagination it will be a</p><p>progress</p></p>
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Yan, Leng. "An investigation of the relationship between the open-endedness of activities and the creativity of young children." ScholarWorks@UNO, 2005. http://louisdl.louislibraries.org/u?/NOD,249.
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Thesis (Ph. D.)--University of New Orleans, 2005.<br>Title from electronic submission form. "A dissertation ... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum and Instruction"--Dissertation t.p. Vita. Includes bibliographical references.
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Anderson, Kelly King. "Pretend Play at Home: Creating An Educationally Enriched Environment for Emergent Literacy Among Preschool-Aged Children." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd962.pdf.
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Lin, Chien Heng. "What is imagination? : a study of young children's imagination." Thesis, Brunel University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439074.
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Terlektsi, Maria Emmanouela. "Imaginative writing of deaf children." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/876/.
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This thesis explores the issue of imaginative writing of deaf children. Thirty deaf children aged 9-11 years were recruited form Hearing Impaired Units and mainstream schools. Thirty hearing children were matched on academic performance (according to teachers) and chronological age and recruited from the same classes as the deaf children. Three sets of imaginative stories were collected from the above groups at three points during one academic year. A mixed methodology was employed in order to investigate imaginative writing of deaf children. For the evaluation of children’s stories an “Imagination Story Scale” was developed based both on the literature review and on the in-depth analyses of four children’s imaginative stories. The scale consists of four categorised divisions (story structure, story plot, linguistic imagination, originality) and one additional division (overall assessment). Assessments of both deaf and hearing children’s stories using the scale revealed little variation between deaf and hearing children’s scores in the scale, indicating that deaf children do have imagination and are able to express it in writing. However, differences were observed between the scores for the different topics (for both groups of children) suggesting that the topic of the stories influenced their scores. Imaginative writing of deaf children was not predicted by: age, gender, degree of hearing loss, type of communication used at home, or use of activities to promote children’s imagination either in the classroom or at home. Teachers’ opinions of deaf children’s imagination were explored through interviews. The Teachers of the Deaf tended to under-estimate deaf children’s ability to demonstrate imagination in their writing by comparison with the stories that the deaf children produced.
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Martin, Lene Karine. "Lost in the Woods: A Theatrical Journey Through Gender and Media Analysis." Oxford, Ohio : Miami University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1133997072.
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Campbell, Nick. "Children's Neo-Romanticism : the archaeological imagination in British post-War children's fantasy." Thesis, University of Roehampton, 2017. https://pure.roehampton.ac.uk/portal/en/studentthesis/Children’s-Neo-Romanticism(d8dd7f80-d6a7-4e02-a103-c627adc0fad1).html.
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The focus of this study is a trend in British children’s literature concerning the ancientness of British landscape, with what I argue is a Neo-Romantic sensibility. Neo-Romanticism is marked by highly subjective viewpoints on the countryside, and I argue that it illuminates our understanding of post-war children’s literature, particularly in what is often called its Second Golden Age. Through discussion of four generally overlooked authors, each of importance to this formative publishing era, I aim to explore certain aspects of the Second Golden Age children’s literature establishment. I argue that the trend I critique is characterised by ambiguity, defined by the imaginative practice entailed in the archaeological view.
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Balduino, Grazielle Eloísa. "Crianças maravilhosas: brincadeiras, imaginação e culturas de infâncias numa turma do terceiro ano do Ensino Fundamental de uma escola pública." Universidade Federal de Uberlândia, 2014. https://repositorio.ufu.br/handle/123456789/13959.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The present research was produced with the children of a group of third grade of elementary school in a school Hall in the city of Uberlandia, Minas Gerais, during the year of 2013. This institution is located in a peripheral region of the city considered by the city and military police a neighborhood with considerable content of violence and drug trafficking. In this research we seek to know and understand children s actions, their feelings, their needs and possibilities in space-time of the school questioned the position of this institution that this class was weak and had difficulty in learning; however, the ways of being and acting of these kids informed us about children s cultures. Cultures of childhoods are produced, (re) produced and shared between them and with the adults in the school routine; specifically within the school, the children become members both of their cultures as cultures pairs of adults. How to reach the kids? That way you can promote encounters between adults and children, in such a way that we can get to know them better? The extent to which games and children s activities promoted in space-school time build and express the children s cultures? These questions were the guiding of the construction process of this investigation that presents itself as a qualitative research, which has opted for dialogue and an intense interaction with the children as a means through which we were able to confirm that they are subjects of culture in many surprising ways. Built during the school year 2013, along with kids, playful activities that expressed a process of partnership and friendship. The playground proved the space time richer children s production; the absence of Professor Regent also proved important as a condition for children to feel more free to act guided by their interests.<br>A presente pesquisa foi produzida com as crianças de uma turma de 3º ano do Ensino Fundamental de uma escola municipal da cidade de Uberlândia, Minas Gerais, durante o ano de 2013. Essa instituição localiza-se numa região periférica da cidade considerada pela prefeitura e policia militar um bairro com índice considerável de violência e tráfico de drogas. Na presente investigação buscamos conhecer e compreender ações das crianças, suas brincadeiras, seus sentimentos, suas necessidades e possibilidades no espaço-tempo da escola questionando a posição dessa instituição de que essa turma era \"fraca\" e que tinha dificuldades para aprender; porém, os modos de ser e agir dessas crianças dizia-nos sobre suas culturas infantis. As culturas das infâncias são produzidas, (re)produzidas e compartilhadas nas relações das crianças entre elas e com os adultos na rotina escolar; especificamente no espaço da escola, as crianças tornam-se membros tanto de suas culturas de pares quanto das culturas dos adultos. Como chegar até as crianças e conhecer suas culturas infantis? De que maneira é possível promover encontros entre adultos e crianças, de tal maneira que possamos conhecê-las melhor? Em que medida brincadeiras e atividades infantis promovidas no espaço-tempo escolar constroem e expressam as culturas infantis? Essas indagações foram norteadoras do processo de construção da presente investigação que se constituiu como uma pesquisa qualitativa, que privilegiou o diálogo e uma convivência intensa com as crianças como meio por meio do qual pudemos confirmar que elas são sujeitos de cultura de muitas formas surpreendentes. Construímos durante o ano letivo de 2013, junto com as crianças, atividades lúdicas que expressaram um processo de parceria, amizade e alegria. O recreio se mostrou o espaço-tempo mais rico da produção infantil; a ausência da professora regente também se mostrou importante como condição para que as crianças se sentissem mais livres para agirem guiadas por seus interesses.<br>Mestre em Educação
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Bourchier, Alison Jane. "The influence of availability, affect and empirical evidence on individual differences in children's understanding of pretence." Thesis, University of Surrey, 1998. http://epubs.surrey.ac.uk/842951/.
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This research focused on the issue of children's understanding of the pretend-reality distinction. In particular, it investigated several features of the availability hypothesis (Harris, Brown, Marriott, Whittall & Harmer, 1991; Johnson & Harris, 1994) and the pretence continuation account (Golomb & Galasso, 1995) which have been previously offered as competing explanations for children's behaviours during pretence. Specifically, the experiments reported here explored the role of differing forms of affect in both of these accounts and assessed the constraining influence of empirical evidence of reality on the effects of increased cognitive availability. To this end, a series of seven related experiments were conducted in which four to seven year old children (N = 591) were asked to pretend about the contents of empty boxes. The children's behaviours on a series of box selection tasks were then observed under conditions of differing affect and varying levels of empirical evidence (experiments 1 to 5). The children's spontaneous behaviours were also video recorded (experiments 6 and 7). Taken together, the results suggest that there are interactions between individual differences, age, affect and levels of empirical evidence which predict children's propensity towards making pretend-reality confusions. In relation to previous explanations of children's behaviour, the pretence continuation account (Golomb & Galasso, 1995) is unable to explain the complexity of the current findings and the results are instead more consistent with an account involving individual differences such as that proposed by Johnson and Harris (1994). However, there are two crucial contributions which the experiments reported here can make to these explanations. First, there are developmental changes which take place between four and seven years of age in relation to pretend-reality understanding and these changes interact with the individual differences identified by Johnson and Harris (1994). Second, the present data provide evidence of the central role played by affect in children's pretence. Overall, this thesis offers an account of children's understanding of the distinction between pretence and reality which incorporates both developmental and individual differences.
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Milne, Stephen. "Fiction, children's voices and the moral imagination : a case study." Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/10461/.
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The importance of stories in educating the moral imagination of the child provides the context for this thesis, which explores children's responses to the moral dimension of fiction. Studies in narrative psychology, literary theory and children's responses to reading also provide the empirical and theoretical background for this qualitative enquiry that compares a number of developing readers' responses to fiction in a school and classroom context. Focusing on the features that distinguish their responses to questions about moral choice and virtue in a range of stories, the thesis explores a mode of response to fiction called moral rehearsal. It identifies a range of strategies children adopt to explore and evaluate the moral world of narrative texts such as the use of moral touchstones, alternative narratives and dramatisation. It presents an original application of philosophical anthropology to the data in order to distinguish between what I call mimetic and diegetic rehearsal in children's responses. This phenomenological interpretation suggests the ways in which narratives contribute to the constitution of consciousness in the child. Drawing mainly on school-based interview conversations, peer group talk and some children's written work about a range of fiction, this enquiry adopts an interpretive, case study approach to children's moral responses to fiction. It examines the child's perspective to produce an account of moral imagination in developing readers that illuminates a previously unexplored mode of reading - moral rehearsal - relevant to theories about the development of children's reading, literary response and moral sense. It represents a contribution to the literature on children's literary experience, the empirical study of children's reading and children's moral and spiritual formation.
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Burr, Sandra. "Science and imagination in Anglo-American children's books, 1760--1855." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1539623463.
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Didactic, scientifically oriented children's literature crisscrossed the Atlantic in the eighteenth and nineteenth centuries, finding wide popularity in Great Britain and the United States; yet the genre has since suffered from a reputation for being dull and pedantic and has been neglected by scholars. Challenging this scholarly devaluation, "Science and Imagination in Anglo-American Children's Books, 1760--1855" argues that didactic, scientifically oriented children's books play upon and encourage the use of the imagination. Three significant Anglo-American children's authors---Thomas Day, Maria Edgeworth, and Nathaniel Hawthorne---infuse their writings with the wonders of science and the clear message that an active imagination is a necessary component of a moral upbringing. Indeed, these authors' books, most particularly Sandford and Merton (1783--1789), Harry and Lucy Concluded (1825), and A Wonder-Book for Girls and Boys (1852), are more than mere lessons: they are didactic fantasies intended to spark creativity within their readers.;These didactic fantasies are best understood in the context of the emerging industrial revolution and the height of the Atlantic slave trade. These phenomena, combined with the entrenchment of classicism in Anglo-American culture and the lesser-known transatlantic botany craze, shaped the ways in which Day, Edgeworth, and Hawthorne crafted their children's stories. Certainly dramatic changes on both sides of the Atlantic during the late eighteenth and early nineteenth centuries influenced the differences in the texts. More important to this study, however, are the vital connections among these stories. Each author draws heavily upon Rousseau's ubiquitous child-rearing treatise Emile and upon her or his literary predecessor to create children's books that encourage exploring nature through scientific experimentation and imaginative enterprise.;Yet these writers do not encourage the imagination run amok. Rather, they see the need for morally grounded scientific endeavor, for which they rely primarily on classicism and on gender ideology. Incorporating tales of the ancient world to inculcate the ideal of a virtuous, disinterested, and learned citizen responsible to the larger body politic, the three children's authors---but most notably and explicitly Hawthorne---tie a romanticized, classical past to the emerging industrial world.
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Aguero, Jenn. "TEACHING PERSPECTIVE TAKING USING IMAGINATIVE PLAY IN TYPICALLY DEVELOPING CHILDREN." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1074.
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AN ABSTRACT OF THE THESIS/DISSERTATION OF JENN AGUERO, for the Master of Science degree in Behavior Analysis and Therapy, presented on April 8, 2013 at Southern Illinois University Carbondale. (Do not use abbreviations.) TITLE: TEACHING PERSPECTIVE TAKING USING IMAGINATIVE PLAY IN TYPICALLY DEVELOPING CHILDREN MAJOR PROFESSOR: Dr. Mark Dixon Recently, behavior analysis has begun to investigate perspective-taking and a means at which to measure, teach and acquire it. A protocol has been developed and administered in previous studies to assess perspective-taking in children. That protocol was revised to include children's toys that could be used as representative stimuli during the testing and training sessions. Currently, no other study has utilized this protocol along with children's toys; requiring the participants to switch perspectives between themselves and the characters. Participants in this study were all typically developing children between the ages of six and seven. Results indicated that multiple instances of implementation of the training protocol increased the ability to correctly complete the perspective taking task.
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Hong, Huili, and Renee Rice Moran. "Using Imagination to Bridge Children’s Literacy and Science: A Dialogic Approach." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3626.
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Sands-O'Connor, Karen. "The imagination and the imagined nation : British children's fantastic fiction after 1945." Thesis, Cardiff University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313708.
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Stowers, Louisa Lockhart Lau Tin-Man. "An approach to improve children's hospital facilities by incorporating a play system with stimuli that allows for imaginative play to aid in children's development." Auburn, Ala, 2009. http://hdl.handle.net/10415/1744.
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Al, Ali Mariam A. "A science fiction story as a medium of stimulation for children's creative imagination- the impact of modes of presentation and styles of learning and thinking on the children's creative imagination." Thesis, University of Southampton, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494541.
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Hong, Huili, Karin Keith, Renee Rice Moran, and LaShay Jennings. "Using Imagination to Bridge Children’s Learning of Literacy and Science: A Dialogic Approach." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/999.
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Smyth, Pamela S. "Planning purposeful imaginative activities in creative contexts for children's literacy." Thesis, University of Greenwich, 2010. http://gala.gre.ac.uk/5645/.
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Although children in primary schools in England are required to write imaginatively in order to gain optimum marks in statutory tests, an emphasis is often placed on revising decontextualised genre features, grammar and spelling. I wondered whether there was a place for creativity and imagination within the apparent constraints of a curriculum for English that had become defined by objectives and teaching procedures imposed by national strategies to raise literacy standards. Using a definition of creativity as purposeful imaginative activity, I set out to explore how teachers could interpret the objectives imaginatively and plan meaningful contexts for literacy, even in a climate of changing curriculum emphases. My thesis reports on three cycles of reflective, collaborative action research focused on literacy planning, in order to theorise meanings in relation to my values, understanding and practice. As a result of the research, approaches to planning sequences of purposeful imaginative activities that embed literacy concepts in meaningful creative contexts are exemplified. Evidence from an analysis of literacy plans for children in classrooms across the primary phase shows that teachers use their professional imaginations to plan their provision for children to read and write imaginatively – their statutory national curriculum entitlement (DfEE, 2000). We found that children’s literacy improves when they dwell in possible worlds as, for example, curators, custodians or concerned villagers, using the powerful resource of their own, and collective, imaginations. In addition, an analysis of drawings revealed evidence of the effort and effect of children’s somatic and affective imaginations. The work is underpinned by theories of: aesthetic appreciation and representation; child-centred, holistic pedagogy; inclusive creative processes; and the imagination as a resource for creating meaning. My ideas have been challenged and developed by academics such as Pat D'Arcy on literacy, Robert Sternberg on creativity, and Ken Robinson on imagination, in particular. As a result of the research, two conceptual tools for planning were developed and tested. They are underpinned by theory and professional experience and have been used effectively in schools during and beyond the research project. Components of the creative process were identified as motivating ideas, associating ideas, generating ideas, innovating ideas and communicating ideas, and became the MAGIC planning tool. Components of the imagination's repertoire were identified as auditory, kinaesthetic, tactile, emotional and visual, and became the AKTEV imagination repertoire. These represent the living education theories that have transformed my practice, and are offered as a contribution to the field of primary English education.
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Carroll, Maureen, and res cand@acu edu au. "Imagination For Better Not Worse: The Hobbit in the primary classroom." Australian Catholic University. Trescowthick School of Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp65.25092005.
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This thesis argues for the power of story and, in particular, the story of The Hobbit by J.R.R. Tolkien to help build optimism and hope. The Hobbit is under-used in primary schools and this thesis demonstrates that it is eminently suitable for children. Without imagination children are vulnerable to sadness and despair. The positive development of imagination through heroic tales is likely to benefit children emotionally and psychologically. The story of The Hobbit can be utilised to develop the concept of the Hero's Journey, a persistent trope in oral and recorded literature and an archetype for virtually all human experience. In addition, the thesis shows that critical thinking skills and multiple intelligences can be developed through the use of The Hobbit. Depression in young people is now recognised as a serious public health problem in Australia. Research supports the view that children need optimism. This thesis discusses statistics regarding the increased prevalence of childhood depression and aggression as well as alarming youth suicide reports. The inquiry by the Victorian Parliament into the effects of television violence on children is examined and the scholarly works of Neil Postman, inter alia, are discussed to establish the overall pattern of positive association between television violence and aggression in children. Furthermore, the contention that many contemporary realistic texts do little to promote hopefulness in the young is supported with the opinions of scholars who are respected in the field of children’s literature. Tolkien was a devout Catholic but, even more importantly, he was able to restate traditional values through his imaginative works of The Hobbit and The Lord of the Rings. This has relevance for Catholic educators who strive to relate Gospel values to popular culture. Christian education must extend imagination beyond morality to help young people to find meaning and purpose in their lives. Through the use of The Hobbit and other books of this kind, children can begin to learn not to fear change, failure or setbacks but to see them as important challenges and opportunities for personal growth. This thesis argues for the likely value of a continuum of this type of learning that begins in early childhood, in order to provide a
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Sachet, Alison. "Children's and Adults' Prosocial Behavior in Real and Imaginary Social Interactions." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/12992.
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In everyday life, there are many situations that elicit emotional reactions to an individual's plight, leading to empathic thoughts and helping behaviors. But what if the observed situation involves fictional characters rather than real life people? The main goal of this dissertation was to investigate the extent that empathic thoughts and helping behaviors characterize children's responses to fictional social interactions, as well as to real ones. Another goal was to develop a new measure of prosocial behavior.
In Study 1, 60 undergraduate students (36 female; Mage = 19.87, SDage = 4.46) played two computerized ball-tossing games, one with 3 co-players who were believed to be other students and one in which a ball was tossed between 3 walls. During the second half of each game, one of the co-players/walls was excluded by the other two co-players/walls; the participant's subsequent increase in passes to the excluded co-player/wall was recorded. Participants increased their passes to the excluded real co-player more than to the excluded wall, indicating that the increase in the Real Condition were attempts to help another person, rather than simply to even out the distribution of passes.
Study 2 extended these findings to children and tested the relationship between reactions to real and fictional social interactions. Seventy-one 5- and 8-year-old children (36 females; 35 5-year-olds: Mage = 5 years, 8.2 months, SDage = 2.4 months; 36 8-year-olds: Mage = 8 years, 6.5 months, SDage = 2.9 months) played the computerized ball tossing game with (1) other children they believed to be real, (2) novel cartoon characters, and (3) walls. One of the co-players/walls was excluded in the second half of each game. Although children reported similar empathic reactions towards the excluded real and fictional co-players, they increased their passes to the excluded real co-player more than to the excluded fictional character or wall (controlling for individual differences in real life empathy). These results suggest that children's emotional reactions to what they experience in fiction and in real life are similar, but they take the behavioral steps to help another individual only when that individual is believed to be a real person.
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Silva, Daiane Oliveira da. "DESENVOLVENDO UM CENÁRIO IMAGINATIVO CIRCENSE PELO BRINCARESEMOVIMENTAR DA CRIANÇA." Universidade Federal de Santa Maria, 2015. http://repositorio.ufsm.br/handle/1/6718.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The constructive possibilities among the cultural heritage of the circus are notorious
and in this way the bigness of movements from different body possibilities are being built.
Due to this importantcircus cultural legate the circus activities constitute as representative to
children moving and playing considering their experiential constructions. So, this study has as
the main goal to investigate the relation between imagine and fascinate of the children that is
expressed by playing and moving provoked by the circus activities. For the developing of this
research it was gotten a methodology theoretical and exploratory with sense to the theory and
explanatory condition to the aspects related to children imaginative playing. It develops by the
comprehension art identifying the historic scenery this knowledge and its productions in view
of the pedagogical context. In a second moment it is established a contextual and perspective
recognition in the children looking for their playing and moving. In a third moment it is tried
to identify the playing scenery in the school context and its problems considering the relation
between the infantile and art imaginary. Bring to an end it will be traced some approaching
with imaginative playing and circus activities considering its large scenery and its possible
relation in school taking the context of playing and moving and circus activities. From this on
it is possible to conclude that the circus scenery context and the infantile universe are
surrounded by imaginative in the inventiveness construction of children that caused by the
circus scenery contributes with a charming scenery extensive and sensitive to the different
interests and necessities among the imaginative childhood. As well as the recognition of its
diversity of possibilities above and beyond of teaching instruments while a pedagogy
dedicated to the children intentions in the assumed way and understood in the child world as
the movement multiple experiences being an elaborated pedagogy from to play and to
imagine and the sensitive mediator to this process.<br>As possibilidades construtivas em meio à herança cultural do Circo são notórias e,
desse modo, uma grandeza de movimentos de diferentes possibilidades corporais sendo
construída. Devido a esse importante legado cultural do Circo, as Atividades Circenses
constituemse
como representativas ao BrincareSeMovimentar
da criança, considerando as
suas construções experienciais. Sendo assim, este estudo tem como objetivo investigar as
relações do imaginar e fascinar da criança que se expressam pelo BrincareSeMovimentar
estimulados pelas Atividades Circenses. Para o desenvolvimento dessa pesquisa, buscamos
uma metodologia de cunhos teórico e exploratório, com sentido à reconstrução de teorias e
condições explicativas aos aspectos relacionados às Atividades Circenses e suas relações com
o brincar imaginativo da criança. O que, primeiramente, desenvolvese,
por meio de uma
compreensão do estado da arte, identificando o cenário histórico desse conhecimento e suas
produções em vista do contexto pedagógico. Em um segundo momento, estabelece um
reconhecimento do cenário contextual e perceptivo da criança, tendo em vista o seu BrincareSeMovimentar.
Em um terceiro momento, procurase
identificar o cenário do brincar no
contexto escolar e sua problemática, considerando as relações entre o imaginário infantil e a
arte. Em última análise, são traçadas algumas aproximações com o brincar imaginativo e com
as Atividades Circenses, considerando o seu múltiplo cenário e suas relações possíveis na
escola, tendo em conta o contexto do SeMovimentar
imaginativo e as Atividades Circenses.
A partir disso, concluise
que o contexto do cenário circense e o universo infantil são
mediados pelo imaginário nas construções inventivas da criança que, causadas pelo cenário
circense, contribuem com um encantador cenário abrangente e sensível aos diferentes
interesses e necessidades em meio à infância imaginativa como
o reconhecimento de sua
gama variada de possibilidades muito além de instrumentos de ensino, enquanto uma
pedagogia dedicada às intenções das crianças em meio ao caminho assumido; e
compreendidas no mundo da criança como experiências múltiplas do movimento, sendo uma
pedagogia elaborada a partir do brincar e do imaginar e mediadora sensível a esse processo.
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Geraets, Isabelle Marie Christine. "A phenomenological hermeneutic study of the imaginative play of young children staying at a shelter for abused women." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ66148.pdf.
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Waldeck, Lisa. "The role of imaginative play in music therapy sessions with two mainstream pre-school children : a case study." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/36766.
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This study explores the concept of imaginative play within music therapy sessions with two pre-school children in a mainstream school. This is based on pre-existing material from my clinical work at a pre-school in 2008. My interest in the phenomenon of imaginative play that emerged within our sessions gave rise to this dissertation. I found that, within my sessions, imaginative play seemed to be particularly helpful in the development of the therapeutic relationship. Thus, the aim is to explore how moments of imaginative play emerged within sessions, how the client and therapist interacted within these moments, and how this affected the therapeutic relationship and served to address therapeutic goals. This is addressed within the main research question. In addition to this, I look at the advantages and limitations of working with imaginative play in music therapy, and how music therapists can use their skills during these moments. This is addressed within the two sub-questions. This study aims to offer valuable insight about the phenomenon of imaginative play in music therapy, with particular focus on pre-school children. The study is conducted within the qualitative research paradigm, and is exploratory in nature. It follows a case study design, where pre-existing data from sessions is analysed in detail. The data consists of three video excerpts. Two excerpts are taken from different points in one session with an individual client (D), and the third is taken from an individual session with another client (F), where I was the co-therapist. The data has been transcribed, coded, categorized and organized into themes, which highlight the use and implications of using imaginative play in music therapy sessions. Findings indicate that imaginative play in music therapy sessions can be beneficial in promoting interaction, mutual participation as well as offering the client an alternative medium through which they can express different ideas and feelings where music did not seem to do so. It also provided an enjoyable experience for both the client and therapist, allowing for a more relaxed, therapeutic atmosphere and for the therapeutic relationship to develop.<br>Mini Dissertation (MMus)--University of Pretoria, 2009.<br>gm2014<br>Music<br>Unrestricted
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Barrs, Myra. "Imagination in action : a study of the 'prehistory of writing' in children's early symbolising, based on a rereading of Vygotsky." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10006597/.
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Ribeiro, Tambi Carraro. "Cultura, contexto sócio-familiar e imaginação:um estudo exploratório sobre a cor na infância." Universidade do Estado de Santa Catarina, 2007. http://tede.udesc.br/handle/handle/735.
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Previous issue date: 2007-08-22<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This dissertation is presented as a requirement for the title of Master in Visual Arts, being part of the Education of Visual Arts research line. Its theorical central axle is an explanatory study about colors in childhood, over all about childrens in preschool. Some important theorical aspects have been observed, such as: the choice and the use of colors, the cultural and partner-familiar aspects, beyond the imagination itself, having Vygotsky as the main theoretical base. Beyond the theorical research, this dissertation also includes a Field Research in a Junior Education School, in the city of Florianópolis. For a more detailed study, two children have been chosen: a four years old boy and a five years old girl. During the field research, it has been collected some artistic works of both children, as well as interviews with the children and their parents. Some domestic visits have also been included in the research, in which the researcher had the oportunity to get in contact with each children's life context, and also take photos of their personal objects for data usage.The methodology used for the Field Research analysis was the "Content Analysis", by Bardin.Using this methodology, two main analysis categories have been presented: "Cores, interação social e contexto sociocultural: uma complexa trama na infância" and "Cor e imaginação: o fio da infância na construção do conhecimento", each one of them subdivided in its own respective categories<br>A presente dissertação apresenta-se como requisito para a obtenção do título de Mestre em Artes Visuais, estando inserida na linha de pesquisa Ensino das Artes Visuais. O eixo teórico central é um estudo exploratório sobre a cor na infância, com crianças em fase pré-escolar. Para tanto, foram observados aspectos teóricos importantes no que se refere: à escolha e ao uso das cores, aos aspectos culturais e sócio-familiares, além da própria imaginação tendo como base principal o suporte teórico de Vygotsky. Juntamente com a pesquisa teórica, tal dissertação incluiu também uma pesquisa de campo em uma escola de Ensino Infantil de Florianópolis. Para um estudo mais detalhado, foram escolhidas duas crianças: um menino de 4 anos de idade e uma menina de 5 anos de idade. Durante a pesquisa de campo foram coletados materiais artísticos destas duas crianças, bem como foram realizadas entrevistas com as próprias crianças e com seus pais. Foram também incluídas visitas domiciliares, nas quais a pesquisadora teve a oportunidade de entrar em contato com o contexto de cada uma das crianças, fotografando objetos de uso pessoal das mesmas para inclusão de dados práticos. A metodologia utilizada para a análise dos dados da pesquisa de campo foi a .Análise de Conteúdo., fundamentada por Bardin. Segundo tal metodologia foram obtidas duas principais categorias de análise:.Cores, interação social e contexto sociocultural: uma complexa trama na infância. e .Cor e imaginação: o fio da infância na construção do conhecimento., cada uma delas subdividida em suas respectivas subcategorias
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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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Dixon, Leena-Maaretta. "“Han Skulle Vara En Kille Som Pappa Inte Kunde Klaga På” : Subversive And Imaginative Masculinity In Lygia Bojunga’s Work." Thesis, Södertörns högskola, Litteraturvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-35804.
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This thesis centers on three children’s novel, “Sex gånger Lucas”, “Min Vän målaren”, and “Den gula väskan”, written by the very appreciated and much awarded Brazilian Author Lygia Bojunga. All three of these novels discuss masculinity in young boys and men. In “Sex gånger Lucas”, the centerpiece of this thesis, the essential conflict in the novel is played out in the interchange between Lucas and his authoritarian father. The father, throughout the text, showcases toxic masculinity and its concurrent traits, such as verbal abuse and serial infidelity. This tyrannical parenting attempts to mold Lucas’ personality to what is deemed in the culture as acceptable masculine behavior. Lucas narrative journey finds him firstly internalizing this belief system, but, as the novel progresses, Lucas learns to accept himself, in all his gendered guises, and reject the father's binary opinions. “Min vän målaren” follows the tale of the sensitive young boy, Claudio, who struggles against an environment that doesn’t support him, in his many and varied attempts towards personhood. In “Den gula väskan” the protagonist Rakel confronts an open and oppressive sexism in society, community and the many dismissals of the family. “Den gula väskan” utilizes, at many junctures of the narrative, a fable structure as a means to discuss political oppression as well as the oppressive binary masculine norms. This Fable sub-tale focuses on the character Alfonso, a talking rooster. Alfonso rejects the expectations put on him as a rooster, but his cousin Skräcken is not as fortunate. The cousin, who it is heavily implied is the victim of masculine brainwashing, is unable to stop himself from fighting, even when it ends up killing him. Throughout these three novels lies an illustration of the downfalls of an oppressive and toxic masculinity (that men must be stoic, aggressive and in control) as well as highlighting the freedom for a more fluid gender expression. Lucas, Claudio and Alfonso give subversive, alternative depictions of masculinity, where it is acceptable to feel, be vulnerable, reject violence, and have healthy relationships built on companionship. This thesis explores how Bojunga's novels, through her characters struggles and triumphs, give the young male identified readers alternative ways to be a man. In other words, these novels liberate the male gender from a binary performance.<br>Denna avhandling bygger på tre barnromaner, "Sex Times Lucas", "Min Vän målaren" och "Den gula väskan", skriven av den uppskattade och prisbelönta brasilianska författaren Lygia Bojunga. Alla tre av dessa romaner diskuterar maskulinitet I relation till unga pojkar och män. I "Sex Times Lucas", den centrala verket i denna avhandling, är konflikten mellan Lucas och hans auktoritära far det centrala handlingen. Faderns beteende genom hela romanen skildrar en obehaglig uppfatning av maskulinitet, med att psykisk misshandla Lucas and vara ständigt otrogen mot modern. Genom hans tyranniska föräldraskap försöker han att forma Lucas’ personlighet till vad han anser acceptabelt maskulint beteende. Lucas först internaliserar dessa normer, men sen genom romanens växling lär Lucas att acceptera sig själv som han är och avvisar faderns översträngda idéer om manlighet. "Min vän målaren" visar en känslig ung pojke, Claudio, som kämpar mot en miljö som inte stöder honom. Trots detta motstånd försöker han inte förändra sig själv. I "Den gula väskan" diskuterar Rakel öppet sexismen som hon möter. Boken använder också fabel som ett medel för att diskutera politisk förtryck samt strängda genus normer genom Alfonso, en talande tupp. Alfonso går emot vad man förväntar av honom som tupp, men hans kusin Skräcken däremot går med på förväntningarna. Kusinen, som det är starkt underförstått, är offer för hjärntvätt, kan inte stoppa sig från att slåss, och tillslut dör på frund av det. I alla dessa tre romaner ligger en gestaltning av en kritik mot manlighetsnormer (att män får inte visa känslor, vara aggressiva och dominanta) samt framhävda friheten för ett mer flytande könsuttryck. Lucas, Claudio och Alfonso ger subversiva, alternativa skildringar av maskulinitet, där det är acceptabelt att känna, vara sårbar, avvisa sig från våld och ha jämställda relationer byggt på vänskap. Denna avhandling forskar i hur romanen, genom att skildra dessa karaktärer och deras kamp och seger, ger de unga pojk-identifieranda läsare alternativa sätt att vara en man. Med andra ord befriar dessa romaner det manliga könet från en binära normer.
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Oliveira, Marcelo Manhães de. "A imaginação na obra infantil de Clarice Lispector." Universidade Federal de Juiz de Fora, 2015. https://repositorio.ufjf.br/jspui/handle/ufjf/301.
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Previous issue date: 2015-09-02<br>O presente estudo propõe uma averiguação sobre a presença de elementos que despertem a imaginação do leitor na obra infantil de Clarice Lispector. Discuto aqui alguns conceitos sobre a imaginação nos quatro contos para crianças da autora: O mistério do coelho pensante; A mulher que matou os peixes; A vida íntima de Laura; Quase de verdade. Esta pesquisa procura demonstrar a versatilidade da autora em transitar pelos diferentes aspectos da imaginação de forma singular. Verifica-se que o ineditismo, a transgressão e a vanguarda estão presentes na linguagem tipicamente peculiar de Clarice Lispector, provocando no leitor, na época em que os contos foram publicados, o efeito do estranhamento, independentemente de este leitor ser um adulto ou uma criança. Clarice é um dos autores que em muito contribuirá para suavizar a literatura infantil nacional das imposições pedagógicas enraizadas desde o período colonial.<br>This study proposes an investigation on the presence of elements that arouse the imagination of the reader in child work of Clarice Lispector. I discuss here the different shapes that make up the comprehensive way of imagination, listing the four short stories by the author: O mistério do Coelho pensante; A mulher que matou os peixes; A vida íntima de Laura; Quase de verdade. This research will seek to demonstrate the versatility of the author in transit the different aspects of the imagination through a unique way, where the novelty, transgression and the vanguard are present through the typically peculiar language of Clarice Lispector, causing the reader, at the time the short stories were published, the effect of estrangement, regardless of whether it is an adult or a child. Clarice is one of the authors who will contribute to soften the national children's literature of the rooted pedagogical impositions from the colonial period.
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Davies, Lynda Mary. "Susan Cooper's heightened reality : how narrative style, metaphor, symbol and myth facilitate the imaginative exploration of moral and ethical issues /." St. Lucia, Qld, 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16530.pdf.
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Joubert, Jacomina Christina. "The life experiences and understanding of children as citizens in a democratic South Africa." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-05202008-182045.
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McConnon, Linda. "Communicating possibilities : a study of English nursery children's emergent creativity : exploring the three to four-year-old child as an artistic communicator and possibility thinker." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14860.
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This research builds on previous studies that have documented evidence of Professor Anna Craft’s concept of ‘Possibility Thinking’ (PT) as at the heart of creativity which involves children transitioning from ‘what is this?’ to ‘what can I or we do with this?’ as well as imagining ‘as if’ they were in a different role. My thesis titled “Communicating Possibilities” examines English nursery children's emergent creativity, exploring the three to four-year-old child as an artistic communicator and possibility thinker through a case study approach situated in one primary school in South West England. Three main research questions were posed concerning the ‘what, how, and why’ of creativity when children communicated through art; as well as exploring the nurturing role of others, and identity manifest through voice and learning experience. This doctoral study is essentially interpretivist in nature seeking to explain how people make sense of their social worlds, and is an exploration framed by culturally negotiated, shared meanings, and complex social relations. Data was collected over one school year, in three nine-week research phases by the following ethnographic methods: naturalistic observations; researcher diary; children’s creative journals; and practitioner interviews. These methods were repeated for each phase. Inductive and deductive data analysis was conducted. Undertaken over time as the project unfolded, a grounded theory approach was applied in total to 27 episodes. Micro event analysis of creative behaviours in action and narrative discourses of two kinds: peer-to-peer, and child-to-adult (teacher, early years practitioner, and my researcher dialogue) revealed four broad critical themes: Observing and documenting children’s creativity; What children can do together- recognising differences; Pedagogy of possibilities- developing a role; and The value of artistic communication in the nursery classroom. Each is discussed in terms of the key implications these themes hold for theory, policy, and early years practice.
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Sallot, Coleen Michelle. "Utilizing Play to Help Adopted Children Form Healthy Attachments." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1619193153362829.
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Gramacho, Patrícia Marinho. "A ESTÉTICA CONCRETA DE GASTON BACHELARD APLICADA À LITERATURA INFANTIL: ESPECIFICIDADES DE UMA VIVÊNCIA." Pontifícia Universidade Católica de Goiás, 2011. http://tede2.pucgoias.edu.br:8080/handle/tede/3803.
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Previous issue date: 2011-08-01<br>The real aesthetics of Gaston Bachelard is based on belief in a primitive human feeling
formed from primordial organic interests, called "hormones of the imagination" - water,
air, earth and fire, which characterize the material and dynamic imagination ontogenic
capacity, responsible for the simultaneous pregnancy of man and the world. This paper
aims to describe the pleasant interface approach the child in the process of
hospitalization in a Pediatric Oncology with the Children's Literature, emphasizing the
human capacity to transform itself from the "wonder" arising out of this dynamic view of
the imaginary. Were prepared three chapters on the subject. The first two are theoretical,
presenting the concept of imagination and material dynamics and their interrelationship
with authors like. The third, empirical, includes comments on the use of four books for
hospitalized children with specific emphasis to the presence of material elements - water,
air, earth and fire - contained therein. Despite sharing to ensure that the images should
not be studied in fragments, were presented the comments of every book into separate
parts for better visualization of the chosen book and you can understand how each work
influences the child's imagination. It remained thus the reliability of care in the
transcription experienced by four specific children, keeping the representations relating
to certain books. The representations related to the interactions established between the
world and the world transformed by the stories, the fiction experienced as a possible
easing of tensions hospital; literature enabling the experience of lightness by the
expression of repressed feelings and chained to the repetition of history, as ensuring the
continuity of life, despite repeated frustrations. Using the poetic-analysis Bachelard
(Bachelard, 1988) and an operant view of psychoanalysis (Kon, 1996), enhances the
possibility of creating unique realities in fiction, which are marked by the cultural heritage
of each one. The results confirm the existence of a poetic vision of the child, captured by
the possibility of making them believe this time of the eruption, the "wonder" provided for
reading.<br>A estética concreta de Gaston Bachelard fundamenta-se na crença em um sentimento
humano primitivo formado a partir de interesses orgânicos primordiais, chamados de
“hormônios da imaginação” – a água, o ar, a terra e o fogo, que caracterizam a
imaginação material e dinâmica, faculdade ontogênica, responsável pela gestação
simultânea do homem e do mundo. Esta dissertação tem como objetivo descrever, a
aproximação da relação prazerosa da criança em processo de hospitalização em uma
Pediatria Oncológica, com a Literatura Infantil, ressaltando-se a capacidade humana de
transformar-se a partir do “maravilhamento” advindo desta visão dinâmica do imaginário.
Foram elaborados três capítulos sobre o tema. Os dois primeiros são de cunho teórico,
apresentando-se o conceito de imaginação material e dinâmica e sua interrelação com
autores afins. O terceiro, de caráter empírico, traz comentários sobre a utilização de
quatro livros específicos junto às crianças hospitalizadas ressaltando-se a presença dos
elementos materiais - água, ar, terra e fogo – neles contidos. Apesar de partilhar-se a
certeza de que as imagens não devem ser estudadas em fragmentos, foram
apresentados os comentários de cada livro em itens separados, para melhor
visualização do livro escolhido e para que se possa entender como cada obra influencia
o imaginário da criança. Manteve-se, assim, a fidedignidade na transcrição dos
atendimentos vividos por quatro crianças específicas, mantendo-se as representações
referentes a determinados livros. As representações relacionaram-se às interações
entre o mundo estabelecido e o mundo transformado pelas histórias; à ficção vivenciada
como uma possibilidade de alívio das tensões hospitalares; à literatura possibilitando a
vivência da leveza pela expressão de sentimentos represados e à repetição encadeada
da história, como uma garantia da continuidade da vida, apesar das frustrações
sucessivas. Utilizando-se da poético-análise bachelardiana (BACHELARD,1988) e de
uma visão operante da psicanálise (KON,1996), valoriza-se a possibilidade da criação
de realidades singulares pela ficção,sendo estas marcadas pela herança cultural de
cada um.Os resultados confirmam a existência de uma visão poética da criança,
capturada pela possibilidade de fazê-las acreditar nesta irrupção do tempo ,ou seja, o
“maravilhamento” proporcionado pela leitura.
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Bonney, Geoffrey, and Peter Alan Widmer. "Cherbourg time : young black and deadly art 2003-2007." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/34407/1/Geoffrey_Bonney_%26_Peter_Widmer_Thesis.pdf.
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Art is most often at the margins of community life, seen as a distraction or entertainment only; an individual’s whim. It is generally seen as without a useful role to play in that community. This is a perception of grown-ups; children seem readily to accept an engagement with art making.
Our research has shown that when an individual is drawn into a crafted art project where they have an actual involvement with the direction and production of the art work, then they become deeply engaged on multiple levels. This is true of all age groups.
Artists skilled in community collaboration are able to produce art of value that transcends the usual judgements of worth. It gives people a licence to unfetter their imagination and then cooperatively be drawn back to a reachable visual solution.
If you engage with children in a community, you engage the extended family at some point.
The primary methodology was to produce a series of educationally valid projects at the Cherbourg State School that had a resonance into that community, then revisit and refine them where necessary and develop a new series that extended all of the positive aspects of them. This was done over a period of five years.
The art made during this time is excellent. The children know it, as do their families, staff at the school, members of the local community and the others who have viewed it in exhibitions in far places like Brisbane and Melbourne. This art and the way it has been made has been acknowledged as useful by the children, teachers and the community, in educational and social terms.
The school is a better place to be. This has been acknowledged by the children, teachers and the community
The art making of the last five years has become an integral part of the way the school now operates and the influence of that has begun to seep into other parts of the community.
Art needs to be taken from the margins and put to work at the centre.