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Relevant bibliographies by topics / Poetry (Children's

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Academic literature on the topic 'Poetry (Children's'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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Journal articles on the topic "Poetry (Children's"

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Nigora Adizova Bakhtiyorovna and Nodira Adizova Bakhtiyorovna. "Anvar obidjon is a children’s poet." Middle European Scientific Bulletin 2, no. 1 (January 15, 2021): 13–19. http://dx.doi.org/10.47494/mesb.2021.2.156.

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This article focuses on A. Obidjon, who played a special role in the development of children's poetry and prose. At the same time, the artist, who thinks about the development of Uzbek children's drama, has created a dramatic epic, a play. Anvar Obidjan is an artist who has enriched not only children's prose and poetry, but also dramaturgy, as a children’s poet, known as a prose writer, he won the admiration of his fans with his dramatic works

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Flynn, Richard. "Can Children's Poetry Matter?" Lion and the Unicorn 17, no. 1 (1993): 37–44. http://dx.doi.org/10.1353/uni.0.0302.

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Coats, Karen. "The Meaning of Children's Poetry: A Cognitive Approach." International Research in Children's Literature 6, no. 2 (December 2013): 127–42. http://dx.doi.org/10.3366/ircl.2013.0094.

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Critical attention to children's poetry has been hampered by the lack of a clear sense of what a children's poem is and how children's poetry should be valued. Often, it is seen as a lesser genre in comparison to poetry written for adults. This essay explores the premises and contradictions that inform existing critical discourse on children's poetry and asserts that a more effective way of viewing children's poetry can be achieved through cognitive poetics rather than through comparisons with adult poetry. Arguing that children's poetry preserves the rhythms and pleasures of the body in language and facilitates emotional and physical attunement with others, the essay examines the crucial role children's poetry plays in creating a holding environment in language to help children manage their sensory environments, map and regulate their neurological functions, contain their existential anxieties, and participate in communal life.

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Alieva, Fatima Abdulovna, Fatyma Khamzaevna Mukhamedova, and Aigul' Muratovna Bekeeva. "Artistic system of the children’s poetic folklore of Dagestan." Litera, no. 11 (November 2020): 42–56. http://dx.doi.org/10.25136/2409-8698.2020.11.34158.

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The subject of this research is the artistic system of children's folklore of Dagestan. Based on the analysis the example of cradlesongs, play poetry, and calendar songs, the author determines their thoughtful humanistic and democratic motif, high ideological focus, and aesthetic perfection. The article covers the ideological, thematic and artistic content, and highlights the archaic elements of cradlesong poetry, which enjoys most popularity among other genres of the poetic folklore. The author’s special contribution consists in explication of specificity of artistic means and aesthetic foundations of the folk worldview and culture reflected in folk poetry; as well as in analysis of compositions of various folklore genres as the elements of single literary system, which indicates their focus on labor, strong ideals of patriotism, kindness and continuity throughout the entire social practice of the people. The oriented towards a young developing individual, children's poetic folklore reconstructs the work and life experience in a form comprehensible to a child. This is why were created the cradlesongs, nursery rhymes, games that involved poetry, and all these word-creating activities, which in their centuries-long evolution led to higher imagery, infused and gifted each upcoming generation truly humanistic values. Children's poetic folklore that reflects the questions of folk pedagogy based on life experience of the mountaineers, had a major impact upon the development Dagestan children's literature.

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Gill, Sharon Ruth. "The Forgotten Genre of Children's Poetry." Reading Teacher 60, no. 7 (April 2007): 622–25. http://dx.doi.org/10.1598/rt.60.7.2.

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Sartore, Richard L. "Children's Poetry as a Teaching Tool." Clearing House: A Journal of Educational Strategies, Issues and Ideas 58, no. 8 (April 1985): 345. http://dx.doi.org/10.1080/00098655.1985.9955579.

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Tallant, Carole, and Frank Trimble. "Participating in the poetry playground: Staging the nonsense wordplay in children's poetry." Communication Education 41, no. 3 (July 1992): 300–311. http://dx.doi.org/10.1080/03634529209378890.

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Bill, Mary C. "Rhythmical patterning of Tsonga children's traditional oral poetry." South African Journal of African Languages 11, no. 4 (January 1991): 133–43. http://dx.doi.org/10.1080/02572117.1991.10586906.

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Goldman, Susan R., Peter M. Meyerson, and Nathalie Coté. "Poetry as a Mnemonic Prompt in Children's Stories." Reading Psychology 27, no. 4 (September 2006): 345–76. http://dx.doi.org/10.1080/02702710600846894.

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Fisher, Carol J., and W. Geiger Ellis. "The Literary Content of Children's Responses to Poetry." Journal of Research in Childhood Education 3, no. 1 (June 30, 1988): 35–45. http://dx.doi.org/10.1080/02568548809594785.

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Dissertations / Theses on the topic "Poetry (Children's"

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Prentice, Kate Victoria. "Poetry aloud : the effect of poetic sound on children's literacy skills." Thesis, University of Cambridge, 2014. https://www.repository.cam.ac.uk/handle/1810/283953.

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Lambirth, Andrew. "What is the appeal of poetry written for children for children? : a study of children's relationship with poetry." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10007412/.

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This thesis explores the appeal that a sample of children's poetry has for a group of thirty children in their final year of primary school in the United Kingdom. It examines this appeal within a socio-historical context that perceives literature written for children as playing an important role within a 'developmental state' (Lee, 2001) - a State where children are seen as sites of investment and as 'human becomings'. The thesis argues that the literature written for children forms part of the discourse that has historically attempted to define, manage and maintain contemporary conceptualisations of childhood. Within this context of adult society's ideological claim over literature written for children - including poetry - the study explores the nature of the appeal the texts generate for a class of ll-year olds. Through the use of a triangulation of case studies, the enquiry investigates how this appeal reflects children's own understanding of their childness (Hollindale, 1997). It will argue that although children's literature continues to be written for a variety of adult purposes, children are able to manage the messages and meanings found within the poetry and create their own pleasures from the texts with which they engage, rejecting those that they individually dislike.

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Thomas, Joseph T. Susina Jan. "Refiguring the culture(s) of contemporary American children's poetry." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087877.

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Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed October 19, 2005. Dissertation Committee: Jan Susina (chair), Victoria Harris, Anita Tarr. Includes bibliographical references (leaves 241-258) and abstract. Also available in print.

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Pullinger, Deborah. "The hidden child : orality, textuality and children's poetry." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648501.

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Gallagher, Bronac. "The elementary conundrum : "Can poetry be fun?" /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ55505.pdf.

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McClure, Amy Anderson. "Children's Responses to Poetry in a Supportive Literary Context." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392910662.

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McClure, Amy Anderson. "Children's response to poetry in a supportive literary context /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261919113956.

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Jacko, June Marie. "The Teaching of Children's Poetry: An Exploration of Instructional Practices in University Courses of Children's Literature, English, Language Arts, and Reading Education." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4697/.

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There are no studies which focus on the instructional practices employed in the teaching of children's poetry at the university level. This project aimed to describe the instructional practices utilized in the teaching of children's poetry at universities across the United States. Limited to the practices of the university professors and adjunct instructors who were members of the Children's Literature Assembly (CLA) of the National Council of Teachers of English (NCTE) at the time of this study, this investigation attempted to ascertain the general perceptions of poetry held by these university professors and adjunct instructors, their in-class instructional practices, and the types of poetry assignments given. Additionally, this study revealed both the poets typically highlighted and the goals held by professors and instructors in courses of children's literature, English, language arts, library science, and reading education. A mixed-methods design provided the framework for the descriptive data gleaned from the Poetry Use Survey. Quantitative data analysis yielded descriptive statistical data (means, standard deviations, ranges, percentages). Qualitative data analysis (manual and computer-assisted techniques) yielded categories and frequencies of response. Major findings included respondents': (a) belief that the teaching of poetry was important, (b) general disagreement for single, "correct" interpretations of poetry and general agreement in support of multiple interpretations, (c) general disagreement whether current curricular demands have prevented or impaired their teaching of poetry, (e) high frequency of reading poetry out loud in class, (f) emphasis on inclusion of award-winning poets in assignments, (g) instructional emphasis on variety and breadth in the selection of poets highlighted in a particular course, (h) goals for inclusion of poetry centered on pedagogical issues (e.g., frequent use, appreciation of craft; writing models; thematic uses) in language arts and across content areas.

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Morse, Ainsley. "Detki v kletke: The Childlike Aesthetic in Soviet Children's Literature and Unofficial Poetry." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493521.

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Since its inception in 1918, Soviet children’s literature was acclaimed as innovative and exciting, often in contrast to other official Soviet literary production. Indeed, avant-garde artists worked in this genre for the entire Soviet period, although they had fallen out of official favor by the 1930s. This dissertation explores the relationship between the childlike aesthetic as expressed in Soviet children’s literature, the early Russian avant-garde and later post-war unofficial poetry. Even as ‘childlike’ devices were exploited in different ways in different contexts, in the post-war period the characteristic features of this aesthetic had come to be a marker for unofficial art. The introduction presents the notion of the childlike aesthetic, tracing its recent history from Russian modernism and the avant-garde. Chapter One, “Detki v kletke: The Underground Goes into Children’s Literature,” traces the early development of Soviet children’s literature and introduces the work of the OBERIU poets, the “first underground” to be driven by circumstance to write for children. Chapter Two, “‘Playing with Words’: Experimental Unofficial Poetry and Children’s Literature in the Post-war Period,” fast-forwards to the late 1950s-70s, describing the emergence of a more substantial unofficial literary scene alongside still-rigid boundaries within official literature, including children’s. The final two chapters present detailed comparative studies of the work of two post-war unofficial poets from each of the Soviet ‘capitals,’ Moscow and Leningrad: Igor Kholin and Vsevolod Nekrasov, and Leonid Aronzon and Oleg Grigoriev. All of these poets worked in children’s literature and experimented with the childlike aesthetic in their unofficial work. With its roots in folklore, nonsense poetry and nursery rhymes, the childlike aesthetic challenges established notions of logic, propriety and order. Through childlike form and content, unofficial poetry could distinguish itself starkly from its official counterpart. Furthermore, unofficial writers who worked in children’s literature could demonstratively ignore the strict generic boundaries of official literature by blurring them through their own, openly childlike poetry. This dissertation attests to the expressive power, resilience and ongoing relevance of the childlike aesthetic in art, while showing the curious intermingling of literary experiment and children’s literature in Soviet literary history.
Slavic Languages and Literatures

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Mbukushe, Fundiwe Doreen. "A study of JJR Jolobe's selected children's rhymes." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53301.

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Thesis (MA)--Stellenbosch University, 2003.
ENGLISH ABSTRACT: This study identifies the predominant features in JJR Jolobe's children's poetry (rhymes). Another purpose well worth considering is the impact poems can have on children's language because poetry is the highest literary form and without poetry a child will sense the loss. The language in poetry is learned in an immitative manner because it is natural to childhood thereby helping children to respond almost instictively. They hear languages as part of their early environment and take it through imitation. In Jolobe's poems children learn about:- 1. The physical background which constitute geographical location, natural scenery appropriate for narrative. 2. The spiritual background which includes the emotional climate created by religious moral, social and psychological conditions. One should note that the speaker's rhymes enable the youngsters to build upon the language facilities and attempts one has to improve so that a child can communicate in his culture in an affective and productive way. These poems help the child to keep the sense of nationality, describe their nature land lovingly and understand the essential quality of their own race. Through Jolobe's poems children do not overlook isiXhosa oral heritage at school level and let oral tradition of the other nations dominate. Furthermore critical theory reflects that Jalobe's rhymes are genuinely poetry meant for fun. Humorous and nonsensical verses often serve as outlets for laughter and fun. Jolobe's work follows briefly the history of the Xhosa nation tracing their tradition, culture and language whereby it reflects the mental behaviour of a group and reveal its love and its hatred of certain things.
AFRIKAANSE OPSOMMING: In hierdie studie word die hoofkenmerke in JJR Jolobe se kinderpoesië geïdentifiseer. Poësie het 'n groot impak op kinders se taalgebruik, dit vorm deel van hulle vroeë omgewing, en die verlies daarvan sal 'n negatiewe invloed op kinders hê. Die taal in poësie word aangeleer deur nabootsing, omdat dit natuurlik is vir kinders en hulle help om amper instinktief daarop te reageer. Jolobe se poësie leer kinders van: 1. Fisiese agtergrond, wat bestaan uit geografiese ligging en natuurtonele toepaslik tot die vertelling en 2. Spirituele agtergrond, wat die emosionele klimaat insluit wat geskep word deur godsdienstige, morele, sosiale en sielkundige toestande. Die poësie help kinders om 'n sin vir nasionalitiet te ontwikkel, dit beskryf hulle geboortelande met deernis en bevordre begrip vir die essensiële kwaliteit van hulle eie ras. Deur Jolobe se poësie herken kinders hulle mondelinge isiXhosa-erfenis op skoolvlak, en verseker dit sodoende dat hierdie erfenis nie deur die mondelinge tradisies van ander nasies gedomineer word nie. Kritiese teorie toon aan dat Jolobe se kinderpoësie ware poësie is wat pret vir die leser moet verskaf. Humoristiese en onsinnige verse dien telkens as uitlaatkleppe vir plesier en pret. Jolobe se werk beskryf die geskiedenis, tradisies, kultuur en taal van die Xhosanasie, en reflekteer sodoende die denkwyse en voor- en afkeure van die groep.

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Books on the topic "Poetry (Children's"

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Children's classic poetry. London: Michael O'Mara, 1998.

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Treasury of children's poetry. London: Hutchinson, 1998.

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Hierstein, Judy. Art activities from children's poetry. Carthage, IL: Teaching & Learning Co., 1996.

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John, Foster. Poetry 3. Basingstoke: Macmillan Education, 1988.

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Lofting, Hugh. Porridge poetry. Palm Coast, Fla: Doctor Dolittle's Library, 2005.

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Foster, John. Poetry 2. Basingstoke: Macmillan Education, 1987.

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Jones, Charla. Poetry patterns: Poetry based on experiences with children's literature. 2nd ed. O'Fallon, MO: Book Lures, 1992.

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Classic poetry for children. Wigston, Leicestershire: Armadillo, 2012.

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Paperback poetry. Fayetteville, N.C: Highland Press, 2001.

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Green, Betty Jean. Children's Poetry Book. Dorrance Pub Co, 1999.

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Book chapters on the topic "Poetry (Children's"

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Ruwe, Donelle. "Utilitarian Poetry." In British Children's Poetry in the Romantic Era, 139–66. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137319807_6.

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Skyggebjerg, Anna Karlskov. "Poetic Constructions of Nature: The Forest in Recent Visual Poetry for Children." In Ecocritical Perspectives on Children's Texts and Cultures, 141–55. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90497-9_9.

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Ruwe, Donelle. "Reading Romantic-Era Children’s Verse." In British Children's Poetry in the Romantic Era, 18–52. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137319807_2.

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Ruwe, Donelle. "Introduction." In British Children's Poetry in the Romantic Era, 1–17. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137319807_1.

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Ruwe, Donelle. "Myths of Origin." In British Children's Poetry in the Romantic Era, 53–83. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137319807_3.

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Ruwe, Donelle. "The Mother Attitudes." In British Children's Poetry in the Romantic Era, 84–107. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137319807_4.

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Ruwe, Donelle. "Teaching Nature and Nationalism." In British Children's Poetry in the Romantic Era, 108–38. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137319807_5.

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Ruwe, Donelle. "The Limits of the Romantic-Era Children’s Poem." In British Children's Poetry in the Romantic Era, 167–94. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137319807_7.

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Pujol-Valls, Maria. "The Representation of Ants in Catalan Contemporary Poetry for Children." In Ecocritical Perspectives on Children's Texts and Cultures, 191–206. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90497-9_12.

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Bjørlo, Berit Westergaard. "Marine Animals in Ted Hughes’s Poetry for Children: Ecocritical Readings of Selected Illustrated Poems." In Ecocritical Perspectives on Children's Texts and Cultures, 175–90. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90497-9_11.

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Conference papers on the topic "Poetry (Children's"

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Petres Csizmadia, Gabriella. "THE CONTEMPORARY ISSUES OF TEACHING CHILDREN'S POETRY." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0494.

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Vyshpinska, Yaryna. "Formation of Creative Personality of Students Majoring in «Preschool Education» in the Process of Studying the Methods of Musical Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/38.

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The body of the article goes on to discuss the creative models of a student’s personality’s development in the process of mastering the course «Theory and methods of musical education of the preschool children». In general, the teacher's profession accumulates a big number of opportunities for the creative improvement of a would-be teacher's personality. All types of activities used while working with children in the process of mastering the artistic competencies (like fine arts, modeling, designing, appliqué work or musical activities) require not only technical skills, but also sufficient creative imagination, lively idea, the ability to combine different tasks and achieve the goals. Achieving this task is possible if students are involved into the process of mastering the active types of musical activities – singing, musical-rhythmic and instrumental activity, development of aesthetic perception of musical works. While watching the group of students trying to master the musical activity, it is easy to notice that they are good at repeating simple vocal and music-rhythmic exercises. This is due to the young man's ability to imitate. Musical and instrumental activities require much more efforts and attention. It is focused on the types and methods of sound production by the children's musical instruments, the organization of melodic line on the rhythm, the coherence of actions in the collective music: ensemble or the highest form of performance – orchestra. Other effective forms of work include: the phrase-based study of rhythmic and melodic party, the ability to hear and keep the pause, to agree the playing with the musical accompaniment of the conductor, to feel your partner, to follow the instructions of the partiture. All the above-mentioned elements require systematic training and well selected music repertoire. Students find interesting the creative exercises in the course of music-performing activities which develop musical abilities, imagination and interpretive skills of aesthetic perception of music, the complex of improvisational creativity in vocal, musical-rhythmic and instrumental activity. The experiments in verbal coloring of a musical work are interesting too. Due to the fact that children perceive music figuratively, it is necessary for the teacher to learn to speak about music in a creative and vivid way. After all, music as well as poetry or painting, is a considerable emotional expression of feelings, moods, ideas and character. To crown it all, important aspects of the would-be teacher’s creative personality’s development include the opportunities for practical and classroom work at the university, where they can develop the musical abilities of students as well as the professional competence of the would-be specialist in music activity. The period of pedagogical practice is the best time for a student, as it is rich in possibilities and opportunities to form his or her creative personality. In this period in the process of the direct interaction with the preschool-aged children students form their consciousness; improve their methodical abilities and creative individuality in the types of artistic activity.

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Pikalova, A. O. "Constructing R.L. Stevenson’s identity in his children’s poetry." In PHILOLOGICAL SCIENCES, INTERCULTURAL COMMUNICATION AND TRANSLATION STUDIES: AN EXPERIENCE AND CHALLENGES. Baltija Publishing, 2021. http://dx.doi.org/10.30525/978-9934-26-073-5-1-65.

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Parilov, Pavel Mikhailovich. "Poetry for children in the works of Joseph Brodsky." In III International Research-to-practice Conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-113115.

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Bekeeva, Aigul Muratovna. "Artistic System Of Dagestan Children'S Poetic Folklore." In International Scientific Congress «KNOWLEDGE, MAN AND CIVILIZATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.18.

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Chen, Jing. "Innovation of “New Media+ Classical Poetry” for Children’s Traditional Cultural Learning Style." In 2020 5th International Conference on Humanities Science and Society Development (ICHSSD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200727.117.

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Mulyono, Tri, Masfu’ad Santoso, Mursyidah Hartati, and Basukiyatno Basukiyatno. "The Value of Religious Character Education on the Children’s Poetry by Kamilah Siswati." In Proceedings of the 1st International Conference on Social Science, Humanities, Education and Society Development, ICONS 2020, 30 November, Tegal, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.30-11-2020.2303706.

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Saptaningsih, Nur, and Ardianna Nuraeni. "Uncovering the Translator’s Techniques in Retaining the Beauty of Poetic Children's Stories." In Proceedings of the Third International Conference of Arts, Language and Culture (ICALC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icalc-18.2019.44.

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Hsiao, Po Jen, and Chien Shun Lo. "Use of a digital game based tang poetry learning system to improve learning for children in nursery school." In 2016 International Conference on Advanced Materials for Science and Engineering (ICAMSE). IEEE, 2016. http://dx.doi.org/10.1109/icamse.2016.7840236.

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Pikalova, A. "STANCE AS A WAY OF CONSTRUCTION OF THE AUTHOR’S IDENTITY IN THE SPACE OF THE CHILDREN POETIC DISCOURSE." In IV International Conference ”Science and society - Methods and problems of practical application". Prague: Premier Publishing s.r.o., 2018. http://dx.doi.org/10.29013/iv-conf-canada-4-35-40.

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