Relevant bibliographies by topics / Relationship between the child and the book

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'Relationship between the child and the book'

Author: Grafiati
Published: 7 September 2021
Last updated: 9 February 2022

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Journal articles on the topic "Relationship between the child and the book"

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Montag, Jessica L. "Differences in sentence complexity in the text of children’s picture books and child-directed speech." First Language 39, no. 5 (2019): 527–46. http://dx.doi.org/10.1177/0142723719849996.

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Reading picture books to pre-literate children is associated with improved language outcomes, but the causal pathways of this relationship are not well understood. The present analyses focus on several syntactic differences between the text of children’s picture books and typical child-directed speech, with the aim of understanding ways in which picture book text may systematically differ from typical child-directed speech. The analyses show that picture books contain more rare and complex sentence types, including passive sentences and sentences containing relative clauses, than does child-directed speech. These differences in the patterns of language contained in picture books and typical child-directed speech suggest that one important means by which picture book reading may come to be associated with improved language outcomes is by providing children with types of complex language that might be otherwise rare in their input.
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Stavans, Anat, and Gil Goldzweig. "Parent-child-adult storytelling." Narrative Inquiry 18, no. 2 (2008): 230–57. http://dx.doi.org/10.1075/ni.18.2.04sta.

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Book reading appears to be a highly revered and widely practiced home and school routine within and across literate western cultures. This study examined the relationship between home practices and expected children’s production. We assumed the contribution of home literacy patterns such as storytelling to have a predictive value on the development of children’s narrative productions as one facet of children’s literacy development. To this end, we set out to investigate similarities and differences in the profile of parental narrative input and children’s narrative productions. We first looked at the structural and organizational characteristics of adult-child and child-adult narratives and the relationship between the two in terms of its narrative forms and functions. Then we analyzed the interaction during narratives to — and by- children to other adults. The participants of this study were 64 parent-child dyads recruited into three age groups. Parents were asked to tell their child a picture-book story and the children were asked to tell the same story to an adult experimenter. The stories were recorded and transcribed. The data were coded into structural and interactive categories and analyzed between parent and children productions and across the three age groups. The results showed a complex relationship between parental narrative input and child-adult output. While parental narrative input resembles child narrative input, this resemblance grows stronger as the child gets older. Yet the differences between parental and child narrative input may be motivated by the child’s linguistic, narrative and social development.
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Barton-Hulsey, Andrea, Emily Lorang, Kallie Renfus, and Audra Sterling. "Maternal Input and Child Language Comprehension During Book Reading in Children With Down Syndrome." American Journal of Speech-Language Pathology 29, no. 3 (2020): 1475–88. http://dx.doi.org/10.1044/2020_ajslp-19-00156.

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Purpose Communication interactions between parents and children during shared book reading impact a child's development of both language and literacy skills. This study examined maternal language input and child expressive communication during a shared book reading activity in children with Down syndrome (DS) and children with typical development (TD). Additionally, children's receptive language was examined to understand the relationship between maternal language input and child receptive language ability. Method Participants included 22 children with DS and 22 children with TD between 22 and 63 months of age and their mothers. Each mother–child dyad participated in a 7-min naturalistic shared book reading activity. Results Compared to mothers of children with TD, mothers of children with DS used significantly more utterances with less grammatical complexity, but a similar range of vocabulary diversity. Mothers of children with DS used more questions, descriptions, gestures, and labels, whereas mothers of children with TD used nearly half of their utterances to read directly from books. Children with DS communicated at a similar frequency compared to their peers with TD; however, they produced significantly fewer spoken words. Conclusions This study reveals important differences between early shared book reading interactions and provides implications for future research targeting parent-coached intervention strategies that may enhance children's learning during shared book reading by providing access to expressive language and print instruction.
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Clendon, Jill, and Denise Dignam. "Child health and development record book: tool for relationship building between nurse and mother." Journal of Advanced Nursing 66, no. 5 (2010): 968–77. http://dx.doi.org/10.1111/j.1365-2648.2010.05285.x.

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ADRIAN, JUAN E., ROSA A. CLEMENTE, LIDON VILLANUEVA, and CAROLIEN RIEFFE. "Parent–child picture-book reading, mothers' mental state language and children's theory of mind." Journal of Child Language 32, no. 3 (2005): 673–86. http://dx.doi.org/10.1017/s0305000905006963.

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This study focuses on parent–child book reading and its connection to the development of a theory of mind. First, parents were asked to report about frequency of parent–child storybook reading at home. Second, mothers were asked to read four picture-books to thirty-four children between 4;0 and 5;0. Both frequency of parent–child storybook reading at home, and mother's use of mental state terms in picture-books reading tasks were significantly associated with success on false belief tasks, after partialling out a number of potential mediators such as age of children, verbal IQ, paternal education, and words used by mothers in joint picture-book reading. Among the different mental state references (cognitive terms, desires, emotions and perceptions), it was found that the frequency and variety of cognitive terms, but also the frequency of emotional terms correlated positively with children's false belief performance. Relationships between mental state language and theory of mind are discussed.
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Minto-García, Aline, Elda A. Alva Canto, and Natalia Arias-Trejo. "Mothers’ Use of Gestures and their Relationship to Children’s Lexical Production." Psychology of Language and Communication 24, no. 1 (2020): 175–200. http://dx.doi.org/10.2478/plc-2020-0010.

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Abstract This study examines the relationship between mothers’ use of gestures and the lexical production of their children, measured in a joint book-reading task. Fifteen mother-child dyads participated, all monolingual native speakers of Mexican Spanish. Children were boys and girls with typical development, aged 48 months. Each reading session was videotaped and analyzed to calculate the gestural production of mothers and the lexical production of children. The results showed a significant positive correlation between the number of mothers’ gestures and the number of distinct words used by the children. Mothers’ gestural communication was related to the size of the vocabulary children produced in joint book-reading.
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Smith, Tamara. "The Vibrant Triangle: The Relationship between the Picture Book, the Adult Reader, and the Child Listener." Bookbird: A Journal of International Children's Literature 51, no. 2 (2013): 65–70. http://dx.doi.org/10.1353/bkb.2013.0031.

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Kalsum, Umi, and Febri Yeni. "FAKTOR – FAKTOR YANG BERHUBUNGAN DENGAN PEMANFAATAN BUKU KIA TERHADAP IBU HAMIL DI WILAYAH KERJA PUSKESMAS TIGO BALEH KOTA BUKITTINGGI TAHUN 2018." Maternal Child Health Care 1, no. 2 (2020): 63. http://dx.doi.org/10.32883/mchc.v1i2.588.

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<em>KIA Book is a tool to detect early the presence of maternal and child health problems or problems. An initial survey conducted in the work area of the Tigo Baleh health center in Bukittinggi, researchers asked several questions regarding the use of MCH books on 10 pregnant women. 4 pregnant women utilize and 6 pregnant women only save, the KIA book is used only when they want to do a checkup at the midwife's home. This study aims to determine the factors associated with the use of MCH books in the work area of Tigo Baleh Health Center in Bukittinggi City in 2018. Population of all pregnant women in 2018, a sample of an average monthly visit at the Tigo Baleh health center in Bukittinggi city in 2018 was 60 people, purposive sampling technique was taken. Implemented in the work area of Tigo Baleh Health Center, Bukittinggi City. Data analysis in this research uses univariate and bivariate. The results of this study showed that 31 respondents (52%) had a large number of respondents with poor knowledge, 35 respondents (58%) had a low motivation level, 33 respondents (55%) had the most role as health workers, most of them Primigravida parity respondents were 43 respondents (72%), most respondents did not use 27 KIA books (45%). There is a meaningful relationship to knowledge, motivation, the role of health workers and parity in the use of MCH books The conclusion in this study there is a relationship between knowledge, motivation, the role of health workers and parity on the use of MCH books on pregnant women in the work area of Tigo Baleh Health Center in Bukittinggi City in 2018. understand, bring the KIA Book so that the mother knows very much the benefits that exist in the KIA Book from pregnancy to 5 years old child.</em>
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Sajedi, Firoozeh, Elham Habibi, Nikta Hatamizadeh, Soheila Shahshahanipour, and Hosein Malek Afzali. "Early storybook reading and childhood development: A cross-sectional study in Iran." F1000Research 7 (March 29, 2018): 411. http://dx.doi.org/10.12688/f1000research.14078.1.

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Background: Development is a process that continues from childhood to death, and most developmental changes occur during childhood. UNICEF introduced early storybook-reading (ESR) and storytelling as part of child care indicators. The aim of this study was to investigate the status of book-reading to children and its relationship with early childhood development in Iran. Methods: This is a descriptive-analytic study conducted in Tehran April-May 2017. In total, 272 mothers of children aged 3-30 months, who were referred to health centers, were selected using a convenience sampling method. Exclusion criteria was scoring below the cutoff point of any developmental domains of the Ages and Stages Questionnaire (ASQ). ESR was assessed by checklist and child development was assessed by the ASQ. Data were analyzed using SPSS. Results: The mean number of children’s books owned was 10.23±8.642, and 84.75% had at least 3 books. The average book reading, storytelling and singing duration for children was 10±9.65, 11.48±11.756, and 23.88 ±17.880 min per day, respectively. Average book reading, storytelling, and singing duration was significantly greater in children 18-30 months than <17 months. There was a significant relationship between the number of books and a child's age, mother's age, family income, income satisfaction, father's employment, and parents’ education. The score of communication domain in the ASQ questionnaire was significantly related to the number of books, duration of reading and storytelling, while problem-solving had a significant relationship only with the number of books (p˂0.05). Based on linear regression, child's age, income, and mother's and father's educational level were models for predicting the number of children's books (p=0.0001 for all). Conclusions: ESR was associated with some developmental domains of communication and problem-solving in the present study. Therefore, creation of ESR culture in Iranian families as an integral part of the life of children is necessary from birth.
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Pohan, Masitah. "Legal Review of the Recognition of Outsidered Children Based on the Book of Civil Law." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 2 (2021): 2193–99. http://dx.doi.org/10.33258/birci.v4i2.1911.

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Legal review due to the recognition of out-of-wedlock children based on the Civil Code, where it is known that a child is a gift from God Almighty and if the child is born outside the marriage between a boy and a girl without acknowledgment by the parents, the child is not will have a legal relationship with his parents. This research is motivated by the importance of recognizing children born outside of marriage. The purpose of this study was to determine the legal consequences of an out-of-wedlock child if they received recognition from their parents, and to determine the impact on the outside child if they did not receive recognition. The research method used is normative legal research through literature study and using an analytical approach. Based on the results of the research, it is understood that children outside of marriage are children born outside of legal marriages, so with the recognition made by the parents, there will be a civil relationship between the child and the father and mother (Article 280 of the Civil Code).
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Dissertations / Theses on the topic "Relationship between the child and the book"

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Paul, Kellie L. "The relationship between increased copula usage and auxiliary generalization /." abstract and full text PDF (UNR users only), 2000. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1401235.

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Janvary, Antonia Cladianos. "The relationship between teachers' attitudes toward aspects of No Child Left Behind and moral reasoning as measured by the defining issues test." abstract and full text PDF (UNR users only), 2009. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3355586.

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Santana, Sara Patrícia Guimarães. "Prática de ensino supervisionada em pré-escolar e em 1º ciclo do ensino básico: a promoção do livro e da leitura na educação pré-escolar e 1º ciclo do ensino básico." Master's thesis, Universidade de Évora, 2016. http://hdl.handle.net/10174/18582.

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O presente relatório foi elaborado no âmbito da Prática de Ensino Supervisionada em Jardim-de-Infância e 1º Ciclo do Ensino Básico, inserida no Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico. O objetivo geral foi promover o livro e a leitura, procurando contribuir para a formação de leitores com hábitos de leitura frequentes. O tema surgiu pela necessidade de compreender qual o papel do educador/professor na promoção da leitura, tendo em conta que este deve orientar o seu trabalho no sentido de transformar a escola numa comunidade de leitura, na qual o prazer de ler é uma conquista fundamental. Também foi nosso propósito incidir no papel da família, tendo em conta a promoção do livro e da leitura. A Dimensão Investigativa da PES baseou-se na observação participante; nos registos fotográficos; no caderno de formação e na aplicação de dois inquéritos por questionário, um à educadora e professora cooperantes e outro a uma amostra de seis crianças do grupo de pré-escolar, que ingressavam no ano letivo seguinte no 1º ano do 1º CEB. Os resultados mostram que em ambos os contextos, jardim-de-infância e 1º ciclo do ensino básico, existem poucos momentos de leitura de histórias, como também a utilização frequente da área da biblioteca da sala. Através da análise dos inquéritos por questionário às profissionais de educação, verifica-se que ambas mencionam que existe a rotina frequente de leitura de histórias, salientando-se que esses momentos não foram observados durante a minha observação e intervenção. Com a análise dos inquéritos por questionário ao grupo de crianças do pré-escolar, estes consideram o momento de leitura de histórias promovido pela educadora, satisfatório; Abstract: The present report has been prepared in scope of Practice of Supervised Teaching in kindergarten and 1st cycle of basic education, entered in the master’s degree in Pre-School Education and teaching of the first cycle of basic education. The overall objective was to promote the book and reading, seeking to contribute to the formation of readers with frequent reading habits. The theme came about by the need to understand what the role of the educator/teacher in promoting reading, given that this must orient their work in order to transform the school into a community of reading, in which the pleasure of reading is a fundamental achievement. It was also our purpose focus on the role of the family, taking into account the promotion of books and reading. The Research Dimension of the PES was based on participant observation; photographic records; in the formation and implementation of two surveys, one educator and cooperating teacher and another a sample of six children of the preschool group, which entered the school year following the first year of the 1st CEB. The results show that in both contexts, kindergarten and 1st cycle of basic education, there are few moments of reading stories, as well as the frequent use of the library area of the room. Through the analysis of surveys to education professionals, it turns out that both mention that there is the routine of reading stories, stressing that those moments were not observed during my observation and intervention. With the analysis of the surveys to the Group of children from preschool, they consider the moment of reading stories promoted by the educator, satisfactory.
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Jung, Yoon Kyung. "The relationship between parent-child emotion communication and child psychopathology." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1495960151&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Greco, Laurie A. "Dads do matter relationship between father-child interaction and child social anxiety /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1336.

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Kim, Jieun. "The relationship between temple and agriculture in the Book of Haggai." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/17895.

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This thesis examines the relationship between the Jerusalem temple rebuilding and agriculture in the Book of Haggai. The Hebrew text is replete with agricultural terminology. However, very few have seen that this terminology is central to understanding Haggai’s promulgation that the temple must be rebuilt. In Haggai, agriculture provides crucial insights into Judean agricultural economy within the context of the Achaemenid Empire. This study also throws light upon the importance of agriculture as an economic factor in 6th century BCE Judah. In chapter 1, I situate my research within current critical work on Haggai. I show how earlier research primarily has concentrated on the “independent” sub-province of Judah without attempting to understand the Book of Haggai within the political and economic context of Achaemenid Judah. I also discuss methodology. Chapters 2 and 3 give overviews of the pertinent agricultural background for my study. In chapter 2, I survey agricultural developments in ancient Israel and in the ancient Near East. Archaeological excavations and surveys have revealed a considerable agricultural material culture in Judah. The archaeological record shows that olive and vine production was of great economic value in ancient Israel. The olive and the vine belonged among the most important agricultural products, highly sought after all over the ancient Near East. In chapter 3, I discuss Achaemenid imperial administration and economy under Darius. My claim is that Darius’s imperial policy was the same for all the different parts of the empire. Subsequently, I show how Judah constituted a vital part of the larger economic structure of the Achaemenid Empire. In chapter 4, I demonstrate how Judah, together with numerous other subordinate provinces, contributed to the economy of the Mesopotamian Empires. From an imperial, military, and economic point of view, Judah functioned as a buffer zone between the Mesopotamian Empires and Egypt. Accordingly, my interest is in the Judean political and economic situation in the early period of Darius, as described in the book of Haggai itself. Following the introductory chapters, chapters 5 and 6 provide an exegesis of the Book of Haggai. The purpose of my exegetical work is to demonstrate the relevance of agriculture for the Jerusalem temple rebuilding. Attention is particularly paid to terms like “drought” or “desolate” (Hag 1:4, 9, 11), “time” (Hag 1: 2, 4), “house” (Hag 1:2, 4, 8, 9; 2:3, 7, 8, 9, 15, 18), and “build” (Hag 1:2, 8; Hag 2:18). Chapter 7 contains the conclusion of the dissertation. Summing up, this thesis shows the importance of a prosperous temple economy in Jerusalem for all of Judah. Darius wanted to maximise the economic contribution of Judah. However, in his second year (520 BCE), the Judean agricultural economy was depressed because of drought, crop diseases, blight, mildew, and hail (Hag 1:5–6, 9–11, 2:16– 18). For this reason, Haggai encouraged the Judean people strongly to restore the Jerusalem temple. This would be the only possibility to expand the agricultural industry (Hag 1:7–8; 2:3, 8– 9). However, the temple still remained in a bad state (Hag 1:4; 2:3). Instead, the people wanted to rebuild the Davidic dynasty through Zerubbabel (Hag 1:4, 9; 2:4, 5–6). The Judean preference for the Davidic dynasty caused the end of Zerubbabel (Hag 2:20–23).
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Nix, Meghan. "The Relationship between Parental Stress, Parent-child Interaction Quality, and Child Language Outcomes." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/iph_theses/279.

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Language skills developed in early childhood are important for literacy and communication in childhood as well as future adult literacy skills and health. Certain demographic characteristics and parent-child interaction skills have been identified through previous research as being influential in child language development. Parental stress has also been associated with child language outcomes. This study aims to explore whether parents’ interactive relational skills, measured by an observational method, are significantly related to children’s verbal outcome, while controlling for demographic variables and parental stress. Participants included mothers of children aged 4-6 who completed measures of parental interaction quality, parental stress, and demographic characteristics. Their children competed a language skill measure. Results indicated that even when controlling for demographic variables and parental stress, the relationship between parent-child interaction quality and child language outcomes remained significant. These findings suggest that increasing positive parent-child interaction skills may be beneficial for increasing children’s language skills.
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Au, Kwok-wai, and 歐國偉. "Relationship between parental expectation, parental warmth and parent-child relationship of adolescents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31249620.

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Au, Kwok-wai. "Relationship between parental expectation, parental warmth and parent-child relationship of adolescents /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13991474.

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Kubheka, Zenzele Leonard. "The relationship between child support grant and teenage pregnancy." Thesis, University of Zululand, 2013. http://hdl.handle.net/10530/1337.

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A dissertation submitted in the Faculty of Education in partial fulfilment of the requirements for a Masters degree in Educational Psychology at the University of Zululand, South Africa, 2013.<br>This study examined the relationship between the Child Support Grant (CSG) and teenage pregnancy. The first objective of the study was to establish the relationship, if any, between teenage pregnancy and the Child Support Grant. The second objective was to determine whether or not the variable of educational level, religious affiliation, and location play a role in teenage pregnancy and the support grant. In order to achieve the aims of the study, the researcher constructed his own scale. The study used a quantitative methodology to establish the relationship between Child Support Grant and teenage pregnancy. Questionnaires were used to collect data. The questionnaires were distributed to fifty participants representing the total sample of the study. These questionnaires were correctly completed and were analysed using SPSS. The chi-square measure of association was used to test for the relationship between CSG and teenage pregnancy. The findings of the study indicated that teenagers differ in terms of whether there is a relationship between CSG and teenage pregnancy. Forty eight per cent of the participants were found to have a negative view on the notion that there is a relationship between CSG and teenage pregnancy, and fifty two per cent were favourably disposed. However, the difference was not statistically significant. In answering the second research question, this study revealed that variables such as educational level, location and religious affiliation did not have any influence on child support grant. This was confirmed by statistical tests performed. The limitations of the study were identified and suggestions for further research were documented.
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Books on the topic "Relationship between the child and the book"

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Boyden, Jo. The relationship between education and child work. International Child Development Centre, 1994.

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Prothrow-Stith, Deborah. Hidden casualties: The relationship between violence and learning. National Health & Education Consortium, 1995.

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Cossar, Jeanette. Kinship care: Retracing the relationship between family and state. School of Social Work and Psychosocial Studies, 2004.

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The grandparents' book: Making the most of a very special relationship. Dorling Kindersley, 2006.

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Between fathers & daughters: Enriching and rebuilding your adult relationship. Cumberland House, 2008.

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DeWit, David J. The relationship between geographic relocation and childhood problem behaviour. Applied Research Branch, Strategic Policy, Human Resources Development Canada, 1998.

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D, Horowitz Lisa, ed. Becoming best friends: Building a loving relationship between your pet and your child. Berkley Books, 1993.

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Berg-Weger, Marla. Caring for elderly parents: The relationship between stress and choice. Garland, 1996.

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Lucy, Smith. Children and parents: The relationship between children and parents according to Norwegian law. Ad Notam, 1991.

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Ginott, Haim G. Teacher and child: A book for parents and teachers. Collier, 1993.

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Book chapters on the topic "Relationship between the child and the book"

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Kamerman, Sheila B. "Child, Family, and State: The Relationship Between Family Policy and Social Protection Policy." In From Child Welfare to Child Well-Being. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3377-2_23.

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Barakpou, Naser, and Ramin M. Keivani. "The Relationship Between Urban Governance and Sustainable Urban Development in Iran." In The Urban Book Series. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-26115-7_12.

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Strappa, Giuseppe. "The Terni Cemetery—Considerations on the Relationship Between Reading and Design." In The Urban Book Series. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66460-2_7.

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Misheva, Emilia. "Neuromyths, Neurobabble and Pseudoscience: The Complex Relationship Between the Neuro-Disciplines and Education." In Child Neuropsychology in Practice. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-64930-2_2.

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Arefian, Fatemeh Farnaz. "The Relationship Between Urban Governance, Disaster Management and Reconstruction Trends in Iran." In The Urban Book Series. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-70911-6_3.

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Lüdtke, Ulrike M., and Chantal Polzin. "Research on the relationship between language and emotion - A descriptive overview." In Consciousness & Emotion Book Series. John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/ceb.10.11l252d.

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Amos, Jackie, and Leonie Segal. "The relationship between child maltreatment, inequalities and later health outcomes." In Humanising Mental Health Care in Australia. Routledge, 2019. http://dx.doi.org/10.4324/9780429021923-4.

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Rett, Andreas. "Problem Concerning the Relationship Between Parents and their Handicapped Children." In Child and Adolescent Psychiatry, Mental Retardation, and Geriatric Psychiatry. Springer US, 1985. http://dx.doi.org/10.1007/978-1-4615-9367-6_37.

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Lewandowski, Thomas A. "Evolving Understanding of the Relationship Between Mercury Exposure and Autism." In Environmental Heavy Metal Pollution and Effects on Child Mental Development. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-94-007-0253-0_4.

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Schütze, Carson. "The relationship between determiner omission and root infinitives in child English." In Generative Linguistics and Acquisition. John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/lald.54.04sch.

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Conference papers on the topic "Relationship between the child and the book"

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Li, Ziyi, Junpei Kawamoto, Yaokai Feng, and Kouichi Sakurai. "Cyberbullying detection using parent-child relationship between comments." In iiWAS '16: 18th International Conference on Information Integration and Web-based Applications and Services. ACM, 2016. http://dx.doi.org/10.1145/3011141.3011182.

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Piotrowski, Caroline, Julie-Anne McCarthy, and Lynne Warda. "P4.008 Beyond supervision: linking sibling relationship quality and school-aged child injuries." In Virtual Pre-Conference Global Injury Prevention Showcase 2021 – Abstract Book. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/injuryprev-2021-safety.211.

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Zulfiqar, Najia. "Longitudinal Association Between Teacher-Child Relationship Quality and Children’s Academic Association." In The 5th International Conference on Research in Behavioral and Social Science. acavent, 2018. http://dx.doi.org/10.33422/5icrbs.2018.12.100.

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Gil, S. García, R. Ramos Díaz, GJ Nazco Casariego, et al. "4CPS-212 Relationship between ugt1a1*28 and serum bilirubin levels." In Abstract Book, 23rd EAHP Congress, 21st–23rd March 2018, Gothenburg, Sweden. British Medical Journal Publishing Group, 2018. http://dx.doi.org/10.1136/ejhpharm-2018-eahpconf.302.

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Hanik Fetriyah, Umi, Sri Mulatsih, and Heny Suseani Pangastuti. "Relationship between social supports and Anxiety of mothers treating child with cancer." In 2nd Sari Mulia International Conference on Health and Sciences 2017 (SMICHS 2017) � One Health to Address the Problem of Tropical Infectious Diseases in Indonesia. Atlantis Press, 2017. http://dx.doi.org/10.2991/smichs-17.2017.35.

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Ho, Tat Hing Alex. "AN EVALUATION OF PUPPETRY ON ENHANCING PARENT-CHILD RELATIONSHIP AND ENGAGEMENT IN DIGITAL CHILDREN PICTURE BOOK DESIGN." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1043.

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Zotova, Marina Olegovna. "INFLUENCE OF THE PECULIARITIES OF COMMUNICATION BETWEEN SPOUSES ON THE CHILD-PARENT RELATIONSHIP." In Воспитание как стратегический национальный приоритет. Уральский государственный педагогический университет, 2021. http://dx.doi.org/10.26170/kvnp-2021-02-51.

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Gil, S. García, GJ Nazco Casariego, MM Viña Romero, et al. "4CPS-117 Relationship between daily dose frequency and adherence in chronic myeloid leukaemia." In Abstract Book, 23rd EAHP Congress, 21st–23rd March 2018, Gothenburg, Sweden. British Medical Journal Publishing Group, 2018. http://dx.doi.org/10.1136/ejhpharm-2018-eahpconf.208.

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Weighall, Anna, Hannah Nash, and Ian Kellar. "P063 Sleep matters UK: exploring the relationship between sleep difficulties and quality of life in primary school children." In BSS Scientific Conference Abstract Book, Birmingham, England. British Thoracic Society, 2019. http://dx.doi.org/10.1136/bmjresp-2019-bssconf.63.

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Coşoveanu, Carmen Simona, Ileana Octavia Petrescu, and Cristina Elena Singer. "P241 Relationship between child-feeding practices and height-weight development in preschool-aged children." In 8th Europaediatrics Congress jointly held with, The 13th National Congress of Romanian Pediatrics Society, 7–10 June 2017, Palace of Parliament, Romania, Paediatrics building bridges across Europe. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2017. http://dx.doi.org/10.1136/archdischild-2017-313273.329.

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Reports on the topic "Relationship between the child and the book"

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Pederson, Ann. The Relationship Between Social Isolation and Child Abuse: A Critical Literature Review. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2643.

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Zinenko, Olena. THE SPECIFICITY OF INTERACTION OF JOURNALISTS WITH THE PUBLIC IN COVERAGE OF PUBLIC EVENTS ON SOCIAL TOPICS. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11056.

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Abstract:
Consideration of aspects of the functioning of mass media in society requires a comprehensive approach based on universal media theory. The article presents an attempt to consider public events in terms of a functional approach to understanding the media, proposed by media theorist Dennis McQuayl in the theory of mass communication. Public events are analyzed, on the one hand, as a complex object of journalistic reflection and, on the other hand, as a situational media that examines the relationship of agents of the social and media fields in the space of communication interaction. Taking into account philosophical approaches to the interpretation of the concept of event, considering its semantic spectrum, specificity of use and synonyms in the Ukrainian language, a working definition of the concept of public event is given. Based on case-analysis of public events, In accordance with the functions of the media the functions of public events are outlined. This is is promising for the development of study on typology of public events in the context of mass communication theory. The realization of the functions of public events as situational media is illustrated with such vivid examples of cultural events as «Gogolfest» and «Book Forum in Lviv». The author shows that a functional approach to understanding public events in society and their place in the space of mass communication, opens prospects for studying the role of media in reflecting the phenomena of social reality, clarifying the presence and quality of communication between media producers and media consumers.
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