Bibliografías temáticas / Children's book

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Literatura académica sobre el tema "Children's book"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 29 de julio de 2024

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Artículos de revistas sobre el tema "Children's book"

Engalycheva, E. V. "Children's book in Siberia: a historiographic review". Bibliosphere, n.º 4 (30 de diciembre de 2017): 35–40. http://dx.doi.org/10.20913/1815-3186-2017-4-35-40.

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

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Cheng, Ran. "Challenges in China's Thriving Children's Book Market: A Comprehensive Analysis and Solutions". Journal of Education, Humanities and Social Sciences 23 (13 de diciembre de 2023): 853–56. http://dx.doi.org/10.54097/ehss.v23i.14122.

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With the development of society and the improvement of material conditions for Chinese people's lives in the 21st century, parents are increasingly willing to invest more money in books to educate their children. Consequently, the children's book market in China is becoming more and more prosperous. As an essential component of China’s publishing industry, the children's book publishing sector is very competitive. However, many problems have emerged behind the boom. This research aims to investigate various challenges amidst this growth by analyzing existing literature and comparing data. It is found that there are three significant problems, including the circulation of books that are not conducive to children’s physical and mental development, publishers engaging in repetitive behaviors solely for profitability, and parents’ excessive concern about education leading them to overly scrutinize seemingly innocuous books. This research also aims to offer targeted suggestions for addressing these problems.

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Syam, Nurbaeti, Ahmad Afiif y Eka Damayanti. "The role of alphabet book in improving preschool children’s letter recognition". Journal of Early Childhood Care and Education 5, n.º 1 (31 de marzo de 2022): 59–72. http://dx.doi.org/10.26555/jecce.v5i1.3991.

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Letter recognition is the first stage in developing children’s reading skills. It is hence important to optimize the stimulus for letter recognition, either in terms of methods or media. One of the media helpful for improving children’s letter recognition is the alphabet book. The present study aims to depict the role of the alphabet book in improving preschool children's letter recognition. This qualitative library research garnered articles and books using two keywords: alphabet book and letter recognition. The data were collected using documentation and analyzed using Miles and Huberman’s descriptive analysis. The result showed that Alphabet Book improved children’s letter recognition. Alphabet book could improve children’s ability to recognize letter shapes and sounds and write the letter. This improvement appears to be accounted for by the book’s various themes, attractive illustrations, and words representing each letter. The alphabet book is also interesting when used together with storytelling and play methods. Alphabet book also plays a role in improving children's learning interest and enriching their vocabulary.

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Lesnik-Oberstein, Karín. "A Children's Book on Children's Books". American Book Review 28, n.º 5 (2007): 19–20. http://dx.doi.org/10.1353/abr.2007.0116.

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Engalycheva (Bulgakova), E. V. "Children's book: a terminological analysis". Bibliosphere, n.º 4 (30 de diciembre de 2016): 94–98. http://dx.doi.org/10.20913/1815-3186-2016-4-94-98.

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The article deals with definitions of «children's book», «book for children», «children's literature», «literature for children», «children's reading circle». The mentioned terms are divided into two groups. The first group includes those authors, who consider material and the structural aspects of book, its reader's purpose, printing and design. This issue was studied by S. G. Antonova, N. Z. Ryabinina, I. A. Zharkov, I. F. Pavlova, S. A. Karaichentseva. The second group considers genre and thematic characteristics of book, its effect on children development. Among researchers should be called I. N. Arzamastseva, I. G. Mineralova, S. A. Nikolaev, E. E. Zubareva, T. D. Polozova. All submitted definitions are discussed in details in the context of those tasks that solve children's editions. The author has collected theoretical and practical views of philologists, bibliologists, historians, editors on definitions of children's book and its essential meaning for each field of science. Based on scientific historicism methods and terminological analysis of general components of children edition, its material and structural sides, genre and thematic characteristics have been revealed. Functions of the children's book are determined: communicative, administrative, cognitive, educational, aesthetic ones. The article objective is studying the phenomenon complex, based on which the author has given an independent interpretation of this definition. Additional information on children's literature specific features and its «special» design is presented at National Standard GOST 7.60-90 «Editions. Fundamental types. Terms and definitions», as well as branch standards: OST 29.130-97 «Editions, terms and definitions», OST 29.127-96 «Publishing books for children», OST 29.127-2002 «Quality requirements of book and journal editions for children and adolescents». The resulting terminological analysis will be useful both for professionals of publishing and editorial business, researchers studying the history and formation of children's books, historians, as well as for teachers in the educational course «Children's Literature», «Bibliology». The conclusion is that the children's book will have a stable cover, which content and variety depends on time, professional activity of authors, artists, editors, publishers, and other persons relating to the book publishing system of the country and regions.

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Peters, Chelsea N. "Children's books for research-based outreach and science communication pedagogy". Geoscience Communication 7, n.º 2 (3 de abril de 2024): 81–90. http://dx.doi.org/10.5194/gc-7-81-2024.

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Abstract. Academics are encouraged to integrate scientific research with the public, but methods of doing so are often transient and insubstantial. Students and future scientists also require training and exposure to the importance of public outreach and science communication within STEM fields. Here, I describe two projects that provide a template for using children's books as an efficient and impactful means of science communication. The first part describes an international research project that culminates in the writing, illustration, and distribution of a children's book. Farzana’s Journey is a children's book based on multidisciplinary research on the pairing of the physical and human systems in coastal Bangladesh. Written, illustrated, and freely distributed in the Bengali language, the book is a place-based tool to teach rural Bangladesh communities about the natural world and our scientific findings. Through the development and distribution of the book, we encouraged collaboration and public outreach with scientists, artists, and students concerned with enhancing educational and social opportunities in rural communities. We also ensure a physical tie to the community after the project's culmination. The book sparks children’s curiosity in the local environment while also demonstrating a means for sustainable educational outreach with impoverished, remote communities. The second part of the paper provides an overview of how this type of science communication can be taught to early-career scientists. Students in an intensive learning undergraduate course produce children's books about a scientific concept or process. I describe the curricular context and layout of the course, the assessment of deliverables, and the impacts of the science storytelling process as a model for teaching communication literacy. Together, these efforts demonstrate the potential impact of children's books on science communication efforts among students, early-career scientists, and local communities.

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Fang, Mengyan y Shuxian Zhong. "The Influence of Picture Book Teaching on Children’s Aesthetic Ability: The Mediating Role of Teachers’ Aesthetic Imagination Cognition". Advances in Social Sciences Research Journal 10, n.º 5 (3 de junio de 2023): 264–71. http://dx.doi.org/10.14738/assrj.105.14721.

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Picture book teaching is one of the important ways to improve children's aesthetic ability. Teachers' aesthetic cognition of picture book teaching is the prerequisite for developing children's aesthetic ability. This study aims to explore the current situation of teachers' cognition of children's aesthetic ability in picture book teaching and further examine the relationship between teachers' cognition of children's aesthetic ability in various dimensions. The results found that teachers' overall cognition of children's aesthetic ability in picture book teaching is at a moderately low level; teachers' cognition of children's aesthetic ability and its various dimensions are significantly positively correlated; teachers' cognition of aesthetic creation can directly predict aesthetic ability cognition; teachers' aesthetic imagination in picture book teaching has a mediating effect on aesthetic creation and aesthetic ability. Teachers should improve their aesthetic quality, fully explore the aesthetic resources of picture books, and promote the development of children's aesthetic abilities.

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Lippman, Matthew. "Children's Book". Iowa Review 22, n.º 2 (abril de 1992): 130. http://dx.doi.org/10.17077/0021-065x.4156.

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Lee, David S. "Children's Book". American Biology Teacher 72, n.º 4 (1 de abril de 2010): 261–62. http://dx.doi.org/10.1525/abt.2010.72.4.12.c.

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Chencheng, Mao y Sharul Azim Sharudin. "Application of Mianzhu New Year Painting Art Style in Childrens Picture Books". Advances in Humanities Research 2, n.º 1 (7 de septiembre de 2023): 37–46. http://dx.doi.org/10.54254/2753-7080/2/2023011.

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This paper analyzes the attraction of children's language learning and literacy through the collation of Chinese Mianzhu New Year's Paintings art style, analyzes the attraction of children's language learning and literacy through the reading of early children's New Year's Paintings art style picture books, summarizes the use of pre-school children's favorite picture book survey reports and data, and analyzes the case of the excellent picture book design that has won awards for integrating the Chinese traditional art style, and the result shows that Mianzhu New Year's Paintings art style has great potential to be explored in the field of picture books. The results show that Mianzhu Nianhua art style in the field of picture books has great potential to be explored, and its artistic characteristics have strong extensibility and integration, and the use of saturated, bright colors combined with children's favorite picture book themes will be more attractive to children to read picture books. This study provides a new design reference for the integration of traditional Chinese art styles with children's picture books, which can enhance children's language learning and literacy skills while promoting the traditional Chinese art of Mianzhu New Year's Paintings.

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Tesis sobre el tema "Children's book"

Muscato, Melinda. "Victorian children's book illustrations". Thesis, University of Plymouth, 2011. http://hdl.handle.net/10026.1/898.

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In the nineteenth century, as society in Victorian Britain adjusted to the effects of urbanization and industrialization, social roles began to shift, changes that were reflected in the children’s book illustrations of Randolph Caldecott, Henry J. Ford, and Beatrix Potter. This time period was considered the golden age of children’s book illustrations due to a large boom in both number and quality available. These children’s books illustrators had a lasting impact on culture and aesthetics and reinforced the social constructions of the new urban middle class. Randolph Caldecott’s illustrations of nursery rhymes gave new interpretations to familiar texts, some of which furthered shifts in gender roles for both males and females. Andrew Lang’s fairy tale series, illustrated by H. J. Ford, walked a fine line between high art ideals and consumerism. Ford’s illustrations referenced the Pre-Raphaelite aesthetic. The fairytale genre has emphasized female roles from its inception, and Lang's and Ford's focus on an essentially English femininity added complexities to messages about the ideal woman. Beatrix Potter’s subversive work can be seen as the culmination of the Victorian period. She satirized the ideal woman at home, illuminating the anxieties and pressures of the domestic sphere and exploring the Victorians' fixation with the etiquettes of social rank. In an attempt to further the scope of traditional art history, this dissertation shows that, even in consumerist-driven visual culture, even in seemingly inconsequential children’s book illustration, we can see the impact of key social changes and values.

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Tyshchenko, Tetiana, Kalina Pashkevich, Anastasiia Tereshchenko y Alina Verzhykivska. "Children's book illustration and interactive technology". Thesis, Centro de Estudios Estretégicos & European Scientific Platform, 2021. https://er.knutd.edu.ua/handle/123456789/19039.

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The paper considers ways to combine multimedia technologies with children's book illustration, namely: - animation of illustrations or its parts; - sound effects that are activated when interacting with the illustration; - integration of AR-technologies; - adding mini-games to book applications. It was found that the inclusion of interactive technologies can be used to create new art forms, encourage learning or draw the attention of the readers to existing works of literature through a new, interactive form. It is established that children's illustration under the influence of design trends and mass culture acquires signs of animation, simplified, symbolic forms.

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Sefer, Ibrahim. "Newly arrived children's art / story book 2004". [Adelaide]: Migrant Health Service, 2004. http://www.health.sa.gov.au/library/Portals/0/drawings-and-dreams-newly-arrived-childrens-art-story-book.pdf.

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This project was funded by the Department for Families and Communities A collaboration between Ibrahim Sefer, newly arrived boys and girls aged between 4 and 14 years from Culturally and Linguistically Diverse Backgrounds and the Migrant Health Service (Adelaide Central Community Health Service).

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Andersson, Maria y Sara Einarsson. "Aesthetic shaping -Children's book on sustainable development". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33759.

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Vi presenterar vårt examensarbete i form av projektredogörelse med tillhörande estetiskgestaltning i form av en barnbok. Vi har genomfört kvalitativa intervjuer med fyraförskolepedagoger som arbetar aktivt med hållbar utveckling. Syftet med intervjuerna var attsamla in material om deras arbetssätt gällande motivations och inspirationsarbete om hållbarutveckling. Resultatet tillsammans med litteratur och teorier presenterar vi i en barnbok.Barnbokens syfte är att motivera och inspirera barn att arbeta med hållbar utveckling.

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Field, Hannah C. "Toying with the book : children's literature, novelty formats, and the material book, 1810-1914". Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:02077b56-4e3e-4bf3-92b0-6c59fce771df.

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This thesis examines the book in the nineteenth century by way of an unusual corpus: movable and novelty books for children, drawn from the Opie Collection of Children’s Literature at the Bodleian Library. It argues that these items, which have been either ignored or actively dismissed by scholars of children’s literature, are of two-fold significance for the history of the book: they encourage a sense of the book as a constitutively (rather than an incidentally) material object, and they demand an understanding of reading as not just a mental activity, but a physical one as well. Each of the first five chapters of the thesis centres on a different format. The opening chapter discusses the Regency-era paper doll books produced by Samuel and Joseph Fuller, exposing the tension between form and content in these works. The second chapter looks at Victorian panorama books for children, showing how the panorama format affects space, time, and the structure of any text accompanying the image. The third chapter reads the pop-up book’s key tension—the tension between surface and depth in the pursuit of an illusion of three dimensions—in terms of flat, theatrical, and stereoscopic picture-making, three other nineteenth-century pictorial modes in which an illusion of three-dimensionality is important. The fourth chapter traces self-reflexive accounts of printing, publishing, and the material book in dissolving-view books produced by the German publisher and printer Ernest Nister at the end of the nineteenth century. The fifth chapter positions the late nineteenth-century mechanical books designed and illustrated by Lothar Meggendorfer in terms of two material analogies, the puppet and the mechanical toy or automaton. The final chapter synthesizes evidence as to how the movable book could and should be read from across formats, foregrounding in particular the ways in which the movable embodies reading.

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Godinho, Sally C. "The portrayal of gender in the Children's Book Council of Australia honour and award books, 1981-1993". Connect to thesis, 1996. http://repository.unimelb.edu.au/10187/1121.

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This study examines the portrayal of gender in Australian Children’s Book Council award and honour books in the Younger Reader and Older Reader categories over the years 1981-1993. Its purpose is to discover whether the books portray females and males in equally positive ways, which both reflect their changing roles in our society and provide models for gender construction to young readers. This is done by means of a qualitative analysis of the text from selected books, supported by a quantitative analysis in the form of frequency counts of gender representations. Relevant Government policies and feminist ideologies which have influenced them are reviewed, and compared with the study’s findings to ascertain how far the CBC books’ gender portrayals are in line with current education policies and research. The findings suggest a review of CBC judging criteria, and highlight the need for a critical literacy approach in classroom literacy teaching. Recommendations for the broadening of research in literature are made.

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Nowak, Kelly Ann. "MY MOMMY DIED, IS THERE A BOOK ABOUT ME?: DEATH AND DYING IN CHILDREN'S PICTURE BOOKS, 2000 - 2006". Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174786861.

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Kauffman, Syndi. "STORY ELEMENTS: WHICH IMPACT CHILDREN'S READING INTERESTS?" Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1120575730.

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Hagen, Anne Marie. "Thomas Nelson & Sons and children's book publishing, 1850-1918". Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/17278.

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This thesis examines the publisher Thomas Nelson’s contribution to the juvenile publishing field in Britain in the period between 1850-1918, and studies Nelson’s development into a specialised publisher of books for children in the same period. The thesis examines the ways in which the children’s book and the juvenile publishing field developed through negotiating the demands of religious and secular education, arguing that it was through the children’s list that Nelson transitioned into a modern educational publisher. The thesis challenges assumptions that the history of children’s books is one from reading for instruction to reading solely for pleasure, thus also expanding our understanding of the types of books which were published in the “Golden Age” of children’s books. Finally, in uncovering the influence of the Nelson firm, the thesis reassesses the role of Scottish companies in British juvenile publishing. The research builds on three types of data: first and foremost information comes from the “Papers of Thomas Nelson & Sons”, a collection of the firm’s business and editorial papers. To allow comparisons with the larger publishing field and with specific publishers, data were also gathered from contemporary trade, professional, government and literary publications. Finally, the material form of selected Nelson children’s books is analysed. In chapter one, the impact that Nelson’s origin as a publisher with evangelical sympathies had on text selection and editorial methods is analysed. The reasons for the adventure tale’s dominant position on the Nelson list is the focus of chapter two, which analyses the editorial treatment of this genre and the diverse opportunities this genre afforded Nelson. Chapter three analyses the development of Nelson series, particularly the implications such diversification schemes had for the demarcations between juvenile and popular fiction. Chapter four examines the educational gift book and its relationship with Nelson’s schoolbooks, and the ways in which the conservatism and innovation of the early twentieth-century print market affected the composition of the children’s book list. The thesis concludes with a comparison of Nelson books from either end of the period studied, and uses the 1921 Newbolt Report on “The Teaching of English” to reflect on Nelson’s position in the publishing field.

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McCausland, Elly. "Malory's Magic Book : King Arthur in children's literature, 1862-1960". Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/12432/.

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This thesis examines adaptations of Thomas Malory’s 'Morte Darthur' produced for children between 1862 and 1960. It aims to interrogate the complex link between children and the Arthurian legend that has existed since J. T. Knowles’s first adaptation for a juvenile audience in 1862, and which remains strong today. By comparing authors’ alterations to their medieval source, I explore the ‘child’ as a discursive construct, as a mutable and protean category that is equally revelatory of assumptions about adult identity as about childhood itself. Tracing adaptations of the 'Morte' chronologically, I examine the ways in which they participate in wider cultural dialogues relating to national heritage, citizenship, mental health and masculine development through their representations of childhood. Against the backdrop of empire, changes in educational policy, the increasing application of psychology to childcare and two world wars, the diverse ways in which this versatile text is offered as relevant to children illuminates both shifting conceptions of childhood and the complex relationship between adapters and their imagined child readers. This study contributes to enquiries regarding the refashioning of Arthur and the function and manifestation of medievalism, and to studies of children’s literature, by illuminating the ways in which the elusive ‘child’ has been used to focus shifting perceptions regarding the essence and significance of the Arthurian legend over a century.

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Libros sobre el tema "Children's book"

Michaels, Carolyn Leopold. Children's book collecting. Hamden, Conn: Library Professional Publications, 1993.

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Sharon, Goldsworthy y Junior League of Hampton Roads., eds. Children's party book. 6^a ed. Newport News, Va: The League, 1996.

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Byatt, A. S. The Children's Book. New York: Knopf Doubleday Publishing Group, 2009.

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Byatt, A. S. The children's book. London: Chatto & Windus, 2009.

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Public Utilities Commission of Ohio, ed. Children's activity book. Columbus, OH: Public Utilities Commission of Ohio, 2003.

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Byatt, A. S. The children's book. London: Chatto & Windus, 2009.

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Nesbit, E. Railway Children .: Children's Book. Independently Published, 2019.

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John, Bates. Children's Colouring Book: Colouring Book for Children. Independently Published, 2020.

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Mogilner, Tayopa y Alijandra Mogilner. Childrens Writers Word Book (Children's Writer's Word Book). 2^a ed. Writers Digest Books, 2006.

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Children's book covers. London: Mitchell Beazley, 2003.

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Capítulos de libros sobre el tema "Children's book"

Collins, Margaret. "How to Use this Book". En Children's Voices, 9–10. London: Routledge, 2023. http://dx.doi.org/10.4324/9781315168692-3.

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Hintz, Allison y Antony T. Smith. "Book Types and Selection". En Mathematizing Children's Literature, 29–44. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781032681672-3.

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Macleod, Joseph. "Children's Gauze". En A Soviet Theatre Sketch Book, 47–55. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003228677-5.

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Coghlan, Valerie. "Picturing Possibilities in Children’s Book Collections". En Children's Literature Collections, 221–40. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-59757-1_13.

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Sayers, W. C. Berwick. "The Book as Craftsmanship". En A Manual of Children's Libraries, 55–62. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003230021-3.

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Sayers, W. C. Berwick. "Book Selection and Accession". En A Manual of Children's Libraries, 63–73. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003230021-4.

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Fette, Julie y Anne Morey. "Book Clubs". En The Routledge Companion to Children's Literature and Culture, 504–15. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003214953-47.

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West, Elizabeth. "Creating a classic children's book". En The Women Who Invented Twentieth-Century Children's Literature, 115–49. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003306870-5.

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Farini, Federico y Angela Scollan. "Introducing the Book". En Pedagogical Innovation for Children's Agency in the Classroom, 1–18. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28501-1_1.

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Sue Chen, Shih-Wen. "Contemporary Asian Book Publishing". En The Routledge Companion to Children's Literature and Culture, 454–66. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003214953-43.

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Actas de conferencias sobre el tema "Children's book"

Menegazzi, Douglas y Stephania Padovani. "Personalisation on children's e-book". En IHC 2017: Brazilian Symposium on Human Factors in Computing Systems. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3160504.3160561.

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Фаныгина, Анна, Anna Fanygina, Юлия Ризен y Yuliya Rizen. "Children's book illustration as a communication process". En 29th International Conference on Computer Graphics, Image Processing and Computer Vision, Visualization Systems and the Virtual Environment GraphiCon'2019. Bryansk State Technical University, 2019. http://dx.doi.org/10.30987/graphicon-2019-1-234-236.

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The article is devoted to features in a process of creating Children's book illustrations. In this article, illustration is considered not only as a visualization of the text part of the book, but also as the main source of getting information.

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Hossain, Mohammad Fahim, Sudipta Barman y A. K. M. Bahalul Haque. "Augmented Reality for Education; AR Children's Book". En TENCON 2019 - 2019 IEEE Region 10 Conference (TENCON). IEEE, 2019. http://dx.doi.org/10.1109/tencon.2019.8929565.

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Farinazzo Martins, Valeria, Gabriel Brugnolli Sanches, Natalia Galotto de Almeida, Maria Amelia Eliseo y Andre Luiz Satoshi Kawamoto. "Usability Evaluation of an Augmented Reality Children's Book". En 2019 XIV Latin American Conference on Learning Technologies (LACLO). IEEE, 2019. http://dx.doi.org/10.1109/laclo49268.2019.00070.

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Asano, Chie Muraki, Yuki Ohba, Yuika Ohyama, Takako Sasaki y Akira Asano. "A Study on the Relationship between Children's Developmental Stages and Sense of Color". En 9th International Conference on Kansei Engineering and Emotion Research (KEER2022). Kansei Engineering and Emotion Research (KEER), 2022. http://dx.doi.org/10.5821/conference-9788419184849.03.

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It is well known that human sensitivity to color and expressive ability varies with age and gender. In addition, the perception, understanding, and comprehension of color vary according to developmental stage and color-related experiences. This study is one approach to research to clarify the relationship between such "sense of color" as above and the developmental stages of children. In this study, the coloring behavior of teenage subjects; elementary school, junior high school, and university students, to coloring book images were investigated using iPads. The characteristics of coloring and color schemes used in the coloring books were analyzed to explore the relationship with the developmental stages of the children. The coloring book images, mandala-like patterns, used in the investigation were designed originally based on some preliminary investigations. In addition, the original palette of colors systematically arranged in hues and tones was specified to quantitatively analyze the characteristics of the colors used in the coloring book. The results showed that the hues of colors used with high frequency in coloring books changed as the developmental stage progressed and that the range of tones by the combination of saturation and lightness widened. It was also found that the color schemes were simple and easy to understand at younger ages, while the complexity of the color schemes increased as the children grew older.

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Tong, Kun. "Image-text Relation in Modern Children's Picture Book Design". En 2nd International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icadce-16.2016.336.

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Yiran, Zhang y Xiaojun Liu. "An automatic layout method of children's book covers based on design aesthetics". En 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003218.

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This paper focuses on children's book covers and further investigates the automatic typesetting algorithm for book covers based on the aesthetic measure algorithm. Before designing the algorithm, the element composition and relative positions of current common children's book covers were analyzed, and common types of cover elements and their identification methods were derived and their positions were quantified. The intermediate values of the positions of each type of element in the book cover in the sample were obtained, and then the initial positions of each type of element in the experimental elements were assigned according to the recognition results. And then this paper proposes an automatic displacement algorithm by generating random class objects with random seeds and then generating random numbers with the help of this object so that the objects can be displaced irregularly on the page to produce a large number of combinations with high aesthetic values. In order to verify the effectiveness of the automatic layout method given in this paper, the book cover layout is generated on the basis of the random given element size and the higher interface aesthetics values are calculated.

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Pflug, Elizabeth C. y Arwa K. Nasir. "Children's Health Literacy Through Literature: What Makes a Good Book?" En Selection of Abstracts From NCE 2016. American Academy of Pediatrics, 2018. http://dx.doi.org/10.1542/peds.141.1_meetingabstract.228.

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Li, Xuan. "The Benefits of E-Book Enhancements for Promoting Children's Learning". En 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573469.

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Ma, Yue, Pianran Wang y Jinyi Lu. "An Exploratory Study on Young Children's Picture Book Information Representation". En CHIIR '20: Conference on Human Information Interaction and Retrieval. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3343413.3377999.

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Informes sobre el tema "Children's book"

Margot, Diego, Juan Pablo Rud, Matías Marzani, María Laura Oliveri, Tomás Serebrisky, Andres Fernandez, Ancor Suárez-Alemán et al. Saving for Development: How Latin America and the Caribbean Can Save More and Better (Executive Summary). Inter-American Development Bank, junio de 2016. http://dx.doi.org/10.18235/0006386.

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Why should people--and economies-- save? The typical answer usually focuses on the need to protect against future shocks, to smooth consumption during hard times, in short, to save for the proverbial rainy day. This book approaches the question from a slightly different angle. While saving to survive the bad times is important, saving to thrive in the good times is what really counts. People must save to invest in their own and their children's health and education, live productive, fulfilling lives, and end their days in comfort and peace. Firms must save so they can grow productive enterprises that employ more workers in better jobs to produce quality goods for domestic and international markets. Governments must save to build bridges, highways, and airports that support a productive economy, to provide quality services to their citizens, and to assure their senior citizens a dignified, worry-free retirement. In short, countries must save for a sunny day¿a time when everyone can bask in the benefits of growth, prosperity, and well-being. This book explores how households, firms, and governments can address the savings problem in Latin America and the Caribbean in pursuit of that sunny day.

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Olivier Nsengimana, Olivier Nsengimana. A conservation comic book: Involving Rwandan children in saving endangered Grey Crowned Cranes. Experiment, septiembre de 2014. http://dx.doi.org/10.18258/3557.

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Marôco, Ana Lúcia, Sónia Gonçalves y Fernanda Nogueira. Antecedents and consequences of work-family balance: A systematic literature review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, octubre de 2022. http://dx.doi.org/10.37766/inplasy2022.10.0112.

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Review question / Objective: What are the antecedents and consequences of work-family balance? Eligibility criteria: s inclusion criteria it was established that only original peer-reviewed articles would be included, whose: 1) object of study are active workers; 2) concept of family-work relationship under study is effectively the work-family balance (and not only the absence of work-family conflict); 3) language used is English, Spanish and Portuguese. The exclusion criteria for articles/works were: 1) the object of the study is not active workers (such as spouses of workers or other family members such as children, future active workers, unemployed or even retired workers); 2) the concept of work-family relationship used is the conflict work-family and/ or work-family enrichment; 3) in languages other than English, Spanish or Portuguese; 4) designated as gray literature (such as theses, books, book chapters, and conference proceedings,...)

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Budgeon, Machaila. References to Gendered Grief in Children's Media: A Content Analysis of Grief Picture Books. Portland State University Library, enero de 2015. http://dx.doi.org/10.15760/honors.147.

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Oza, Shardul y Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), mayo de 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.

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Adukia, Anjali, Alex Eble, Emileigh Harrison, Hakizumwami Birali Runesha y Teodora Szasz. What We Teach About Race and Gender: Representation in Images and Text of Children’s Books. Cambridge, MA: National Bureau of Economic Research, agosto de 2021. http://dx.doi.org/10.3386/w29123.

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Tymoshyk, Mykola. UKRAINIAN CHILDREN’S MAGAZINE ON EMIGRATION AS A SPECIFIC TYPE OF PUBLICATION (ON THE MATERIALS OF THE LONDON MONTHLY “YOUNG FRIENDS”). Ivan Franko National University of Lviv, febrero de 2022. http://dx.doi.org/10.30970/vjo.2022.51.11394.

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For the first time, one of the popular children’s magazines of the Western Ukrainian Diaspora “Young Friends” became the subject of research. Founded in March 1955, it ceased to exist in 1984. There is no complete filing of this newspaper in any book collection of Ukraine, it has not been digitized yet, the editorial office did not have a site. For this reason, the author conducted a study of this journal in the library-archive of the Union of Ukrainians in Great Britain (UUB) in London. The peculiarities of journal formation and the specifics of the editorial policy are clarified. The experience of publishing a Ukrainian children’s magazine abroad for a long time (in color and on chalk paper) without any financial support from the state, but only by public money, is quite instructive for the current situation in Ukraine when children’s periodicals have almost disappeared from the national information space due to indifferent contemplation of the state.

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EdTech Hub, EdTech Hub. Better Blended Learning: Exploring the Use of Digital Books at Home to Improve Kenyan Children’s Literacy. EdTech Hub, enero de 2021. http://dx.doi.org/10.53832/edtechhub.0057.

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Méndez Méndez, Nahomi, Andrea Mususy Méndez García y Luís Ángel Méndez Carreaga. Somos del Mar: Desarrollo y Comunidad en el Manglito. CORIOLI Institute, abril de 2023. http://dx.doi.org/10.59498/sxhw1065.

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El Manglito was a community in Baja California Sur, Mexico, that was turning into a cesspool for all the communities surrounding it. About 15 years ago, an NGO NOS brought in biologists and environmental scientists to work with the community. NOS took steps to clean up community by removing waste and and implementing sustainable fishing practices. 15 years later, a sharp increase in cartel violence was reported. Since the COVID-19 pandemic, cartel violence inward into Mexico has both increased and diversified. With border closures negatively affecting the cartel’s economy, they have turned to different forms of income generation, including extortion of local communities. The Corioli Institute team approached the El Manglito community to explore a potential collaboration that took shape as a trust building exercise. We went in with an open and participatory approach to engage with the community, informing them of our research capabilities, understanding their needs and desires, and asking what would be most useful for them. The community were keen on building intergenerational cohesion, with the older generation expressing a desire to foster a sense of belonging for the young people within the community. One of the primary drivers of youth participation in cartels within the community was a lack of belonging within the community, which children and yoth sought within the cartels. Engaging with children and youth, we elected to produce a coffee table book. Our team led a series of workshops, brought in consultants, and funded the production of the coffee table book for the community. The final book was a resounding success and is being put into libraries across Mexico. The novel participatory, receptive, collaborative approach to trust building and social cohesion within the El Manglito community resulted in a strong sense of identity, efficacy, and pride among the youth of the community.

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Mats, Mats y Karin Zetterqvist Nelson. Listening to children: theories and ethics of listening. Linköping University Electronic Press, junio de 2024. http://dx.doi.org/10.3384/report-204274.

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In many societal contexts, the importance of listening to children is underscored, not seldom with reference to the UN Convention on the Rights of the Child and especially Article 12 on the right to be heard. But what does it mean to listen to children? A plethora of books on listening to children aimed at professionals and others who meet children in their daily lives are published on a regular basis. However, we miss a critical discussion of listening as such, and more specifically about (good) listening to children, framed within a larger theoretical context. The aim of this article is to discuss listening in relation to monological and dialogical perspectives on communication, as well as in relation to different notions of children as similar to or different from adults. Also discussed is how different theoretical perspectives on listening and listening to children tends to lead to different ethical conclusions regarded what constitutes good listening and listening to children. This is an English translation of an article that was originally published in Swedish in 2022 as “Att lyssna på barn. Om lyssnandets teori och etik” in the Nordic journal Barn (volume 40, issue 3). The translation is published here with permission from the publisher. The original article in Swedish can be accessed here: https://doi.org/10.23865/barn.v40.5075

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