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Zeitschriftenartikel zum Thema "Children's Books – Animals"
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Qadr, Fadjaruddin, Agung Budi Prasetijo und Ike Pertiwi Windasari. „"Animal Introduction" Application For Children“. Ultimatics : Jurnal Teknik Informatika 11, Nr. 2 (16.01.2020): 65–71. http://dx.doi.org/10.31937/ti.v11i2.1249.
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Introducing animals in early childhood can foster children's love for animals. Some media for introducing animals to children are diverse, one of which is a book about animals. Books about animals display various types of animals and information on these animals. But books about animals are less effective in helping parents teach children about animals because they are less interactive. With the development of technology, especially smart phones can help users spread information. Smartphones can load images, videos& text. To help parents introduce animals to children, an animal recognition application on smart phones was developed. The development method used is MDLC, which consists of 6 stages: concept, design, material collection, merging, testing, and distribution. This application is made using the Java programming language on Android with Android Studio. This applications can be used as an interactive learning media to introduce animals to children. This application can display images, videos, animal information and some quizes.
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Panaou, Petros, Eunhye Son, Maggie Chase und Stan Steiner. „Beginning Readers’ Interest in Animal Books: An Analysis of Data Collected from the Children’s Choices Project“. Journal of Literary Education, Nr. 1 (08.12.2018): 175. http://dx.doi.org/10.7203/jle.1.12346.
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This article describes a reading interest study, which analyzed 330 titles selected over a ten-year period by beginning readers (Grades K-2) across the United States (U.S). for ILA’s Children’s Choices project. Its aim was to determine if young children’s reading interests have changed since earlier studies were conducted in the US. Specifically, a team of four researchers analyzed Children’s Choices books selected by 5,000 beginning readers (K-2) every year, from 2005 to 2014. This article illuminates the study’s methodology, its findings, and implications for understanding the reading interests of contemporary young children. By examining and comparing the books that were selected by children as their favorites and looking for possible patterns and trends, the study found that animals (66%) was the prevailing feature. Researchers then examined and identified distinct ways in which animals are represented in the selected titles, creating a spectrum from totally human-like animal characters to animals that are true to their animal forms.
Key words: Reading interest study, Children's Choices project, Beginning readers, Animal books, humor
Resumen
Este artículo describe un estudio sobre interés en la lectura que analiza 330 títulos seleccionados sobre un periodo de diez años por primeros lectores (grado K-2) a lo largo de Estados Unidos por el proyecto Children’s Choices. El objetivo era determinar si los intereses lectores de los niños y niñas habían cambiado respecto de anteriores estudios llevados a cabo en EEUU. Específicamente, un equipo de dos investigadores y dos investigadoras analizó los libros seleccionados cada año por un total de 5000 lectores (K-2) de 2005 a 2014. Este artículo arroja luz sobre la metodología de estudio, los hallazgos e implicaciones para comprender los intereses lectores del alumnado contemporáneo. A través del examen y la comparación de los libros que fueron seleccionados como favoritos por este alumnado y buscando posibles patrones y tendencias, el estudio encontró que los animales (66%) eran la característica preferida. La investigación, pues, examinó e identificó distintas maneras en las cuales los animales son representados en los títulos seleccionados, creando un espectro que comprende desde animales totalmente humanizados hasta animales representados en su forma animal real.
Palabras clave: Estudio sobre interés lector, Proyecto Children’s Choices, Primeros lectores, Libros de animales, humor
Resum
Aquest article descriu un estudi sobre interès en la lectura que analitza 330 títols seleccionats al llarg d’un període de deu anys per primers lectors (grau K-2), al llarg d’Estats Units pel projecte Children’s Choice. L’objectiu era determinar si els interessos lectors dels infants havien canviat respecte d’anteriors estudis duts a terme als EUA. Específicament, un equip de dos investigadors i dos investigadores va analitzar els llibres seleccionats cada any per un total de 5000 lectors (k-2) de 2005 a 2014. Aquest article fa alguns aclariments respecte de la metodologia d’estudi, les troballes i implicacions per tal de comprendre els interessos lectors de l’alumnat contemporani. A través de l’examen i la comparació dels llibres que van ser seleccionats com a favorits per aquest alumnat i tot buscant possibles patrons i tendències, l’estudi va concloure que els animals (66%) eren la característica preferida. La investigació, doncs, va examinar i identificar distintes maneres en les quals els animals són representats en els títols seleccionats, tot creant un espectre que comprén des d’animals totalment humanitzat fins animals representats en la seua forma animal real.
Paraules clau: Estudio sobre interés lector, Proyecto Children’s Choices, Primeros lectores, Libros de animales, humor
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Williams, Brett. „1930s Animals as Hard Times Heroes in American Children's Books“. Central Issues in Anthropology 6, Nr. 2 (März 1986): 43–51. http://dx.doi.org/10.1525/cia.1986.6.2.43.
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Zhurcheva, O. V., und L. A. Andreeva. „ALEXANDRA BOSTROM – CHILDREN'S WRITER“. Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 24, Nr. 82 (2022): 87–94. http://dx.doi.org/10.37313/2413-9645-2022-24-82-87-94.
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Тhe article attempts to indicate the place and significance of A.L. Bostrom as a children's writer of the late XIXth – early XXth centuries, and for the first time outlined ways to analyze the writer's works intended for children's reading, which inscribe a significant page in the history of children's literature in the region. Here we consider the poetics of her two books, which can be described as a book for girls "Two little Worlds", where the formation of the psychology and character of a little girl takes place under the influence of a change in the socio-cultural context; and a book for boys “How Yura gets to know the life of animals”, where the main element is the popularization and practical application of scientific knowledge about nature. In the process of studying regional literature, the need to popularize forgotten names became obvious, which includes the name of the writer A.L. Bostrom. Her work at one time met the needs for high-quality prose for children, and, most importantly, it was an example of a special, female "useful" writing for children. The manner of narration, the image of a woman as the first mentor of a small child, to some extent, should have served as a model for the behavior of enlightened parents.
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Öztürk, Ali Osman, und Halime Yeşilyurt. „The Relationship between Animals and Humans in Else Günther's Children's Books“. Kronstädter Beiträge zur germanistischen Forschung 22 (20.05.2022): 233–48. http://dx.doi.org/10.31926/kbzgf.2022.22.14.
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Im Laufe der Zeit änderte sich die Bedeutung der Tiere für die Menschen, d.h. sie wurden mal als Freund oder niedliches, treues Lebewesen, mal als gemein oder wertlos angesehen. Mal wurden sie als Handelsware unterschätzt, mal als Besitzobjekt oder Erziehungsmittel überschätzt. Bei Else Günther, einer der bekanntesten und viel gelesenen Kinderbuchautorinnen der Nachkriegszeit, sind die Tiere beliebte Figuren der Handlung, in der es meistens um wirklichkeitsnahe Situationen aus dem ganz normalen Alltag des menschlichen Lebens geht. In ihren Kinderromanen spielen die Tiere eine besondere Rolle für die Sozialisierung der Kinder und Jugendlichen. Im vorliegenden Artikel werden die Facetten der Mensch-Tier-Beziehung untersucht bzw. welche Rolle die Tiere bei der Wahrnehmung des Anderen spielen.
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Gilang, Banon, und Sheila Mei Santi. „Design of Educational Media for Endangered Animals and Extinct Animals Endemic to Indonesia for Grade 4 Elementary School Students in Bandung district“. ArtComm : Jurnal Komunikasi dan Desain 3, Nr. 2 (12.11.2020): 158–78. http://dx.doi.org/10.37278/artcomm.v3i2.356.
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Endemic Indonesian animals are native Indonesian animals that cannot be found in other countries, that’s why their existence must be protected and studied by children, especially those with endangered status. However, the population of these animals is decreasing and even extinct. Not many people know about endangered animals that are endemic in Indonesia and extinct animals in Indonesia, especially in grade 4 elementary school in Bandung who have started to studying these animals. The knowledge about endangered animals and Indonesian endemic animals in schools is still ineffective and boring because the media to used is school textbooks which are dominated by text. Children's illustration books are a solution for elementary school. Data collection techniques used are interviews and questionnaires. The main media for the illustration book is "Ayo!! Mengenal Dunia Hewan" with supporting media : bookmarks, stickers, key chains, puzzles, and posters. The design was made to increase the knowledge of 4th graders elementary school about endangered animals and Indonesian endemic animals.
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Fathoni, Kholid, Yuliana Setiowati und Rozy Muhammad. „Rancang Bangun Aplikasi Modul Pembelajaran Satwa Untuk Anak Berbasis Mobile Augmented Reality“. JURNAL MEDIA INFORMATIKA BUDIDARMA 4, Nr. 1 (29.01.2020): 32. http://dx.doi.org/10.30865/mib.v4i1.1797.
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Education in children is a very important part of life to achieve success in the future. Early on, children must be taught knowledge, especially related to the daily environment, including: introduction of animals. Among the characteristics of children's learning is interesting. So far, conventional learning in the form of books makes children bored, so it takes creativity or interactive learning methods, one of which is multimedia-based learning. One of the multimedia technology developed at this time is augmented reality. Mobile augmented reality based applications can be used as learning media for animal recognition for children. This interactive learning media based on Mobile Augmented Reality, called ARnimal, combines picture books and augmented reality applications. The markers contained in the picture book will be captured by the camera from the mobile device and then processed and appear animated 3D animals on the screen in realtime. By combining the real and virtual world, ARnimal can stimulate the imagination of children so that children are more enthusiastic in learning. The results of this ARnimal trial on several types of smartphones show that all ARnimal functions are running well. ARnimal was also tested on some children who were accompanied by their parents and the results of the questionnaire showed that the application was easy to use, helped with education, had similarities with real animals and had an attractive appearance.
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Xouplidis, Panagiotis. „Teaching cats in Children’s Literature“. Journal of Education Culture and Society 11, Nr. 2 (11.09.2020): 311–21. http://dx.doi.org/10.15503/jecs2020.2.311.321.
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Aim. The aim of the research is the comparative study of literary cat characters in Children’s Literature texts in Greek and Spanish and their instructive function in the transmission of social stereotypes.
Methods. The research subscribes to the field of Literary Animal Studies based on the theory of Children’s Literature (Lukens, 1999) and through the intercultural perspective of Comparative Children’s Literature (O’Sullivan, 2005). Published children’s books from Greece, Spain and Spanish-speaking America were compared using textual analysis methods of Imagology (Beller & Leersen, 2007). Stereotyped variants were identified and organized in categories related to name, physical appearance, gender, behavior, and function of literary cat characters.
Results. After examining a corpus of 37 books, 23 in Greek and 17 in Spanish (Argentina, Chile, Colombia, Mexico, Spain), textual analysis findings were compared, organized, and classified by language, country and readers’ age groups to locate that literary cat characters are usually pets or feral, and they remain consistently stereotyped as anthropomorphic and subversive. Cats with seven lives and magical powers are common perceptions, dominating in both cultural contexts, stereotypes extended to strong superstitions about black cats.
Conclusions. In Children's Literature texts, cats are linguistically, literally, and socially defined literary constructs, can have usually human-like features, intercultural influences, and are potentially shaped by intertextual relations. They serve also as a narrative motif for the transmission of social values about non-human animals and the textual familiarization of nonadult readers with society’s cultural stereotypes.
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Andrianova, Anastassiya. „"Friends, not food": Depictions of Animals in Vegan Picturebooks“. Children's Literature Association Quarterly 48, Nr. 3 (September 2023): 236–59. http://dx.doi.org/10.1353/chq.2023.a921310.
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Abstract: Like mainstream children's literature, vegan picturebooks teach children fundamental cultural messaging about food, what (or whom) to eat or not to eat. In doing so, many of these books use some iteration of animals as "friends, not food" to recalibrate the human-animal relationship. Such framing of animals as "friends" or "food" is integral to telling the truth about animal use and consumption by humans, but it can also be problematic because it risks reducing ethical veganism to a dietary practice alone, rather than a holistic philosophy and praxis of animal empowerment. To expose the realities of animal consumption, moreover, some vegan picturebooks include graphic depictions of cruelty to animals, which may not be age-appropriate for younger readers. Informed by critical animal studies (CAS) and vegan studies, this paper analyzes two discursive strategies found in popular vegan picturebooks: encouraging empathy through interspecies similarities ("friends") and foregrounding the impact of what we eat on humans, animals, and the environment ("food"). Vegan picturebooks are selected from recommended lists on vegan blogs, and their popularity is qualitatively analyzed based on reader feedback in online customer reviews. The conclusion reflects on the broader influence of vegan picturebooks on younger readers, provides more context for their focus on animals as food, and considers whether a gentler message of interspecies compassion and an aspirational, rather than identity-based, veganism might be more persuasive in spreading veganism, given its potential to reach vegan allies and other non-vegans.
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Corr, Charles A. „Pet Loss in Death-Related Literature for Children“. OMEGA - Journal of Death and Dying 48, Nr. 4 (Juni 2004): 399–414. http://dx.doi.org/10.2190/hxqy-du5d-yc39-xkj9.
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The death of a pet—or, as some prefer to call it, a companion animal—is a frequent subject in death-related literature for children. Pets are important to children for many reasons; for example, they serve as friends, playmates, and sources of unconditional love. In addition, pets help teach children about the responsibilities that are involved in caring for another living creature. Also, because the life cycles of most animals that become pets are much shorter than those of the humans who care for them, pets often teach children important lessons about loss, death, grief, and coping. For all of these reasons, when I began writing about death-related literature for children my attention was soon drawn to books within that general category that told stories about the death of a pet. In this article, my purpose is to describe and examine a selected sample of 20 books for children whose principal subject or story line is concerned with pet loss. Full bibliographical information for each of these books appears in the list of “Children's Literature” at the end of this article.
Dissertationen zum Thema "Children's Books – Animals"
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List, Helen Marguerite. „The Use of Animal Subject Matter in Children's Picture Books Published in the United Kingdom Between 1955 and 1969“. Thesis, Manchester Metropolitan University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521028.
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Andersen, Sandra, und Louise Persson. „“Far är stark, mor är rar” En textanalys av barnböcker ur ett genusperspektiv“. Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31201.
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The purpose of this study is to explore how girls and boys are portrayed in children’s literature that is specifically aimed towards children in the preschool age. This is a qualitative text analysis, partly combined with some elements of quantitative data. Through an interview questionnaire sent to preschool teachers at different preschools, seven books in the genre humanized animals, were chosen and analyzed from a gender perspective. The analysis is conducted through a theoretical framework including gender theory with correlated concepts. The intent of this study has not been to identify books that follow stereotypical gender norms, and we do not argue that literature should be completely gender neutral. However, we believe that if girls and boys being portrayed in a variety of ways will contribute to more children feeling safe with their own identity and it will also provide them with a broader world view. We had a thought that a certain characterization of girls and boys in the chosen books, i.e. that girls are portrayed as sweet and nice while boys are portrayed as tough and mischievous. The results of this study show that this is partly true but that boys’ characteristics tend to vary more and in different ways than girls’ characteristics do. With that said, we concluded that in general, the chosen books were more gender neutral than our initial expectation.
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Goubault, Sébastien. „Le chien dans les jeux vidéo : Archéologie, filiation et développement d'une réalité virtuelle“. Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE3001/document.
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Cette thèse a pour objet d’étude un sujet : les chiens. Après le phénomène des tamagotchis, la sortie du jeu vidéo Nintendogs en 2005 a créé un animal inédit : le chien virtuel « réaliste ». En tant que nouveau loisir, les jeux vidéo représentent aujourd’hui une industrie internationale puissante au croisement des arts d’une culture populaire : la bande dessinée, l’animation, etc. Plus généralement, la révolution numérique en cours dans nos sociétés témoigne de la place centrale des écrans et de la communication. Comment ces médias ont permis de redéfinir nos rapports aux chiens, ont influencé et éduqué notre perception du « genre animal », allant jusqu’à lui conférer une toute nouvelle dimension est la question soulevée par cette thèse. Nous avons eu recours à un large éventail de références médiatiques, allant du grand au petit écran, en l´occurrence du cinéma à la Game Boy, en passant par la publicité, des classiques de la littérature à l´album de vignettes autocollantes Panini, en passant par la bande dessinée, des œuvres célèbres dans le monde entier aux œuvres méconnues. Les multiples représentations du chien nous annoncent l’avènement du chien virtuel.En somme, le but est de comprendre l’histoire de l’illusion du mouvement, de l’illustration des livres à l’interaction avec un animal virtuel : faire l’archéologie du chien des jeux vidéo. Écrire une histoire du chien où la réalité et la virtualité s’entremêlentThe topic of this doctoral thesis are dogs. After the Tamagotchi phenomenon, the release of the video game Nintendogs in 2005 created a new animal: the “realistic” virtual dog. As a new leisure activity, video games represent today an internationally influential industry which is situated at a crossing point with popular art culture: comics, animation etc. More generally, the digital revolution our societies are currently witnessing shows the importance of monitor screens and of communication.The central question of this thesis is how these media have come to redefine our relationship to dogs and to influence our perception of animals in a completely new dimension. A large inventory of references of different media was used going from cinema to Gameboy via publicity, from literary classics to Panini sticker albums via comics, from oeuvres which are famous all over the world to oeuvres which are usually not considered as such. The numerous representations of dogs in these domains announce the advent of the virtual dog.In conclusion, our objective is to understand the history of the illusion of movement, of the relationship between books and virtual animals, i.e. to trace the archaeology of dogs in video games. To write a history of dogs in which reality and virtuality are no longer clearly separable
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Biser, Jennifer L. „The accuracy of agricultural images in children's literature an analysis of selected children's books on farm animals from 1950 to 2005 /“. 2007. http://digital.library.okstate.edu/etd/umi-okstate-2457.pdf.
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Yang, Jego, und 楊杰龍. „A Study on Personified Animal Characters in Picture Books—Exemplified with Hsin-yi Young Children’s Literature Prize“. Thesis, 2009. http://ndltd.ncl.edu.tw/handle/6hcap9.
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碩士國立臺東大學
兒童文學研究所
97
The research is an analysis on the way animal characters are personified in the published awarded picturebooks of Hsin-yi Young Children’s Literature Prize, and on the implied meaning of animal images based on the theories of young children’s cognitive development and socialization. The eleven research texts which adopt personified animals as protagonists in the story included: Queen’s Tail, Spit the Seeds, Red Rooster, The Happy Trial, Taco the Painter, Three Little Kittens, I Really Want to Eat a Durian, Guji Guji, Excuse Me, Will My Feet Touch the Bottom?, Blue Bungalow, and The Chameleon and the Toad. The results are, (1) In those texts, the personified animal characters are illustrated with distinct gender and apparent biological traits among different species. The use of language, by which they can express their thinking, is the most significant strategy of personification. (2) The images of parent-child physical touch in those texts represent the familial affection and the mental needs of young children in this state of development. (3) The language mode of the characters in those texts is self-centered. The way those characters face difficulties is positive. (4) The socialization of young children in those texts is mainly carried out through peer relationship. They learn to live a group life by acquiring behavioral discipline which was formed in varied settings (space), and by fulfilling the socialization construction process of the character.
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Nachlingerová, Jana. „Ilustrace v české knize pro děti. Obraz zvířete“. Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-297415.
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Nachlingerová, J.: Illustration in Czech children's books. Animal's picture /Thesis/ Praha 2010 Charles university, Pedagogical faculty, department of art, number of pages 65 The illustrations in Czech book for children with concentration to picture of animal in illustration and literary texts create main subject of this Thesis. The work finds out various methods of animal illustrations within general illustrator approaches, it gets around of selected principal representatives of the Czech illustration. It looks at current production of books for children in their positive and negative aspects, it follows the efforts to look after the "belles-lettres" as well as unvalued production connected with irresponsibility towards the children's readers. It maps, on the background of magnificent books about animals, the current illustrators trying to present creatively ambitious illustration. Key words: illustration, animal, role of the animal in children's book, anthropomorphism, illustrative attitude, principal representatives of the Czech illustration, book, current production of children's books, "belle-lettre", kitsch, publishing house, current illustrators
Bücher zum Thema "Children's Books – Animals"
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Emberley, Rebecca. My animals =: Mis animales. Boston: Little, Brown, 2002.
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Hoban, Tana. A children's zoo. New York: Greenwillow Books, 1985.
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Motuelle, Bérengère. Baby animals. New York, NY: Sandy Creek, 2013.
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Royston, Angela. Jungle animals. New York: Aladdin Books, 1991.
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Royston, Angela. Jungle animals. London: Dorling Kindersley, 1991.
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Artists, Disney Storybook. Baby animals. Los Angeles: Disney Press, 2015.
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Wildsmith, Brian. Animais da fazenda =: Farm animals. New York: Star Bright Books, 2008.
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Theobalds, Prue. Noah and the animals. St.Leonards-on-Sea: Uplands Books, 1993.
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Carlstrom, Nancy White. Graham cracker animals 1-2-3. New York: Macmillan, 1989.
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Oxenbury, Helen. Animals (Board Books). Walker Books Ltd, 1986.
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Cooper, Jonathan. „10. Alphabet Pies, Animal Quacks, and Ugly Sisters: John Evans and the Growth of Cheap Books for Children“. In Cheap Print and Street Literature of the Long Eighteenth Century, 259–320. Cambridge, UK: Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0347.10.
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The printer and bookseller John Evans was, in the last decade of the eighteenth century, seemingly prolonging the lifespan of the type of publication that had hitherto typified the Aldermary Churchyard press and which it was abandoning in search of ‘respectability’. The place of business Evans established for his work, and which was retained by his family for a further forty-five years, was originally John Marshall’s, and what seems to have been his ‘big break’ came courtesy of Marshall when he fell out of favour with the patrons of the Cheap Repository Tracts. Nevertheless, Evans had a distinct career. Stretching into the 1800s, he was arguably the last printer of the traditional ‘penny history’ in the capital, a text and illustrative tradition that dated back at least to the printers and publishers of the mid-seventeenth century; he was a major link in the production of broadside ballads and slip songs between Marshall and the later printers Pitts and Catnach; and, as this chapter will show, he was a significant and heretofore underappreciated printer of street literature specifically for children.
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Berk, Laura E. „Learning Through Make-Believe Play“. In Awakening Children's Minds. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195124859.003.0008.
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Two days a week, Kevin leaves his office 45 minutes early to take charge of his 2-year-old daughter, Sophie, while her mother, a university professor, teaches a late class. One balmy spring afternoon, Kevin retrieved Sophie at her child-care center and drove the 15-minute route home. Invited to look in on Sophie’s play, I met the pair at the front door and nestled into a rocking chair from which to observe unobtrusively. After downing the last bite of her snack, Sophie grabbed Kevin’s hand and led him across the family room to a rug lined on two sides by shelves filled with books, stuffed animals, and other play props. Sophie moved a toy horse and cow inside a small, enclosed fence that she and Kevin had put together the day before. Then she turned the animals on their sides and moved them toward each other. “Why are horse and cow lying down?” Kevin asked. “’Cause they’re tired,” Sophie answered, pushing the two animals closer together. “Oh, yes,” Kevin affirmed. Then, building on Sophie’s theme, he placed a teddy bear on another part of the rug and offered, “I think Ted’s tired, too. I’m going to start a bed over here for some other animals.” Sophie turned toward the teddy bear, lifted his paw, and exclaimed, “She wants a lollipop to hold in her hand!” “A lollipop in her hand? We haven’t got any lollipops, have we?” answered Kevin. “Laura has!” declared Sophie, glancing at me. “Has Laura got a lollipop?” Kevin queried. “Yes! She’s got all of those, and a swing and a table, too!” Sophie remarked, referring to my chair, which rocked back and forth next to an end table. “Maybe this could be a make-believe lollipop,” suggested Kevin, placing a round piece on the end of a long TinkerToy stick and handing the structure to Sophie “That’s a lollipop,” agreed Sophie, placing it in the paw of the teddy bear. “Can she suck that while she’s going off to sleep?” asked Kevin. “Do you think that’s what she wants?” “It’s a pacifier,” explained Sophie, renaming the object.
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Nelson, Claudia, und Anne Morey. „History is a Map 2“. In Topologies of the Classical World in Children's Fiction, 144–86. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198846031.003.0005.
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This chapter examines a set of texts—Rick Riordan’s Percy Jackson and the Olympians series (2005–9), Vaughan Edwards and Barry Creyton’s The Dogs of Pompeii (2011), Paul Shipton’s Gryllus the Pig duology (2004–6), Gary Northfield’s Julius Zebra series (2015–18), and Robin Price’s Spartapuss series (2004–15)—that undermine the reader’s presumption of distance from the classical world through an emphasis upon grotesquerie and play. While the protagonists of the first two sets of texts examined are children, the other books deploy animals or humans in animal bodies to emphasize that the classics are accessible to the child reader and that consuming narratives about the past is both serious business and play. In these narratives, the past is itself an object to be consumed as popular culture is consumed; the protagonist of these narratives is likewise obliged to offer himself as an object of consumption through acts of heroic (or mock-heroic) self-sacrifice. Rather than proposing the past as a hard-to-access site of superior culture, these narratives propose it as a place of triumphant popular culture familiar to child readers from their own experience.
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Prasad, Rajniti, Utpal Singh, FC Layland und Shivani Singh. „Animal Poisoning“. In Poisoning in Children, 82. Jaypee Brothers Medical Publishers (P) Ltd., 2006. http://dx.doi.org/10.5005/jp/books/10630_6.
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Prasad, Rajniti, Utpal Singh, FC Layland und Shivani Singh. „Animal Poisoning“. In Poisoning in Children, 78. Jaypee Brothers Medical Publishers (P) Ltd., 2013. http://dx.doi.org/10.5005/jp/books/11750_6.
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Surana, Pranja. „BEYOND PLAYMATES: THE MULTIFACETED IMPACT OF PETS ON CHILDREN'S GROWTH AND ADULT’S WELLNESS“. In Futuristic Trends in Social Sciences Volume 3 Book 2, 123–29. Iterative International Publishers, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/v3beso2p4ch4.
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The paper examines the role of pets in fostering the development and well-being of individuals, both children and adults. Specifically, it delves into the positive effects of pets on diverse aspects of life, such as responsibility, empathy, emotional growth, social skills, intellectual capacities, physical health, stress reduction, and learning experiences. Moreover, it underscores the significance of comprehending and implementing pets' advantages in the Indian context to promote happier and healthier individuals. Animal-assisted therapy, an intervention incorporating animals into the therapeutic process, is also discussed as a valuable tool for individuals of all ages who encounter physical, medical, or mental challenges. The paper highlights the role of different types of therapy animals, such as dogs, in enhancing treatments and fostering well-being.
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„The Children’s Book Pet“. In Animals, Animality and Controversy in Modern Welsh Literature and Culture, 153–66. University of Wales Press, 2022. http://dx.doi.org/10.2307/jj.14962465.13.
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Nemhauser, Jeffrey. „Family Travel“. In CDC Yellow Book 2024, 567—C7S150. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197570944.003.0007.
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Abstract Chapters in this section include: 1. Pregnant Travelers 2. Travel & Breastfeeding 3. Traveling Safely with Infants & Children 4. Vaccine Recommendations for Infants & Children 5. International Adoption 6. Traveling with Pets & Service Animals Preparing people who are pregnant or breastfeeding to travel internationally; traveling with young children internationally, including vaccination recommendations; preparing for international adoption; traveling internationally with pets and service animals
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More, Ellen S. „Introduction“. In Transformation of American Sex Education, 1–8. NYU Press, 2022. http://dx.doi.org/10.18574/nyu/9781479812042.003.0001.
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My first and only encounter with formal sex education occurred sometime in the late 1950s—in the living room of my parents’ house. I was in fifth or sixth grade. One morning I walked downstairs to find a book left for me on the sofa. When I picked it up, I discovered a fairly old volume, not too thick, about the reproductive anatomy of members of the animal kingdom. The chapters proceeded in ascending order of evolutionary complexity. Like most children on the threshold of puberty, especially children with more interest in people than in animals, I immediately skipped to the ...
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Woodruff, Paul. „Home“. In Reverence, 205–20. Oxford University PressNew York, NY, 2001. http://dx.doi.org/10.1093/oso/9780195147780.003.0012.
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Abstract Earlier in this book I presented a frightening image—the widening gyre in Yeats’ poem, a dizzying spiral out of control (p. 36). I end here with a spiral that has all the comforts of home: This poet imagines an animal—a mollusc—growing in its “ship of pearl” and finding itself at home in each larger chamber that it builds. The image is startling because it is absurd: Animals do not really have homes, and what we mean by “home” is tied to the way human beings live. We tend to be frightened of homeless people, out of an ancient fear that without homes people may behave like animals. As adults, we are amused by children’s stories that give homes to animals, along with most of the fixings of human life, but we know better. A solitary beast like a mollusc cannot do the sorts of things we do to make a shelterinto a home.
Konferenzberichte zum Thema "Children's Books – Animals"
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Disca, Tiberiu. „E-LEARNING AT PRIMARY SCHOOL“. In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-160.
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Why do we need e-learning in primary school classrooms? We think there are lots of reasons why primary teachers might like to get involved and explore e-learning opportunities with this age range. The multitude of projects submitted by the various local authorities, individuals or institutions, even though there will be implemented only partially or not at all, however, clearly shows a trend and a clear perspective that will evolve the education system in Romania and in primary school also. Just getting familiar with some technologies and already appear: now discussing about that smart phone and Tablet could get rid of the dozens of investments in interactive books. There are already software about animals or with children's stories for such equipment, I will support this presentation up who knows what will show up ... It is clear: we must learn at the same pace as technology develops! Moodle e-learning is absolutely brilliant but is not usually Primary Schools in Romania.. Within SEI V 250 lessons were created for primary education which run in AeL. There are a large number of firms that create lessons for primary education, because it seems like the primary students buy most of these CDs with lessons. However, there is still a unitary system, national or international level, to provide a proper and complete training pupils in primary classes. Clasa3.ro, clasa4.ro project and other related sites aims to form a platform where teachers, students and parents to have free access to educational resources specific to their class is learning.
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Benz-Schwarzburg, J. „55. Portraying animals to children: the potential, role, and responsibility of picture books“. In 14th Congress of the European Society for Agricultural and Food Ethics. The Netherlands: Wageningen Academic Publishers, 2018. http://dx.doi.org/10.3920/978-90-8686-869-8_55.
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Aljarf, Reima. „DIFFERENTIAL EFFECTS OF THE IPAD ON FIRST AND SECOND LANGUAGE ACQUISITION BY SAUDI CHILDREN DURING THE COVID-19 PANDEMIC“. In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-013.
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Since March 2020 until now, children have been studying online due to the Covid-19 pandemic. Since children are studying from home and having more free time than before, they are using their iPads for entertainment and learning purposes. This study is investigating the differential effects of the iPad on first and second language acquisition by Saudi children during the Covid-19 Pandemic. The subjects consisted of 78 parents and 118 children. The children sample was divided into 3 age groups: 1-6 (kindergarten), 7- 9 (grades 1-3), and 10-12 (grades 4-6). Interview-surveys with parents revealed that the iPad is more effective in helping children under the age of 6 in language learning than older children. Older children mainly use the iPad to play games and watch movies. More children under the age of 6 use the iPad to learn English than Arabic (46%) because they go to international kindergartens, lived abroad with their parents, and their parents are English instructors. Young children learn the alphabet, numbers, and new vocabulary such as names of animals, colors, fruits, seasons, continents from special apps, games, cartoons, movies, nursery rhymes, stories, and flash cards. The apps are interactive and use color, animation, audio, and video. Children can use and re-use the apps any time and as many times as they wish. Negative effects of the iPad include bad handwriting, and some children are not interested in print books. The presentation will report the results in detail and will give recommendations for better use of the iPad.