Inhaltsverzeichnis
Auswahl der wissenschaftlichen Literatur zum Thema „Children protagonist“
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit den Listen der aktuellen Artikel, Bücher, Dissertationen, Berichten und anderer wissenschaftlichen Quellen zum Thema "Children protagonist" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Zeitschriftenartikel zum Thema "Children protagonist"
1
Amancio da Silva, Wellington. „Literature Children - Child as Protagonist“. International Journal of Elementary Education 3, Nr. 3 (2014): 54. http://dx.doi.org/10.11648/j.ijeedu.20140303.11.
Der volle Inhalt der Quelle
2
dosilva, Wellington. „Literature children - child as protagonist“. Journal of Humanity 02, Nr. 01 (01.07.2014): 155–71. http://dx.doi.org/10.14724/02.11.
Der volle Inhalt der Quelle
3
Yuill, Nicola, und Josef Perner. „Exceptions to Mutual Trust: Children's Use of Second-Order Beliefs in Responsibility Attribution“. International Journal of Behavioral Development 10, Nr. 2 (Juni 1987): 207–23. http://dx.doi.org/10.1177/016502548701000205.
Der volle Inhalt der QuelleAnnotation:
Children of 6 to 9 years and adults judged a story protagonist's degree of blame for a traffic accident. All stories depicted a collision between a protagonist, who had the right of way, and another road user. Stories differed, however, in protagonist's second-order belief about the other road-user's knowledge. For instance, in one story, the protagonist mistakenly thought that the other had noticed her coming and that she could therefore rely on him abiding by the priority rule (principle of mutual trust) and grant her the right of way. This story contrasted with one where the protagonist knew that the other had not seen her and so was not justified in claiming priority. Most 7 and 8-year-old children understood the difference in second-order belief and about half of them were also able to make the correct responsibility attribution that the mistaken protagonist, thinking the other character knew, was less to blame for the accident than the one who knew about the other's ignorance. By 9 years, almost all children understood second-order beliefs and three-quarters were also able to make the correct responsibility attribution. The application of second-order beliefs to the principle of mutual trust is discussed in relation to communication failures and cooperative interaction.
4
Hayashi, Hajimu, und Yuki Shiomi. „Do children understand that people selectively conceal or express emotion?“ International Journal of Behavioral Development 39, Nr. 1 (02.09.2014): 1–8. http://dx.doi.org/10.1177/0165025414548777.
Der volle Inhalt der QuelleAnnotation:
This study examined whether children understand that people selectively conceal or express emotion depending upon the context. We prepared two contexts for a verbal display task for 70 first-graders, 80 third-graders, 64 fifth-graders, and 71 adults. In both contexts, protagonists had negative feelings because of the behavior of the other character. In the prosocial context, children were instructed that the protagonist wished to spare the other character’s feelings. In contrast, in the real-emotion context, children were told that the protagonist was fed up with the other character’s behavior. Participants were asked to imagine what the protagonists would say. Adults selected utterances with positive or neutral emotion in the prosocial context but chose utterances with negative emotion in the real-emotion context, whereas first-graders selected utterances with negative emotion in both contexts. In the prosocial context, the proportion of utterances with negative emotion decreased from first-graders to adults, whereas in the real-emotion context the proportion was U-shaped, decreasing from first- to third-graders and increasing from fifth-graders to adults. Further, performance on both contexts was associated with second-order false beliefs as well as second-order intention understanding. These results indicate that children begin to understand that people selectively conceal or express emotion depending upon context after 8 to 9 years. This ability is also related to second-order theory of mind.
5
Eason, Arianne E., Cheryl R. Kaiser und Jessica A. Sommerville. „Underrepresentation and the Perception of Others’ Racial Attitudes“. Social Psychological and Personality Science 10, Nr. 6 (November 2018): 757–67. http://dx.doi.org/10.1177/1948550618788855.
Der volle Inhalt der QuelleAnnotation:
Across two experiments, we investigate racial attitude perceptions in low-diversity environments to explore whether friendships with members of numerically underrepresented groups serve as a stronger indication of individuals’ racial attitudes than friendships with members of the numeric majority. Children aged 7–10 years heard about a Black (Experiment 1) or White (Experiment 2) protagonist befriending two classmates who belonged to either the numeric minority or majority group. When protagonists befriended classmates from the numeric minority rather than the numeric majority, participants inferred racial preferences among Black protagonists who befriended in-group (but not out-group) children and White protagonists who befriended in-group and out-group children. Racial preferences were not assumed when children made inferences about others’ choice of future social partners. This work has implications for understanding how the racial composition of environments may affect perceptions of the same-race and cross-race friendships.
6
Hayashi, Hajimu. „Young children’s difficulty with deception in a conflict situation“. International Journal of Behavioral Development 41, Nr. 2 (10.07.2016): 175–84. http://dx.doi.org/10.1177/0165025415607087.
Der volle Inhalt der QuelleAnnotation:
This study examined young children’s deception in a conflict situation. A puppet show was prepared involving a protagonist who went into hiding, an enemy who wanted to catch the protagonist, and a friend who was looking for the protagonist. In the no-conflict condition, the enemy asked the children about the location of the protagonist. In the conflict condition, the friend asked the children; however, the enemy was nearby and could eavesdrop. Thus, there was a conflict between deceiving the enemy and telling the truth to the friend. In Experiment 1, the enemy hid behind a tree and was not visible to the friend; 80 children aged 4, 5, and 6 years old participated. In Experiment 2, the enemy was visible to the friend but was disguised; 24 children aged 5 and 6 years old participated. Most 5- and 6-year-olds did not give accurate information to the enemy in the no-conflict condition. However, in the conflict condition, most of the children did not control their behavior and immediately gave accurate information to the friend although the enemy was nearby. Young children from the age of 5 years were able to deceive in the no-conflict situation, but it was difficult for them to deceive in the conflict situation.
7
Gooding, P. A., K. Sheehy und N. Tarrier. „Perceived Stops to Suicidal Thoughts, Plans, and Actions in Persons Experiencing Psychosis“. Crisis 34, Nr. 4 (01.07.2013): 273–81. http://dx.doi.org/10.1027/0227-5910/a000194.
Der volle Inhalt der QuelleAnnotation:
Background: Suicide has been conceived as involving a continuum, whereby suicidal plans and acts emerge from thoughts about suicide. Suicide prevention strategies need to determine whether different responses are needed at these points on the continuum. Aims: This study investigates factors that were perceived to counter suicidal ideation, plans, and acts. Method: The 36 participants, all of whom had had experiences of psychosis and some level of suicidality, were presented with a vignette describing a protagonist with psychotic symptoms. They were asked to indicate what would counter the suicidal thoughts, plans, and acts of the protagonist described in the vignette. Qualitative techniques were first used to code these free responses into themes/categories. Correspondence analysis was then applied to the frequency of responses in each of these categories. Results: Social support was identified as a strong counter to suicidal ideation but not as a counter to suicidal plans or acts. Help from health professionals was strongly related to the cessation of suicidal plans as were the opinions of the protagonist’s children. Changing cognitions and strengthening psychological resources were more weakly associated with the cessation of suicidal ideation and plans. The protagonist’s children were considered potentially helpful in addressing suicidal acts. Conclusion: These results suggest that both overlapping and nonoverlapping factors need to be considered in understanding suicide prevention, dependent on whether individuals are thinking about, planning, or attempting suicide.
8
Bassil-Morozow, Helena Victor. „Tim Burton at 50: the hero's mid-life crisis“. International Journal of Jungian Studies 6, Nr. 2 (04.05.2014): 143–50. http://dx.doi.org/10.1080/19409052.2014.911198.
Der volle Inhalt der QuelleAnnotation:
It is difficult to predict the development of Tim Burton's career now that his original protagonist, the eccentric creative mourning the loss of his father, is dead – or rather, now that the child element of the protagonist is gone. To find a way out of his ideological crisis, Burton has been trying different directions, including a female protagonist and reviving an old character that belongs to the times when Burton's heroes were still ‘children’ as well as ‘monsters’.
9
Misailidi, Plousia. „YOUNG CHILDREN'S DISPLAY RULE KNOWLEDGE: UNDERSTANDING THE DISTINCTION BETWEEN APPARENT AND REAL EMOTIONS AND THE MOTIVES UNDERLYING THE USE OF DISPLAY RULES“. Social Behavior and Personality: an international journal 34, Nr. 10 (01.01.2006): 1285–96. http://dx.doi.org/10.2224/sbp.2006.34.10.1285.
Der volle Inhalt der QuelleAnnotation:
Aspects of 72 preschoolers' display rule knowledge – the ability to distinguish apparent from real emotions and understand the motives underlying display rule use – were examined. Children listened to stories describing situations designed to elicit an emotion in the protagonist and a prosocial or self-protective reason for concealing her/his real emotion from other story characters. Children were asked to predict what facial expressions the protagonists would display in response to the emotionally laden situations and to justify their predictions. Findings revealed that children's ability to distinguish between apparent and real emotions increased in the 4–6 years age span. Moreover, children justified prosocial and self-protective display rules with similar accuracy. The findings are discussed in terms of children's ability to make the appearance-reality distinction across domains (emotional, physical) and in the context of the socialization of emotional displays.
10
Ting, Fransisca, und Renée Baillargeon. „Toddlers draw broad negative inferences from wrongdoers’ moral violations“. Proceedings of the National Academy of Sciences 118, Nr. 39 (20.09.2021): e2109045118. http://dx.doi.org/10.1073/pnas.2109045118.
Der volle Inhalt der QuelleAnnotation:
By 2 y of age, children possess expectations about several different moral principles. Building on these results, we asked whether children who observed a wrongdoer violate a principle would draw negative inferences from this violation about how the wrongdoer was likely to behave in other contexts. In four experiments, 25-mo-old toddlers (n = 152) first saw a wrongdoer harm a protagonist. When toddlers judged the wrongdoer’s behavior to violate the principle of ingroup support or harm avoidance, they did not find it unexpected if the wrongdoer next violated the principle of fairness by dividing resources unfairly between two other protagonists (Exps. 2 and 3), but they did find it unexpected if the wrongdoer next acted generously by giving another protagonist most of a resource to be shared between them (Exp. 4). When toddlers did not construe the wrongdoer’s harmful behavior as a moral violation, these responses reversed: They found it unexpected if the wrongdoer next acted unfairly (Exp. 1) but not if the wrongdoer next acted generously (Exp. 4). Detecting a moral violation thus lowered toddlers’ assessment of the wrongdoer’s moral character and brought down their expectations concerning the likelihood that the wrongdoer would perform: 1) obligatory actions required by other principles and 2) supererogatory or virtuous actions not required by the principles. Together, these findings expand our understanding of how young children evaluate others’ moral characters, and they reveal how these evaluations, in turn, enable children to form sophisticated expectations about others’ behavior in new contexts.
Dissertationen zum Thema "Children protagonist"
1
Jupp-Kina, Victoria Karen. „Participant or protagonist? : the impact of the personal on the development of children and young people’s participation“. Thesis, Durham University, 2010. http://etheses.dur.ac.uk/452/.
Der volle Inhalt der QuelleAnnotation:
This research aimed to respond to the recent shifts in thinking around children and young people’s participation by exploring participatory practice in three community-based NGOs in São Paulo, Brazil. There is profound confusion within children and young people’s participation both in theory and in practice. A credible and coherent body of theory to inform practice is lacking and consequently wide variations in the quality of practice have been identified. Current theoretical frameworks for children and young people’s participation within Northern literature rely upon sequential and hierarchical models of participation and largely fail to incorporate the fluidity of participatory practice. This has led to calls to shift attention towards the relational dimension of participation resulting in the re-emergence of the role of the adult in the participatory process. However, as yet theoretical frameworks for children and young people’s participation have failed to incorporate this perspective. By working in three small community-based NGOs in São Paulo, Brazil, I set out to respond to these shifts. Adopting a participatory action research approach, I worked alongside staff members to develop, plan, facilitate and reflect upon a range of participatory methods to unravel current attitudes to and understandings of children and young people’s participation amongst adults involved in the participatory process. The findings of the research are founded on two key points. First, that participation should be viewed as a process rather than an event. Second, that participation should be viewed as a relational process between all involved. I propose a new framework for participatory practice that recognises the fluidity of the participatory process and the continual learning of all involved through conceptualising participation as a scale that is directly related to the notion of ‘consciousness’. I explore ‘consciousness’, focusing on the role of the adult, and argue that increasing of levels of ‘consciousness’ is based upon increasing coherence between emotional and intellectual levels of understanding; that the ‘adult’ needs to move beyond the intellectual decision to ‘do’ participation and actively include themselves in the process of transforming subjectivities. I then explore the role that participatory methods can play in the process of increasing ‘consciousness’ and propose that whilst participatory methods can facilitate the dialogical relationships between the emotional and the intellectual, there needs to be a more realistic vision of their potential.
2
Teixeira, Mônica de Carvalho. „“Mas podia ter coentro”: crianças migrantes e trajetórias que se encontram“. Universidade Federal de Juiz de Fora (UFJF), 2018. https://repositorio.ufjf.br/jspui/handle/ufjf/6767.
Der volle Inhalt der QuelleAnnotation:
Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-05-18T10:36:38Z
No. of bitstreams: 1
monicadecarvalhoteixeira.pdf: 3108897 bytes, checksum: 1ce36b0916a4f4543d203d8435e8ab57 (MD5)Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-05-22T11:32:33Z (GMT) No. of bitstreams: 1 monicadecarvalhoteixeira.pdf: 3108897 bytes, checksum: 1ce36b0916a4f4543d203d8435e8ab57 (MD5)
Made available in DSpace on 2018-05-22T11:32:33Z (GMT). No. of bitstreams: 1 monicadecarvalhoteixeira.pdf: 3108897 bytes, checksum: 1ce36b0916a4f4543d203d8435e8ab57 (MD5) Previous issue date: 2018-03-16
Esta pesquisa é fruto de inquietações em relação à forma de se lidar com crianças migrantes dentro da rede municipal da cidade de Itaboraí é um pensar sobre a relação da criança migrante com o espaço que lhe é ofertado. Esta pesquisa se desenvolveu em uma escola pública de Educação Infantil da cidade de Itaboraí, região metropolitana fluminense, que recebeu um grande contingente de migrantes por conta do COMPERJ (Complexo Petroquímico do Rio de Janeiro), cuja implantação fez parte do Programa de Aceleração do Crescimento (PAC) do Governo Federal e foi apresentado pelo governo federal, em junho de 2006, como um eldorado de oportunidades. Isso significou que a demanda nas escolas públicas da rede municipal sofreu um considerável aumento no número de crianças migrantes e, no encontro entre professores e crianças, em especial com as crianças migrantes, necessário se fez entender de que forma estas estabeleciam relações entre si e com os espaços que ocupam. Com a Operação Lava Jato deflagrada em março de 2014, a cidade no início do ano de 2015, sofreu um decréscimo no número de migrantes, tendo muitos deles retornado às suas regiões de origem, precisando assim, redesenhar a pesquisa até então em andamento. Desta forma, me apareceu Shirley, uma criança baiana de nascimento, com algumas andanças pelo nosso país, tornando-se a atriz principal destas páginas. A pesquisa pretendeu dialogar com os Estudos da Infância: Sociologia da Infância e Geografia da Infância e com questões referente aos estudos de Identidade e Diferenças, para a partir da autoria e da vivência de Shirley no espaço ofertado, a pesquisa ‘com’ se efetivasse. Apesar do avanço conquistado através da existência de práticas pedagógicas que trabalharam com o protagonismo de Shirley, muito ainda há de ser feito para que a inserção real de crianças, migrantes ou não, no espaço escolar seja realizado. O olhar folclorizado ou romantizado para com as infâncias que se fazem presentes no seio da escola necessita de um ajuste para romper com o adultocentrismo ainda presentes nas práticas pedagógicas e o olhar unilateral sobre a cultura das infâncias.
This research is the result of concerns about the way to deal with migrant children whitin the municipal network of the city of Itaboraí is to think about the relation of the migrant child whit the space that is offered to him. This research was carried out in a public school of Early Childhood Education in the city of Itaboraí, metropolitan region of Rio de Janeiro, which received a large contingent of migrants from COMPERJ ( Rio de Janeiro Petrochemical Complex), whose implementation was part of the Growth Acceleration Program (PAC) and was presented by the federal government in June 2006 as an eldorado of opportunites. This meant that the demand in the public schools of the municipal network suffered a considerable increase in the number of migrant children and, in the meeting between teachers and children, especially with the migrant children, it was necessary to understand how they established relations among themselves and with the spaces they ocuppy. Whit Operation Lava Jato started in March 2014, the city at the beginning of the tear 2015, suffered a decrease in the number of migrants, many of them returning to their regions of origin, in order to redesign the research that has been under way, I appeared to Shirley, a bahian chid by birth, with some wandering around our country, becoming the main actress of these pages. The research sougth to dialogue with the Childhood Studies: Sociology of Childhood and Geografy of Childhood and with questions recarding the studies of Identity and Differences, from the authorship and the experience of Shirley in the space offered, the ‘with” research was effective. Despite the progress achieved through the existence of pedagogical practices that have worked with Shirley´s protagonism, a lot still has to be done so that the real insertion of children, migrants or not, in the school space is realized. The folklorizes or romanticized look at the childhoods that are present whitin the school needs an adjustment to brezk with the adultcentrism still present in the pedagogical pratices and the unilateral look on the culture of the childhoods.
3
Hood, Robin Elizabeth. „Protagonist moral development in children’s translated European war novels“. Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25423.
Der volle Inhalt der QuelleAnnotation:
This study evaluated moral dilemmas and Lawrence Kohlberg's (1975) stages of moral reasoning of protagonists in a sample of children's translated European war novels. The sample, consisting of fourteen books, was defined as all children's European war novels published between 1950 and 1984.
The content analysis first determined the moral dilemmas in each of the novels by identifying those story situations where two or more moral issues were in conflict. A second procedure evaluated the protagonists' response to the dilemma, making possible the assignment of a Kohlberg level and stage of moral judgement.
The collected data were evaluated following two steps. First, the Issues, Levels and Stages were quantitatively analyzed for representation, number, and frequency. In addition, the Issues and Stages were evaluated for those moral issues most frequently paired with each moral stage. The second procedure examined the relationship between the data and selected variables: Era (Era I 1952-1962, Era II 1963-1973, Era III 1974-1984), Sex of author and Sex of protagonist.
The findings revealed that moral dilemmas in the European war novels were most often related to issues of Affiliation Roles, Morality and Mores, and Truth. No dilemma situations arose out of conflicts of the moral issues of Sex or Law. All other Kohlberg moral issues were represented at least once in the sample.
The predominant stage of moral reasoning in the sample was Stage 2 (serving one's own needs), closely followed by Stage 1 (blind obedience to authority) and Stage 3 (playing the good role). Significantly, these stages reflect the general moral reasoning capabilities of the intended reading audience, ages 8 12 years. While higher stages were represented, they accounted for substantially fewer protagonist resolutions to dilemma situations. With regard to sex of the protagonist, the findings revealed that male characters more frequently resolved their dilemma situations with sophisticated levels of moral reasoning than did female, a factor which may be linked to the type of story.
The relationships between moral development and Era appeared to reflect the transition from traditional realism to modern realism in children's fiction. Books written in Era I (1952-1962) contained few or no moral dilemmas. As with other traditional realistic fiction, child protagonists in that era were insulated from the world around them and thus remained relatively unaffected by World War II. Books written in Era II (1963-1973) and Era III (1974-1984), however, showed evidence of portraying children in the modern mode of realism. Unlike Era I, protagonists of these periods encountered large numbers of moral dilemmas and were highly involved in and affected by the war.Arts, Faculty of
English, Department of
Graduate
4
Monroe, Suzanne Stolz. „Images of Native American female protagonists in children's literature, 1928-1988“. Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184580.
Der volle Inhalt der QuelleAnnotation:
The purpose of this study has been to determine prevalent images of Native American female protagonists in Children's Literature from 1928-88, and to note trends in images during the past 60 years. A content analysis of 60 picture books and chapter books has been completed and presented in a descriptive and interpretative format. The most prevalent image of Native American female protagonists in children's literature is a traditional one. This image is consistent throughout the literature from 1928-88, and appears to be represented by both Native American and non-Native American authors and illustrators. Traditional-transitional images appeared between 1957 and 1967, while contemporary images first appeared in the 1970s. In general, the Native American female protagonists in this population of books are presented as strong and positive characters expressing a wide range of emotions. They are named, identified by tribe, and depicted as having multiple skills and interests. They are active and most often appear in rural and outdoor settings within the context of the extended family. Many protagonists are of Southwestern heritage, often depicted as Navajo or Pueblo girls of ages 4-13. Although female protagonists in this population of books are generally characterized as strong and positive, there are still too few books representing strong female Native American images in the whole of children's literature. This research confirms previous findings that Native American male protagonists outnumber female protagonists approximately 10 to 1. Native American authors and illustrators have created approximately one-third of the books in this population. There are 19 Native American authors and 21 Native American illustrators. The earliest books were published by large press; Native press has increased publication since 1975. This research confirms the need for more books featuring Native American female protagonists; more books depicting protagonists from diverse tribal backgrounds, in contemporary settings, urban environments and literate contexts; more books building on the oral tradition and legends of the Southwestern tribes; more involvement of Native American authors, illustrators and publishers in children's literature; and more mentoring of Native American developing authors.
5
Brodbeck, Seth. „Gender-Blind and Gender-Bound: Young Adult Comics and the Postfeminist Protagonist“. Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1369055837.
Der volle Inhalt der Quelle
6
Sousa, Wanildo Figueiredo de. „O protagonismo infantil e suas interfaces com a realidade santarena“. Faculdades EST, 2010. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=224.
Der volle Inhalt der QuelleAnnotation:
A história da infância em Santarém compreende os vários contextos, desde a
vivência de celebridades que fazem a história de nossa gente, até apanhados
escritos de autores que se dedicaram e se dedicam em defesa aos direitos da
criança. O olhar de Philippe Ariès, em sua obra Historia social da criança e da
família, fez-nos aprofundar nos relatos medievais e modernos da população infantil,
nas várias formas do ser criança, no desrespeito e preconceito que a cercava.
Maria Luiza Marcílio, em sua obra História das crianças no Brasil, apresenta-nos as
causas do abandono de crianças no século XlX, dentre elas a questão da pobreza,
morte ou descaso dos pais, doenças, defesa da honra de mulheres nobres,
elitizadas, a honra de família. No século XX, fatores como a urbanização, imigrações
da zona rural para a zona urbana, a imigração europeia e a isenção da mulher no
mercado de trabalho foram, e têm sido, as muitas causas do abandono de crianças.
Os relatos de Mary Del Priori, em sua obra História das crianças no Brasil, serviram
de suporte para o entendimento da figura infantil no período do Brasil Colônia,
Império e República. O menosprezo educacional, emocional e ético a esta classe é
perceptível desde os primeiros fundamentos de nossas políticas; somente a classe
dominante gozava de privilégios, a partir de uma filosofia exclusivista e excludente.
No passado, mercaram as famosas Santas Casas de Misericórdia, as Rodas dos
Expostos, hoje a nomenclatura mudou para pastorais da criança, creches, abrigos,
lares, ONGs para crianças. Os relatos obtidos nas atas das instituições que militam
pelos direitos da criança nos serviram de base para averiguação histórica do antes,
durante e depois de sua implantação. A criança santarena não tinha seus direitos
assistidos por falta de conhecimento, ações políticas que a salvasse ou guardasse,
a classe política que deveriam fomentar os projetos não tomavam atitude, até que a
sociedade civil se organizou e iniciou os primeiros fomentos em prol dos direitos da
criança, iniciando o Conselho de Direitos, o Fundo e o Conselho Tutelar. Atualmente,
inúmeras instituições, especialmente a sociedade civil e religiosa, têm seus projetos
articulados e registrados em parceria com o Conselho Municipal dos Direitos da
Criança e do Adolescente, órgão de grande importância no desenvolvimento de
políticas públicas em defesa dos interesses das crianças pequenas.The history of childhood in Santarém includes several contexts, from the celebrities existence, which build our peoples history, to résumé of writings of authors who were and are dedicated in defense of childs rights. Philippe Ariès glance, on his work Social history of child and family, has brought us near to medieval and modern reports on childish population, to many ways of being a child, to the disrespect and prejudice that surround children. Maria Luiza Marcílio, on her work History of children in Brazil, presents us the causes of childrens abandonment in 19th century, among them, the subject of poverty, death or parents disregard, diseases, defense of noble womens honor, elitized, the family honor. In the 20th century, factors as urbanization, emigrations from rural area to urban area, the European immigration and womans exemption on job market were and have been one of many causes of childrens abandonment. Mary Del Prioris reports, on her work History of the children in Brazil, have been served as support to understand the childish illustration in the periods of Brazil Cologne, Empire and Republic. The educational emotional and ethical contempt to this group is perceptible since the first foundations of our politics; only the dominant group has enjoyed privilege because of an exclusionist and excluding philosophy. In the past, the famous Saint Houses of Mercy, the Wheels of the Exposed Ones were remarkable. Today the nomenclature has been changed for childs pastorals, day cares, shelters, homes, NGOs for children. The obtained reports at the records of the institutions that militate for childs rights have served us as base for historical verification before, during and after their implantation. The child of Santarém had not its rights warranted because of the lack of knowledge and political actions that could warrant or protect it. The political group, which should foment projects, didnt take an attitude, until the civil society was organized and has began the first fomentations on behalf of childs rights, starting the Council of Rights, Fund and Guardian Council. Now, countless institutions, especially the civil and religious society, have articulated and registered their projects in partnership with Municipal Council of Child's and Teenagers Rights, an agency of great importance on the development of public politics in defense of the tiny childrens interests.
7
Mascioli, Suselaine Aparecida Zaniolo [UNESP]. „Cotidiano escolar e infância: interfaces da educação infantil e do ensino fundamental nas vozes de seus protagonistas“. Universidade Estadual Paulista (UNESP), 2012. http://hdl.handle.net/11449/101567.
Der volle Inhalt der QuelleAnnotation:
Made available in DSpace on 2014-06-11T19:31:31Z (GMT). No. of bitstreams: 0
Previous issue date: 2012-03-05Bitstream added on 2014-06-13T18:42:14Z : No. of bitstreams: 1
mascioli_saz_dr_arafcl.pdf: 3566871 bytes, checksum: 819ee95d3704c39b19811b2865faeec2 (MD5)Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Este estudo ocorrido no período de 2009 a 2011 aborda o contexto do cotidiano escolar que se apresenta nos dois primeiros níveis da educação escolar pública à luz das orientações legais brasileiras que alteram a duração do ensino fundamental de oito para nove anos, transformando o último ano da Educação Infantil no primeiro ano do Ensino Fundamental. Em consonância com os pressupostos de Licínio Lima de que pesquisar o universo complexo e multifacetado da educação exige uma abordagem intermediária, capaz de articular os subsídios analíticos do tipo macroestruturais e do tipo microestruturais, denominada pelo autor como “mesoabordagem”, os principais objetivos foram verificar quais são as correlações entre as prescrições legais, as orientações organizacionais e as práticas pedagógicas existentes nas escolas de Educação Infantil e de Ensino Fundamental diante da ampliação do Ensino Fundamental para nove anos e, contrapor essas fontes com o olhar de crianças e de adultos/profissionais que as frequentam e vivenciam diariamente. A trajetória metodológica foi disposta em três momentos distintos, porém, paralelos e dialéticos. O primeiro visou analisar as concepções e os ideários propostos pelas escolas, tentando identificar sua relação com as políticas públicas vigentes. O segundo teve o caráter de promover e captar diferentes olhares de alguns profissionais que nelas circundam. O terceiro buscou promover e captar os olhares e as percepções infantis sobre as escolas, permitindo a escuta e a expressão das crianças envolvidas no estudo. Diante dos apontamentos levantados e discutidos teoricamente, pode-se perceber que apesar das intenções por parte das escolas de Educação Infantil e do Ensino Fundamental em adequar seus pressupostos organizacionais e suas práticas pedagógicas...
This study occurred in the period 2009 to 2011 addresses the context of the school routine that presents the first two levels of public school education in light of the Brazilian legal guidelines that change the duration of Elementary Teaching from eight to nine years, becoming the last year of Children Education in the first year of Elementary Teaching. In line with the assumptions that Licinius Lima search the universe of complex and multifaceted education requires an intermediate approach, able to articulate the benefits of the analytical type macro and microstructural type, called by the author as mesoabordagem, the main objectives were to ascertain what are the correlations between the legal requirements, organizational assumptions and pedagogical practices in existing preschools and elementary schools before the expansion of elementary education to nine years and, to counter these sources with the eyes of children and adults/professionals who attend and experience daily. The methodological approach was laid out in three distinct stages, but parallel and dialectical ones. The first aimed to analyze the conceptions and ideals proposed by the schools, trying to identify their relationship with the current public policies. The second was to promote the character and capture different views of some professionals who surround them. The third sought to promote and capture the views and perceptions about children's schools, allowing the listener and the expression of the children involved in the study. Faced with points raised and discussed theoretically can be seen that despite the intentions on the part of preschools and elementary school to tailor their organizational assumptions and their teaching practices at national and local legal requirements against the expansion of elementary teaching to... (Complete abstract click electronic access below)
8
Mascioli, Suselaine Aparecida Zaniolo. „Cotidiano escolar e infância : interfaces da educação infantil e do ensino fundamental nas vozes de seus protagonistas /“. Araraquara : [s.n.], 2012. http://hdl.handle.net/11449/101567.
Der volle Inhalt der QuelleAnnotation:
Orientador: Carlota BotoBanca: Maristela Angotti
Banca: Maria Angela Barbato Carneiro
Banca: Ingrid Hötte Ambrogi
Banca: José Vaidergorn
Resumo: Este estudo ocorrido no período de 2009 a 2011 aborda o contexto do cotidiano escolar que se apresenta nos dois primeiros níveis da educação escolar pública à luz das orientações legais brasileiras que alteram a duração do ensino fundamental de oito para nove anos, transformando o último ano da Educação Infantil no primeiro ano do Ensino Fundamental. Em consonância com os pressupostos de Licínio Lima de que pesquisar o universo complexo e multifacetado da educação exige uma abordagem intermediária, capaz de articular os subsídios analíticos do tipo macroestruturais e do tipo microestruturais, denominada pelo autor como "mesoabordagem", os principais objetivos foram verificar quais são as correlações entre as prescrições legais, as orientações organizacionais e as práticas pedagógicas existentes nas escolas de Educação Infantil e de Ensino Fundamental diante da ampliação do Ensino Fundamental para nove anos e, contrapor essas fontes com o olhar de crianças e de adultos/profissionais que as frequentam e vivenciam diariamente. A trajetória metodológica foi disposta em três momentos distintos, porém, paralelos e dialéticos. O primeiro visou analisar as concepções e os ideários propostos pelas escolas, tentando identificar sua relação com as políticas públicas vigentes. O segundo teve o caráter de promover e captar diferentes olhares de alguns profissionais que nelas circundam. O terceiro buscou promover e captar os olhares e as percepções infantis sobre as escolas, permitindo a escuta e a expressão das crianças envolvidas no estudo. Diante dos apontamentos levantados e discutidos teoricamente, pode-se perceber que apesar das intenções por parte das escolas de Educação Infantil e do Ensino Fundamental em adequar seus pressupostos organizacionais e suas práticas pedagógicas... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This study occurred in the period 2009 to 2011 addresses the context of the school routine that presents the first two levels of public school education in light of the Brazilian legal guidelines that change the duration of Elementary Teaching from eight to nine years, becoming the last year of Children Education in the first year of Elementary Teaching. In line with the assumptions that Licinius Lima search the universe of complex and multifaceted education requires an intermediate approach, able to articulate the benefits of the analytical type macro and microstructural type, called by the author as "mesoabordagem", the main objectives were to ascertain what are the correlations between the legal requirements, organizational assumptions and pedagogical practices in existing preschools and elementary schools before the expansion of elementary education to nine years and, to counter these sources with the eyes of children and adults/professionals who attend and experience daily. The methodological approach was laid out in three distinct stages, but parallel and dialectical ones. The first aimed to analyze the conceptions and ideals proposed by the schools, trying to identify their relationship with the current public policies. The second was to promote the character and capture different views of some professionals who surround them. The third sought to promote and capture the views and perceptions about children's schools, allowing the listener and the expression of the children involved in the study. Faced with points raised and discussed theoretically can be seen that despite the intentions on the part of preschools and elementary school to tailor their organizational assumptions and their teaching practices at national and local legal requirements against the expansion of elementary teaching to... (Complete abstract click electronic access below)
Doutor
9
Lavan, Daniel. „The Discourse and Practice of Child Protagonism: Complexities of Intervention in Support of Working Children’s Rights in Senegal“. Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/22748.
Der volle Inhalt der QuelleAnnotation:
Contesting international strategies for combatting child labour that derive from modern, Western conceptions of childhood, several developing country organizations have embraced the principle of child protagonism by declaring that working children can become the leading agents in struggles to advance their interests when they are mentored in forming their own independent organizations. This thesis first explores how an African NGO, informed by its urban animation experiences, developed its own specific discourse of child protagonism and employed it as the basis for establishing an African working children’s organization designed to provide compensatory literacy and skills training and to empower members to improve their own and other children’s working conditions. The thesis considers this foundational child protagonism discourse in light of data collected in Senegal by means of participant observation and interviews in grassroots groups and associations of working children, as well as in the offices of both the local NGO and its international NGO donor. Fieldwork revealed limitations of the specific child protagonism practice pursued over the past two decades. Specifically, redirecting resources from direct pedagogical accompaniment of grassroots working child groups towards bureaucratic capacity building for the “autonomization” of higher hierarchical levels of the organization, as well as towards international meetings, has resulted in the organization’s diminished impact for vulnerable groups in Dakar, particularly migrant girl domestic workers. Deepening implication with international donors has forced shifts in the priorities of the local NGO and the working children’s organization it facilitates, yet the two have been largely successful in buffering donor probes precisely into the ground level effectiveness of their child protagonism strategy. No previous independent research has sought to confront the discourse of child protagonism with a comprehensive examination of a working children’s organization’s practice, from its most local processes to its international dimensions and donor relations.
10
VanSickle, Victoria Lynn. „Daughters of the land : an ecofeminist analysis of the relationships between female adolescent protagonists and landscape in three verse novels for children“. Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31397.
Der volle Inhalt der QuelleAnnotation:
This thesis looks at the connection between female adolescent protagonists and
their respective landscapes in the children's verse novels Out of the Dust and Aleutian
Sparrow, both by Karen Hesse, and Ann and Seamus by Kevin Major. In each of these
texts the protagonists must choose between life at home and a new life elsewhere.
Drawing on ecofeminist philosophy, specifically the works of Ynestra King, Carolyn
Merchant, Annette Kolodny and Judith Plant, this thesis explores the factors that led to all
three protagonists choosing to stay or return home.Arts, Faculty of
Library, Archival and Information Studies (SLAIS), School of
Graduate
Bücher zum Thema "Children protagonist"
1
Cussiánovich, Alejandro. Ensayos sobre infancia: Sujeto de derechos y protagonista. Lince, Lima: Instituto de Formación para Educadores de Jóvenes, Adolescentes y Niños Trabajadores de América Latina y El Caribe, IFEJANT, 2006.
Den vollen Inhalt der Quelle finden
2
Cussiánovich, Alejandro. Ensayos sobre infancia: Sujeto de derechos y protagonista. Lima: Ifejant, 2010.
Den vollen Inhalt der Quelle finden
3
L, Carlos H. Morales. Protagonismo infantil: Sistematización de seis experiencias. Guatemala, C.A: PRONICE, 1997.
Den vollen Inhalt der Quelle finden
4
Castillo, Manuel. Protagonismo infantil y derechos del niño. Cercado de Lima: Fondo Editorial de la Facultad de Ciencias Sociales, Universidad Nacional Mayor de San Marcos, 2004.
Den vollen Inhalt der Quelle finden
5
Cipriani, Fernando. Il romanzo d'infanzia in Francia, 1913- 1929: Problematiche e protagonisti. Pescara: Campus, 2000.
Den vollen Inhalt der Quelle finden
6
Schneiderman, Leo. Motherless children, fatherless waifs: Fictional protagonists and the artistʼs search for the real self. San Bernardino, Calif: Borgo Press, 1996.
Den vollen Inhalt der Quelle finden
7
Die Prosa sowjetischer Kinderzeitschriften (1919-1925): Eine Themen- und Motivanalyse in Bezug auf das Bild des jungen Protagonisten. München: O. Sagner, 1986.
Den vollen Inhalt der Quelle finden
8
Jackson, Joanna. An examination of the psychological effects on child protagonists of enforced journeys in children's fiction set in the second world war. London: University of Surrey Roehampton, 2002.
Den vollen Inhalt der Quelle finden
9
Bottinelli, María Cristina. Herederos y protagonistas de relaciones violentas: El desafio de los agentes sociales : una mirada entre dos siglos. Buenos Aires, Argentina: Lumen, 2000.
Den vollen Inhalt der Quelle finden
10
Suriano, Alba Rosa. al-Farāfīr. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-240-6.
Der volle Inhalt der QuelleAnnotation:
Based on the Hegelian dialectic of the servant-master, this comedy represents, with the sarcasm and irony typical of its author, a profound reflection on the relationships between human beings. Starting from the local, with a pungent criticism on the social and political condition of Egypt in the Sixties, the two protagonists Farfūr and the Master guide and involve the spectator in a consideration on humanity and on the meaning of life that reaches universality. Divided into two acts, the comedy has no precise indications about time and space, which is confused with the time of representation, also thanks to the involvement of actors who are among the spectators. Discussing each other on names, trades and interpersonal relationships, the two protagonists criticise corruption, poor management of public health, social inequalities, but also the intellectual class that fails to give answers to people’s practical needs. The division in two of human society is even more evident with the second act, when the author’s reflection moves towards the existing organisational and economic systems, dismantling the complexity and reducing them again to a mere servant-master relationship. The other characters of the play are functional to the discourse of Idrīs: wives and children, spectators-actors and especially the figure of the author, who gradually disappears and abandons his own creatures to their fate.
Buchteile zum Thema "Children protagonist"
1
Roumelioti, Eftychia. „Smart Object Design by Children as Protagonists“. In Methodologies and Intelligent Systems for Technology Enhanced Learning, 10th International Conference. Workshops, 301–4. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52287-2_32.
Der volle Inhalt der Quelle
2
Nuggehalli, Roshni K. „Children and Young People as Protagonists and Adults as Partners“. In Participation, Citizenship and Intergenerational Relations in Children and Young People’s Lives, 10–22. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137379702_2.
Der volle Inhalt der Quelle
3
Shier, Harry. „Student Voice and Children’s Rights: Power, Empowerment, and “Protagonismo”“. In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_27-1.
Der volle Inhalt der Quelle
4
Cassarino-Perez, Luciana, und Tiago Zanatta Calza. „Rights and Material Resources as Indicators of Child Well-Being: The Challenge to Promote Protagonism“. In Children’s Well-Being: Indicators and Research, 243–65. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55601-7_12.
Der volle Inhalt der Quelle
5
Dinello, Dan. „The Resistance“. In Children of Men, 81–104. Liverpool University Press, 2019. http://dx.doi.org/10.3828/liverpool/9781999334024.003.0005.
Der volle Inhalt der QuelleAnnotation:
This chapter talks about the underground cadre of militant freedom fighters called the Fishes as the mostconspicuous organized resistance group portrayed in Alfonso Cuarón's Children of Men. It discusses how Children of Men disparages the Fishes and their mirage of revolution as the film condemns the fascistic actions of Britain — a modern democratic state turned savage. It also analyses how Children of Men rejects the Fishes as a treacherous goon squad, even though their political goal — the liberation of oppressed migrants — is worthy. The chapter examines Children of Men's main protagonist Theo Faron, who resembles the central character Meursault in Albert Camus'most famous novel The Stranger (1942). It mentions how no organized political groups are championed in Children of Men except for the vaguely defined Human Project, noting that the only source of hope for the future is Theo.
6
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.
Der volle Inhalt der QuelleAnnotation:
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.
7
Jones, Tanya. „Characterisation“. In Studying Pan's Labyrinth, 71–76. Liverpool University Press, 2010. http://dx.doi.org/10.3828/liverpool/9781906733308.003.0006.
Der volle Inhalt der QuelleAnnotation:
This chapter focuses on Ofelia's role as the central protagonist in Pan's Labyrinth. It explains how Ofelia is the heroine of the film and how she does not narrate the story to the viewer via a voice-over, but through her eyes she leads the audience into the film. It also analyses Guillermo del Toro's reasons for picking a female child for the central character within his film and mentions the great tradition of stories about the quests of children, such as Charles Dickens's Great Expectations and Mark Twain's Huckleberry Finn. The chapter examines the weight of the oppressive ideology that surrounds Ofelia and the extremity of her loss. It highlights what sets Ofelia apart from those cinematic or literary children who have a future.
8
Rosello, Mireille. „Globalisation, Cinema and Terrorism in Rachid Bouchareb’s Films: London River, Baton Rouge and Little Senegal“. In Cinéma-monde. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474414982.003.0003.
Der volle Inhalt der QuelleAnnotation:
Rachid Bouchareb describes London River as ‘my film about the 7/7 London bombings’ and this chapter observes what the director’s filmic language tells us about how to represent the intersection between globalization, nationalism, religion, terrorism and cinema. A comparison between this most recent film and earlier works such as Baton Rouge (1985) and Little Senegal (2001) suggests that Bouchareb has always troubled the generic filmic conventions of his generation. In London River, he chooses to focus on two grieving parents who desperately look for their missing children. The main protagonist of the film is the encounter between a Christian European mother and a Muslim African father. By privileging the intimacy of their difficult dialogue, Bouchareb successfully critiques and refuses a powerful post 9/11 tradition that consists in placing the sensational figure of the global terrorist and spectacular violence at the core of the story.
9
Knapp, Keith N. „There Are Maggots in My Soup!“ In Behaving Badly in Early and Medieval China. University of Hawai'i Press, 2017. http://dx.doi.org/10.21313/hawaii/9780824867812.003.0001.
Der volle Inhalt der QuelleAnnotation:
Medieval China generated numerous filial piety tales, yet only a few depict a child violating the dictates of xiao孝 (filial devotion). Nevertheless these narratives were well-known and often depicted pictorially. These tales provide us with striking testimony of the types of behavior patriarchs feared and loathed. Early medieval (220-589 CE) narratives are notable in that unfilial children are never allowed to stand alone. After they have committed an unfilial act, a filial son either corrects their mistake or punishes them. The unfiliality displayed in a tale must be contained. Sui-Tang (589-907) tales of the unfilial have a different emphasis. In these narratives, the main protagonist is the unfilial child – there is no filial son to save the day. However, Heaven steps in and supernaturally punishes the unfilial, often by means of a lightning bolt. The emphasis in these narratives betray the influence of Daoist and Buddhist ideas.
10
Valdez, Jessica R. „Israel Zangwill, or ‘The Jewish Dickens’: Representing Minority Communities in Novel and Newspaper“. In Plotting the News in the Victorian Novel, 124–66. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474474344.003.0005.
Der volle Inhalt der QuelleAnnotation:
This chapter examines how the newspaper participates in novelistic depictions of late nineteenth-century Anglo-Jewishness, with a focus on Israel Zangwill’s 1892 novel, Children of the Ghetto: A Study of a Peculiar People (1892) and George Eliot’s Daniel Deronda (1876). The dominant nineteenth-century Jewish newspaper, The Jewish Chronicle, sought to accommodate its readers and to represent a unified Jewish community to the larger national public; however, Jewish print culture more broadly was politically, culturally, and linguistically diverse. Acknowledging the centrality of newspapers to the Jewish community Zangwill dramatises the limitations of newspaper form and function to the cultivation of a broader affective attachment. In Children of the Ghetto, Zangwill contrasts the representative potential of novelistic realism with the English-language Orthodox newspaper, The Flag of Judah, which only imperfectly fosters an Anglo-Jewish community. The newspaper’s regularity and routinised labor dull its editor’s sense of time and weakens his affective attachment to other members of his community. In contrast, novelistic realism enables Zangwill to convey the complex feelings that the Jewish ghetto elicits in the protagonist and novelist Esther Ansell. The newspaper looks like a form conducive to affective connections only when it is repurposed by readers and made to work more like a novel. This chapter also argues that Israel Zangwill reworks Eliot’s novelistic approaches to community in Children of the Ghetto. Whereas Daniel Deronda concludes with Deronda’s yearning towards Palestine and a nation for his people, Children of the Ghetto valorises the idea of the Jewish ghetto as a place of nostalgia, a setting that fosters affective attachment based not in anonymous communal imaginings but in lived and material proximity. Zangwill’s novel dramatises the difficulties in creating a minor community within a larger national community, and the extent to which form matters in how that community is envisioned.
Konferenzberichte zum Thema "Children protagonist"
1
Iversen, Ole Sejer, Rachel Charlotte Smith und Christian Dindler. „Child as Protagonist“. In IDC '17: Interaction Design and Children. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3078072.3079725.
Der volle Inhalt der Quelle
2
Martins Batista, Juliana, Marilei Alves und Rodrigo Levi Rufca. „STEAM NA EDUCAÇÃO INFANTIL: UMA PRÁTICA PEDAGÓGICA QUE FOMENTA O PROTAGONISMO DA CRIANÇA NO SEU PROCESSO DE APRENDIZAGEM.“ In Computer on the Beach. São José: Universidade do Vale do Itajaí, 2021. http://dx.doi.org/10.14210/cotb.v12.p618-622.
Der volle Inhalt der QuelleAnnotation:
The main objective of this research was to analyze the STEAM as a learning practice that promotes protagonism, as well as its contributions in Early Childhood Education. This reflection aims to point out some innovative theories and/or teaching methodologies that contribute to the insertion of STEAM in the action with young children (aged four to five years and eleven months) to create experiences that contemplate them entirely, where they can have a voice and turn, in order to understand whether child protagonism is being opportunistic.
3
Malá, Markéta. „English and Czech children’s literature: A contrastive corpus-driven phraseological approach“. In Eighth Brno Conference on Linguistics Studies in English. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-8.
Der volle Inhalt der QuelleAnnotation:
The paper explores the recurrent linguistic patterns in English and Czech children’s narrative fiction and their textual functions. It combines contrastive phraseological research with corpus-driven methods, taking frequency lists and n-grams as its starting points. The analysis focuses on the domains of time, space and body language. The results reveal register-specific recurrent linguistic patterns which play a role in the constitution of the fictional world of children’s literature, specifying its temporal and spatial characteristics, and relating to the communication among the protagonists. The method used also points out typological differences between the patterns employed in the two languages, and the limitations of the n-gram based approach.
4
Hlebova, Bibiana. „CHILDREN'S LITERARY PROTAGONIST WITH A SOCIAL DISADVANTAGE IN THE INCLUSIVE EDUCATION OF PUPILS FROM THE ROMA ETHNIC GROUP IN SLOVAKIA“. In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0054.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Children protagonist"
1
López-Sánchez, Carmen, Victoria Tur-Viñes und José A. García-Castillo. Evaluation of the protagonist-antagonist dichotomy in Spanish television content targeting children. Revista Latina de Comunicación Social, 2010. http://dx.doi.org/10.4185/rlcs-65-2010-918-553-561-en.
Der volle Inhalt der Quelle