Thematische Bibliographien / The genres of literature for children

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Auswahl der wissenschaftlichen Literatur zum Thema „The genres of literature for children“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 17. Februar 2022

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Zeitschriftenartikel zum Thema "The genres of literature for children"

Alhasova, Svetlana Mikhailovna. „DIFFERENT GENRES IN CONTEMPORARY KABARDINO-CHERKESS LITERATURE FOR CHILDREN“. BULLETIN of the Kabardian-Balkarian Institute for the Humanities Research 3, Nr. 42 (2019): 158–63. http://dx.doi.org/10.31007/2306-5826-2019-3-42-158-163.

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OGUR, Erol. „The Instances Of Children Literature Genres In Cahit Sitki Taranci’s Poetry“. Journal of Turkish Studies Volume 4 Issue 1-1, Nr. 4 (2009): 1155–73. http://dx.doi.org/10.7827/turkishstudies.577.

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Duckworth, Melanie. „Genre, History, and the Stolen Generations: Three Australian Stories“. International Research in Children's Literature 13, Nr. 2 (Dezember 2020): 259–73. http://dx.doi.org/10.3366/ircl.2020.0357.

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This article explores the role that genre plays in fictional depictions of the Stolen Generations (Australian Indigenous children removed from their homes) in three twenty-first-century Australian middle-grade novels: Who Am I?: The Diary of Mary Talence, Sydney 1937 by Anita Heiss (2001) ; The Poppy Stories: Four Books in One by Gabrielle Wang (2016) ; and Sister Heart by Sally Morgan (2016) . It argues that the genres of fictional diary, adventure story and verse novel invite different reading practices and approaches to history, and shape the ways in which the texts depict, for children, the suffering and resilience of the Stolen Generations.

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FROW, JOHN. „“Reproducibles, Rubrics, and Everything You Need”: Genre Theory Today“. PMLA/Publications of the Modern Language Association of America 122, Nr. 5 (Oktober 2007): 1626–34. http://dx.doi.org/10.1632/pmla.2007.122.5.1626.

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If you had typed genre into amazon.com's search engine on a certain day in March 2007, you would have come up with an initial ten listings that included two gay men's magazines (Genre and Instinct Magazine), one introductory theoretical text (my own Genre), a compact disc by a group called D-Genre, a composition textbook (Tom Romano's Blending Genre, Altering Style: Writing Multigenre Papers), three resource kits for children (Carson-Dellosa's Literary Genres, Susan Ludwig's Twenty-Four Ready-to-Go Genre Book Reports: Engaging Activities with Reproducibles, Rubrics, and Everything You Need to Help Students Get the Most Out of Their Independent Reading, and a bulletin-board set entitled BB Set Genres of Lit), and, finally, two school textbooks (Tara McCarthy's Teaching Genre (Grades 4–8) and Heather Lattimer's Thinking through Genre: Units of Study in Reading and Writing Workshops 4–12).

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Michułka, Dorota. „Literature — history — education: Encounters with the past in contemporary Polish narratives for children and young adults“. Oblicza Komunikacji 12 (24.06.2021): 433–50. http://dx.doi.org/10.19195/2083-5345.12.30.

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The article discusses the ‘relationships’ that exist between literature, history and education in contemporary Polish narratives for children and young people. The historical literary works for young readers discussed in the text are strongly rooted in the concept of culture remembrance — they represent a variety of genres, a kind of modernist genre syncretism and hybrid forms, as well as a diverse type of narration. Walter Scott’s traditional historical novel model is mixed with narration maintained in the poetics of a story of a reflective character with a clearly exposed issue of the concept of time and setting (chronotope), and didactic short stories with elements of “dialogues with a thesis”. It is also worth noting that literary examples of playing with conventions using fantasy motifs. As has been shown, contemporary Polish literature on historical topics intended for children and young people as an element of historical education may constitute a specific cultural and social form of memory about people and events of the past years.

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Ford, Jennifer. „Taboo Teens and Ancient Adults: Overpopulation Motifs in Fictional Literature for Children and Young People“. Oxford Literary Review 38, Nr. 1 (Juli 2016): 27–46. http://dx.doi.org/10.3366/olr.2016.0178.

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Literature for children and young people is uniquely positioned in terms of intended readership and literary genres such as the young adult dystopian novel to scrutinise intergenerational and human fertility issues associated with overpopulation. However, fictional texts that explore overpopulation have a narrative form that is unstable and unreliable due to prevailing conventions of subjectivity and optimism in children's and young adult literature. Derrida's last interview, Learning to Live, is pertinent to an understanding of motifs of overpopulation in literature for children and young people. Derrida's recognition of the ‘rights’ of future and present generations, and of the temporal intergenerational problems between parent as child, and child as parent, are explored in recent fictional texts for children and young people.

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Timofeeva, Y. V. „Children reading of fiction in Siberian and Far Eastern libraries (late XX - early XXI centuries)“. Bibliosphere, Nr. 3 (30.09.2016): 31–36. http://dx.doi.org/10.20913/1815-3186-2016-3-31-36.

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The article first gives a general view of children reading of fiction in Siberia and the Far East. The relevance of studying children reading is determined by its great social and pedagogical potential. The study objectives are: 1) to identify popular children genres of literature; 2) to recreate the repertoire of favorite authors and their works; 3) to compare the range of reading of Siberian and Far Eastern young people with the reading of their age mates from other regions of the country; 4) to identify main factors forming readers demand of the younger generation. The study has shown that fairy tales, fantasy, detectives, adventures, historic and love stories are the most popular among children. National and foreign writers of the XIX - early XXI centuries are called among the children's favorite authors: A. Barto, M. Bulgakov, A. Volkov, A. Green, A. Dumas, A. Ishimova, A. Lindgren, S. Marshak, A. Milne, N. Nosov, A. Pushkin, M. Reed, M. Twain, L. Charskaya, E. Uspensky and many others. The comparison was made between reading literature by children from Transurals and the European part of Russia. Similarity in the repertoire of reading, favorite genres and authors is proved. Selection of literary works is determined by children personal interests and the curriculum content. Therefore, reading fiction is both leisure and business. Reading fiction on the pupils’ personal choice is usually considered as leisure. Reading literature for educational purposes is related to business. The article pays attention to the difficulty of separating leisure reading from business one when it concerns reading fiction by students. Growing readers’ interest in picturized literary works is marked. This article was written on a wide range of sources and research literature.

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CHAPIN, John. „Children and Adolescents’ Third-Person Perception Regarding Depictions of Violence in Different TV Genres“. Journal of Media Research 14, Nr. 1 (39) (15.03.2021): 30–38. http://dx.doi.org/10.24193/jmr.39.2.

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Research in third-person perception (TPP) is well-established. The current study contributes to the literature by examining differences in the perceptual bias attributable to different television genres: Teen Dramas, Crime Dramas, and Super Hero/Fantasy Shows. A field survey of middle school and high school students (N = 1,255) documented third- person perception regarding depictions of abuse on television watched by children and adolescents, as well as a unique third- person effect: Intended bystander intervention when witnessing peer bullying in real life.

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Neilsen, Philip. „Queensland Children's Literature“. Queensland Review 8, Nr. 2 (November 2001): 53–68. http://dx.doi.org/10.1017/s1321816600006838.

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Literature written for children and adolescents still has not been treated with due seriousness by standard Australian literary histories and companions. This is despite a growing number of critics over the last two decades who have pointed out how much of the genre is ‘good literature’ which can withstand any critical scrutiny. Whatever its conventional literary merits, writing for children and young adults is a major industry and an important cultural practice that requires as much attention as adult literature. Of particular interest is the relationship between children's reading and the reproduction of social attitudes and behaviour.

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Patraș, Roxana. „Hayduk novels in the nineteenth-century Romanian fiction: notes on a sub-genre“. Swedish Journal of Romanian Studies 2, Nr. 1 (16.05.2019): 24–33. http://dx.doi.org/10.35824/sjrs.v2i1.18769.

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In the context of nineteenth and early twentieth-century Romanian literature, hajduk novels and hajduk short fiction (novella, short-story, tale) are called to bring back a lost “epicness,” to give back the hajduks their lost aura. But why did the Romanian readers need this remix? Was it for ideological reasons? Did the growing female readership influence the affluence of hajduk fiction? Could the hajduk novels have supplied the default of other important fiction sub-genres such as children or teenage literature? The present article supports the idea that, as a distinct fiction sub-genre, the hajduk novels convey a modern lifestyle, attached to new values such as the disengagement from material objects, the democratization of access to luxury goods and commodities, and the mobility of social classes. Clothing, leisure, eating/ drinking/ sleeping/ hygiene, work, military and forest/ nomad life, and ritual items that are mentioned in these novels can help us correlate the technical tendencies reflected in the making of objects to a particular ethnicity (Romanian).

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Dissertationen zum Thema "The genres of literature for children"

Stewart, Susan Louise Trites Roberta Seelinger. „Genre, ideology, and children's literature“. Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172884.

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Thesis (Ph. D.)--Illinois State University, 2004.
Title from title page screen, viewed November 22, 2005. Dissertation Committee: Roberta Seelinger Trites (chair), Karen Coats, C. Anita Tarr. Includes bibliographical references (leaves 242-256) and abstract. Also available in print.

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Hill, Cecily Erin. „Formal Education: Early Children’s Genres, Gender, and the Realist Novel“. The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429278003.

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Meisner, Jessica. „Effects of gender stereotyped children's literature on preschool children's attitudes /“. Norton, Mass. : Wheaton College, 2009. http://hdl.handle.net/10090/8395.

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Cook, Adele M. „Genre, gender and nation : ideological and intertextual representation in contemporary Arthurian fiction for children“. Thesis, University of Bedfordshire, 2014. http://hdl.handle.net/10547/583211.

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Within late twentieth and early twenty-first century children’s literature there is a significant interest amongst authors and readers for material which recreates the Arthurian myth. Many of these draw on medieval texts, and the canonical texts of the English tradition have been particularly influential. Yet within this intertextual discourse the influence of the Victorian works is noticeable. This thesis explores the relationship between contemporary children’s Arthuriana and the gendered and national ideologies of these earlier works. Using feminist critical discourse analysis, it discusses the evolution of Arthuriana for the child reader, with a particular focus on four contemporary texts: Michael Morpurgo’s (1994) Arthur, High King of Britain, Mary Hoffman’s (2000) Women of Camelot: Queens and Enchantresses at the Court of King Arthur, Diana Wynne Jones’ (1993) Hexwood and the BBC series Merlin (2008-2012). Exploring the historicist and fantasy genres opens up a discourse surrounding the psychology of myth which within the context of Arthurian literature creates a sense of a universal ‘truth’. This work reveals that authorial intent, in both historicist and fantasy narratives, is often undercut by implicit ideologies which reveal unconscious cultural assumptions. The cultural context at the time of textual production and consumption affects the representations of both the ideologies of gender and nation and yet the authority of myth and history combine to create a regressive depiction more in keeping with literature from the Victorian and post-World War II eras. This is explored through a review of the literature for children available since the Age of Reason, and the didactic model which has been prevalent throughout the Arthurian genre. This thesis explores why a regressive representation is appealing within a twenty-first century discourse through an engagement with theories of feminism(s) and postfeminism. This thesis ascertains why the psychology of myth affects the reimagining of Arthuriana, and explores the retrospective nature of intertextuality in order to reflect on the trend for regressive representations in children’s Arthurian literature.

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Kim, Koeun. „Going beyond the domestic sphere : women's literature for children, 1856-1902“. Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/18802.

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My thesis explores how female writers of the Golden Age of children’s literature used their domestic stories to convey their visions of a more desirable society to their child readers, and thus to widen their influence beyond the homely sphere. My first chapter reconsiders the nineteenth-century historical circumstances wherein the woman and the child came to be constructed and enshrined as the domestic woman and the Romantic child within the home, and excluded from the public discourses. I then consider how in domestic stories women writers tried to overcome this shared deprivation of autonomy with the child, focusing on the works of Charlotte Yonge, Juliana Ewing, and Mary Louisa Molesworth. It emerges that these women writers were all keen to encourage their young readers to question the boundaries that separate home from the public realm, and to imagine a society wherein these dividing lines would be mitigated and even be extinguished. The thesis argues that these female writers’ literary efforts to exhaust the potential of the domestic story, and that their motivation to provide their child readers a sense of agency were integral in the development of Golden Age children’s literature. Charlotte Yonge’s technique of evoking sympathy for the child characters forged a more intimate relationship between adult author and young reader, and initiated the unsettling of the hierarchy between old and young, and author and reader. Juliana Ewing’s experiments with child narrators and her mingling of adventure and fantasy stories with domestic stories showed successive writers the various directions the domestic story could go. Mary Louisa Molesworth’s nursery stories realized the purpose of Ewing’s literary experiments, as her stories’ natural interweaving of quotidian nursery and fairy tale elements not only alleviated the hierarchy between fantasy and domestic realism, but also opened an era in which the blending of these two modes would become one of the most popular genres in children’s literature.

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Onyango, James Ogola. „Masculinities in Kiswahili children's literature in Kenya“. Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-91156.

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Children's literature affects the child's socialisation process, including the shaping the gender roles. But despite this, up to now children have featured less in gender scholarship. Against this backround, this paper seeks to critically interrogate the physical, social, economic and political manifestations of masculinities in selected Kiswahili children\'s books from Kenya. By analysing these works, we hope to demonstrate that power and ideological aspects of masculinites are rooted at childhood. Since special attention will be paid to the ideological and power basis of the masculinities, the analysis of the selected works is done in the encompassing prism of Critical Discourse Analysis revealing hegemonic masculinities.

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Brodie, Jessica J. „Children in science fiction utopias: feminism's blueprint for change“. FIU Digital Commons, 1999. http://digitalcommons.fiu.edu/etd/2425.

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The purpose of this thesis was to examine the treatment and portrayal of children in science fiction utopian literature and determine whether this effectively indicated the writers’ feminist visions for social change. A feminist theoretical perspective and critical interpretation of several of the genre’s canon, Sheri Tepper’s The Gate to Women’s Country, Suzy McKee Chamas’s Motherlines, Sally Miller Gearhart’s The Wanderground, Ursula Le Guin’s The Dispossessed and Octavia Butler’s Xenogenesis series, were used as research methodologies. The findings revealed that children communicate feminist prescriptions for change in three ways: children as the literal, biological future, the link between two opposing societies, or the explanation for the difficult philosophies and structural elements of the societies. As this subject has been an unexplored area of criticism, it is recommended that critics begin to examine this treatment of children to more easily understand the writers’ social visions and effect their blueprints for change.

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Menna, Ligia Regina Maximo Cavalari. „A literatura infantil além do livro: as contribuições do jornal português O senhor e da revista brasileira O Tico-Tico“. Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/8/8156/tde-07122012-105735/.

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Há vários estudos sobre as relações entre Literatura e Imprensa, livros e periódicos, suas confluências e divergências, seus produtores e seus leitores. Quando o assunto é a literatura destinada ao público infantil, esses estudos tornam-se bastante reduzidos. Este trabalho tem como seu principal objetivo preencher essa lacuna, demonstrando a importante contribuição do jornal português O senhor doutor e da revista brasileira O Tico-Tico para a formação de leitores, assim como para a educação informal e a história da Literatura Infantil. . Verificamos, em uma perspectiva histórica e comparatista, como a literatura infantil foi construída além do suporte livro, levando em conta diferentes concepções de infância, tendências pedagógicas e a própria materialidade dos textos, além das diferentes práticas de leitura suscitadas. A partir desse pressuposto, levamos em conta a estrutura dos periódicos, a periodicidade dos gêneros, o contexto de produção e como a literatura infantil e seus leitores formaram-se além dos livros. É importante ressaltar que a forma como os textos literários para as crianças eram apresentados nos jornais, revistas e almanaques, no início do século XX, imprime-lhes uma legibilidade específica, própria da literatura infantil contemporânea. Essa especificidade confirma tais textos como fontes essenciais para a história dessa literatura, tanto no Brasil quanto em Portugal. Consideramos, portanto, que um estudo mais aprofundado sobre as produções literárias para crianças em periódicos torna-se necessário e justificável Acreditamos também que nossa pesquisa possa contribuir com uma visão mais ampla e consistente do processo de formação da literatura infantil em Língua Portuguesa, assim como sua contemporaneidade e perspectivas futuras.
There are multiple studies about the relations between Literature and Press, books and periodicals, their confluences and divergences, their writers and their readers. When the matter is literature destinated to children, little has been carried out. The target of this work is to fill in this gap, showing the contribution of the portuguese newspaper O senhor doutor and the brazilian magazine O Tico-Tico for the education of readers as well as for informal education and the history of Childrens Literature. We have verified, in a historical and comparative perspective, how childrens literature has been constructed beyond the book as a support, taking into account different conceptions of childhood, pedagogical approaches, the materiality of the texts and the different reading practices elicited. From this conjecture, we have considered the strucutre of the periodicals, the periodicity of the genres, production context and how children´s literature and its readers arised beyond the books. It is important to emphasize that the way upon which the literary texts for children were presented in the newspapers, magazines and almanacs in the beginning of the twentieth century imprints specific legibility, characteristic of contemporary childrens literature, and thus marks these texts as essentials to this literature, both in Brazil and Portugal. Therefore, we believe that a further study on the literary productions for children in journals becomes necessary and justifiable. We also believe that our research can contribute to a broader and more consistent vision of the process of children´s literature formation in the Portuguese Language as well as to its contemporaneity and future perspectives.

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Birrell, Susan Lee. „Incorporating "gay friendly" literature into your current first grade literature-based reading program“. CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/677.

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Onyango, James Ogola. „Masculinities in Kiswahili children's literature in Kenya“. Swahili Forum 14 (2007), S. 245-254, 2007. https://ul.qucosa.de/id/qucosa%3A11506.

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Children''s literature affects the child''s socialisation process, including the shaping the gender roles. But despite this, up to now children have featured less in gender scholarship. Against this backround, this paper seeks to critically interrogate the physical, social, economic and political manifestations of masculinities in selected Kiswahili children\''s books from Kenya. By analysing these works, we hope to demonstrate that power and ideological aspects of masculinites are rooted at childhood. Since special attention will be paid to the ideological and power basis of the masculinities, the analysis of the selected works is done in the encompassing prism of Critical Discourse Analysis revealing hegemonic masculinities.

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Bücher zum Thema "The genres of literature for children"

Genres of literature: Thematic study guides & bibliographies. Torrance, Calif: Good Apple, 1996.

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PERVOVA, GALINA. Children's literature. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1083290.

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The textbook presents the theory of children's literature, describes the history of interaction between children's reading and literature in Russia, and raises the problems of including works of mythology, folklore, and various genres of literature in the circle of children's reading. The materials are intended for teachers of children's literature, students of higher educational institutions, teachers of primary education.

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Approaches to literature through genre. Phoenix, AZ: Oryx Press, 1992.

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Foster, John. Australian children's literature: An exploration of genre and theme. Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University, 1995.

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Čeňková, Jana. Vývoj literatury pro děti a mládež a její žánrové struktury: Adaptace mýtů, pohádek a pověstí, autorská pohádka, poezie, próza a komiks pro děti a mládež. Praha: Portál, 2006.

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Zapisi o književnosti za decu: Pojave, žanrovi, recepcija. Beograd: Beogradska knjiga, 2003.

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Hateley, Erica. Shakespeare in children's literature: Gender and cultural capital. New York: Routledge, 2009.

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Freeman, Judy. The Winners! handbook: A closer look at Judy Freeman's top-rated children's books of 2007, grades K-6. Westport, Conn: Libraries Unlimited, 2008.

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The winners! handbook: A closer look at Judy Freeman's 100+ top-rated children's books of 2008 : for grades K-6. Santa Barbara, Calif: Libraries Unlimited, 2009.

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Freeman, Judy. The winners! handbook: A closer look at Judy Freeman's 100+ top-rated children's books of 2008 : for grades K-6. Santa Barbara, Calif: Libraries Unlimited, 2009.

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Buchteile zum Thema "The genres of literature for children"

Pinsent, Pat. „Language, Genres and Issues: the Socially Committed Novel“. In Modern Children’s Literature, 137–52. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-36501-9_10.

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Pinsent, Pat. „Language, Genres and Issues: the Socially Committed Novel“. In Modern Children’s Literature, 191–208. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-21149-0_13.

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Ching, Stuart, und Jann Pataray-Ching. „The centrality of Hawaiian mythology in three genres of Hawai‘i’s contemporary folk literature for children“. In The Routledge Companion to International Children’s Literature, 289–98. Abingdon, Oxon; New York: Routledge, 2017. |: Routledge, 2017. http://dx.doi.org/10.4324/9781315771663-30.

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Louie, Belinda Yun-Ying, und Douglas H. Louie. „Children’s Literature in the People’s Republic of China: Its Purposes and Genres“. In Chinese Children’s Reading Acquisition, 175–93. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-0859-5_9.

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Pinsent, Pat. „Theories of Genre and Gender: Change and Continuity in the School Story“. In Modern Children’s Literature, 105–20. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-36501-9_8.

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Pinsent, Pat. „Theories of Genre and Gender: Change and Continuity in the School Story“. In Modern Children’s Literature, 8–22. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-21149-0_2.

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Pinsent, Pat. „Gender Studies and Queer Theory“. In Children’s Literature, 109–23. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-33547-0_9.

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Österlund, Mia. „Gender and beyond“. In Children's Literature as Communication, 177–200. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/sin.2.13ost.

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Jenkins, Ruth Y. „Gender, Abjection, and Coming of Age: Games, Dolls, and Stories“. In Victorian Children’s Literature, 45–64. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32762-4_3.

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Yokoyama, Olga T. „Gender linguistic analysis of Russian children’s literature“. In Slavic Gender Linguistics, 57. Amsterdam: John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/pbns.61.05yok.

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Konferenzberichte zum Thema "The genres of literature for children"

„Mobile Devices and Parenting [Extended Abstract]“. In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3981.

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Aim/Purpose: This presentation will discuss how mobile devices are used to keep children busy and entertained during child care activities. Mobile devices are considered the 21st “Century Nanny” since parents and caregivers use those tools to engage children’s attention for indefinite periods of time. Research background on touch screen devices and children’s age groups are presented to map age to screen activities and the type of device used. The literature is then compared to a small sample of 45 students attending Pasitos, a pre-k and 1st and 2nd grade school in El Salvador, and the type of mobile devices they used after school. Background: The wide adoption of mobile devices to keep children busy and entertained is a growing concern and a cause for passionate debates. Methodology: This study considered two types of research to compare findings. One study was gathered from the literature to demonstrate how children use mobile devices, apps, and video genres based on age groups. The second study looked at 45 children attending Pasitos and the type of mobile devices they used during child care time at home. Pasitos is a pre-k and 1st and 2nd grade school in El Salvador. Contribution: Identify the type of mobile devices mostly used by children during child care activities. Findings: (1) Touchscreens are the most intuitive interfaces for young children; (2) children’s use of technology can strengthen the relationships between home and school; and (3) mobile apps consider children’s emotions, learning activities, and interaction in the development and design. Recommendations for Practitioners: Touchscreens are the most intuitive interfaces for young children, and adult supervision enhances the children's experience. Recommendation for Researchers: Mobile apps for design and development must consider children’s emotions, learning activities, and interaction. Impact on Society: Children’s use of technology can strengthen the relationships between home and school. Future Research: Few studies have researched the impact of young children’s cognitive and social development with the use of mobile apps.

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Alshaboul, Yousef Mohammad. „EFL Teachers’ Phonological Awareness Beliefs and Practices: Help or Prevent EFL Children Developing Reading“. In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0262.

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Families, schools and stakeholders long for developing good readers (Ponitz & Rimm-Kaufman, 2011) and would do all it takes to save young children from becoming illiterate or low achievers (Anthony & Farncis, 2005; Share & Stanovich, 1995; Snowling, 1998). Since the landmark study of Moats (1994), a flow of research has targeted teacher education advocating for teachers being competent in PA (Carlisle, Kelcey, Rowan, & Phelps, 2011; Kennedy, 2013; Washburn et al., 2017). EFL teachers’ proficiency seems to contribute to the reading difficulties that early graders encounter. This paper investigates the knowledge, beliefs, practices and awareness in phonological awareness (PA) of twohundred and ten ramdonly selected EFL in-service teachers and then examines the impact of teachers’ experiences, qualifications, and gender on shaping teachers’ instruction. The researchers used a four-section survey to collect teachers’ demographic information, perceived and actual knowledge of phonological awareness and classroom practices related to PA, phonics, and syllabication. The results reported teachers as moderate level in the beliefs, practice and awareness of PA. In terms of teachers’ knowledge in PA, however, results showed teachers lacking the basics in teaching reading. This study adds to the body of literature and sheds light on the status quo of EFL in-service teachers’ competency and brings to the attention of every stakeholder the critical role EFL teachers play in helping EFL children become readers. Although the results point towards teachers as possible cause behind children’s low-literacy level, this study raises important questions for further investigations, and implications for EFL teacher education and preparation are highlighted.

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Estéfany Freitas Barbosa, Glória, Larissa da Silva Gomes, Margaret Fernandes Coelho de Oliveira und Ana Raquel de Souza Pourbaix Diniz. „The impacts of the Digital Age on the formation of readers in the early years of Elementary School“. In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212441.

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The theme aboutreader formation in Brazil is recurrent in different debates throughout history, considering its importance for the construction of a literate society.This study aimed to draw the reader's profileaged 6 to 10 yearsof the literary text, making an interface with the influence of the Digital Age in the choice of textual genres (fairy tales, legends, fables, among others) and in the formats of reading adhered to by students.Therefore, we aimed to identify the different styles of reading, as well as the ideological aspects inherent to this phenomenon, based on the frequency and formats of reading, namely: on screen and on paper.As a methodology, we carried out a bibliographic survey and applied exploratory research to private school teachers, in a city in the interior of the State of Rio de Janeiro.The survey data point to the great challenge of waking up children's appetite for the universe of reading in the Digital Age. Of the interviewed teachers,most defend the importance of literary reading, however most prefer videos and movies to reading.According to the teachers' testimony, children who like to read develop more creativity and criticality. The research revealed that the option for the act ofreading in detriment to other possibilities of access to culture receives a lot of influence from the encouragement of the school and the family.The sampling highlighted the importance of the literary ambience. We hope that the studywill contribute to the thought of new strategies to encourage reading, by portraying the students' inclination towards audiovisual language

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Abrahamson, Dor. „Toward a taxonomy of design genres“. In IDC '13: Interaction Design and Children 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2485760.2485761.

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Žnidaršič, Jasmina, und Mojca Bernik. „Usklajevanje delovnega in družinskega življenja: vidik spola“. In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.79.

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With the growth of the family, in which both parents are working or single parents, and on the other hand the growing demands of work organizations, the extension of working hours and the requirement to be constantly on call, the harmonization of work and family life is becoming increasingly difficult. Work-family balance is important for both the individual and the work organization, as it affects job satisfaction, engagement, productivity and also less employee turnover. Work-family balance is influenced by many factors, one of the most important is gender. Although men also face difficulties in work-family balance, research shows that women are still the ones with more work-family conflicts, as they take more care of children and household chores. The contribution based on previous literature and previous research presents the situation in the field of work-life balance in Slovenia from the gender point of view of. The results of a survey conducted among 343 employees in Slovenian companies were also presented, as well as possible improvements proposed at the level of both organizations and the state.

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Oprea, Daniela. „School Effects of Attachment Break in Context of Economic Migration of Parents“. In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/23.

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Romania is going through a period of economic transition, subject to the pressures of globalization that affect the evolution of the family, at the micro social level, structurally, from the behaviour and relational point of view. The continuous process of changes in the labour market, the inefficiency of the association between vocational training and job satisfaction, the financial difficulties felt by most families but also the challenge of modernity have emphasized the phenomenon of migration in the last decade. The departure of parents who have to work abroad has become a worrying phenomenon with a higher incidence in the eastern half of the country. It has got complex effects on the evolution of the family, especially on the children left at home with one of their parents or their tutors. Nowadays, the studies show more and more situations of neglect in which children become victims and suffer emotionally and physically. They also suffer various abuses, they are exploited through work or sex. In schools, there is a new profile of special educational requirements (not deficiencies), the profile of children left at home without parental support. It is worrying the migration phenomenon seen as a value model by the young generation and its negative effects at school level: decrease of motivation for learning or school abandonment. The present study discusses a review of the current scientific literature objectively, which examines the impact of breaking attachment relationships between children and parents on socio-emotional development and school outcomes. The Romanian society knows an important socio-economic phenomenon, which has grown since 1990: migration. In 2017, a study carried out at the request of the Romanian Government recorded more than 85,000 children left home alone with one of the parents or without parental supervision. We aim to analyse what effects at school and socio-emotional level have the loss of attachment ties having as moderators the gender of the migrant parent, the duration of the separation, the age at which the separation occurs. When these relationships are interrupted, the child’s emotional development is affected, his emotional balance having repercussions in his social life. The purpose of this study is to identify, monitor the dimensions of the phenomenon in intensely affected areas (Braila and Galati counties), the psycho-pedagogical aspects of children with migrant parents exposed to situations of vulnerability, marginalization and to propose a program of educational strategies in order to optimize school motivation. The main objective of the research is to identify, evaluate and involve them into adaptive actions that have as their objective the rebalancing of the socio-affective relations

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Nugraha, Reza, M. Yoesoef und Afnan Arummi. „Gender Equality and Children’s Rights: The Adults’ Ideology in Two Egyptian Children's Graphic Novels“. In Proceedings of the First International Seminar on Languare, Literature, Culture and Education, ISLLCE, 15-16 November 2019, Kendari, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.15-11-2019.2296253.

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Pratami, Yustika Rahmawati, und Nurul Kurniati. „Sex Education Strategy for Adolescents: A Scoping Review“. In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.27.

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Background: Comprehensive Sexuality Education (CSE) plays an important role in preparing safe and productive lives of adolescents through understanding about HIV/ AIDS, sexually transmitted infections, unintended pregnancy, gender-based violence, and gender disparity. This scoping review aimed to investigate the appropriate method of sex education and information for adolescents. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The research question was identified using population, exposure, and outcome(s) (PEOS) framework. The search included PubMed, ScienceDirect, Wiley Online Library, ProQuest, and EBSCO databases. The inclusion criteria were English-language and full-text articles published between 2009 and 2019. A total of 460 articles was obtained from the searched database. After the review process, twenty articles were eligible for this review. The data were reported by the PRISMA flow chart. Results: Eleven articles from developing countries (Nigeria, Thailand, Iran, California, Vietnam, Spain, South Africa, Indonesia) and nine articles from developed countries (USA, England, Australia) met the inclusion criteria with quantitative (cross-sectional, quasi-experiments, cohort, RCT) and qualitative design studies. The findings discussed available sources of sex education for adolescents including peers, school, media, and other adults. Digital media (internet and TV) contributed as preferable sources for adolescents. The parents and teacher’s involvement in providing sex education remained inadequate. Inappropriate sources of sex education like invalid information from the internet and other adults caused negative consequences on the sexual and reproductive health of children and adolescents. Conclusion: Parents-school partnership strategies play an important role in delivering appropriate information about sex education for children and adolescents. Keywords: digital media, sex education, parents, schools, adolescents Correspondence: Yustika Rahmawati Pratami. Jl. Siliwangi No. 63, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: yustikarahmawati068@gmail.com. Mobile: +6282198915596. DOI: https://doi.org/10.26911/the7thicph.02.27

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Alwi, Nur, und Irwandi Irwandi. „The Values of Character Education in Indonesia Children Literature and Translated Children Literature“. In Proceedings of The 1st EAI Bukittinggi International Conference on Education, BICED 2019, 17-18 October, 2019, Bukititinggi, West Sumatera, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.17-10-2019.2289747.

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Sarker, Suprateek. „Qualitative Research Genres in the IS Literature: Emerging Issues and Potential Implications“. In 2007 40th Annual Hawaii International Conference on System Sciences (HICSS'07). IEEE, 2007. http://dx.doi.org/10.1109/hicss.2007.456.

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Berichte der Organisationen zum Thema "The genres of literature for children"

Idris, Iffat. Increasing Birth Registration for Children of Marginalised Groups in Pakistan. Institute of Development Studies (IDS), Juli 2021. http://dx.doi.org/10.19088/k4d.2021.102.

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This review looks at approaches to promote birth registration among marginalised groups, in order to inform programming in Pakistan. It draws on a mixture of academic and grey literature, in particular reports by international development organizations. While there is extensive literature on rates of birth registration and the barriers to this, and consensus on approaches to promote registration, the review found less evidence of measures specifically aimed at marginalised groups. Gender issues are addressed to some extent, particularly in understanding barriers to registration, but the literature was largely disability-blind. The literature notes that birth registration is considered as a fundamental human right, allowing access to services such as healthcare and education; it is the basis for obtaining other identity documents, e.g. driving licenses and passports; it protects children, e.g. from child marriage; and it enables production of vital statistics to support government planning and resource allocation. Registration rates are generally lower than average for vulnerable children, e.g. from minority groups, migrants, refugees, children with disabilities. Discriminatory policies against minorities, restrictions on movement, lack of resources, and lack of trust in government are among the ‘additional’ barriers affecting the most marginalised. Women, especially unmarried women, also face greater challenges in getting births registered. General approaches to promoting birth registration include legal and policy reform, awareness-raising activities, capacity building of registration offices, integration of birth registration with health services/education/social safety nets, and the use of digital technology to increase efficiency and accessibility.

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Yeboah, Thomas, und Irene Egyir. Forms, Prevalence and Drivers of Children’s Work and Children’s Harmful Work in Shallot Production on the Keta Peninsula, South-Eastern Ghana. Institute of Development Studies (IDS), November 2020. http://dx.doi.org/10.19088/acha.2020.002.

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This paper synthesises the available literature on the forms, prevalence and drivers of children’s work, and evidence of harm associated with children’s work in shallot production on the Keta Peninsula, Ghana. What emerges is that children have historically played, and continue to play, a key role in this horticultural system and their work contribution is structured by both age and gender. Desires to support parents and earn income drive children’s involvement, and children’s work has potential negative effects on their education.

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Knight, Ruth, und Sari Rossi. Children in out-of-home care and their educational outcomes: a literature review. Queensland, Australia: Queensland University of Technology, Oktober 2018. http://dx.doi.org/10.5204/rep.eprints.122389.

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Florez, Luz A., Ligia Melo-Becerra und Carlos Esteban Posada. Estimating the reservation wage across city groups in Colombia: A stochastic frontier approach. Banco de la República de Colombia, Juni 2021. http://dx.doi.org/10.32468/be.1163.

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We use the stochastic frontier approach to estimate the reservation wage across different city groups in Colombia. We use the information of GEIH from 2008-2019 of 23 urban cities. We find empirical evidence in favour of the search theory predictions that suggest a positive relation of the reservation wage with the level of education and with the net family labour income. We also find a gender gap in the reservation wage and explore this gap controlling by the level of education and presence of children in the household. Contrary to the results found in the literature, we find that the presence of children reduces the reservation wage of women and men. Finally, we found that the reservation wage increases with the level of development and productivity of the cities, however, qualified workers in low-quality cities present higher reservation wages than median quality cities.

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Quak, Evert-jan. The Link Between Demography and Labour Markets in sub-Saharan Africa. Institute of Development Studies (IDS), Januar 2020. http://dx.doi.org/10.19088/k4d.2021.011.

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This rapid review synthesises the literature from academic, policy, and knowledge institution sources on how demography affects labour markets (e.g. entrants, including youth and women) and labour market outcomes (e.g. capital-per-worker, life-cycle labour supply, human capital investments) in the context of sub-Saharan Africa. One of the key findings is that the fast-growing population in sub-Saharan Africa is likely to affect the ability to get productive jobs and in turn economic growth. This normally happens when workers move from traditional (low productivity agriculture and household businesses) sectors into higher productivity sectors in manufacturing and services. In theory the literature shows that lower dependency ratios (share of the non-working age population) should increase output per capita if labour force participation rates among the working age population remain unchanged. If output per worker stays constant, then a decline in dependency ratio would lead to a rise in income per capita. Macro simulation models for sub-Saharan Africa estimate that capital per worker will remain low due to consistently low savings for at least the next decades, even in the low fertility scenario. Sub-Saharan African countries seem too poor for a quick rise in savings. As such, it is unlikely that a lower dependency ratio will initiate a dramatic increase in labour productivity. The literature notes the gender implications on labour markets. Most women combine unpaid care for children with informal and low productive work in agriculture or family enterprises. Large family sizes reduce their productive labour years significantly, estimated at a reduction of 1.9 years of productive participation per woman for each child, that complicates their move into more productive work (if available). If the transition from high fertility to low fertility is permanent and can be established in a relatively short-term period, there are long-run effects on female labour participation, and the gains in income per capita will be permanent. As such from the literature it is clear that the effect of higher female wages on female labour participation works to a large extent through reductions in fertility.

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Tarricone, Pina, Kemran Mestan und Ian Teo. Building resilient education systems: A rapid review of the education in emergencies literature. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-639-0.

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The COVID-19 pandemic has highlighted the vulnerabilities and inequalities of national education systems and hindered the education of millions of children globally. In response, the Global Education Monitoring (GEM) Centre, which is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT), undertook a rapid review of literature to support policymakers. The research has six evidence-based outcomes that can help policymakers to build resilient education systems and thereby enhance education quality and equity during emergencies. The COVID-19 emergency provided the impetus for this research, with much of the reported data associated with this pandemic. Learnings from past education in emergencies situations have informed the understandings of the impacts and implications of the COVID-19 emergency, and have been synthesised with the COVID-19 literature to inform policymakers about how to build resilient education systems. This report presents evidence relating to two main types of emergencies affecting education: natural disasters and communicable disease, and political conflicts. Both types of emergencies can also coalesce within the same education system, resulting in complex and often protracted emergencies. This review found that emergencies impact education in two main ways: endangering children’s wellbeing, and exacerbating unequal learning outcomes.

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Wickenden, Mary. Disabled Children and Work: An Overview of a Neglected Topic with a Specific Focus on Ghana. Institute of Development Studies (IDS), Februar 2021. http://dx.doi.org/10.19088/acha.2021.002.

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This paper provides an overview of issues related to disabled children and work. This is a very unexplored topic and the literature is scant, so the paper first provides an overview of some key relevant background information on: disability globally and in Ghana, disability and employment, disabled children and relevant human rights approaches – the UNCRC and UNCRPD. Next examples of research on disabled children and work are presented and lastly some suggested hypotheses and possible research questions are proposed.

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Bolton, Laura. WASH in Schools for Student Return During the COVID-19 Pandemic. Institute of Development Studies (IDS), Februar 2021. http://dx.doi.org/10.19088/k4d.2021.024.

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The literature on WASH and school re-opening during the COVID-19 pandemic is dominated by guidelines with little in the way of recent evidence or lessons learned. Analysis of data from school re-openings at the end of 2020 suggests that with mitigation measures in place community infection rates should not be affected by children returning to school. Although children carry a lower risk of infection, they do have large numbers of contact in the school environment, so hygiene and distancing measures are important. The key guidelines for WASH in schools during the COVID-19 pandemic include: children and all school staff must be educated with regards to hand hygiene; hand hygiene stations must be provided at entrances and exits; hand washing must be frequent and requires sufficient water and soap; school buses should have hand hygiene measures in place; and the school environment must be disinfected daily. Environmental, or nudge-based, cues are recommended to support behaviour change in children based on pre-COVID-19 evidence. Examples include colourful footprints leading to a handwashing facility, images of eyes above handwashing facilities, embedding toys in soap, and putting pictures of germs on surfaces.

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Johnson, Vicky, Tessa Lewin und Mariah Cannon. Learning from a Living Archive: Rejuvenating Child and Youth Rights and Participation. Institute of Development Studies (IDS), Dezember 2020. http://dx.doi.org/10.19088/rejuvenate.2020.001.

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This paper reflects the findings of the first phase of the REJUVENATE project, which set out to understand and map approaches to integrating children, youth, and community participation in child rights initiatives. We did this through a scoping of existing practitioner and academic literature (developing a project-based literature review matrix), a mapping of key actors, and the development of a typology of existing approaches. All three of these elements were brought together into a ‘living archive’, which is an evolving database that currently comprises 100 matrices, and a ‘collection’ of key field practitioners (many of whom we have interviewed for this project). In this paper we: (1) present a user-friendly summary of the existing tradition of substantive children’s participation in social change work; (2) share case studies across various sectors and regions of the world; (3) highlight ongoing challenges and evidence gaps; and (4) showcase expert opinions on the inclusion of child rights and, in particular, child/youth-led approaches in project-based work.

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Näslund-Hadley, Emma, Michelle Koussa und Juan Manuel Hernández. Skills for Life: Stress and Brain Development in Early Childhood. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003205.

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Learning to cope with disappointments and overcoming obstacles is part of growing up. By conquering some challenges, children develop resilience. Such normal stressors may include initiating a new activity or separation from parents during preschool hours. However, when the challenges in early childhood are intensified by important stressors happening outside their own lives, they may start to worry about the safety of themselves and their families. This may cause chronic stress, which interferes with their emotional, cognitive, and social development. In developing country contexts, it is especially hard to capture promptly the effects of stressors related to the COVID-19 pandemic on childrens cognitive and socioemotional development. In this note, we draw on the literature on the effect of stress on brain development and examine data from a recent survey of households with young children carried out in four Latin American countries to offer suggestions for policy responses. We suggest that early childhood and education systems play a decisive role in assessing and addressing childrens mental health needs. In the absence of forceful policy responses on multiple fronts, the mental health outcomes may become lasting.

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