Relevant bibliographies by topics / Cartography for children

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Cartography for children'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Cartography for children"

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Almeida, Tiago, and Luciano Bedin Costa. "cartografia infantil: enfoques metodológicos seguidos de experiências com crianças e jovens de portugal e brasil." childhood & philosophy 17 (February 27, 2021): 01–24. http://dx.doi.org/10.12957/childphilo.2021.56968.

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This article has a double objective that aims to situate, theoretically and empirically, children's cartography as a research methodology. In a first movement, we will situate children's cartography in its epistemological and philosophical bases, having as inspiration the cartographic conceptions of the philosophy of Deleuze & Guattari and his commentators. The introduction of cartography with children shifts our research perspectives to include dimensions that were once imperceptible or relegated to a plane of lesser value: it maps, not just what children see, but what they say, and chron
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Njore, Catherine M., Charles Mwangi Kimari, and Kuria Thiong’o. "Initiative aiming to introduce children to maps in Kenya." Proceedings of the ICA 2 (July 10, 2019): 1–4. http://dx.doi.org/10.5194/ica-proc-2-93-2019.

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<p><strong>Abstract.</strong> The age at which one is introduced to cartography and map making skills has been identified as a major factor in creating interest and awareness in mapping, more so when incorporated in the education system. Additionally, participation of children in various cartographic arts and maps competitions develops their cognitive knowledge and skills. Despite this information, Kenya continues to lag behind in the incorporation of qualified cartographic products into the education curriculum. The objective of this project therefore was to sensitize the va
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Bevilacqua, Silvia. "The Cartography of Childhood. A Parcours of Philosophy for Children / Community and Cartography." ETHICS IN PROGRESS 10, no. 1 (May 30, 2019): 54–66. http://dx.doi.org/10.14746/eip.2019.1.5.

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The following reflections are born from some practical and theoretical trajectories undertook by the writer – already since a few years in my research scope – around philosophy for children/community and philosophical practices. The experience of some activities proposed at the Liceo Vasco/Beccaria/Govone in Mondovì during the Cespec Summer School 2017 around the issue of Humanitas in the contemporary society was recently added to these reflections. It is a theme that engaged us in several experiences of Philosophy for Community. Throughout these gatherings, we proposed a cartographic writing
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Kanakubo, Tositomo. "Cognitive Maps, Children and Educution in Cartography." TRENDS IN THE SCIENCES 2, no. 3 (1997): 68–69. http://dx.doi.org/10.5363/tits.2.3_68.

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Conceição, André Luiz. "CONCURSO DE DESENHOS:." Revista Brasileira de Educação em Geografia 10, no. 20 (December 31, 2020): 635–44. http://dx.doi.org/10.46789/edugeo.v10i20.901.

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Esse texto é resultado de projeto escolar desenvolvido por meio de um concurso de desenhos de cartografia para crianças e adolescentes em um sistema de ensino filantrópico com escolas nas cidades de Jundiaí e de São Paulo, tendo como um dos principais objetivos o fortalecimento da cartografia escolar. Realizado ao longo do ano letivo de 2019, o projeto foi inspirado no Concurso Cartografia para Crianças – CCC, realizado nacionalmente pela Sociedade Brasileira de Cartografia – SBC, cuja edição daquele ano abordou o tema “Mapeando o Futuro”. No total, pouco mais de 1300 desenhos foram fe
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Andrade, Leia de, Maria Teresa Machado Vilaça, and Ruth Emília Nogueira. "A IMPORTÂNCIA DO LIVRO DIDÁTICO NO ENSINO DA CARTOGRAFIA ESCOLAR EM GEOGRAFIA PARA CRIANÇAS COM DEFICIÊNCIA VISUAL." Revista Brasileira de Educação em Geografia 8, no. 16 (January 22, 2019): 294–311. http://dx.doi.org/10.46789/edugeo.v8i16.544.

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O presente artigo é resultado de uma investigação sobre o ensino de cartografia em escolas de Portugal. Com o objetivo de compreender como estava o ensino de cartografia nos anos iniciais para as crianças com deficiência visual e normovisuais, por meio da análise dos livros didáticos utilizados pelos professores. Foram selecionados oito livros didáticos de Geografia dos anos iniciais, escolhidos critérios sobre como o conteúdo cartográfico é apresentado e analisados os conceitos de: orientação, lateralidade, proporção, projeção, escala e tipos de mapas. Os livros didáticos de Geografia observa
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Trifonoff, Karen M. "Creativity, Art and Cartography in Geographic Education." Cartographic Perspectives, no. 33 (June 1, 1999): 49–59. http://dx.doi.org/10.14714/cp33.1020.

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Elementary children can learn about maps, but what they do learn depends in large part on the background and training of the teacher. Teachers who engage in mapping activities often lack training in the technical aspects of map making, along with a lack of knowledge of the role of art, design, and creativity in the cartographic process. An activity designed to help elementary and middle school teachers integrate artistic perspectives and mapping is outlined. The workshop proved to be an effective vehicle for increasing teachers' knowledge of both map making and art and gave them an outline for
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Stella, Massimo, and Manlio De Domenico. "Distance Entropy Cartography Characterises Centrality in Complex Networks." Entropy 20, no. 4 (April 11, 2018): 268. http://dx.doi.org/10.3390/e20040268.

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We introduce distance entropy as a measure of homogeneity in the distribution of path lengths between a given node and its neighbours in a complex network. Distance entropy defines a new centrality measure whose properties are investigated for a variety of synthetic network models. By coupling distance entropy information with closeness centrality, we introduce a network cartography which allows one to reduce the degeneracy of ranking based on closeness alone. We apply this methodology to the empirical multiplex lexical network encoding the linguistic relationships known to English speaking to
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Radičević, Z., Lj Jeličić Dobrijević, and M. Subotić. "Auditory information processing in children with subepileptic activity examined by EEG cartography." Clinical Neurophysiology 126, no. 9 (September 2015): e182. http://dx.doi.org/10.1016/j.clinph.2015.04.041.

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Almeida, Rosângela Doin de. "CARTOGRAFIA PARA CRIANÇAS E ESCOLARES: uma área de conhecimento?" Revista Brasileira de Educação em Geografia 7, no. 13 (August 14, 2017): 10–20. http://dx.doi.org/10.46789/edugeo.v7i13.483.

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A Cartografia para Crianças e Escolares, após vinte anos de produção, consiste em conhecimentos presentes, entre outros meios, em artigos, livros, teses e dissertações. Isto leva à consideração a respeito da validade científica dessa produção com base na metodologia da pesquisa em educação principalmente. O objetivo do artigo é levantar questionamentos com vistas à melhoria da qualidade da produção científica nesse campo. PALAVRAS-CHAVE Cartografia escolar. Pesquisa educacional. Metodologia de pesquisa.CARTOGRAPHY FOR CHILDREN AND SCHOOLS: an area of knowledge?ABSTRACT Cartography for Children
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Dissertations / Theses on the topic "Cartography for children"

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da, Silva Ramos Cristhiane, and cristhiane ramos@rmit edu au. "Establishing fundamental theories for internet atlas realisation with application in the Brazilian primary education system." RMIT University. Mathematical and Geospatial Sciences, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070109.100627.

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This thesis addresses a research programme that aimed to provide an open standard methodology for publishing Brazilian local primary school atlases on the World Wide Web. It also aims to contribute to the use of computer laboratories provided to Brazilian primary schools by the Brazilian government. Using a local school atlas as the source of information, a Web-based prototype of the School Atlas of Rio Claro (SP) was developed in SVG (Scalable Vector Graphics). SVG is a vector-based standard for publishing interactive graphics on the Web validated by the Web Consortium. This prototype was tes
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IUNG, ELIANE JORDY. "THE CARTOGRAPHY OF SPACES OF EDUCATION FOR SMALL CHILDREN UNDER THE GAZE OF DESIGN." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=32003@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>Partindo do tema design e educação, o foco central desse estudo é o espaço escolar, por ser o lugar, para além do espaço familiar, em que as crianças desenvolvem competências e habilidades cognitivas, colhem suas primeiras sensações, impressões e iniciam o processo de grandes transformações físicas, psicológicas e sociais. Embasada em autores como Antônio
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Fülber, Graziele Gonçalves. "Cartografando com uma criança surda sua infância e suas experiências educacionais." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/56468.

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Esta dissertação tem como objetivo acompanhar, através do método da cartografia, a infância e as experiências educacionais de uma criança surda através de imagens produzidas e escolhidas por ela em uma escola de surdos, uma escola infantil comum e no contexto onde vive com sua família. Articulo o método da cartografia a noções do campo dos Estudos Culturais e dos Estudos Surdos para problematizar a infância e a produção de identidades e da diferença surda. A cartografia é um estudo das relações de forças que compõem um campo específico de experiências, não dependendo de um plano a executar, de
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Abreu, e. Silva Paulo Roberto Florencio de. "Cartografando a construção do conhecimento cartográfico no ensino da geografia." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/76845.

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Este trabalho, que denominamos de desafio, é fortalecido por duas epistemologias que lidam com a construção do conhecimento: a complexidade de Edgar Morin que utilizamos como método e a Epistemologia Genética de Jean Piaget, que nos fortaleceu no entendimento da (des) construção do conhecimento Cartográfico no Ensino Escolar. Como objetivo, estudamos a construção do conhecimento da Cartografia na formação do professor de Geografia e as suas implicações no ensino escolar. Procura inicialmente, sustentar algumas inquietações em nossa jornada enquanto professores e pesquisadores. No ambiente esco
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Mainclová, Jana. "Kartografická díla pro děti předškolního věku." Master's thesis, Vysoké učení technické v Brně. Fakulta stavební, 2012. http://www.nusl.cz/ntk/nusl-225610.

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The principal aim of this master´s thesis has been to analyze the available Czech and foreign cartographic works that may be used wholly or partly for preschool children. A design and a model of an orientation map of a village for educational needs in nursery schools and the first stage of primary schools are part of the work. A basic map of the village of Boretice (a disctrict of Breclav) has been used as a basis for creation of my own design of a map. The usability of the newly designed map has been tested in the local nursery school.
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Parra, Márcia Letícia de Vasconcelos. "Crianças em área de vulnerabilidade social." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/15027.

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Made available in DSpace on 2016-04-28T20:37:39Z (GMT). No. of bitstreams: 1 Marcia Leticia de Vasconcelos Parra.pdf: 2137050 bytes, checksum: 48496bdbbb6dcbafa96d96d59330b077 (MD5) Previous issue date: 2011-06-14<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This study discusses the problematic of Brazilian children, from 7 to 13 years old that live and study in a socially vulnerable region, in an educative institution in a devoid community in Belo Horizonte/Minas Gerais. It points out some issues found in the children's lives and its effects in the process of formation
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Juliasz, Paula Cristiane Strina. "O pensamento espacial na educação infantil: uma relação entre geografia e cartografia." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-14072017-162631/.

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O pensamento espacial é uma atividade cognitiva desenvolvida no cotidiano e pode ser sistematizado pelas mais diversas disciplinas escolares, principalmente pela Geografia. Os conceitos, as representações e habilidades espaciais são componentes dessa forma de pensamento. A compreensão do conceito de pensamento espacial e a investigação de como pode ser desenvolvido de forma sistematizada na escola torna-se ponto central na contemporaneidade, composta pelas mais diversas linguagens que representam o espaço. Reconhecendo tal importância, constatamos a ausência de referenciais para o seu desenvo
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Delion, Matthieu. "La chirurgie éveillée chez l'enfant Specifities of awake craniotomy and brain mapping in children for resection of supratentorial tumours in the language areas." Thesis, Angers, 2016. http://www.theses.fr/2016ANGE0073.

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Chez l’enfant, la chirurgie éveillée avec cartographie corticale et sous corticale per opératoire(CECCSC) est peu réalisée et très peu décrite dans littérature. Il s’agit cependant de la technique de référence pour optimiser la résection chirurgicale d’une tumeur sustentorielle située en zone « éloquente ». Le pronostic vital et fonctionnel de ces enfants est en effet intimement lié à la qualité de l’exérèse chirurgicale. Le fil rouge de ma thèse a donc été de transférer la CECCSC de l’adulte à l’enfant. Le premier travail de cette thèse a été d’étudier, à travers notre expérience clinique, la
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Ritterbusch, Amy E. "A Youth Vision of the City: The Socio-Spatial Lives and Exclusion of Street Girls in Bogota, Colombia." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/432.

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This dissertation documents the everyday lives and spaces of a population of youth typically constructed as out of place, and the broader urban context in which they are rendered as such. Thirty-three female and transgender street youth participated in the development of this youth-based participatory action research (YPAR) project utilizing geo-ethnographic methods, auto-photography, and archival research throughout a six-phase, eighteen-month research process in Bogotá, Colombia. This dissertation details the participatory writing process that enabled the YPAR research team to destabilize do
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Books on the topic "Cartography for children"

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Zentai, László, and Jesús Reyes Nunez. Maps for the future: Children, education and internet. Berlin: Springer, 2012.

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Margaret, Anderson Jacqueline, ed. Children map the world: Selections from the Barbara Petchenik Children's World Map Competition. Redlands, Calif: ESRI Press, 2004.

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Mapping the world. New York: Atheneum Books, 1999.

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Gurbanov, Tito. Ajedrez para niños. México, D.F: Secretaria de Educación Pública, 1997.

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Castner, Henry W. Seeking new horizons: A perceptual approach to geographic education. Montreal: McGill-Queen's University Press, 1990.

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Castner, Henry W. Seeking new horizons: A perceptual approach to geographic education. Montreal: McGill-Queen's University Press, 1990.

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Oleksy, Walter G. Mapping the world. New York: F. Watts, 2002.

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Lost treasures of the pirates of the Caribbean. London: Simon & Schuster, 2007.

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Jeremy, Owen, Saline Lon, and McCray Mary, eds. Lost treasures of the pirates of the Caribbean. New York: Simon & Schuster Books for Young Readers, 2007.

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Caneque, Fernando Casado, Philippe Jochaud, and Paula Garcia Serna. L'impact du secteur privé sur les droits de l'enfant au Mali: Cartographie et analyse du secteur privé dans le but de développer la responsabilité sociale des entreprises (RSE) pour la promotion et le respect des droits de l'enfant. Bamako, Mali: UNICEF Mali, 2011.

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Book chapters on the topic "Cartography for children"

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de Almeida, Rosangela Doin. "Research on Cartography for School Children." In Lecture Notes in Geoinformation and Cartography, 219–27. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-19522-8_18.

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Hargitai, Henrik, Mátyás Gede, Jim Zimbelman, Csilla Kőszeghy, Dóri Sirály, Lucia Marinangeli, Teresa Barata, et al. "Multilingual Narrative Planetary Maps for Children." In Cartography - Maps Connecting the World, 17–30. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17738-0_2.

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Wiefels, Marli Cigagna, and Jonas da Costa Sampaio. "Teaching Cartography to Children Through Interactive Media." In Lecture Notes in Geoinformation and Cartography, 195–202. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-19522-8_16.

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Windiastuti, Rizka. "Map Drawing Competition for Children in Indonesia." In Lecture Notes in Geoinformation and Cartography, 255–67. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-19522-8_21.

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Nuñez, José Jesús Reyes, and Csaba Szabó. "Updating a Hungarian Website About Maps for Children." In Lecture Notes in Geoinformation and Cartography, 179–93. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-19522-8_15.

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Martinelli, Marcello. "The Transition from the Analytic to Synthesis Reasoning in the Maps of Geographic School Atlases for Children." In Lecture Notes in Geoinformation and Cartography, 85–92. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-19522-8_7.

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Vandelacluze, Veerle. "The World in Their Minds: A Multi-scale Approach of Children’s Representations of Geographical Space." In Lecture Notes in Geoinformation and Cartography, 229–41. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-19522-8_19.

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Suárez-Orozco, Marcelo M. "Introduction." In Humanitarianism and Mass Migration, 1–40. University of California Press, 2018. http://dx.doi.org/10.1525/california/9780520297128.003.0001.

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War and terror, demographic imbalances, unchecked climate change, and rampant criminality are the drivers of catastrophic migrations. In the first quarter of the twenty-first century, we witnessed the largest number of forcefully displaced human beings in record. Concurrently the world is now facing the largest “crisis of confinement” in history, leaving millions of human beings in search of shelter far away from the high and middle-income countries, lingering in interminable limbo. In the aftermath of World War II, Europe, the United States, and their allies developed policies for forcefully displaced refugees based on the assumption that whatever caused them to flee their homes would be resolved and refugees would return home. These architectures, we argue, are misaligned with the new conditions. Devastated environments in states with weak institutional capacities hold little promise for safe return. A new twenty-first-century cartography of mass migration suggests forms of migration that do not fit existing policy frameworks. First, most forcefully displaced migrants today stay as internally displaced either in their own countries or in camps in neighboring states often in subhuman conditions with few protections. Second, protracted conflicts are sending millions fleeing with no expectation of returning. Third the architectures in place are generally blind to the developmental needs of children. Crying children are the face of the catastrophic migrations of the twenty-first century. Worldwide, one in every two hundred children is a refugee, almost twice the number of a decade ago. In 2017, there were over twenty-eight million children forcefully displaced. For the first time in history, over half of all refugees under the United Nations High Commissioner for Refugees mandate are minors. Even when temporary protection is possible or desirable, children in flight need more than a safe haven. They need a place to grow up. They need the safety of home. In this Introduction we review the best evidence and current thinking on physical health, mental health, and trauma; legal protections; and education for forcefully displaced children and youth.
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Grafton, Janet. "Chapter 3. A subtle cartography." In Children’s Literature, Culture, and Cognition. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/clcc.7.04gra.

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