Journal articles on the topic 'Childhood and youthangelou, maya'

The article discusses how trauma is represented in Maya Angelou’s autobiographical fiction, one of the most important themes in all her seven autobiographical novels and an African American feminist marginalized experience that speaks about the intensity and effects of women’s oppression. It explores how the novelist locates traumatic affects in the protagonist, and suggests that Frantz Fanon’s model of racial trauma in Black Skin, White Masks and The Wretched of the Earth remains essential for the interpretation of postcolonial texts. My purpose is to explore the different juxtapositions that the story offers between individual and collective experiences of

AbstractThe health of the Colonial-period Maya from Tipu, Belize, was evaluated using a skeletal series to explore differential effects of European contact by sex. Variables addressed were nutrition and disease patterns, reproductive patterns, and occupational stress. Results suggest that females enjoyed fewer childhood health disruptions, likely as a result of greater genetic buffering. No evidence of male preferential treatment was observed. Frequencies of indicators were similar to those reported for precontact Maya. Markers of adult activity patterns, including timing of parity, were also comparable to those of earlier groups. These findings support the cultural continuity with the Postclassic suggested by the archaeological and ethnohistorical records at Tipu.

‘There is no greater agony than bearing an untold story inside you’ (Maya Angelou)This brief paper considers how trauma and attachment can be present in the lives of people with intellectual disabilities (ID). Trauma of a serious nature in childhood is both a heightened likelihood, and strong predictor, of negative outcomes for people with ID. However, it can also be addressed through psychological assessment and interventions, and is mediated through attachment bonds with others.

This psychobiography focuses on meaning making in the early life and young adulthood of acclaimed African American author Maya Angelou (1928-2014) through the lens of Frankl’s existential psychology with a specific focus on the tri-dimensional nature of human beings and the fundamental triad. The primary data source was Angelou’s own published autobiographies, which contain an in-depth narrative of her early life and young adulthood. Data was extracted, organised and analysed according to established qualitative research methods as well as through the identification of psychological saliences. The search for meaning within Angelou’s own narrative of her life was clearly apparent in the thematic analysis. Angelou’s narrative of her journey through the physical (childhood and adolescence), psychological (travelling and searching years) and spiritual (sensemaking years) dimensions was core to her meaning making. The three tiers of the fundamental triad (awareness of meaning, will to meaning, freedom of will) were present in various aspects of Angelou’s existential journey, manifesting as a focus on choice, responsibility, purpose, and acceptance. This study provides a more in-depth understanding of meaning making processes in the lives of extraordinary individuals, as well as contributing to the development of the research method of psychobiography, with a specific focus on meaning making.

The article is devoted to the psycholinguistic and psychological grounds for the interest in the language and culture of the Maya people by Yuri Knorozov, a genius native of Kharkiv. It was Knorozov who deciphered the Mayan script, which made it possible to read Mayan books, inscriptions on monuments, and continue to replenish the treasury of knowledge about this people. The figure of the scientist and his research methods have been largely distorted in a number of scientific works and in the media. This article refutes these insinuations and explains the prerequisites for Yurii Knorozov's interest in Maya writing. Such a study is being conducted for the first time. The origins of Knorozov's interest in Mayan culture lie in his childhood. Yurii's parents used a deeply thought-out system of child-rearing, developing a love of literature and art in their children. Yurii Knorozov's children's drawings have been preserved, some of which are illustrations to Konstantin Balmont's works about Mexico, primarily about the history, mythology, and archaeological sites of the Maya. The family used to write coded notes to each other. In the future, this helped Yurii Knorozov to find a system for deciphering Mayan hieroglyphics. During his student years, Knorozov began researching Mayan books. He developed a method of positional statistics and cross-reading, identifying 355 hieroglyphs; he also discovered the sign-phonetic syllable relationship in Mayan writing. Yurii Knorozov's scientific heritage, research methods, and biographical facts require further analysis. The figure of the scientist and his works should be popularized in Ukraine.

This research produced a product in the form of a traditional West Kalimantan game book. The research that will be carried out using Research & Development (R & D) research for west Kalimantan traditional game resources the author obtained through observation and interviews as well as documentation as data analysis and data reinforcement as well as evidence of the implementation of research activities. Meanwhile, the locus of this study was conducted in the Coastal area of West Kalimantan, which focused on Tanjung Satai Village, Pulau Maya District, North Kayong Regency. This coastal area refers to the village area located on the island surrounded by the sea, namely the Karimata Strait. This research shows that the results of West Kalimantan traditional games, especially Mimi and Kotaplus, are able to stimulate the development of early childhood language aged 6 to 6 years. In addition, the presence of hand movements in the game stimulates the physical-motor and cognitive development of the child.

This article explores the cultural and legal contexts in which the construction of childhood sexual abuse has taken place over the past three decades in the United States. It also explores a theoretical debate that pits ‘logico-scientific’ accounts of reality against narrative accounts of reality. This debate is of central importance to the study of social and legal responses to childhood sexual abuse, which is categorised in this article as a problem of sexual and domestic violence from a feminist perspective. Some feminists argue that narratives may serve an empowering function in legal and other institutions by giving voice and legitimacy to survivors of sexual and domestic violence. Other feminists argue that narratives of domestic and sexual abuse that fail to identify the social systems of inequality associated with abuse may produce hyper-individualistic and depoliticising accounts of these problems. In this article, the author argues, with Ewick and Silbey, that it is possible to specify the kinds of narratives that contribute to political discourse and confrontation surrounding issues of childhood sexual abuse. The strategic use of social science and expert testimony in criminal and civil court cases, the construction and cultural significance of autobiographical narratives, and the proliferation of narratives in popular media that deal with child sexual abuse are all discussed. It is argued that autobiographical accounts of child sexual abuse, such as those of Dorothy Allison and Maya Angelou, internally illuminate the contexts of inequality which perpetuate abuse and shape the lives of survivors, while discourses in legal institutions and popular media tend to reproduce hegemonic constructions of women, children, and the problem of childhood sexual abuse.

Objective/backgroundGuatemala’s indigenous Maya population has one of the highest rates of childhood stunting in the world. The goal of this study was to examine the impact of an intensive, individualised approach to complementary feeding education for caregivers on feeding practices and growth over usual care.DesignAn individually randomised (1:1 allocation ratio), parallel-group superiority trial, with blinding of study staff collecting outcome data.SettingRural Maya communities in Guatemala.Participants324 children aged 6–24 months with a height-for-age Z score of less than or equal to −2.5 SD were randomised, 161 to the intervention and 163 to usual care.InterventionsCommunity health workers conducted home visits for 6 months, providing usual care or usual care plus individualised caregiver education.Main outcomes measuresThe main outcome was change in length/height-for-age Z score. Secondary outcomes were changes in complementary feeding indicators.ResultsData were analysed for 296 subjects (intervention 145, usual care 151). There was a non-significant trend to improved growth in the intervention arm (length/height-for-age Z score change difference 0.07(95% CI −0.04 to 0.18)). The intervention led to a 22% improvement in minimum dietary diversity (RR 1.22, 95% CI 1.11 to 1.35) and a 23% improvement in minimal acceptable diet (RR 1.23, 95% CI 1.08 to 1.40) over usual care.ConclusionsComplementary feeding outcomes improved in the intervention arm, and a non-significant trend towards improved linear growth was observed. Community health workers in a low-resource rural environment can implement individualised caregiver complementary feeding education with significant improvements in child dietary quality over standard approaches.Clinical trial registration numberNCT02509936.Stage: Results

Abstrak: Media pembelajaran yang dapat menjembatani dunia maya dan dunia nyata menjadi kebutuhan dalam meningkatkan pemahaman mahasiswa tentang pola lantai tari anak usia dini. Penelitian ini bertujuan untuk mengembangkan modul pola tari anak usia dini dengan teknologi augmented reality yang layak dan praktis. Model ADDIE yang meliputi analisis, desain, pengembangan, dan implementasi menjadi model pengembangan yang digunakan oleh peneliti. Hasil penelitian ini adalah: (1) penilaian kelayakan media oleh ahli media dan ahli materi berada pada kategori layak dengan prosentase 75 persen dan 83 persen; (2) penilaian kepraktisan oleh pengguna yaitu mahasiswa dari dimensi kebermanfaatan media 87,75 persen, dimensi desain 86,7 persen dan dimensi bahasa 91,8 persen sehingga modul dikatakan praktis. Maka, modul pola tari anak usia dini dengan teknologi augmented reality yang dikembangkan layak dan praktis untuk digunakan pada proses pembelajaran mahasiswa pada matakuliah seni tari anak usia dini.Abstract: Learning media that can bridge the virtual world and the real world is a necessity in increasing students' understanding of dance floor patterns for early childhood. The research aims to develop a dance pattern module for early childhood with augmented reality that is feasible and practical. The ADDIE model, which includes analysis, design, development, and implementation, becomes the development model used by the researchers. The results of this study are: (1) media feasibility assessment by media experts and material experts is in the appropriate category with a percentage of 75 percent and 83 percent; (2) the practicality assessment by users, namely students from the media usefulness dimension, is 87.75 percent, the design dimension is 86.7 percent, and the language dimension 91.8 percent so that the module is said to be practical. In conclusion, the developed early childhood dance pattern module with augmented reality is feasible and practical to use in the student learning process in early childhood dance art courses.

Este artigo apresenta uma reflexão sobre o valor das narrativas autobiográficas para a compreensão do desenvolvimento humano, a partir do livro Eu sei por que o pássaro canta na gaiola, de Maya Angelou, em que autora apresenta as suas memórias de infância, vivida no contexto de segregação racial nos Estados Unidos na primeira metade do século XX. As considerações apresentadas buscam problematizar os discursos normativos da psicologia do desenvolvimento, desafiando o que há neles de determinismo. Sem pretender negar a importância das condições ambientais, que podem ser favoráveis ou desfavoráveis ao crescimento e à formação das pessoas, de modo que se deve buscar assegurar as melhores condições possíveis para o seu bem-estar, recusa a ideia de que não há o que esperar de bom para as crianças que tiveram um mau começo. À sua própria maneira, muitas crianças encontram modos de obter o que precisam nos ambientes onde vivem, mesmo em condições adversas, valendo-se dos recursos e das oportunidades que encontram, inclusive das relações com pessoas que se tornam significativas para elas, para resistir e viver sua própria vida. Palavras-chave: desenvolvimento humano; literatura; autobiografia.TO LEARN WITH A DISTANT MASTER: read I know why the caged bird sings, by Maya AngelouAbstractThis article presents a reflection on the value of autobiographical narratives for the understanding of human development, based on the book I know why thE caged bird sings, by Maya Angelou, in which the author presents her childhood memories, lived in the context of racial segregation in the United States in the first half of the 20th century. The considerations presented seek to problematize the normative discourses of developmental psychology, challenging which seems deterministic in them. Without intending to deny the importance of environmental conditions, which can be favourable or unfavourable to the growth and training of people, nor that one should seek to guarantee the best possible conditions for their well-being, it rejects the idea thar there is nothing good to expect from kids who had a rough start. In their own way, many children find ways to get what they need in the environments where they live, even in adverse conditions, making use of the resources and opportunities they find, including relationships with people who become meaningful to them, to resist and live your own life.Keywords: human development; literature; autobiography.PARA APRENDER CON UNA MAESTRA DISTANTE: leer Yo sé por qué canta el pájaro enjaulado, por Maya AngelouResumenEste artículo presenta una reflexión sobre el valor de las narrativas autobiográficas para la comprensión del desarrollo humano, a partir del libro Yo sé por qué canta el pájaro enjaulado, de Maya Angelou, en el que la autora presenta sus recuerdos de infancia, vividos en el contexto de segregación racial en los Estados Unidos en la primera mitad del siglo XX. Las consideraciones presentadas buscan problematizar los discursos normativos de la psicologia del desarrollo, cuestionando su determinismo. Sin pretender negar la importancia de las condiciones ambientales, que pueden ser favorables o desfavorables para el crecimiento y la formación de las personas, por lo que se debe buscar asegurar las mejores condiciones posibles para su bienestar, rechaza la idea de que no hay nada de bueno que esperar de los niños que empezaron mal. A su manera, muchos niños encuentran formas de obtener lo que necesitan en los entornos donde viven, incluso en condiciones adversas, haciendo uso de los recursos y oportunidades que encuentran, incluidas las relaciones con personas que les resultan significativas, para resistir y vivir su propia vida.Palabras clave: desarrollo humano; literatura; autobiografía.

The study of the African American community always circulates among the issues of race, racism, discrimination, slavery, and oppression. All these issues become the grand themes of African American literature. These literary works could be studied and covered under the scope of Black Aesthetic criticism. One of the prominent works of African American literature is an autobiography of Maya Angelou entitled I Know Why the Caged Bird Sings (1969). This autobiography portrays Angelou’s childhood experiences which brings up the issues of race, racism, and oppression. This paper aims to analyze the kinds of racism experienced by the African American community and their struggle against it as depicted in the book. To provide a thorough discussion of the matter, critical race theory was employed as the method of analysis. The result is drawn based on the basic tenets of critical race theory proposed by Richard Delgado and Jean Stefancic (2001); everyday racism, interest convergence, the social construction of race, differential realization, intersectionality, and voice of Color. The findings show the struggle of African American community against racism which are expressed through the act of ignorance, promoting intelligence, communal efforts, resistance, promoting social movement, and stepping forward to voice their experience through African American literature.

Childhood, as a unique period of development of each individual, in which all life experiences are experienced for the first time, leaves a deep mark on the child's psyche and because of this it is in the center of interest of many children's writers. In particular, this article is devoted to the complex processes of growing-up and maturation as seen through the perspective of authors James Matthew Barry and Jadranka Vladova in their children's novels Peter Panand “The Mirror Behind the Mirror. Through themain characters Peter Pan and Maya (whose attitude towards growth is quite a contrast) the development of the child’s soul is presented, its character formation and some of the possible problems that arise during that process.Peter Pan is a symbol for a boy who refuses to grow up because he is satisfied with his own freedom and independence, but like any other child, he longs at the same time for sincere motherly love and care. In contrast to him, in Vladova’s novel the girl Maja wants to grow up too fastin order to get rid of loneliness, as well as to gain the right of choice and a sense of security that is found in adults. Common to both characters is the premature abandonment of parental protection and care, before their maturity(with Petar because ofthe desire for freedom, while with Maja because of the unavailability of the parents). This circumstance of events leads to problems in the development of both characters. The boy Peter Pan never reaches emotional and cognitive maturity, while the girl Maya falls into dangerous delusions and fantasies from which she frees herself through socializing with her peers, when she realizes that she should not rush into life and preoccupy herself with the difficult problems of adults. Through the events described in these novels, the authors actually achieve their goal of warning aboutsome of the possible problems that arise in the process of growing up and subtly influencing the shaping of the characters of fragile children, their habits and ways of behaving and thinking.Вовед

Jacolby Satterwhite is known for creating virtual worlds that feature multiple avatars of himself voguing within densely rendered neon landscapes. He populates those landscapes with three-dimensional objects painstakingly traced in the animation program Maya from drawings that his mother made during his childhood in the hopes of striking it rich on the Home Shopping Network. This article focuses on an early work, The Country Ball (2012), an animated video that brings together archival footage from Satterwhite’s family at a 1989 Mother’s Day cookout alongside his mother’s drawings of what he calls “recreational American material culture.” The author argues that Satterwhite’s virtual performances link queerness and utopia: his animated avatars make manifest his desire to occupy a world as multiplicitous and far-reaching as his sense of self. However, the author believes that this queer utopics begins with Satterwhite’s mother and her crafting of a creative process in the midst of terrible constraints on her physical and economic mobility. By reading the artist’s virtual worlds through his mother’s drawings, the author investigates a similar strategy of “making do to make new,” or reworking the mundane in the service of the marvelous.

This paper analyses racial and gender trauma evoking the tormented state of the narrator, Maya in I Know Why the Caged Bird Sings. Based on the cultural trauma, the researcher analyses the experiences of depressed African American women without identities. The narrator struggles to develop her dignified self and nonconformist outlook comes to block her after she was raped by her mother’s boyfriend Mr. Freeeman. The mysterious murder of her rapist creates the guilt, shame in her psychic as she thinks that she is responsible for his murder. The narrator suffering from the guilt and self-loathing results in her psychic turmoil. She stops speaking to people except her brother, Bailey. In the novel, Angelou tries to raise the voice of Black women to achieve dignified identity in the white racist and sexist America looking back on her childhood experiences. In this regard, this research aims to show reasons that cause the traumatic situation in the narrator due to several events that erupt in African American societies. Not only this, this research work explores issues related to the cause of racial and gender trauma and discusses how the narrator succeeds in working through trauma while in some cases the narrator just acts out it. Key Words: Race, Gender, Cultural trauma, Psychic turmoil, identity, self

AbstractIn their 1995 Latin American Antiquity article, Haviland and Haviland argued that the people who produced much of the graffiti of Tikal were depicting visions from altered states of consciousness. In this paper, I argue that there is room for alternative interpretations. Comparison with children"s drawings from across the world suggests that children or people without training in Maya representational conventions authored a portion of the graffiti. Though this portion may be small, the possibility that children were involved provides a rare opportunity to discuss the experience of childhood. I argue that the content of the graffiti and the inter-subjective context of its production reveal several processes of becoming. Among other things, the graffiti permit an account of how children learn: legitimate participation in a community of people with varied levels of experience. This relational understanding of graffiti production also provides grounds for considering innovation and transformation in the medium of expression. Finally, I argue that the act of representation gives young people a form of mastery over the themes they portray. This helps them to accommodate confusing or difficult relations in their lives and to harmonize with their world in such a way that makes them culturally intelligible subjects.

This study aims to give more understanding about incestuous behaviour especially in Virginia Cleo Andrews’ Flowers in the Attic and Tabitha Suzuma’s Forbidden. There are three focuses of the study; they are (1) how incest described in those novels, (2) what the causing factors of incest, and (3) what the impact of it. In answering the first question, incest on its features can be classified into three types; they are based on the offenders, the motivation, and the way of treating. For the second question, this study is analysed trough two parts. The first part is based on the condition before that incest happened and for the second part is based on the psychoanalysis theory by Karen Horney. In her theory, she explains about the childhood experience and neurotic needs that are related in finding the possible causing factors of incest as the focus of this study. Then, for the third question, the possible effects of sibling incest such as; trauma, isolated on social sanction, sexual aversion disorder, and other psychological problems. The result of this study has been found that sibling incest which is happened in those novels is driven by both sides of the offenders. What they do are on their mutual desire and willingness. And the dysfunctional family that they face also really influences their psychology. In Forbidden, it is found that there are two motivations that influence Lochan and Maya to do sibling incest, they are; affection and aggression while in Flowers in the Attic, there are three motivations that are found, they are; affection, eroticism and aggression. For the second question, this research reveals that there are three causing factors of sibling incest that are happened in both novels, they are; dysfunctional family, between age peers, and law of homogamy. Not only that, from the findings, it is also found that all of the offenders experienced the child abuse and neglect in their childhood. They also get the emotional maltreatment from their parents. Their childhood experiences then shape their personality and it deals with the psychological problems which are influenced by the neurotic needs that they seek. The third question is about the impact of sibling incest towards the offenders’ life. And it is found that all of the offenders blame themselves for everything that has happened in their lives, even one of those offenders Lochan decides to commit suicide

INTISARISalah satu upaya untuk mewujudkan masyarakat yang berkualitas adalah melalui pendidikan. Pendidikan dapat dilakukan sejak usia dini, dimana periode usia dini mulai dari lahir sampai usia empat tahun merupakan masa dimana anak peka dan peka untuk menerima berbagai rangsangan. Salah satu jalur pendidikan adalah Program Pendidikan Anak Usia Dini (PAUD). Pendidikan anak usia dini merupakan bentuk pendidikan yang mengutamakan pertumbuhan dan perkembangan. PAUD LABIBA MAULIDA yang berlokasi di Boyolali merupakan salah satu PAUD yang dalam pembelajarannya masih menggunakan ilustrasi statis khususnya untuk media pembelajaran pengenalan benda-benda di sekitar sekolah. Sehingga anak kurang mampu menangkap pelajaran dengan baik.Augmented Reality adalah teknologi yang menggabungkan dunia nyata dengan dunia maya. Teknologi yang berkembang pesat memungkinkan untuk diterapkan di berbagai bidang serta sarana promosi atau informasi. Perkembangan ini didukung karena teknologi Augmented Reality mampu memberikan tampilan visual berupa objek 2D dan 3D. Aplikasi dengan teknologi Augmented Reality ini akan digunakan pada smartphone berbasis Android. Aplikasi ini dibuat untuk menampilkan visual 3D dan menyampaikan informasi tentang benda-benda di sekitar sekolah. Aplikasi ini membutuhkan kamera pada smartphone yang berguna untuk memindai objek tertentu, yang nantinya akan dimunculkan gambar visual 3D.Hasil penelitian ini menunjukkan bahwa augmented reality yang diimplementasikan dengan objek 3D mengenai pengenalan objek di sekitar seolah-olah mampu meningkatkan semangat belajar siswa dan proses pembelajaran berjalan lebih efektif.Kata kunci— Liveshoot, Motion graphic, Iklan Layanan Masyarakat. ABSTRACTOne effort to realize quality society is through education. Education can be done from an early age, where the early age period starting from birth until the age of four years is a time when children are sensitive and sensitive to receive various stimuli. One of the lines of education is Early Childhood Education Programs. Early childhood education is a form of education that prioritizes growth and development. PAUD LABIBA MAULIDA which is located in Boyolali is one of the Early Childhood Education which in its learning still uses static illustrations especially for learning media introduction to objects around the school. So that children are less able to catch lessons well.Augmented Reality is a technology that combines the real world with the virtual world. Rapidly developing technology allows it to be applied in various fields as well as promotional or information facilities. This development is supported because Augmented Reality technology is able to provide visual displays in the form of 2D and 3D objects. This application with Augmented Reality technology will be used on Android-based smartphones. This application was created to display 3D visuals and convey information about objects around the school. This application requires a camera on a smartphone that is useful for scanning certain objects, which will later be raised a 3D visual image.The results of this study indicate that augmented reality which is implemented with 3D objects regarding the introduction of objects around as if able to increase student enthusiasm for learning and the learning process runs more effectively.Keywords: Education, Media, Augmented Reality, Unity, 3D, Technology

This article argues that the essentials of the complex relationship between interiority and exteriority, and the mediating role of teletechnology, are already present in the interiors of Paleolithic caves. As philosopher Maxine Sheets-Johnstone argues in The Roots of Thinking (1990), cave art emerged from the primal fascination with ‘being inside.’ Yet at the same time, these first interiors were most likely created to establish a form of communication with an exterior, the ‘augmented reality’ of the spirit world, made possible through rudimentary technological and biological extensions. It also required a specific use of the spatial qualities of these caves, both sensory and atmospheric. This complex hybrid constellation of interior space, the human body and (psycho)technology created a permeability between different human and non-human actors. According to prehistorian Jean Clottes in Pourquoi l’art préhistorique (2011), the ‘permeability’ between inner and outer worlds is indeed one of the concepts that are crucial to understanding the Paleolithic human outlook on the environment, and is a concept which is still relevant today. Ever since these animistic Paleolithic works of art, teletechnology reveals what philosopher and literary theorist Jennifer Gosetti-Ferencei calls, in The Ecstatic Quotidian: Phenomenological Sightings in Modern Art and Literature (2007), the ‘ecstatic’ side of the quotidian. In this article, I follow the traces of this animistic, ecstatic experience in literature, in Walter Benjamin’s Berlin Childhood around 1900 (1932-8) and Marcel Proust’s In Search of Lost Time (1913-1927), and in cinematography, in Maya Deren’s Meshes of the Afternoon (1943) and David Cronenberg’s Videodrome (1983). The imagination of now outdated technologies creates a kind of anachronistic, defamiliarizing perspective that helps to grasp the animistic, mythical dimension of our daily domestic immersion in contemporary teletechnologies (from video chats to ASMR-videos). These anachronistic experiences we find in art allow us to better reflect on the ecstatic role of media-technology in relation to our spatial and psychological interiors, and the (psycho)technological conditions of contemporary dwelling in the interiors of the communication age.

This article argues that the essentials of the complex relationship between interiority and exteriority, and the mediating role of teletechnology, are already present in the interiors of Paleolithic caves. As philosopher Maxine Sheets-Johnstone argues in The Roots of Thinking (1990), cave art emerged from the primal fascination with ‘being inside.’ Yet at the same time, these first interiors were most likely created to establish a form of communication with an exterior, the ‘augmented reality’ of the spirit world, made possible through rudimentary technological and biological extensions. It also required a specific use of the spatial qualities of these caves, both sensory and atmospheric. This complex hybrid constellation of interior space, the human body and (psycho)technology created a permeability between different human and non-human actors. According to prehistorian Jean Clottes in Pourquoi l’art préhistorique (2011), the ‘permeability’ between inner and outer worlds is indeed one of the concepts that are crucial to understanding the Paleolithic human outlook on the environment, and is a concept which is still relevant today. Ever since these animistic Paleolithic works of art, teletechnology reveals what philosopher and literary theorist Jennifer Gosetti-Ferencei calls, in The Ecstatic Quotidian: Phenomenological Sightings in Modern Art and Literature (2007), the ‘ecstatic’ side of the quotidian. In this article, I follow the traces of this animistic, ecstatic experience in literature, in Walter Benjamin’s Berlin Childhood around 1900 (1932-8) and Marcel Proust’s In Search of Lost Time (1913-1927), and in cinematography, in Maya Deren’s Meshes of the Afternoon (1943) and David Cronenberg’s Videodrome (1983). The imagination of now outdated technologies creates a kind of anachronistic, defamiliarizing perspective that helps to grasp the animistic, mythical dimension of our daily domestic immersion in contemporary teletechnologies (from video chats to ASMR-videos). These anachronistic experiences we find in art allow us to better reflect on the ecstatic role of media-technology in relation to our spatial and psychological interiors, and the (psycho)technological conditions of contemporary dwelling in the interiors of the communication age.

The variety of languages and cultures in the community will indirectly affect the acquisition and development of children's language. This will be seen when children change residence, where new dwellings, different variations or dialects. Like at the PAUD Nusantara University School Laboratory PGRI Kediri, most children from various regions, they are migrant families in the city of Kediri so that they need adaptation in the new environment including the language he will get. This study uses a qualitative descriptive approach, the purpose of which is to describe the acquisition of language of three-year-old in terms of cultural background and to describe the average length of speech of three-year-olds based on Mean Length of Utterance (MLU). The research subjects were four children from Tulungagung, Kediri, Malang and Surabaya. The results of speech analysis show that the average research subjects from Tulungagung, Malang, Kediri and Surabaya had an average MLU of 2.92 in stage VI, which meant that they were still at a low stage, which at the age of three was already at the stage VII 3.0-3.5 words per speech. Based on the results of the analysis, it is recommended that teachers and parents improve stimulation and find appropriate strategies for the acquisition and development of children's language. Keywords: Acquisition of children's language, Cultural background, Syntax Analysis References Bachri, C., & Maya, R. (2012). Pemerolehan Bahasa Anak Usia 7 Tahun 3 Bulan dalam bidang Sintaksis. Jurnal Edukasi Kultural. Chaer, A. (2003). Psikolinguistik: Kajian Teoritik. Jakarta: PT Rineka Cipta. Chaer, A., & Agustina, L. (2004). Sosiolinguistik Perkenalan Awal. Jakarta: PT Rineka Cipta. Chater, N., & Christianshen, H. M. (2018). Language acquisition as skill learning. Behavioral Science. Creswell, J. C. (2012). Introduction to Research Methods in Education. Los Angeles: Sage Publication. Darjowidjojo, S. (2010). Psikolinguistik (Pengatar Pemahaman Bahasa Manusia). Jakarta: Yayasan Obor Indonesia. Hakim, U. (2016). Studi Pemerolehan Bahasa pada Anak Usia 4 tahun (Kajian Sintaksis). Jurnal Linguistik Terapan. Hetherington, P. (2003). Psikologi Perkembangan Anak dan Remaja Terjemahan Soemitro. Jakarta: Universitas Indonesia. Hutabarat, I. (2018). Pemerolehan Sintaksis Bahasa Indonesia Anak Usia Dua Tahun Dan Tiga Tahun Di Padang Bulan. Jurnal Dharma Agung, Xxvi(1). Mahsun. (2005). Metode Penelitian Bahasa. Jakarta: PT Raja Grafindo Persada. Moleong, L. (2007). Metodologi Penelitian Kualitatif. Yogyakarta: PT Remaja Rosdakarya. Nurjamiaty. (2015). Pemerolehan Bahasa Anak Usia Tiga Tahun Berdasarkan Tontonan Kesukaannya Ditinjau Dari Kontruksi Semantik. Jurnal Edukasi Kultura, 2(2). Owens, R. G. (2008). Organizational Behavior in Education (4th Ed) III. New York: Allyn&Bacon. Rahardi, K. (2001). Sosiolinguistik, Kode, dan Alih Kode. Yogyakarta: Pustaka Pelajar. Roni, N. S. (2016). Panjang Rata-Rata Tuturan Anak Usia 2 Tahun 7 Bulan Dalam Bingkai Teori Pemerolehan Bahasa Anak. Jurnal Pendidikan2016. Salnita, Y. E., Atmazaki, & Abdurrahman. (2019). Language Acquisition for Early Childhood. Jurnal Obsesi, 3(1). Smith, A. (2010). Development of Vocabularry and Grammar in Young America Speaking Children Assessed with aAmerica Language Development Inventory. Sumarsono. (2013). Sosiolinguistik. Yogyakarta: Pustaka Pelajar. Sumarsono, & Partana, P. (2018). Sosiolinguistik. Yogyakarta: Pustaka Pelajar. Vissiennon, K., Friederic, A. D., Brauer, J., & Wu, C.-Y. (2016). Functional organization of the language network in three- and six-year-old children. Neuropsychologia.

ABSTRAK Pentingnya kesadaran mewujudkan pertahanan dan keamanan bangsa di era revolusi industri bagi generasi muda dalam menjaga kedaulatan bangsa. Sebagai warga negara memiliki hak dan kewajiban dalam upaya bela negara dan upaya pertahanan keamanan (pasal 27 ayat 3 dan pasal 30 ayat (1) UUD 1945). Diatur lebih rinci lagi dalam Undang-Undang Nomor 20 Tahun 1982, tentang Ketentuan-Ketentuan Pokok Pertahanan Keamanan Negara Republik Indonesia. Globalisasi yang begitu pesatnya membuat semakin derasnya beragam kebudayaan asing, yang menjadi kendala ketika generasi muda tidak memiliki pegangan dalam menerima semua informasi yang masuk sehingga tidak menyaring mana yang patut dijadikan pengetahuan dan mana yang harus disingkirkan karena tidak sesuai dengan kepribadian bangsa. Generasi muda salah satunya siswa kelas XI Madrasah Aliyah Daarul Hikmah sudah terbiasa memegang gadget sejak kecil. Pengenalan teknologi dan dunia maya membuat mereka sering berselancar di media sosial sehingga terjadi interaksi dengan beragam karakter orang tanpa ada batasan ruang dan waktu ini sangat berpengaruh pada perkembangan kehidupan dan kepribadian. Jika digunakan secara bijak justru adanya media sosial ini bisa digunakan sebagai sarana menggalang persatuan anak muda bangsa untuk menjalin komunikasi, bertukar pikiran, mengenalkan kebudayaan bangsa ke negara lain yang memiliki keindahan alam di dalamnya untuk kemajuan bangsa dengan beragam keberagaman budaya yang dimiliki justru bukan mempermudah perpecahan. Namun, berdasarkan hasil observasi yang dilakukan, ditemukan bahwa peserta didik: Kurang bijak dalam mengatur waktu dalam menggunakan media sosial, Ketertarikan terhadap budaya asing yang tidak sesuai dengan kepribadian bangsa, Menurunnya rasa nasionalisme, dan Rendahnya etika bermedia sosial. Oleh sebab itu, tim Pengabdian kepada Masyarakat memutuskan terjun dan menawarkan solusi permasalahan dengan memberikan sosialisasi terhadap siswa kelas XII Madrasah Aliyah Daarul Hikmah tentang pentingnya mewujudkan pertahanan dan keamanan bagi generasi Z di era media sosial. Sosialisasi menggunakan metode ceramah interaktif yang bertujuan meningkatkan kreatifitas dan keaktifan siswa dengan adanya diskusi serta sesi tanya jawab. Para siswa akan diberikan penjabaran terkait karakteristik generasi Z yang dekat dengan media sosial, dampak positif dan negative dari media sosial, menggunakan media sosial sebagai sarana meningkatkan rasa nasionalisme sehinga memiliki kesadaran pentingnya meningkatkan kontribusi dalam pertahanan dan keamanan. Kata-kata Kunci: Keamanan, Media Sosial, Pertahanan ABSTRACT The importance of awareness of realizing the defense and security of the nation in the era of the industrial revolution for the younger generation in maintaining the sovereignty of the nation. As citizens have rights and obligations in efforts to defend the state and defense efforts for security (article 27 paragraph 3 and article 30 paragraph (1) of the 1945 Constitution). It is regulated in more detail in Law Number 20 of 1982, concerning the Basic Provisions of State Security Defense of the Republic of Indonesia. Such rapid globalization has made the influx of various foreign cultures, which becomes an obstacle when the younger generation does not have a handle in receiving all incoming information so that it does not filter out which ones should be used as knowledge and which ones should be removed because they are not in accordance with the personality of the nation. The younger generation, one of which is a class XI student of Madrasah Aliyah Daarul Hikmah, has been accustomed to holding gadgets since childhood. The introduction of technology and cyberspace makes them often surf social media so that there is interaction with various characters of people without any restrictions on time and space, this greatly affects the development of life and personality. If used wisely, the existence of social media can be used as a means of rallying the unity of the nation's youth to establish communication, exchange ideas, introduce the nation's culture to other countries that have natural beauty in it for the progress of the nation with a variety of cultural diversity that is owned instead of facilitating division. However, based on the results of observations made, it was found that students: Lack of wisdom in managing time in using social media, Interest in foreign cultures that do not match the personality of the nation, Decreased sense of nationalism, and Low ethics of social media. Therefore, the Community Service team decided to jump in and offer solutions to problems by providing socialization to class XII students of Madrasah Aliyah Daarul Hikmah about the importance of realizing defense and security for generation Z in the era of social media. Socialization uses an interactive lecture method that aims to increase student creativity and activity with discussions and question and answer sessions. Students will be given an explanation of the characteristics of generation Z who are close to social media, the positive and negative impact of social media, using social media as a means of increasing the sense of nationalism so as to have an awareness of the importance of increasing contributions in defense and security. Keywords: Security, Social Media, Defense

Human communication is the topic of this article. It begins with Direct-Contact Communication in prehistory and during childhood. Than follows Distance-Communication that begins with talking, than writing and reading follows. Since the beginning there are always criticism every time a new communication media emerge. This criticism accelerate with the habit of indulging reading literature in the train, chatting by amateur radio and end up in BB's cyberspace and its facebook. Besides its positive effect, we are intoxicated by this IT communication. So we loose many productive hours of working time. The IT (Information Technology) becomes frightening with its "clever" CDs in general education and so is the training of skills and competency with the help of IT simulators. Are we educating real human or virtual humans? Is this excess of IT happening a common happening, a risk of being modern? Or are there somekind of education missing? How to overcome it?

Maya Angelou is one of the most inspirational African-American poets, novelists, activists, and feminists, who has also been recognized as a prominent and influential voice in literature. This study aimed to engage in an analytical investigation of socialist feminism in the select poems of Maya Angelou using biographical approach and Johannna Brenner’s socialist feminism perspective. The select poems included Woman Work, Alone, On Working White Liberals, When You Come to Me, When I Think about Myself and Caged Bird. The research method of textual analysis was used in the literary investigation of the select poems. The study revealed that Maya Angelou had a challenging and colorful life. Her range of experiences from childhood to adulthood had influenced how she wrote. Her vision and legacy as mirrored in her works especially in her poetry continue to inspire others to fight for equality of all forms in the society. It was also found out that there are a number of significant factors that aided in the development of her work as a writer and a poet. Her life experiences along with her education recreated the way she saw the world. The sociocultural environment in Arkansas during her period also contributed to her profound writings. The salient characteristics of socialist feminism of Brenner such as representation of women, images of women at home and in the workplace and role of women in the society are highly evident in her body of work. As a socialist feminist, Brenner yearns to end the exploitation of women at home, in the workplace, and in the community. Since this research found out that Angelou is regarded a socialist feminist, it is recommended to analyze other types of feminism such as eco-feminism, liberal, and radical feminism to explore other salient characteristics of feminism embedded in Angelou’s works.

Maya Angelou is one of the most inspirational African-American poets, novelists, activists, and feminists, who has also been recognized as a prominent and influential voice in literature. This study aimed to engage in an analytical investigation of socialist feminism in the select poems of Maya Angelou using biographical approach and Johannna Brenner’s socialist feminism perspective. The select poems included Woman Work, Alone, On Working White Liberals, When You Come to Me, When I Think about Myself and Caged Bird. The research method of textual analysis was used in the literary investigation of the select poems. The study revealed that Maya Angelou had a challenging and colorful life. Her range of experiences from childhood to adulthood had influenced how she wrote. Her vision and legacy as mirrored in her works especially in her poetry continue to inspire others to fight for equality of all forms in the society. It was also found out that there are a number of significant factors that aided in the development of her work as a writer and a poet. Her life experiences along with her education recreated the way she saw the world. The sociocultural environment in Arkansas during her period also contributed to her profound writings. The salient characteristics of socialist feminism of Brenner such as representation of women, images of women at home and in the workplace and role of women in the society are highly evident in her body of work. As a socialist feminist, Brenner yearns to end the exploitation of women at home, in the workplace, and in the community. Since this research found out that Angelou is regarded a socialist feminist, it is recommended to analyze other types of feminism such as eco-feminism, liberal, and radical feminism to explore other salient characteristics of feminism embedded in Angelou’s works.

AbstractBackgroundGuatemala suffered from civil war and high levels of inequality and childhood stunting in the second half of the 20th century, but little is known about inequalities in secular trends in adiposity.ObjectivesTo investigate differences in childhood body mass index (BMI) and skinfold thickness trajectories from 1979 to 1999 between three groups of children: High socioeconomic position (SEP) Ladino, Low SEP Ladino, and Low SEP Indigenous Maya.MethodsThe sample comprised 19 346 children aged 7–17 years with 54 638 observations. The outcomes were height, BMI, triceps skinfold thickness (TST), and subscapular skinfold thickness (SST) Z‐scores according to the Centers for Disease Control and Prevention (CDC) references. Sex‐specific multilevel models were used to estimate and compare mean trajectories from 1979 to 1999 between the three groups.ResultsMean Z‐scores were always highest for High SEP Ladino children and lowest for Low SEP Maya children. Despite their very short stature, the Low SEP groups had SST trajectories that were above the 50th centile. The BMI trajectories were relatively flat and within one major centile band of the CDC median, with differences between the three groups that were small (0.2–0.3 Z‐scores) and did not attenuate over time. Conversely, the TST Z‐score trajectories demonstrated larger positive secular trends (e.g., from −1.25 in 1979 to −0.06 in 1999 for Low SEP Maya boys), with differences between the three groups that were large (0.5–1.2 Z‐scores) and did attenuate over time (in boys). Secular trends and between‐group difference in the SST Z‐score trajectories were less pronounced, but again we found stronger evidence in boys that the estimated inequalities attenuated over time.ConclusionsSecular trends and inequalities in skinfolds differ from those for BMI in Guatemalan children. Differences between groups in skinfolds attenuated over time, at least in boys, but whether this is good news is questionable given the very short stature yet relatively large subscapular skinfolds of the Low SEP groups.

Abstract Background This is the fourth paper in our supplement on improving the health and well-being of rural indigenous Maya mothers and children in the Western Highlands of Guatemala, where the prevalence of stunting is the highest in Latin America and among the highest in the world. Reducing childhood undernutrition was one of the objectives of the Maternal and Child Health Project, 2011–2015, implemented by Curamericas/Guatemala. The implementation research portion of the Project attempted to determine if there were greater improvements in childhood nutritional status in the Project Area than in comparison areas and whether or not a dose–response effect was present in terms of a greater improvement in the Project Area with a longer duration of interventions. Methods The Project provided nutrition-related messages to mothers of young children, cooking sessions using locally available nutritious foods, a lipid-based nutrient supplement (Nutributter®) for a short period of time (4 months), anti-helminthic medication, and repeated growth monitoring and nutrition counseling. Measures of height and weight for calculating the prevalence of underweight, stunting, and wasting in under-2 children were analyzed and compared with the anthropometric data for children in the rural areas of the Northwestern Region and in the Western Highlands of Guatemala. Results The prevalence of stunting declined in Area A from 74.5% in September 2012 to 39.5% in June 2015. Area A comprised approximately one-half of the Project Area and was the geographic area with the greatest intensity and duration of nutrition-related Project interventions. Minimal improvements in stunting were observed in the Northwestern Region, which served as a comparison area. Improvements in multiple output and outcome indicators associated with nutritional status were also observed in Areas A and B: infant and young child feeding practices, routine growth monitoring and counseling, and household practices for the prevention and treatment of diarrhea. Conclusion The Project Area in which Curamericas/Guatemala implemented the CBIO+ Approach experienced a reduction in the prevalence of stunting and other measures of undernutrition in under-2 children. Given the burden of undernutrition in Guatemala and other parts of the world, this approach merits broader application and further evaluation.

<p>Kemajuan di bidang teknologi informasi saat ini, memberikan pengaruh yang besar terhadap anak-anak.suka tidak suka, anak- anak juga sudah mengenal media internet. Karena itu, sebagai orang tua harus turut serta mengontrol dan mengawasi putra putrinya bila berselancar dalam dunia maya. Selain pengawasan yang intensif, penananam akhlak sejak dini juga harus dilakukan. Disinilah orang tua mempunyai peran yang penting dalam pembinaan akhlak bagi anak-anaknya. Tulisan ini bertujuan untuk menunjukkan pentingnya pendidikan akhlak bagi anak usia dini. Kajian ini merupakan penelitian kepustakaan. Hasil kajian ini menunjukkan bahwa tahapan-tahapan dalam membina akhlak bagi anak-anak, pertama, memberi contoh kepada anak dalam berakhlak mulia, kedua, menyediakan kesempatan kepada anak untuk mempraktikkan akhlak mulia, ketiga, memberi tanggung jawab sesuai dengan perkembangan anak, dan keempat, mengawasi dan mengarahkan anak agar selektif dalam bergaul.</p><p><strong>kata kunci: pembinaan akhlak, anak pra sekolah, peran orang tua</strong></p><div class="Section1"><p><em>THE URGENCY OF MORAL DEVELOPMENT FOR PRE- SCHOOL CHILDREN. The advance in information technology r</em><em>e</em><em>cently, give </em><em>a big inluence to the children. Therefore, as parents must participate to control and supervise her son when surfing in cyberspace. Besides intensive supervision, morals early planting should be done. This is where parents have an important role in the formation of character for her children. This study aims to show how importance the character education for early childhood. This study uses library research. The result of this studi showed that parents as the first educators in the family environment. Both should help each other. The roles and stages in fostering morals for children, first, to give an example to children in a noble, secondly, to provide opportunities for children to practice the noble character, the third, giving the responsibility in accordance with the child’s development, and the fourth, supervise and directing children to be selective in the mix.</em></p></div><p><strong><em>Keywords</em></strong><em>: moral </em><em>g</em><em>uidan</em><em>ce, pre-school children, the role of </em><em>p</em><em>a</em><em>r</em><em>en</em><em>ts</em></p>

Introduction Where children’s television once ruled supreme as a vehicle for sales of kids’ brands, the marketing of children’s toys now often hinges on having the right social media influencer, many of them children themselves (Verdon). As Forbes reported in 2021, the pandemic saw an increase in children spending more time online, many following their favourite influencers on YouTube, TikTok, and Instagram. The importance of tapping into partnering with the right influencer grew, as did sales in toys for children isolated at home. We detail, through a case study approach and visual narrative analysis of two Australian influencer siblings’ Instagram accounts, the nature of toy marketing to children in 2023. Findings point to the continued gendered nature of toys and the concurrent promotion of aspirational adult ‘toys’ (for example, cars, high-end cosmetics) and leisure pursuits that blur the line between what we considered to be children’s playthings and adult objects of desire. To Market, to Market Toys are a huge business worldwide. In 2021, the global toys market was projected to grow from $141.08 billion to $230.64 billion by 2028. During COVID-19, toy sales increased (Fortune Business Insights). The rise of the Internet alongside media and digital technologies has given toy marketers new opportunities to reach children directly, as well as producing new forms of digitally enabled play, with marketers potentially having access to children 24/7, way beyond the previous limits of children’s programming on television (Hains and Jennings). Children’s digital content has also extended to digital games alongside digital devices and Internet-connected toys. Children’s personal tablet ownership rose from less than 1 per cent in 2011 to 42 per cent in 2017 (Rideout), and continues to grow. Children’s value for brands and marketers has increased over time (Cunningham). The nexus between physical toys and the entertainment industry has grown stronger, first with the Disney company and then with the stand-out success of the Star Wars franchise (now owned by Disney) from the late 1970s (Hains and Jennings). The concept of transmedia storytelling and selling, with toys as the vehicle for children to play out the stories they saw on television, in comics, books, movies, and online, proved to be a lucrative one for the entertainment company franchises and the toy manufacturers (Bainbridge). All major toy brands now recognise the power of linking toy brands and entertaining transmedia children’s texts, including online content, with Disney, LEGO and Barbie being obvious examples. Gender and Toys: Boys and Girls Come Out to Play Alongside the growth of the children’s market, the gendering of children’s toys has also continued and increased, with concerns that traditional gender roles are still strongly promoted via children’s toys (Fine and Rush). Research shows that girls’ toys are socialising them for caring roles, shopping, and concern with beauty, while toys aimed at boys (including transportation and construction toys, action figures, and weapons) may promote physicality, aggression, construction, and action (Fine and Rush). As Blakemore and Center (632) suggested, then, if children learn from toy-play “by playing with strongly stereotyped toys, girls can be expected to learn that appearance and attractiveness are central to their worth, and that nurturance and domestic skills are important to be developed. Boys can be expected to learn that aggression, violence, and competition are fun, and that their toys are exciting and risky”. Recently there has been some pushback by consumers, and some toy brands have responded, with LEGO committing to less gendered toy marketing (Russell). YouTube: The World’s Most Popular Babysitter? One business executive has described YouTube as the most popular babysitter in the world (Capitalism.com). The use of children as influencers on YouTube to market toys through toy review videos is now a common practice (Feller and Burroughs; De Veirman et al.). These ‘reviews’ are not critical in the traditional sense of reviews in an institutional or legacy media context. Instead, the genre is a mash-up, which blurs the lines between three major genres: review, branded content, and entertainment (Jaakkola). Concerns have been raised about advertising disguised as entertainment for children, and calls have been made for nuanced regulatory approaches (Craig and Cunningham). The most popular toy review channels have millions of subscribers, and their hosts constitute some of YouTube’s top earners (Hunting). Toy review videos have become an important force in children’s media – in terms of economics, culture, and for brands (Hunting). Concurrently, surprise toys have risen as a popular type of toy, thanks in part to the popularity of the unboxing toy review genre (Nicoll and Nansen). Ryan’s World is probably the best-known in this genre, with conservative estimates putting 10-year-old Ryan Kanji’s family earnings at $25 million annually (Kang). Ryan’s World, formerly Ryan’s Toy Review, now has 10 YouTube channels and the star has his own show on Nic Junior as well as across other media, including books and video games (Capitalism.com). Marsh, through her case study of one child, showed the way children interact with online content, including unboxing videos, as ‘cyberflaneurs’. YouTube is the medium of choice for most children (now more so than television; Auxier et al.). However, Instagram is also a site where a significant number of children and teens spend time. Australian data from the e-Safety Commission in 2018 showed that while YouTube was the most popular platform, with 80 per cent of children 8-12 and 86 per cent of teens using the site, 24 per cent of children used Instagram, and 70 per cent of teens 13-17 (e-Safety Commissioner). Given the rise in social media, phone, and tablet use in the last five years, including among younger children, these statistics are now likely to be higher. A report from US-based Business Insider in 2021 stated that 40 per cent of children under 13 already use Instagram (Canales). This is despite the platform ostensibly only being for people aged 13 and over. Ofcom (the UK’s regulator for communications services) has discussed the rise of ‘Tik-Tots’ – young children defying age restrictions to be on social media – and the increase of young people consuming rather than sharing on social media (Ofcom). Insta-Kidfluencers on the Rise Marketers are now tapping into the selling power of children as social media influencers (or kidfluencers) to promote children’s toys, and in some cases, parents are happy to act as their children’s agents and managers for these pint-size prosumers. Abidin ("Micromicrocelebrity") was the first to discuss what she termed ‘micro-microcelebrities’, children of social media influencers (usually mothers) who have become, through their parents’ mediation, paid social media influencers themselves, often through Instagram. As Abidin noted: “their digital presence is deliberately commercial, framed and staged by Influencer mothers in order to maximize their advertorial potential, and are often postured to market even non-baby/parenting products such as fast food and vehicles”. Since that time, and with children now a growing audience on Instagram, some micro-microcelebrities have begun to promote toys alongside other brands which appeal to both children and adults. While initially these human ‘brand extensions’ of their mothers (Archer) appealed to adults, their sponsored content has evolved as they have aged, and their audience has grown and broadened to include children. Given the rise of Instagram as a site for the marketing of toys to children, through children themselves as social media influencers, and the lack of academic research on this phenomenon, our research looks at a case study of prominent child social media influencers on Instagram in Australia, who are managed by their mother, and who regularly promote toys. Within the case study, visual narrative analysis is used, to analyse the Instagram accounts of two high-profile child social media influencers, eleven-year-old Australian Pixie Curtis and her eight-year-old brother, Hunter Curtis, both of whom are managed by their entrepreneur and ‘PR queen’ mother, Roxy Jacenko. We analysed the posts from each child from March to July 2022 inclusive. Posts were recorded in a spreadsheet, with the content described, hashtags or handles recorded, and any brand or toy mentions noted. We used related media reports to supplement the analysis. We have considered ethical implications of our research and have made the decision to identify both children, as their accounts are public, with large follower numbers, promote commercial interests, and have the blue Instagram ‘tick’ that identifies their accounts as verified and ‘celebrity’ or brand accounts, and the children are regularly featured in mainstream media. The children’s mother, Jacenko, often discusses the children on television and has discussed using Pixie’s parties as events to gain publicity for the toy business. We have followed the lead of Abidin and Leaver, considered experts in the field, who have identified children and families in ethnographic research when the children or families have large numbers of followers (see Abidin, "#Familygoals"; Leaver and Abidin). We do acknowledge that other researchers have chosen not to identify influencer children (e.g., Ågren) with smaller numbers of followers. The research questions are as follows: RQ1: What are the toys featured on the two social media influencer children’s sites? RQ2: Are the toys traditionally gendered and if so, what are the main gender-based toys? RQ3: Do the children promote products that are traditionally aimed at adults? If so, how are these ‘toys’ presented, and what are they? Analysis The two child influencers and toy promoters, sister and brother Pixie (11) and Hunter (8) Curtis, are the children of celebrity, entrepreneur and public relations ‘maven’, Roxy Jacenko. Jacenko’s first business was a public relations firm, Sweaty Betty, one she ran successfully but has recently closed to focus on her influencer talent agency business, the Ministry of Talent, and the two businesses related to her children, Pixie’s Pix (an online toy store named after her daughter) and Pixie’s Bows, a line of fashion bows aimed at girls (Madigan). Pixie Curtis grew up with her own Instagram account, with her first Instagram post on 18 June 2013, before turning two, and featuring a promotion of an online subscription service for toys, with the hashtag #babblebox. At time of writing, Pixie has 120,000 Instagram followers; her ‘bio’ describes her account as ‘shopping and retail’ and as managed by Jacenko. Pixie is also described as the ‘founder of Pixie’s Pix Toy Store’. Her brother Hunter’s account began on 6 May 2015, with the first post to celebrate his first birthday. Hunter’s page has 20,000 followers with his profile stating that it is managed by his mother and her talent and influencer agency. RQ1: What are the toys featured on the two children’s Instagram sites? The two children feature toy promotions regularly, mostly from Pixie’s online toy shop, with the site tagged @pixiespixonline. These toys are often demonstrated by Pixie and Hunter in short video format, following the now-established genre of the toy unboxing or toy review. Toys that are shown on Pixie’s site (tagged to her toy store) include air-clay (clay designed to be used to create clay sculptures); a Scruff-a-Luv soft toy that mimics a rescue pet that needs to be bathed in water, dried, and groomed to become a ‘lovable’ soft toy pet; toy slime; kinetic sand; Hatchimals (flying fairy/pixie dolls that come out of plastic eggs); LOL OMG dolls and Mermaze (both with accentuated female/made up features). LOL OMG (short for Outrageous Millennial Girls) are described as “fierce, fashionable, fabulous” and their name taps into common language used to communicate while texting. Mermaze are also fashion and hair styling dolls, with a mermaid’s tail that changes colour in water. While predominantly promoting toys on Pixie’s Pix, Pixie posts promotions of other items on her Website aimed at children. This includes practical items such as lunch boxes, but also beauty products including a skin care headband and scented body scrubs. Toys shown on Hunter’s Instagram site are often promotions of his sister’s toy store offerings, but generally fall into the traditional ‘boys’ toys’ categories. The posts that tag the Pixie’s Pix store feature photos or video demonstrations by Hunter of toys, including trucks, slime, ‘Splat balls’ (squish balls), Pokémon cards, Zuru toys’ ‘Smashers’ (dinosaur eggs that are smashed to reveal a dinosaur toy), a Bubblegum simulator for Roblox (a social media platform and game), Needoh Stickums, water bombs, and Hot Wheels. RQ2: Are the toys traditionally gendered and if so, what are the main gender-based toys? Although both children promote gender-neutral sensory toys such as slime and splat balls, they do promote strongly gendered toys from Pixie’s Pix. Hunter also promotes gendered toys that are not tagged to Pixie’s Pix, including Jurassic World dinosaur toys (tying into the film release). One post by Hunter features a (paid) cross-promotion of PlayStation 5 themed Donut King donuts (with a competition to win a PlayStation 5 by buying the donuts). In contrast, Pixie posts a paid promotion of a high-tea event to promote My Little Ponies. Hunter’s posts of toys and leisure items that do not tag Pixie’s toyshop include him on a go-kart, buying rugby gear, and with an ‘airtasker’ (paid assistant) helping him sort his Nerf gun collection. There are posts of both children playing and doing ‘regular’ children’s activities, including sport (Pixie plays netball, Hunter rugby), with their dog, ice-skating, and swimming (albeit often at expensive resorts), while Hunter and Pixie both wear, unbox, and tag some high-end children’s clothes brands such as Balmain and promote department store Myer. RQ3: Do the children promote products that are traditionally aimed at adults? If so, how are these ‘toys’ presented, and what are they? The Cambridge dictionary provides the following two definitions of toys, with one showing that ‘toys’ may also be considered as objects of pleasure for adults. A toy is “an object for children to play with” while it can also be “an object that is used by an adult for pleasure rather than for serious use”. The very meaning of the word toys shows the crossover between the adult and children’s world. The more ‘adult’ products promoted by Pixie are highly gendered, with expensive bags, clothes, make-up, and skin care regularly featured on her account. These are arguably toys but also teen or adult objects of aspiration, with Pixie’s collection of handbags featured and the brand tagged. The bag collection includes brightly coloured bags by Australian designer Poppy Lissiman. Other female-focussed brands include a hairdryer brand, with photos and videos posted of Pixie ‘playing’ at dressing up and ‘getting ready’, using skincare, make-up, and hair products. These toys cater to age demographics older than Pixie. Hunter is pictured in posts on a jet-ski, and in others with a mobile and tablet, or washing a Tesla car and with a helicopter. The gendered tropes of girls being concerned with their appearance, and boys interested in vehicles, action, and competitive (video) games appear to be borne out in the posts from the two children. Discussion and Conclusion As an entrepreneur, Jacenko has capitalised on her daughter’s and son’s personal brands that she has co-created by launching and promoting a toyshop named after her daughter, following the success of her children’s promotion of toys for other companies and Pixie’s successful hairbow line. The toy shop arose out of Pixie promoting sales of fidget spinners during the pandemic lockdowns where toy sales rose sharply across the world. The children are also now on TikTok, and while they have a toy review channel on YouTube it has not been posted on for three years. Therefore, it is safe to assume that Instagram is one of the main channels for the children to promote the toyshop. In an online newspaper article describing the success of Pixie’s toyshop and the purchase of an expensive Mercedes car, Jacenko said that the children work hard, and the car was their “reward” (Scanlan). “The help both her brother and her [Pixie] give me on the buying (every night we work on new style selections and argue over it), the packing, the restocking, goes well beyond their years”, Jacenko is quoted as saying. “We’ve made a pact, we must keep going, work harder. Next, it’s a Rolls Royce.” Analysis of the children’s Instagram pages shows highly gendered promotion of toys. The children also promote a variety of high-end, aspirational tween, teen, and adult ‘toys’, including clothes, make-up, and skincare (Pixie) and expensive cars (Hunter and Pixie). Gender stereotyping has been found in adult influencer content (see, for example, Jorge et al.) and researchers have also pointed to sexualisation of young girl influencers on Instagram (Llovet et al.). Our research potentially echoes these findings. Posts from the children regularly include aspirational commodities that blur the lines between adult and child items of desire. Concerns have been raised in other academic articles (and in government reports) regarding the possible exploitation of children’s labour by parents and marketers to promote brands, including toys, on social media (see, for example, Ågren; De Veirman et al.; House of Commons; Masterson). The French government is believed to be the only government to have moved to regulate regarding the labour of children as social media influencers, and the same government at time of writing was debating laws to enshrine children’s right to privacy on social media, to stop the practice of ‘sharenting’ or parents sharing their children’s images and other content on social media without their children’s consent (Rieffel). Mainstream media including Teen Vogue (Fortesa), and some influencers themselves, have also started to raise issues relevant to ‘kidfluencers’. In the state of Utah, USA, the government has introduced laws to stop children under 18 having access to social media without parents’ consent, although some view this as potentially having some negative impacts (Singer). The ethics and impact of toy advertorials on children by social media influencers, with little or no disclosure of the posts being advertisements, have also been discussed elsewhere (see, for example, House of Commons; Jaakkola), with Rahali and Livingstone offering suggestions aimed key stakeholders. It has been found that beyond the marketing of toys and adult ‘luxuries’ to kids, other products that potentially harm children (for example, junk food and e-cigarettes) are also commonly seen in sponsored content on Instagram and YouTube aimed at children (Fleming‐Milici, Phaneuf, and Harris; Smith et al.). Indeed, it could be argued that e-cigarettes have been positioned as playthings and are appealing to children. While we may bemoan the loss of innocence of children, with the children in this analysis posed by their entrepreneurial mother as purveyors of material goods including toys, it is useful to remember that perhaps it has always been a conundrum, given the purpose of toy marketing is to make commercial sales. Children’s toys have always reflected and shaped society’s culture, often with surprisingly sinister and adult overtones, including the origins of Barbie as a male ‘sex’ toy (Bainbridge) and the blatant promotion of guns and other weapons to boys (for example the famous Mattel ‘burp’ gun of the 50s and 60s), through advertising and sponsorship of television (Hains and Jennings). Recently, fashion house Balenciaga promoted its range of adult bags using children as models via Instagram – the bags are teddy bears dressed in bondage outfits and the marketing stunt caused considerable backlash, with the sexually dressed bears and use of children raising outrage (Deguara). Were these teddy bags framed as children’s toys for adults or adult toys for children? The line was blurred. This research has limitations as it is focussed on a case study in one country (but with global reach through Instagram). However, the current analysis is believed to be one of the first to focus on children’s promotion of toys through Instagram, by two children’s influencers, a relatively new marketing approach aimed at children. As the article was being finalised, the children’s mother announced that as Pixie was transitioning into high school and wanted to focus on her studies rather than running a business, the toy business would conclude but Pixie’s Bows would continue (Madigan). In the UK, recent research by Livingstone et al. for the Digital Futures Commission potentially offers a way forward related to this phenomenon, when viewed alongside the analysis of our case study. Their final report (following research with children) suggests a Playful by Design Tool that would be useful for designers and brands, but also children, parents, regulators, and other stakeholders. Principles such as adopting ethical commercial models, being age-appropriate and ensuring safety, make sense when applied to kidfluencers and those that stand to benefit from their playbour. It appears that governments, society, some academics, and the media are starting to question the current generally unrestricted frameworks related to social media in general (see, for example, the ACCC’s ongoing enquiry) and toy and other marketing by kids to kids on social media specifically (House of Commons). We argue that more frameworks, and potentially laws, are required in this mostly unregulated space. Through our case study we have highlighted key areas of concern on one of the world’s most popular platforms for children and teens, including privacy issues, commodification, and gendered and ‘stealth’ marketing of toys through ‘advertorials’. We also acknowledge that children do gain playful and social benefits and entertainment from seeing influencers online. Given that it has been shown that gendered marketing of toys (and increased focus on appearance for girls through Instagram) could be potentially harmful to children’s self-esteem, and with related concerns on the continued commodification of childhood, further research is also needed to discover the responses and views of children to these advertorials masquerading as cute content. References Abidin, Crystal. "Micromicrocelebrity: Branding Babies on the Internet." M/C Journal 18.5 (2015). <https://doi.org/10.5204/mcj.1022>. ———. "#Familygoals: Family Influencers, Calibrated Amateurism, and Justifying Young Digital Labor." 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Apparently some people upon coming across [Down Syndrome dolls] were offended. […] Still, it’s curious, and telling, what gives offense. Was it the shock of seeing a doll not modeled on the normative form that caused such offense? Or the assumption that any representation of Down Syndrome must naturally intend ridicule? Either way, it would seem that we might benefit from an examination of such reactions—especially as they relate to instances of the idealisation of the human form that dolls […] represent. (Faulkner) IntroductionWhen Joanne Faulkner describes public criticism of dolls designed to look like they have Down Syndrome, she draws attention to the need for an examination of the way discourses of disability are communicated. She calls, in particular, for an interrogation of people’s reactions to the disruption of the idealised human form that most dolls adopt. The case of Down Syndrome dolls is fascinating, yet critical discussion of these dolls from a disability or cultural studies perspective is conspicuously lacking. To address this lack, this paper draws upon theories of the cultural construction of disability, beauty, and normalcy (Garland-Thompson, Kumari Campbell, Wendell), to explore the way ideas about disability are communicated and circulated. The dominant discourse of disability is medical, where people are diagnosed or identified as disabled if they meet certain criteria, or lists of physical impairments. These lists have a tendency to subsume the disparate qualities of disability (Garland-Thompson) and remove people considered disabled from the social and cultural world in which they live (Snyder and Mitchell 377). While Down Syndrome dolls, produced by Downi Creations and Helga’s European Speciality Toys (HEST) in the US and Europe respectively, are reflective of such lists, they also perform the cultural function of increasing the visibility of disability in society. In addition, the companies distributing these dolls state that they are striving for greater inclusion of people with Down Syndrome (Collins, Parks). However, the effect of the dominance of medicalised discourses of disability can be seen in the public reaction to these dolls. This paper seeks also to bring an interrogation of disability into dialogue with a critical analysis of the discursive function of lists.The paper begins with a consideration of lists as they have been used to define disability and organise knowledge within medicine, and the impact this has had on the position of disability within society. In order to differentiate itself from medical discourses, the emerging social model also relied on lists during the 1980s and 1990s. However, these lists also decontextualised disability by ignoring certain factors for political advantage. The social model, like medicine, tended to ignore the diversity of humanity it was apparently arguing for (Snyder and Mitchell 377). The focus then shifts to the image of Down Syndrome dolls and the ensuing negative interpretation of them focusing, in particular, on reader comments following a Mail Online (Fisher) article. Although the dolls were debated across the blogosphere on a number of disability, special needs parenting, and Down Syndrome specific blogs, people commenting on The Mail Online—a UK based conservative tabloid newspaper—offer useful insights into communication and meaning making around disability. People establish meanings about disability through communication (Hedlund 766). While cultural responses to disability are influenced by a number of paradigms of interpretation such as superstition, religion, and fear, this paper is concerned with the rejection of bodies that do not ascribe to cultural standards of beauty and seeks to explore this paradigm alongside and within the use of lists by the various models of disability. This paper interrogates the use of lists in the way meanings about disability are communicated through the medical diagnostic list, the Down Syndrome dolls, and reactions to them. Each list reduces the disparate qualities and experiences of disability, yet as a cultural artefact, these dolls go some way towards recognising the social and cultural world that medicalised discourses of disability ignore. Drawing on the use of lists within different frameworks of disability, this paper contrasts the individual, or medical, model of disability (that being disabled is a personal problem) with the social model (that exclusion due to disability is social oppression). Secondly, the paper compares the characteristics of Down Syndrome dolls with actual characteristics of Down Syndrome to conclude that these features aim to be a celebrated, not stigmatised, aspect of the doll. By reasserting alternative notions of the body, the dolls point towards a more diverse society where disability can be understood in relation to social oppression. However, these aims of celebration have not automatically translated to a more diverse understanding. This paper aims to complicate perceptions of disability beyond a rudimentary list of characteristics through a consideration of the negative public response to these dolls. These responses are an example of the cultural subjugation of disability.Lists and the Creation of Normative Cultural ValuesFor Robert Belknap, lists are the dominant way of “organizing data relevant to human functioning” (8). While lists are used in a number of ways and for a variety of purposes, Belknap divides lists into two categories—the practical and the literary. Practical lists store meanings, while literary lists create them (89). Belknap’s recognition of the importance of meaning making is particularly relevant to a cultural interrogation of disability. As Mitchell and Snyder comment:Disability’s representational “fate” is not so much dependant upon a tradition of negative portrayals as it is tethered to inciting the act of meaning-making itself. (6)Disability unites disparate groups of people whose only commonality is that they are considered “abnormal” (Garland-Thompson). Ableism—the beliefs, processes, and practices which produce the ideal body—is a cultural project in which normative values are created in an attempt to neutralise the fact that all bodies are out of control (Kumari Campbell). Medical models use diagnostic lists and criteria to remove bodies from their social and cultural context and enforce an unequal power dynamic (Snyder and Mitchell 377).By comparison, the social model of disability shifts the emphasis to situate disability in social and cultural practices (Goggin and Newell 36). Lists have also been integral to the formation of the social model of disability as theorists established binary oppositions between medical and social understandings of disability (Oliver 22). While these lists have no “essential meaning,” through discourse they shape human experience (Liggett). Lists bring disparate items together to structure meaning and organisation. According to Hedlund, insights into the experience of disability—which is neither wholly medical nor wholly social—can be found in the language we use to communicate ideas about disability (766). For example, while the recent production of children’s dolls designed to reflect a list of the physical features of Down Syndrome (Table 2) may have no inherent meaning, negative public reception reveals recognisable modes of understanding disability. Down Syndrome dolls are in stark contrast to dolls popularly available which assume a normative representation. For Blair and Shalmon (15), popular children’s toys communicate cultural standards of beauty. Naomi Wolf describes beauty as a socially constructed normative value used to disempower women in particular. The idealisation of the human form is an aspect of children’s toys that has been criticised for perpetuating a narrow conception of beauty (Levy 189). Disability is likewise subject to social construction and is part of a collective social reality beyond diagnostic lists (Hedlund 766).Organising Knowledge: The Social vs. Medical Model of DisabilityDisability has long been moored in medical cultures and institutions which emphasise a sterile ideal of the body based on a diagnosis of biological difference as deviance. For example, in 1866, John Langdon Down sought to provide a diagnostic classification system for people with, what would later come to be called (after him), Down Syndrome. He focused on physical features:The hair is […] of a brownish colour, straight and scanty. The face is flat and broad, and destitute of prominence. The cheeks are roundish, and extended laterally. The eyes are obliquely placed, and the internal canthi more than normally distant from one another. The palpebral fissure is very narrow. The forehead is wrinkled transversely from the constant assistance which the levatores palpebrarum derive from the occipito-frontalis muscle in the opening of the eyes. The lips are large and thick with transverse fissures. The tongue is long, thick, and is much roughened. The nose is small. The skin has a slight dirty yellowish tinge, and is deficient in elasticity, giving the appearance of being too large for the body. (Down)These features form what Belknap would describe as a “pragmatic” list (12). For Belknap, scientific classification, such as the description Langdon Down offers above, introduces precision and validation to the use of lists (167). The overt principle linking these disparate characteristics together is the normative body from which these features deviate. Medicalised discourses, such as Down’s list, have been linked with the institutionalisation of people with this condition and their exclusion from the broader community (Hickey-Moody 23). Such emphasis on criteria to proffer diagnosis removes and decontextualises bodies from the world in which they live (Snyder and Mitchell 370). This world may in fact be the disabling factor, rather than the person’s body. The social model emerged in direct opposition to medicalised definitions of disability as a number of activists with disabilities in the United Kingdom formed The Union of Physically Impaired Against Segregation (UPIAS) and concluded that people with disability are disabled not by their bodies but by a world structured to exclude their bodies (Finkelstein 13). By separating disability (socially created) from impairment (the body), disability is understood as society’s unwillingness to accommodate the needs of people with impairments. The British academic and disability activist Michael Oliver was central to the establishment of the social model of disability. Following the activities of the UPIAS, Oliver (re)defined disability as a “form of social oppression,” and created two lists (reproduced below) to distinguish between the social and individual (or medical) models of disability. By utilising the list form in this way, Oliver both provided a repository of information regarding the social model of disability and contextualised it in direct opposition to what he describes as the individual model. These lists present the social model as a coherent discipline, in an easy to understand format. As Belknap argues, the suggestion of order is a major tool of the list (98). Oliver’s list suggests a clear order to the emerging social model of disability—disability is a problem with society, not an individual. However, this list was problematic because it appeared to disregard impairment within the experience of disability. As the “impersonal became political” (Snyder and Mitchell 377), impairment became the unacknowledged ambiguity in the binary opposition the social model was attempting to create (Shakespeare 35). Nevertheless, Oliver’s lists successfully enforced a desired order to the social model of disability. The individual modelThe social modelPersonal tragedy theorySocial oppression theoryPersonal problemSocial problemIndividual treatmentSocial actionMedicalisationSelf helpProfessional dominanceIndividual and collective responsibilityExpertiseExperienceAdjustmentAffirmationIndividual identityCollective identityPrejudiceDiscriminationAttitudesBehaviourCareRightsControlChoicePolicyPoliticsIndividual adaptation Social changeTable 1 The Individual v Social Model of Disability (Oliver)The social model then went through a period of “lists,” especially when discussing media and culture. Positive versus negative portrayals of disability were identified and scholars listed strategies for the appropriate representation of disability (Barnes, Barnes Mercer and Shakespeare). The representations of impairment or the physical markers of disability were discouraged as the discipline concerned itself with establishing disability as a political struggle against a disabling social world. Oliver’s lists arrange certain “facts” about disability. Disability is framed as a social phenomenon where certain aspects are emphasised and others left out. While Oliver explains that these lists were intended to represent extreme ends of a continuum to illustrate the distinction between disability and impairment (33), these are not mutually exclusive categories (Shakespeare 35). Disability is not simply a list of physical features, nor is it a clear distinction between individual/medical and social models. By utilising lists, the social model reacts to and attempts to move beyond the particular ordering provided by the medical model, but remains tied to a system of classification that imposes order on human functioning. Critical analysis of the representation of disability must re-engage the body by moving beyond binaries and pragmatic lists. While lists organise data central to human functioning, systems of meaning shape the organisation of human experience. Down Syndrome dolls, explored in the next section, complicate the distinction between the medical and social models.Down Syndrome DollsThese dolls are based on composites of a number of children with Down Syndrome (Hareyan). Helga Parks, CEO of HEST, describes the dolls as a realistic representation of nine physical features of Down Syndrome. Likewise, Donna Moore of Downi Creations employed a designer to oversee the production of the dolls which boast 13 features of Down Syndrome (Velasquez). These features are listed in the table below. HEST Down Syndrome Dolls Downi CreationsSmall ears set low on head with a fold at the topSmall ears with a fold at the topEars set low on the headSmall mouthSmall mouthProtruding tongueSlightly protruding tongueShortened fingers Shortened fingersPinkie finger curves inwardAlmond shaped eyesAlmond-shaped eyesHorizontal crease in palm of handHorizontal crease in palm of handGap between first and second toeA gap between the first and second toesShortened toesFlattened back of headFlattened back of headFlattened bridge across nose Flattened bridge across noseOptional: An incision in the chest to indicate open-heart surgery Table 2: Down Syndrome Dolls (Parks, Velasquez) Achieving the physical features of Down Syndrome is significant because Parks and Moore wanted children with the condition to recognise themselves:When a child with Down’s syndrome [sic.] picks up a regular doll, he doesn’t see himself, he sees the world’s perception of “perfect.” Our society is so focused on bodily perfection. (Cresswell)Despite these motivations, studies show that children with Down Syndrome prefer to play with “typical dolls” that do not reflect the physical characteristics of Down Syndrome (Cafferty 49). According to Cafferty, it is possible that children prefer typical dolls because they are “more attractive” (49). Similar studies of diverse groups of children have shown that children prefer to play with dolls they perceive as fitting into social concepts of beauty (Abbasi). Deeply embedded cultural notions of beauty—which exclude disability (see Morris)—are communicated from childhood (Blair & Shalmon 15). Notions of bodily perfection dominate children’s toys and Western culture in general as Cresswell comments above. Many bodies, not just those deemed “disabled,” do not conform to these cultural standards. Cultural ideals of beauty and an idealisation of the human body according to increasingly narrow parameters are becoming conflated with conceptions of normality (Wendell 86). Recognition of disability as subject to cultural rejection allows us to see “beauty and normalcy [as] a series of practices and positions [taken] in order to avoid the stigmatization of ugliness and abnormality” (Garland-Thompson). The exaggerated features of the doll problematise the idea that people with disability should strive to appear as nondisabled as possible and in turn highlights that some people, such as those with Down Syndrome, cannot “pass” as nondisabled and must therefore navigate a life and community that is not welcoming. While lists of the features of Down Syndrome store associated medicalised meanings, the discussion of the dolls online (the medium through which they are sold) provides insight into the cultural interpretation of disability and the way meaning is made. The next section of the paper considers a selection of negative responses to the Down Syndrome dolls that followed an article published in Mail Online (Fisher). What Causes Offence? Prior to Down Syndrome dolls, the majority of “disability dolls” were constructed through their accessories rather than through the dolls’ physical form and features. Wheelchairs, white canes, guide dogs and harnesses, plastic walkers, leg braces, and hearing aids could be purchased for use with dolls. Down Syndrome dolls look different as the features of impairment are embedded in the dolls’ construction. While accessories have a more temporary feel about them, the permanence of the impairments attributed to the doll was problematic for some who felt it projected a negative image of disability. Listed below are several negative comments following an article published in Mail Online (Fisher):What a grim world we are living in. No longer are dollies for play, for make believe, or for fun. Now it all about self image and psychological “help.” We “disabled” know we are “disabled”—we don’t need a doll to remind us of that! Stop making everything PC; let children be children and play and laugh once again!I think it’s sick and patronising.Who on earth are those education “experts?” Has nobody told them that you don’t educate children by mirroring their defects/weaknesses/negative traits but by doing exactly the opposite, mirroring back the BEST in them?The Downs Syndrome doll looks like they took the physical traits and presented them in an exaggerated way to make them more noticeable. That doll does not look attractive to me at all. If someone has a child that WANTS such a doll, fine. I can’t really see how it would help many of them, it would be like a huge sign saying “You are different.”The terminology used (grim, sick, patronising, defect, weak, negative, unattractive, different) to describe disability in these posts is significant. These descriptions are ideological categories which disadvantage and devalue “bodies that do not conform to certain cultural standards” (Garland-Thompson). Implicit and explicit in all of these comments is the sense that disability and Downs Syndrome in particular is undesirable, unattractive even. When listed together, like Belknap’s literary lists, they are not random or isolated interpretations; they form part of a larger system of meaning making around disability.These responses are informed by the notion that in order to gain equality in society, people with disability must suppress their difference and focus instead on how they are really just like everybody else. However, this focus ignores barriers to inclusion, such as in the rejection of bodies that do not ascribe to cultural standards of beauty. An increasing visibility of impairment in popular culture such as children’s toys advances an understanding of disability as diversity through difference and not something inherently bad. ConclusionPeter Laudin of Pattycake Doll, a company which sells Black, Hispanic, Asian, and Disabled dolls, has found that children “love all dolls unconditionally whether it’s special needs or not” (Lee Adam). He suggests that the majority of the negative responses to the Down Syndrome dolls stem from prejudice (Lee Adam). Dolls popularly available idealise the human form and assume a normative representation. While this has been criticised for communicating damaging standards of beauty from childhood (Levy, Blair and Shalmon), critiques about disability are not as widely understood. The social and medical models of disability focus attention on certain aspects of disability through lists; however, the reduction of diagnostic criteria in the form of a list (whether medical or social) decontextualises disability from the social and cultural world. Thus, the list form, while useful, has elided the disparate qualities of disability. As Belknap argues, lists “ask us to make them meaningful” (xv). Although the dolls discussed in this paper have been criticised for stereotyping and emphasising the difference between children with disability and those without, an inclusion of the physical features of Down Syndrome is consistent with recent moves within critical disability studies to re-engage the body (Shakespeare 35). As Faulkner notes in the epigraph to this paper, an examination of negative reactions to these dolls reveals much about the cultural position of people with disability. References Abbasi, Jennifer. “Why 6-Year Old Girls Want to be Sexy.” Live Science 16 July (2012). 30 Aug. 2012 ‹http://www.livescience.com/21609-self-sexualization-young-girls.html›. Barnes, Colin. Disabling Imagery and the Media: An Exploration of the Principles for Media Representations of Disabled People. 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