Relevant bibliographies by topics / Children's books

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Children's books'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Children's books"

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Engalycheva, E. V. "Children's book in Siberia: a historiographic review." Bibliosphere, no. 4 (December 30, 2017): 35–40. http://dx.doi.org/10.20913/1815-3186-2017-4-35-40.

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The article is devoted to the history of Siberian regional children's book publishing. The author has collected theoretic-practical opinions of historians, bibliologists, publishers and booksellers, librarians and bibliographers, psychologists and sociologists, which purpose is to generalize and reveal regularities of books' flow for children. V. G. Belinsky, L. N. Tolstoy, F. G. Tol’, N. V. Chekhov developed the first concepts of children's book. N. K. Krupskaya, V. A. Sukhomlinsky studied the «core» of the children book repertoire. V. G. Sopikov, B. S. Bondarsky reviewed children's literature of the 19th century in their bibliographic works. The author allocated some organizational components using formal-logical, comparative-historical and structural-typological methods. The first block is related to studying such definitions as «children's book», «children's literature», «editions for children», «a circle of childhood reading», «the repertoire of children's books», their typological signs. The presented concepts are investigated according to tasks, which children's editions solve. S. G. Antonova and S. A. Karaichentseva touched issues of children's literature typology in their publications. The second block of literature reveals the children's book development in Russia in various periods of its formation. I. E. Barenbaum, A. A. Grechikhin, A. A. Belovitskaya studied general fundamentals of the book's history, while A. Ivich, L. Kohn, I. Lupanova considered the history of children’s books. The third block is devoted to printing and art features of the children's book design, activity of universal and specialized publishing houses to distribute literature for children. The fourth block explains such category as «reader - library», considers techniques of work with children's book, offers methodical recommendations for teachers and tutors. Readers’ activity is examined as well. The author analyzes interests, factors, incentives and aims influencing childhood reading. Dissertation researches disclose the regional specifics of children's book publishing in 1980-2013, confirm the considered subject relevance. The historical, comparative, formal and logical analysis carried out by the author will be useful both the specialists in publishing and editorial affairs, researchers studying the history and development of the children's book, historians, and teachers in the educational process of such courses as «Publishing and Editing», «Children's Literature», «Book Science». The author concludes that the children's book has been studied in different periods of its development in the context of numerous aspects, directions and components, which makes it possible to reveal the special patterns of its existence.
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Syam, Nurbaeti, Ahmad Afiif, and Eka Damayanti. "The role of alphabet book in improving preschool children’s letter recognition." Journal of Early Childhood Care and Education 5, no. 1 (March 31, 2022): 59–72. http://dx.doi.org/10.26555/jecce.v5i1.3991.

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Letter recognition is the first stage in developing children’s reading skills. It is hence important to optimize the stimulus for letter recognition, either in terms of methods or media. One of the media helpful for improving children’s letter recognition is the alphabet book. The present study aims to depict the role of the alphabet book in improving preschool children's letter recognition. This qualitative library research garnered articles and books using two keywords: alphabet book and letter recognition. The data were collected using documentation and analyzed using Miles and Huberman’s descriptive analysis. The result showed that Alphabet Book improved children’s letter recognition. Alphabet book could improve children’s ability to recognize letter shapes and sounds and write the letter. This improvement appears to be accounted for by the book’s various themes, attractive illustrations, and words representing each letter. The alphabet book is also interesting when used together with storytelling and play methods. Alphabet book also plays a role in improving children's learning interest and enriching their vocabulary.
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Xin, Meng, Ahmad Rashdi Yan Ibrahim, and MUSTAFFA HALABI BIN AZAHARI. "Research on the Design of Children's pop-up book Integrating Mongolian Stories." International Journal of Education and Humanities 10, no. 2 (September 3, 2023): 125–28. http://dx.doi.org/10.54097/ijeh.v10i2.11579.

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Pop-up book, a child, not only tells stories in a vivid and creative way, but also stimulates children's interest in exploration and reads in a game way through pop-up book's unique layout design and changes in the three-dimensional structure of paper. Mongolian folk children's stories, with their unique ethnic customs and artistic characteristics, have become an important medium for the inheritance of national culture, which brings important influences to children such as cultural enlightenment, personality foundation, moral enlightenment and life experience, and is also an important resource for children's language learning. Mongolian folk children's stories can also make children feel the particularity of national language, which is conducive to stimulating children's interest in learning national language and grasping the direction and ways of learning national language. This paper discusses the design of children's pop-up book with Mongolian stories. Moreover, this paper will also put forward some new design ideas to increase the interaction between children's three-dimensional books and children. Through these reforms and innovative designs, children's three-dimensional books can have better communication functions with children on the basis of traditional books, and can bring better reading experience to children readers.
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Royal, Brenda. "Children's Books." American Biology Teacher 73, no. 9 (November 1, 2011): 561–62. http://dx.doi.org/10.1525/abt.2011.73.9.11.

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Leonette, Charity. "Children's Books." Journal of Intergenerational Relationships 6, no. 2 (May 28, 2008): 241–43. http://dx.doi.org/10.1080/15350770801955438.

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Bedford, April Whatley. "Children's Books." Childhood Education 87, no. 1 (October 2010): 76–79. http://dx.doi.org/10.1080/00094056.2010.10521445.

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Kirkland, Lynn, and Maryann Manning. "Children's Books." Childhood Education 89, no. 4 (July 2013): 275–78. http://dx.doi.org/10.1080/00094056.2013.815560.

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Kirkland, Lynn, and Maryann Manning. "Children's Books." Childhood Education 89, no. 6 (November 2013): 398–402. http://dx.doi.org/10.1080/00094056.2013.854132.

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Chencheng, Mao, and Sharul Azim Sharudin. "Application of Mianzhu New Year Painting Art Style in Childrens Picture Books." Advances in Humanities Research 2, no. 1 (September 7, 2023): 37–46. http://dx.doi.org/10.54254/2753-7080/2/2023011.

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This paper analyzes the attraction of children's language learning and literacy through the collation of Chinese Mianzhu New Year's Paintings art style, analyzes the attraction of children's language learning and literacy through the reading of early children's New Year's Paintings art style picture books, summarizes the use of pre-school children's favorite picture book survey reports and data, and analyzes the case of the excellent picture book design that has won awards for integrating the Chinese traditional art style, and the result shows that Mianzhu New Year's Paintings art style has great potential to be explored in the field of picture books. The results show that Mianzhu Nianhua art style in the field of picture books has great potential to be explored, and its artistic characteristics have strong extensibility and integration, and the use of saturated, bright colors combined with children's favorite picture book themes will be more attractive to children to read picture books. This study provides a new design reference for the integration of traditional Chinese art styles with children's picture books, which can enhance children's language learning and literacy skills while promoting the traditional Chinese art of Mianzhu New Year's Paintings.
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Peters, Chelsea N. "Children's books for research-based outreach and science communication pedagogy." Geoscience Communication 7, no. 2 (April 3, 2024): 81–90. http://dx.doi.org/10.5194/gc-7-81-2024.

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Abstract. Academics are encouraged to integrate scientific research with the public, but methods of doing so are often transient and insubstantial. Students and future scientists also require training and exposure to the importance of public outreach and science communication within STEM fields. Here, I describe two projects that provide a template for using children's books as an efficient and impactful means of science communication. The first part describes an international research project that culminates in the writing, illustration, and distribution of a children's book. Farzana’s Journey is a children's book based on multidisciplinary research on the pairing of the physical and human systems in coastal Bangladesh. Written, illustrated, and freely distributed in the Bengali language, the book is a place-based tool to teach rural Bangladesh communities about the natural world and our scientific findings. Through the development and distribution of the book, we encouraged collaboration and public outreach with scientists, artists, and students concerned with enhancing educational and social opportunities in rural communities. We also ensure a physical tie to the community after the project's culmination. The book sparks children’s curiosity in the local environment while also demonstrating a means for sustainable educational outreach with impoverished, remote communities. The second part of the paper provides an overview of how this type of science communication can be taught to early-career scientists. Students in an intensive learning undergraduate course produce children's books about a scientific concept or process. I describe the curricular context and layout of the course, the assessment of deliverables, and the impacts of the science storytelling process as a model for teaching communication literacy. Together, these efforts demonstrate the potential impact of children's books on science communication efforts among students, early-career scientists, and local communities.
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Dissertations / Theses on the topic "Children's books"

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Carter, Victoria Chillik. "An Approach to Authoring and Publishing Children’s Literature." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1185390312.

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Kim, Carolyn. "Applying critical race theory to multicultural children's books : race and racism in Korean-Canadian children's books." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/7555.

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The metaphor of Canadian society as a “mosaic” had been used to describe Canada’s diverse society, even before Canada’s adoption of the Multicultural Act in 1988, with the government policy “to recognize all Canadians as full and equal partners in Canadian society.” The government’s aims suggest comfortable integration, but racism is a part of Canada’s history and remains a problem, though this has been overlooked since Canadians have clung to the vision of Canada as a tolerant society. Canadian children’s books reflect some of the racial oppression that certain cultures endured but they do not overall serve well in representing distinct cultural groups in Canada and their diverse racial experiences. The year 2002 was a milestone for Korean-Canadian children’s literature with Janie Jaehyun Park’s The Tiger and the Dried Persimmon earning a place as a finalist for the prestigious Canadian Governor General’s Literary Award for Illustration and winning the Elizabeth Mrazik-Cleaver Picture Book Award. Canada has not seen an abundance in the publication of Korean-Canadian children’s books as America has seen with Korean American children’s books, but there have been a handful of books that involve Korean Canadian characters and culture, most of which have not been written by Korean-Canadian authors. This observation led to my research questions: “Are there any observable biases in the books that have been published about Koreans and Korean Canadians?” Also, “How does the racial identity of the authors or illustrators shape their views when writing books for children?” I discovered that the sample size of Korean-Canadian books is very small (only 10 published thus far), as I undertook research to qualitatively determine racial biases through the application of key principles from Critical Race Theory. In looking at Korean-Canadian children’s books and their background, I outlined not only the history of Korean immigration and social history in Canada, but China’s history of racism in Canada, which acted as a precursor toracial sentiments that contributed to stereotyping of Asians to this day. And, since a common mistake among people is the grouping of all Asians as Chinese, I determined to show that Korean culture has not been treated as distinct. Investigation of the Korean-Canadian books published so far shows that a very limited range of experiences is represented for child readers, and that crucially missing are the voices from the Korean-Canadian community to tell their stories for children.
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Disque, J. Graham, and Mary R. Langenbrunner. "Shaping Self-Concept with Children's Books." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/2806.

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Nowak, Kelly Ann. "MY MOMMY DIED, IS THERE A BOOK ABOUT ME?: DEATH AND DYING IN CHILDREN'S PICTURE BOOKS, 2000 - 2006." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174786861.

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Culliton, Mary Jill. "Favourite books, children's, parent's or teacher's choice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ32477.pdf.

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Buchanan-Berrigan, Dawna Lisa. "Using children's books with adults : negotiating literacy /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406641591.

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Jeziorski, Carolyn Ann Marie. "The experience of reality and fantasy from books: the six year old child." Thesis, Boston University, 1994. https://hdl.handle.net/2144/27682.

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Boston University. University Professors Program Senior theses.
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02
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Bork, Debora J. "History and criticism of photographically illustrated children's books /." Online version of thesis, 1988. http://hdl.handle.net/1850/11490.

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Milne, Patricia A., and n/a. "Australian reviewers of children's books: an empirical report." University of Canberra. Library & Information Sciences, 1990. http://erl.canberra.edu.au./public/adt-AUC20060410.150051.

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This thesis reports on a study which developed a profile of the reviewers of children's books in Australia. It then compared the profile with one which was developed by Kathleen Craver in 1984 of children's book reviewers in the United States. Five research questions were addressed by this study relating to reviewers and their opinions regarding review aspects, reviewer roles and review practices within the framework of their personal and professional background. Craver surveyed the reviewers from School Library journal because as a group, they provided the greatest potential for statistical significance of all the reviewing journals in the United States. As no Australian journal enjoys either the number of reviewers or the circulation of School Library journal, reviewers from eight journals which are most used by teacher and children's librarians were selected to form the population for this research. These journals are Fiction Focus, LINES, Magpies, Reading Time, Reviewpoin t, Review Bulletin, Scan and Tasmanian Resources Review. The reviewer profile which emerged from this study was very similar to Craver's in that it was not one which could be entirely defined in terms of group characteristics. Selected cross tabulations either with the particular journals, demographic details, or other variables, particularly those relating to reviewer experience failed to produce predictable behaviourial correlations. However, reviewers were united on certain issues which can be attributed to their own professional background.
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Caracciolo, Dana Andriana. "Children's Literature and Diabetes." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/31824.

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My studies consider the genre of children's literature, specifically picture books, and their treatment of the topic of diabetes. I frame my argument with an examination of diabetes, the psychological effects of diabetes on the child, the need of thorough education about diabetes. I argue for the use of the picture book as an effect tool in educating and socializing the diabetic child. I first explore the implications of diabetes and the long term complications caused by one's poor control of the disease. I then explore the psychological ramifications of a chronic illness on the young child. Next I assert the need to combine the physiological and psychological factors of diabetes into a responsible text for children, one which both serves as an educating tool and a source of comfort in difficult times with the disease. I conclude my studies with critiques of existing materials in the limited genre and compare them to the story I have written for children about diabetes.
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Books on the topic "Children's books"

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Childhood, Bethnal Green Museum of. Children's books. [London]: [Bethnal Green Museum of Childhood], 1995.

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Michael, Cole, ed. Children's books. York: The Clique, 1995.

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Michael, Cole, ed. Children's books. York: The Clique, 1998.

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Michael, Cole, ed. Children's books. York: The Clique, 1997.

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Michael, Cole, ed. Children's books. York: The Clique, 1999.

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Minion, Robin. Children's books. [Edmonton]: Canadian Circumpolar Institute, University of Alberta, 1996.

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Minion, Robin. Children's books. [Edmonton]: Canadian Circumpolar institute, University of Alberta, 1996.

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Michael, Cole, ed. Children's books. York: The Clique, 1996.

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Michael, Cole, ed. Children's books. York: The Clique, 1994.

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Bakewell, K. G. B. Indexing children's books. Sheffield: Society of Indexers, 2000.

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Book chapters on the topic "Children's books"

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Leland, Christine H., Mitzi Lewison, and Jerome C. Harste. "Choosing Books." In Teaching Children's Literature, 73–98. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003246947-4.

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Leland, Christine H., Mitzi Lewison, and Jerome C. Harste. "Choosing Books." In Teaching Children's Literature, 69–95. Second Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315269627-4.

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Leland, Christine H., Mitzi Lewison, and Jerome C. Harste. "Books across the Curriculum." In Teaching Children's Literature, 147–70. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003246947-7.

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Leland, Christine H., Mitzi Lewison, and Jerome C. Harste. "Books across the Curriculum." In Teaching Children's Literature, 149–71. Second Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315269627-7.

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Johnson, Denise. "The Books." In The Joy of Children's Literature, 3–39. 3rd ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003015680-2.

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Sayers, W. C. Berwick. "The Care of Books." In A Manual of Children's Libraries, 74–86. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003230021-5.

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Sayers, W. C. Berwick. "The Arrangement of Books." In A Manual of Children's Libraries, 125–47. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003230021-9.

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Sayers, W. C. Berwick. "Children's Books of the Past." In A Manual of Children's Libraries, 19–33. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003230021-1.

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Hunter, Carolyn, and Nina Kivinen. "Creative Work and Children's Books." In Creative Work, 157–71. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003402688-13.

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Stevens, Julie Anne. "Homespun Books: Creating an Irish National Children’s Literature." In Children's Literature Collections, 183–201. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-59757-1_11.

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Conference papers on the topic "Children's books"

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Cesário, Vanessa, Paulo Freitas, Diana Pimentel, and Valentina Nisi. "Children's Books." In IDC '16: Interaction Design and Children. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2930674.2936004.

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Irawati, Tatik, Mangatur Nababan, Riyadi Santosa, and Diah Kristina. "Cohesion Markers in Children's Story Books." In Proceedings of the 3rd English Language and Literature International Conference, ELLiC, 27th April 2019, Semarang, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.27-4-2019.2285344.

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"On the Illustration Design of Children's Books." In 2018 2nd International Conference on Social Sciences, Arts and Humanities. Francis Academic Press, 2018. http://dx.doi.org/10.25236/ssah.2018.033.

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Burke, Amy. "Meta-Narratives in Children's Picture Books About Adoption." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2009423.

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Asano, Chie Muraki, Yuki Ohba, Yuika Ohyama, Takako Sasaki, and Akira Asano. "A Study on the Relationship between Children's Developmental Stages and Sense of Color." In 9th International Conference on Kansei Engineering and Emotion Research (KEER2022). Kansei Engineering and Emotion Research (KEER), 2022. http://dx.doi.org/10.5821/conference-9788419184849.03.

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It is well known that human sensitivity to color and expressive ability varies with age and gender. In addition, the perception, understanding, and comprehension of color vary according to developmental stage and color-related experiences. This study is one approach to research to clarify the relationship between such "sense of color" as above and the developmental stages of children. In this study, the coloring behavior of teenage subjects; elementary school, junior high school, and university students, to coloring book images were investigated using iPads. The characteristics of coloring and color schemes used in the coloring books were analyzed to explore the relationship with the developmental stages of the children. The coloring book images, mandala-like patterns, used in the investigation were designed originally based on some preliminary investigations. In addition, the original palette of colors systematically arranged in hues and tones was specified to quantitatively analyze the characteristics of the colors used in the coloring book. The results showed that the hues of colors used with high frequency in coloring books changed as the developmental stage progressed and that the range of tones by the combination of saturation and lightness widened. It was also found that the color schemes were simple and easy to understand at younger ages, while the complexity of the color schemes increased as the children grew older.
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Sullivan, Ashley. "Using Children's Picture Books and Children's Songs With Trans* Characters to Promote Inclusivity and Resistance." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1886976.

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Genareo, Vincent. "A Content Analysis of Upper Limb Differences in Children's Books." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1686663.

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Yeh, Tien-ling. "The Influence of Parent-child Toys and Time of Playing Together on Children’s Problem-Solving Skills in the Early Post-COVID Years." In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1005445.

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The COVID-19 pandemic has significantly impacted family lifestyles, children's capabilities, and parent-child interactions. This study aimed to explore the influences of parent-child interactions with toys and playing time on children’s problem-solving abilities in post-COVID-19. The research process included two phases: (1) Literature Review: The relationship among playtime, toy types, and children’s capability to solve problems.; and (2) Questionnaire Analyses. The questionnaire focuses on the influences of different types of parent-child toys and the time of playing together for age 2-6 kids on problem-solving skills. Choosing 32 questions from Social Problem-Solving Questionnaire (SPSQ) and Problem-Solving Style Questionnaire (PSSQ), preschool education specialists designed this questionnaire. Questionnaires were distributed in December 2023, and 30 of them were collected. The results are as follows. (1) Learning toys with numbers and symbols that aid in reading can help develop children’s logical thinking, thereby enhancing problem-solving skills. When parents and children engage in studying picture or illustration books together, it nurtures children's language capabilities and fosters interest in learning. Furthermore, sensory-motor playthings have a significant impact on the language development of children.; and (2) Children from families with accompanying playtime during 17:00-18:00 (before school time) or 21:00-22:00 (before/during bedtime) showed good analytical problem-solving capabilities. When faced with a complex problem, these children could identify the most crucial factor and, if they encountered a bottleneck, they would review the problem's context and related conditions to devise alternative solutions.
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Lin, Xiaoling, Shuai Sun, and Xuan He. "Developing comprehensive sex education smart tools for the young generation with co-design: sex education for parents and children at home." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003153.

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This article introduces the use of design as a communication scenario in collaborative design to provide a holistic, intelligent education tool in the home setting. One out of every ten children has been subjected to sexual harm of varying extents. Implementing children's family sex education can endow children with the required correct knowledge and attitudes regarding sex. Co-design can help the children's family design forms, arrangement of sex, and other sensitive issues relaxed mind. The design prototype to develop a joint design workshop between children and parents was created during the co-design process. The interactive professional books for lessons from discussing body perception and alarms to discussing sex education knowledge comprehensively were expanded. It was concluded that the co-design method is effective in sex education intervention, and smart tools can link sex education institutions with families and empower children for equal dialogue.
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Lo, Yafen. "Unpacking Taiwanese Culture Portrayed in Children's Picture Books in the United States." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2009422.

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Reports on the topic "Children's books"

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Budgeon, Machaila. References to Gendered Grief in Children's Media: A Content Analysis of Grief Picture Books. Portland State University Library, January 2015. http://dx.doi.org/10.15760/honors.147.

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Adukia, Anjali, Alex Eble, Emileigh Harrison, Hakizumwami Birali Runesha, and Teodora Szasz. What We Teach About Race and Gender: Representation in Images and Text of Children’s Books. Cambridge, MA: National Bureau of Economic Research, August 2021. http://dx.doi.org/10.3386/w29123.

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Marôco, Ana Lúcia, Sónia Gonçalves, and Fernanda Nogueira. Antecedents and consequences of work-family balance: A systematic literature review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2022. http://dx.doi.org/10.37766/inplasy2022.10.0112.

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Review question / Objective: What are the antecedents and consequences of work-family balance? Eligibility criteria: s inclusion criteria it was established that only original peer-reviewed articles would be included, whose: 1) object of study are active workers; 2) concept of family-work relationship under study is effectively the work-family balance (and not only the absence of work-family conflict); 3) language used is English, Spanish and Portuguese. The exclusion criteria for articles/works were: 1) the object of the study is not active workers (such as spouses of workers or other family members such as children, future active workers, unemployed or even retired workers); 2) the concept of work-family relationship used is the conflict work-family and/ or work-family enrichment; 3) in languages other than English, Spanish or Portuguese; 4) designated as gray literature (such as theses, books, book chapters, and conference proceedings,...)
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EdTech Hub, EdTech Hub. Better Blended Learning: Exploring the Use of Digital Books at Home to Improve Kenyan Children’s Literacy. EdTech Hub, January 2021. http://dx.doi.org/10.53832/edtechhub.0057.

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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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Olivier Nsengimana, Olivier Nsengimana. A conservation comic book: Involving Rwandan children in saving endangered Grey Crowned Cranes. Experiment, September 2014. http://dx.doi.org/10.18258/3557.

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Mats, Mats, and Karin Zetterqvist Nelson. Listening to children: theories and ethics of listening. Linköping University Electronic Press, June 2024. http://dx.doi.org/10.3384/report-204274.

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In many societal contexts, the importance of listening to children is underscored, not seldom with reference to the UN Convention on the Rights of the Child and especially Article 12 on the right to be heard. But what does it mean to listen to children? A plethora of books on listening to children aimed at professionals and others who meet children in their daily lives are published on a regular basis. However, we miss a critical discussion of listening as such, and more specifically about (good) listening to children, framed within a larger theoretical context. The aim of this article is to discuss listening in relation to monological and dialogical perspectives on communication, as well as in relation to different notions of children as similar to or different from adults. Also discussed is how different theoretical perspectives on listening and listening to children tends to lead to different ethical conclusions regarded what constitutes good listening and listening to children. This is an English translation of an article that was originally published in Swedish in 2022 as “Att lyssna på barn. Om lyssnandets teori och etik” in the Nordic journal Barn (volume 40, issue 3). The translation is published here with permission from the publisher. The original article in Swedish can be accessed here: https://doi.org/10.23865/barn.v40.5075
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Paredes, Juan Roberto, María Clara Ramos, Marina Robles, and Emma Näslund-Hadley. Selecting and Using Sustainable Materials. Inter-American Development Bank, April 2015. http://dx.doi.org/10.18235/0006245.

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Thousands of children and young people who attend schools every day (on schedules ranging from 4 to 10 hours) consume large amounts of natural resources (water, trees made into paper, fossil fuels for energy, and others). These resources are used in the manufacturing of books, notepads, backpacks, pencils, paint, and so on. To a large extent, schools represent the way a society uses its natural resources. Using these materials in a more sustainable fashion will lower demand for natural resources. We can also learn innovative ways of using them in the learning process.
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Cristia, Julian P., Ofer Malamud, Diether Beuermann, Yyannu Cruz-Aguayo, and Santiago Cueto. Home Computers and Child Outcomes: Short-Term Impacts from a Randomized Experiment in Peru. Inter-American Development Bank, December 2012. http://dx.doi.org/10.18235/0011442.

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This paper presents results from a randomized control trial in which approximately 1,000 OLPC XO laptops were provided for home use to children attending primary schools in Lima, Peru. The intervention increased access and use of home computers, with some substitution away from computer use outside the home. Beneficiaries were more likely to complete domestic chores but less likely to read books. Treatment children scored almost one standard deviation higher in a test of XO proficiency, though there were no effects on objective and self-reported skills for using a Windows-based PC and Internet. There were positive impacts on the Raven's Progressive Matrices test among children who did not have a home computer before the intervention, but no significant effects for the sample as a whole. Finally, there was little evidence for spillovers within schools, although close friends and classmates of laptop recipients did exhibit higher proficiency with the XO computer.
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Berlanga, Cecilia, Emma Näslund-Hadley, Enrique Fernández García, and Juan Manuel Hernández Agramonte. Hybrid parental training to foster play-based early childhood development: experimental evidence from Mexico. Inter-American Development Bank, May 2023. http://dx.doi.org/10.18235/0004879.

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Play during early childhood is key to stimulating childrens physical, social, emotional and cognitive development; it promotes their imagination and creativity, improves their problem-solving skills and enhances their learning readiness by providing the foundations to build skills later in their lives. Parental engagement in play-based learning at home is one of the behaviors most consistently associated with positive child development. However, it is concerning that levels of parental engagement in play activities have been found to be lower in low-resourced settings. Additionally, research on play-based learning is largely limited to high-income countries and little is known about the use of hybrid interventions that promote play-based learning at home. This study uses an experimental design to estimate the effects of a hybrid large-scale parental program to promote play-based learning in the state of Morelos, Mexico. We found a positive impact on parental investment, as caregivers of the treatment group had a FCI 0.13 SD higher than the control group. The treatment group performed the following activities more often than the control group: reading books /looking at pictures (0.12 SD), singing songs (0.11 SD), and playing with toys (0.17 SD), which incentivize learning, emotional and cognitive skills development in children. The study also found a significant effect of 0.19 SD on the CDC index for those caregivers who invested less than the median FCI at the baseline. Our findings support the importance of parental training for increased quality and time of caregiver investments in play activities, which lead to improved child outcomes, especially among children in households with the lowest levels of caregiver investment at baseline.
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You might also be interested in the extended bibliographies on the topic 'Children's books' for particular source types:
Journal articles Dissertations / Theses Books
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