Academic literature on the topic 'Children's lie telling'

Prosocial lie-telling behavior in children between 3 and 11 years of age was examined using an undesirable gift paradigm. In the first condition, children received an undesirable gift and were questioned by the gift-giver about whether they liked the gift. In the second condition, children were also given an undesirable gift but received parental encouragement to tell a white lie prior to being questioned by the gift-giver. In the third condition, the child's parent received an undesirable gift and the child was encouraged to lie on behalf of their parent. In all conditions, the majority of children told a white lie and this tendency increased with age. Coding of children's facial expressions using Ekman and Friesen's (1978) Facial Action Coding System revealed significant but small differences between lie-tellers and control children in terms of both positive and negative facial expressions. Detailed parental instruction facilitated children's display of appropriate verbal and nonverbal expressive behaviors when they received an undesirable gift.

Due to the multi-faceted nature of lying, the development of children's lie-telling has received the attention of psychologists, educators, parents, and legal professionals. While recent research has focused on the conceptual understanding and moral evaluation of truth and lies, as well as children's actual lying behaviours, there has been little investigation of social variables related to the development of children's lie-telling behaviour. Therefore, the current research program sought to investigate social variables related to children's prosocial lying in politeness situations. Prosocial lies are evaluated differently from lies told to conceal a transgression, yet have not been the focus of a comprehensive examination in the developmental literature. This dissertation comprises two manuscripts that collectively contribute to the literature by exploring children's truth- and lie-telling in a politeness situation, and social variables related to its development. The first manuscript reports on two studies that investigated motivational and social factors affecting children's lying. In addition, the relationship between prosocial lying and children's moral understanding and evaluation of prosocial scenarios was examined. In Study 1, 72 children from the 2nd and 4th grades (Age: M = 8.38 years, SD = 0.56) participated in a disappointing gift paradigm with either high or low consequences for lying. Children were more likely to lie in the low-cost than high-cost condition. In Study 2, 117 children from preschool to late elementary school (Age: M = 8.04 years, SD = 2.03) also participated in a disappointing gift paradigm with high or low costs for lying, as well as answered questions regarding prosocial moral vignette scenarios. Parents completed questionnaires regarding their parenting styles and family emotional expressiveness. Lying was more common when the consequences for doing so were low- as compared to the high-cost condition. Preschoolers, compared to older children, were least likely to tell a prosocial lie in the high-cost condition. In addition, prosocial liars had families who expressed positive emotions infrequently, and relied on an authoritative parenting style. Finally, there was an interaction between the prosocial liars and their evaluations of the protagonists' and recipients' feelings in the vignettes. Given the obtained results supporting social variables as a factor in the development of children's prosocial lying, the second manuscript sought to examine whether children display the same behaviours as their parents when telling the truth or a lie in a politeness situation. Forty-seven parent-child dyads (ranging in age from 7 to 15 years), were told to pretend to like a drink that either tasted good or bad. Adult raters who viewed the drink descriptions were unable to accurately differentiate the truths and lies. Adults were also biased in their overall evaluations; they perceived the parents as being truthful and children as being lie-tellers. In-depth video analysis of parents and children's expressive behaviours revealed no differences between parents and their children. Taken together, findings from these two manuscripts provide theoretical and empirical support to examine social variables in relation to the development of children's truth- and lie-telling.
En raison de la complexité du comportement déceptif, plusieurs professionnels, tel que psychologues, éducateurs, professionnels en droit, et même parents, ont mis leur attention sur l'étude du développement de comportement déceptif. La majorité de chercheurs ont investigués la compréhension et l'évaluation des mensonges, de la vérité, et le comportement déceptif des enfants. Cependant, plusieurs ont négligés l'étude des indices sociaux reliés au développement du comportement déceptif chez les enfants. De plus, l'évaluation des mensonges prosociales n'ont pas été l'objet d'un recherche compréhensive dans la littérature développemental. Par conséquent, ce programme de recherche a examiné les indices sociaux liés au comportement des enfants dans des situations de politesse. Compris dans ce mémoire sont deux manuscrits discutant le comportement véridique et déceptif des enfants en situation de politesse, et les indices qui peuvent contribués au développement de ces comportements. Le premier manuscrit comprend deux études qui ont examinées les facteurs de motivation et indices sociaux affectant les mensonges des enfants. En outre, la relation entre les mensonges prosociales, l'évaluation des situations de courtoisie, et la compréhension morale de ces comportement a été évaluée. La première étude comprend 72 enfants de la 2e et 4e année, qui ont participés dans un paradigme de « cadeau décevant» avec de sévères ou légères conséquences. Les résultats indiquent que les enfants ont une tendance de mentir plus souvent face à des conséquences légères. La deuxième étude comprend 117 enfants entre la pré-maternelle et le primaire, (M = 8.04 ans, SD = 2.03), qui ont participé dans un paradigme de « cadeau décevant» avec de sévères ou légères conséquences. Ces enfants ont aussi lu des vignettes de scénario de moralité et ont répondu à des questions sur leur compréhension des vignettes. Leurs parents ont complété des questionnaires sur le comportement expressif et émotionnel de leur famille et sur leur style parental. Les résultats indiquent que les enfants ont une tendance de mentir plus souvent face à des conséquences légères. Il avait des tendances développementales puissent que les enfants en pré-maternelle étaient les moins susceptibles de faire un mensonge prosociale lors de sévère conséquence. En outre, les menteurs prosociales avaient proviennent de famille qui expriment rarement des émotions positives et ont un style parental autoritaire. De plus, il y avait une interaction entre les menteurs et leurs évaluations des sentiments des protagonistes et des récipients dans les vignettes. Les résultats indiquent que les indices sociaux sont enfaite liés au développent du comportement déceptif prosociale. Alors, le but du deuxième manuscrit est d'évalué si les enfants et leurs parents utilisent les mêmes comportements expressifs et non-expressifs lors d'un mensonge ou de vérité. Quarante-sept pairs de parent-enfant (enfant entre 7 à 15 ans) on été demandé de faire semblant d'aimer une boisson qui goûtait bon ou mauvais. Évaluateurs qui ont regardé les clips vidéo des descriptions des boissons ont été incapables de différencier les vérités des mensonges. Les évaluateurs ont été polarisés dans leur évaluation puisse qu'ils ont perçu les parents comme étant véridiques et les enfants comme étant menteurs. Une analyse détaillée des comportements expressifs des pairs n'indiquent aucunes différences entre parent et enfants. Pris ensemble, les résultats de ces deux manuscrits fournissent un appui théorique et empirique pour améliorer notre compréhension des indices sociaux par rapport au développement de comportement véridique et déceptif chez les enfants.

Children are often involved in the legal system as victims of maltreatment, and their disclosure of adult wrongdoing is necessary to initiate effective legal responses and protect them from continued abuse. However, external pressures and children's perceptions of the consequences of truth-telling (e.g., punishment, removal from the home) may result in the delay of disclosure or failure to disclose altogether. Research examining techniques for promoting children's truth-telling has almost exclusively relied on explicit requests to tell the truth (e.g., a promise, reassurance, assessments of conceptual knowledge and moral discussions), and the success of these techniques has varied. The present study examined the benefit of priming honesty (i.e., indirectly or non-consciously activating the goal of honesty) on children's disclosure of an adult's transgression. One-hundred fifteen 6- to 9-year-olds (M age = 7.47 years) participated in a first aid/safety event during which an adult (mother or stranger) engaged the child in play with a box of forbidden puppets, broke a puppet that was designed to break, and requested that the child keep it a secret. Before responding to questions about the puppets, children were either (1) primed for the goal of honesty (prime condition), (2) asked to promise to tell the truth (oath condition), or (3) not provided with any further instructions or information (control condition). Then, children were asked open-ended, direct, and suggestive questions about whether they or the adult touched, played with, or broke any puppets. Regression analyses revealed that children’s truthful disclosures to direct questions increased when children witnessed a stranger transgressing rather than their mother. However, children’s truthful disclosures across the question types did not differ by age or when a prime relative to a promise to tell the truth was used. Results advance our understanding of how children disclose negative events and the effectiveness of different techniques (including a novel technique) in encouraging children’s true disclosures of a parent or stranger’s transgression.

La present tesi doctoral s’ha centrat en el repte d’aconseguir, mitjançant Fabricació Additiva (FA), models per a assaig quirúrgic, sota la premissa que els equips per fer-los haurien de ser accessibles a l’àmbit hospitalari. L’objectiu és facilitar l’extensió de l’ús dels prototips com a eina de preparació d’operacions quirúrgiques, transformant la pràctica mèdica actual de la mateixa manera que en el seu moment ho van fer tecnologies com les que van facilitar l’ús de radiografies. El motiu d’utilitzar FA, en lloc de tecnologies més tradicionals, és la seva capacitat de materialitzar de forma directa les dades digitals obtingudes de l’anatomia del pacient mitjançant sistemes d’escanejat tridimensional, fent possible l’obtenció de models personalitzats. Els resultats es centren en la generació de nou coneixement sobre com aconseguir equipaments d’impressió 3D multimaterials accessibles que permetin l’obtenció de models mimètics respecte als teixits vius. Per facilitar aquesta buscada extensió de la tecnologia, s’ha focalitzat en les tecnologies de codi obert com la Fabricació per Filament Fos (FFF) i similars basades en líquids catalitzables. La recerca s’alinea dins l’activitat de desenvolupament de la FA al CIM UPC, i en aquest àmbit concret amb la col·laboració amb l’Hospital Sant Joan de Déu de Barcelona (HSJD). El primer bloc de la tesi inclou la descripció de l’estat de l’art, detallant les tecnologies existents i la seva aplicació a l’entorn mèdic. S’han establert per primer cop unes bases de caracterització dels teixits vius -sobretot tous- per donar suport a la selecció de materials que els puguin mimetitzar en un procés de FA, a efectes de millorar l’experiència d’assaig dels cirurgians. El caràcter rígid dels materials majoritàriament usats en impressió 3D els fa poc útils per simular tumors i altres referències anatòmiques. De forma successiva, es tracten paràmetres com la densitat, la viscoelasticitat, la caracterització dels materials tous a la indústria, l’estudi del mòdul elàstic de teixits tous i vasos, la duresa d’aquests, i requeriments com l’esterilització dels models. El segon bloc comença explorant la impressió 3D mitjançant FFF. Es classifiquen les variants del procés des del punt de vista de la multimaterialitat, essencial per fer models d’assaig quirúrgic, diferenciant entre solucions multibroquet i de barreja al capçal. S’ha inclòs l’estudi de materials (filaments i líquids) que serien més útils per mimetitzar teixits tous. Es constata com en els líquids, en comparació amb els filaments, la complexitat del treball en processos de FA és més elevada, i es determinen formes d’imprimir materials molt tous. Per acabar, s’exposen sis casos reals de col·laboració amb l’HJSD, una selecció d’aquells en els que el doctorand ha intervingut en els darrers anys. L’origen es troba en la dificultat de l’abordatge d’operacions de resecció de tumors infantils com el neuroblastoma, i a la iniciativa del Dr. Lucas Krauel. Finalment, el Bloc 3 té per objecte explorar nombrosos conceptes (fins a 8), activitat completada al llarg dels darrers cinc anys amb el suport dels mitjans del CIM UPC i de l’activitat associada a treballs finals d’estudis d’estudiants de la UPC, arribant-se a materialitzar equipaments experimentals per validar-los. La recerca ampla i sistemàtica al respecte fa que s’estigui més a prop de disposar d’una solució d’impressió 3D multimaterial de sobretaula. Es determina que la millor via de progrés és la de disposar d’una pluralitat de capçals independents a fi de capacitar la impressora 3D per integrar diversos conceptes estudiats, materialitzant-se una possible solució. Cloent la tesi, es planteja com seria un equipament d’impressió 3D per a models d’assaig quirúrgic, a fi de servir de base per a futurs desenvolupaments.
La presente tesis doctoral se ha centrado en el reto de conseguir, mediante Fabricación Aditiva (FA), modelos para ensayo quirúrgico, bajo la premisa que los equipos para obtenerlos tendrían que ser accesibles al ámbito hospitalario. El objetivo es facilitar la extensión del uso de modelos como herramienta de preparación de operaciones quirúrgicas, transformando la práctica médica actual de la misma manera que, en su momento, lo hicieron tecnologías como las que facilitaron el uso de radiografías. El motivo de utilizar FA, en lugar de tecnologías más tradicionales, es su capacidad de materializar de forma directa los datos digitales obtenidos de la anatomía del paciente mediante sistemas de escaneado tridimensional, haciendo posible la obtención de modelos personalizados. Los resultados se centran en la generación de nuevo conocimiento para conseguir equipamientos de impresión 3D multimateriales accesibles que permitan la obtención de modelos miméticos respecto a los tejidos vivos. Para facilitar la buscada extensión de la tecnología, se ha focalizado en las tecnologías de código abierto como la Fabricación por Hilo Fundido (FFF) y similares basadas en líquidos catalizables. Esta investigación se alinea dentro de la actividad de desarrollo de la FA en el CIM UPC, y en este ámbito concreto con la colaboración con el Hospital Sant Joan de Déu de Barcelona (HSJD). El primer bloque de la tesis incluye la descripción del estado del arte, detallando las tecnologías existentes y su aplicación al entorno médico. Se han establecido por primera vez unas bases de caracterización de los tejidos vivos – principalmente blandos – para dar apoyo a la selección de materiales que los puedan mimetizar en un proceso de FA, a efectos de mejorar la experiencia de ensayo de los cirujanos. El carácter rígido de los materiales mayoritariamente usados en impresión 3D los hace poco útiles para simular tumores y otras referencias anatómicas. De forma sucesiva, se tratan parámetros como la densidad, la viscoelasticidad, la caracterización de materiales blandos en la industria, el estudio del módulo elástico de tejidos blandos y vasos, la dureza de los mismos, y requerimientos como la esterilización de los modelos. El segundo bloque empieza explorando la impresión 3D mediante FFF. Se clasifican las variantes del proceso desde el punto de vista de la multimaterialidad, esencial para hacer modelos de ensayo quirúrgico, diferenciando entre soluciones multiboquilla y de mezcla en el cabezal. Se ha incluido el estudio de materiales (filamentos y líquidos) que serían más útiles para mimetizar tejidos blandos. Se constata como en los líquidos, en comparación con los filamentos, la complejidad del trabajo en procesos de FA es más elevada, y se determinan formas de imprimir materiales muy blandos. Para acabar, se exponen seis casos reales de colaboración con el HJSD, una selección de aquellos en los que el doctorando ha intervenido en los últimos años. El origen se encuentra en la dificultad del abordaje de operaciones de resección de tumores infantiles como el neuroblastoma, y en la iniciativa del Dr. Lucas Krauel. Finalmente, el Bloque 3 desarrolla numerosos conceptos (hasta 8), actividad completada a lo largo de los últimos cinco años con el apoyo de los medios del CIM UPC y de la actividad asociada a trabajos finales de estudios de estudiantes de la UPC, llegándose a materializar equipamientos experimentales para validarlos. La investigación amplia y sistemática al respecto hace que se esté más cerca de disponer de una solución de impresión 3D multimaterial de sobremesa. Se determina que la mejor vía de progreso es la de disponer de una pluralidad de cabezales independientes, a fin de capacitar la impresora 3D para integrar diversos conceptos estudiados, materializándose una posible solución. Para cerrar la tesis, se plantea cómo sería un equipamiento de impresión 3D para modelos de ensayo quirúrgico, a fin de servir de base para futuros desarrollos.

AbstractClassrooms are busy institutional settings in which conversational agendas are typically ordered by teachers due to the focus on curriculum content. Opportunities for extended storytelling, outside of focussed literacy times, may occur infrequently. This chapter investigates how children engage with each other and with curriculum concepts referred to as “culture”, through telling stories. The data are video recordings of young children (aged 4–5 years) telling stories during their everyday classroom activities. The data are drawn from a study on what intercultural competence “looks like” in the everyday interactions of preschool classrooms in inner-city Queensland, Australia. An ethnomethodological approach using conversation analysis highlights three fragments where children tell something about themselves. As they tell stories about aspects of their lives outside the classroom, children make their “culture” visible to other children and co-construct a local peer culture. The implications of the study’s findings point to how classrooms can be conversational spaces where children practise and build culture in action. The children share aspects of their everyday lives that are sometimes tangentially aligned with curriculum, but always available as a resource for making cultural connections. The children themselves do not name these activities as culture, but their association to what is known about how culture is defined, shows that they are orienting to these aspects.

In this essay, Winnicott states that little children quite regularly take pennies out of their mothers’ handbags. The mother allows it, and, gradually, the child just grows out of this. The mother feels this is healthy, part of the child’s relation to her, and so to people in general. In a good home no one calls the child who does this a ‘thief’. However, a growing child who continues to steal and hide his theft is ill. In this way he is incapable of enjoying the things stolen. From that child’s point of view, something is missing in his world: a mother who accepts her small child stealing from her, and recognizes it as an expression of love.

This chapter discusses how the idea of intergenerational partnership is put into practice in a Dutch series of collaborative life writing for young adults. The books in this series are a product of a cooperative effort between young adult and well-known children’s authors, with the former telling their life stories to the latter, who subsequently wrote the stories down. Interviews with four authors and four young adults about what John Paul Eakin calls “the story of the story” band an analysis of the authenticity of representation in one case study show that the young adult’s agency in this creative project is equally important as the adult’s agency, thus supporting Marah Gubar’s view of childhood and adulthood as related instead of separated.

In this essay, the author reflects on her life and the impact that transitioning from male to female had on her marriage, her children, and her life. The piece examines the coming out process; the discovery by her wife (i.e., after an episode of cross-dressing); telling their children; the couple’s attempts to keep their marriage intact despite intrapersonal, interpersonal, and financial strain; and, ultimately, the process of first separation and then divorce. In addition to exploring the experience of transitioning, and the role of this transition in the author’s separation and divorce, the chapter also addresses how employment and financial stresses—incurred in large part because of trans-related discrimination—exacerbated existing intrapersonal, interpersonal, and familial stresses.

This chapter discusses the method and manner used in compiling the folklore of South Louisiana children. Using varied means, recordings, note-taking, video, and questionnaires, schoolyard folklore collections were compiled over forty-four years. Recordings include children telling jokes and stories, playing ring and line games, chanting, singing, and break-dancing. The folklore collected presents children communicating in subtle and sophisticated ways. Over forty years the use of Black English vernacular remained the speech of choice for schoolyard and street. It entered the vocabulary of countless white teenagers who grew up in integrated schools. Play and laughter functioned as survival tools, and Black English vernacular provided a feeling of community and solidarity.

We understand our lives through narratives, and the form of the narratives is appropriate for understanding the actions of others, says MacIntyre. Meanwhile, narratives and understanding of narratives also apply to understanding our self and our own actions. Through stories from the field of practice in the study program for kindergarten teachers, students describe serious and important stories from an everyday life with children. These stories have had an impact on student’s development in becoming teachers. Through reflective work with life stories from teaching students, various perspectives on life management from children aged 2–8 years are outlined. The stories are told through the students’ voices, and they are reflected over in hindsight with the subject teachers from the program. The article deals with the students’ ways of telling stories and reflecting on them retrospectively. Phenomenological hermeneutic method lay as a basis for analysis of stories as Lived Experience Descriptions (LED) in this article (van Manen). The main result is the importance of listening to and reflecting on narratives in order to understand and alter actions and become a reflective kindergarten teacher.

This chapter assesses India’s education system. Making adequate provision for education, enabling people to pursue better economic opportunities and lead a dignified life, widening their social horizons, and nurturing their sense of worldly wonder, are among the most basic responsibilities of any democracy. India’s dismal and inequal education system sharply contrasts with the other big economies of Asia. Particularly telling is the way the goal of providing ‘free and compulsory education for all children’ within ten years of the adoption of the 1949 Constitution took fifty-two years to become a fundamental right. It took six more years before the Right of Children to Free and Compulsory Education (RTE) Act became actionable law, that too after a protracted movement for universal education by social activists. The result of this feet-dragging is that India is now home to 313 million illiterate people, or 40 per cent of the world’s unlettered population. Since the introduction of neoliberal reforms in the early 1990s, the state has progressively retreated from the field of education, widening the gulf between the population segments with and without access to education. If the state’s failure to provide equal access to elementary education sets this disparity in motion, it is entrenched firmly by the increasingly important role of private capital in higher education. The result: an anti-democratic reproduction of traditional patterns of economic disparities and restricted social mobility.

This chapter outlines how documentary and realist styles coalesced as a form of documentario narrativo in the Italian neorealist movement – the major new paradigm of slum representation which, according to the author, distinguishes the postwar period. As a hybrid between fiction and non-fiction, neorealism has especially appealed to filmmakers who aimed at telling stories about ordinary, often poverty-stricken people, despite insufficient budgets. The chapter argues that the neorealist mode of production travelled across national and even continental borders in the postwar era, reaching developing film countries and their urban centres in India, Brazil or Mexico, thus becoming one of the very first truly global film or ‘world cinema’ styles. The chapter provides a close reading of Los Olvidados (Buñuel 1950), a fictional story of a boy’s struggle for motherly love in a Mexico City slum. It asks in what way it effectively represents a variety of postwar films that have been, to a larger or lesser extent, influenced by Italian neorealism. The chapter concludes with a discussion of films that have, just like Los Olvidados, employed the narrative perspective of abandoned or homeless street children – a narrative device that is still often employed today (e.g. in Slumdog Millionaire).

In ordinary language, the words ethics and morals are used interchangeably to refer to standards of conduct or social norms that guide proper behavior. The English ethics derives from the Greek ethika, meaning character or custom, and is related to the Latin mores, also meaning custom, which gave us the word moral. Some philosophers, however, distinguish between the two. Morals is often taken to refer to universal norms of human behavior—the distinction between good and evil—whereas ethics is used as a generic term for all the different ways scholars use to understand and examine our moral lives (Beauchamp and Childress 2001). Some approaches to ethics are normative while others are nonnormative. Normative approaches seek to discover and justify the general standards of be­havior we should accept, and to apply them to specific situations. Nonnormative approaches can be descriptive—that is, factual investigations of moral con­duct and belief—or what is called meta-ethics, the analysis of ethical language, concepts, and methods of reasoning. Morality generally refers to norms for right and wrong human conduct that are so widely shared they form a stable social consensus. Here it is important to distinguish between what many philosophers call the common morality, the norms that all serious persons share, and communal norms that are shared only by a specific community. Common morality, although it cannot be specified precisely, is universal. Communal norms are similar to the common morality but are specific to a particular group, like a religious or cultural community. Common morality also includes moral ideals and extraordinary virtues, which call us to exhibit morally exemplary behavior. Common morality seems to spring from human nature as shaped by living together in community. Successful communal life requires that people adhere to certain standards of behavior. For example, a principle of promise keeping seems essential to any society, whatever its specific organization. Similarly, the arbitrary harming or killing of other people cannot be tolerated in a civilized society. A principle of truth telling seems essential to all human relationships.

The perioperative period can be a life-changing event for many patients, the effects of which can be lifelong for better or worse. The anaesthetist’s communication at this time can have a profound impact on the care of their patients in the matter of both short-term cooperation and long-term perceptions of their hospital experience. Induction of anaesthesia is a stressful time for many patients, young and old. There is an inevitable loss of control when the patient hands this over temporarily to the anaesthetist. In order to enhance cooperation, anaesthetists will reap unexpected benefits by avoiding the use of negative language. Well-meaning staff may, however, sabotage an otherwise smooth induction by telling patients, ‘There is nothing to worry about’ with the implicit suggestion that there is ‘something to worry about’. Unfortunately such well-meaning statements, even when directed at children, tend to yield the opposite effect of what is intended. Patient stress at this time increases suggestibility such that comments frequently function as inadvertent suggestions—be they positive or negative. This can be utilized to enhance the anaesthetist’s ability to provide a smooth, safe and stress-free induction. A typical series of pre-induction communications may go something like, … ‘Don’t worry we won’t drop you’. As the patient is transferred from a trolley to the operating table. ‘The blood pressure cuff gets really tight and may hurt and try not to move while it’s pumping up’. ‘That noise over there is just the nurse checking the drill!’… Explaining what is happening in simple straightforward non-technical language, and at the same time communicating in a positive way, is invariably the more useful approach. For example, …‘Welcome to the operating room Mr P ’. ‘You can relax as we move you to this other bed—you are quite safe’. ‘We will place some monitoring leads on so we can keep you safe and comfortable. A pulse monitor gently placed on your finger, an ECG on your chest and a blood pressure cuff on your arm. As the blood pressure cuff tightens and we take its reading this often allows patients to relax knowing how closely we are looking after them’. …

A person reading an average of sixteen books per year is considered high even in so-called First World countries. This achievement is even more remarkable if it is performed by children of low-income families. An example is the participants of PETI, Child Labor Eradication Program of Jardim Canedo, a neighborhood located over part of the Sa˜o Paulo - Brasi´lia Pipeline, situated in Senador Canedo, Goia´s, Brazil. In 2007 this community experienced the Striving Readers Transpetro Program, which aims to develop a taste for reading among children. Transpetro expects to be helping to overcome the low-quality Brazilian education, reflected in the 72% rate of functional illiteracy. The chief objective of the Program is the development of art education workshops and the creation of the “Readers Group - What story is that?”. The workshops are meant for the educators, with the purpose of offering tools form them to spur the children into reading through techniques such as story-telling, theater, singing, puppet shows, set constructions and other audio visual resources. The Readers Group is intended for children. Participation is voluntary and offers literary books according to the childs’ taste and literacy. In the first year of operation, Striving Readers Transpetro Program relied on the participation of 100% of the educators in the Art Education Workshops and a commitment of 93% of the Readers Group members. It also played a part in the improvement of the childrens performance in formal school. Furthermore, the Program contributed to the mapping of libraries available for PETI members, supported the assembly of a catalogue of institutes that sponsor striving readers programs and performed workshops with the technical staff at selected institutes to educate them on how to conduct fund raising. Such actions, as a whole, ensured sustainability to the program and promoted a company relationship with the community and with the Regulatory Authority. This is a socially responsible approach to ensuring childrens’ rights are met.