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1
Kirk, Joyce, and n/a. "Portrayal of aged characters in Australian award-winning children's novels 1946-1985." University of Canberra. Library & Information Studies, 1988. http://erl.canberra.edu.au./public/adt-AUC20050711.143505.
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The study investigated the nature of the
portrayal of aged characters in children's novels which
won Children's Book Council of Australia's awards in
the period from 1946 to 1985. By means of content
analysis, the demographic, personal and behavioural
characteristics of aged characters were identified on a
thirty-four item checklist. From these characteristics
a portrayal score was derived to represent the extent
of variation in the depiction of aged characters in the
novels examined.
Analysis of variance tests indicated that the
level of variation in portrayal scores was
significantly related to the position of importance of
aged characters in novels. The portrayal of aged
characters did not vary according either to the
approach to story adopted in Australian award-winning
novels, or to the period in which the award was
granted.
It seems that although aged characters taken as
a whole in the novels studied display the variety of
characteristics attributed to aged people in the
literature of gerontology, individually many of these
aged characters are depicted in a somewhat limited way.
There is evidence to suggest that aged characters in
Australian award-winning children's novels do not
adequately reflect the demographic characteristics of
aged people in the Australian population. In terms of
range of social settings in which they are depicted is
restricted. So too, is the range of behaviours in which
they engage.
This rather limited depiction of aged
characters means that readers of Australian award-winning
children's novels are presented with a
restricted and unrealistic view of the aged and of the
condition of being aged. If children's novels serve as
one of the socialisation agents for young people, then
the limited portrayal of aged characters presented in
those novels may be a cause for concern, especially as
there are few indications that the depiction of aged
characters generally in more recent award-winning
novels has become more varied and realistic.
2
Philpot, Donald Kent. "Character focalization in four children's novels : a stylistic inquiry." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/30485.
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This study examined the selection and development of character focalization in four children’s novels. Character focalization was defined as the location of fictional world perception in the mind of a character. Novels by Meindert DeJong, Katherine Paterson, and Susan Patron were analyzed using systemic-functional resources (Halliday and Matthiessen, 2004), narrative concepts, and a model of focalization described by Rimmon-Kenan (Narrative Fiction, 2002). The study showed that one character in each novel is selected and developed as the prominent fictional world sensory perceiver, emoter, and thinker. Moonta Riemersma in Far Out the Long Canal (DeJong, 1964), Jess Aarons in Bridge to Terabithia (Paterson, 1977), Gilly Hopkins in The Great Gilly Hopkins (Paterson, 1978), and Lucky Trimble in The Higher Power of Lucky (Patron, 2006) are selected and developed as focalizing characters in and beyond the first few chapters of their novels. Distinctive seeing-, hearing-, emoting-, and thinking-patterns obtain in the first few chapters and are subsequently developed according to the principles of continuation, augmentation, or reconfiguration. These distinctive patterns represent the focalized, the people and things perceived. All four characters selected as focalizers are cognitively-engaged individuals, and their thinking reveals their personal understandings about themselves, others, and their lived experiences. This study offers a rich description of four focalizations and a methodology for exploring character focalization in fiction for children, adolescents, and adults. The author suggests that students in fourth through sixth grade will benefit academically and personally by exploring questions centering on focalization in the novels they read, discuss, and reflect on at school.
3
Sambell, Kay. "The use of future fictional time in novels for young readers." Thesis, University of York, 1996. http://etheses.whiterose.ac.uk/4269/.
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4
Wallis, Judith M. "Children's favorite novels an analysis of books that have won multiple state popularity awards /." [Houston, Tex.] : University of Houston, 1997. http://catalog.hathitrust.org/api/volumes/oclc/41264379.html.
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Dalrymple, Nolan. "North-east childhoods : regional identity in children's novels of the North East of England." Thesis, University of Newcastle Upon Tyne, 2009. http://hdl.handle.net/10443/890.
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This thesis explores how children's writers have participated in the process of representing and constructing the identity of the North East of England. It argues that there exists a dominant North-East aesthetic which has become deeply embedded within British children's fiction, and that several of its key motifs (labour, industry and decline; traditional gender roles and landscape) recur frequently within portrayals of the region in writing for the young. This aesthetic contributes to a perception of the region as both marginal and marginalised, and masks realities about the North East. Following an overview of children's literature set in the region, from the late nineteenth to the early twenty-first centuries, the focus moves to the work of Robert Westall, a major children's writer who was born in Tyneside and set much of h'is fiction within the region. The Westall chapters draw on the Robert Westall Collection at Seven Stories: The Centre for Children's Books. The more recent work of North-East writer David Almond is considered in the closing chapters which also draw on unpublished material and interviews for this thesis. Key works discussed: Robert Westall, Falling into Glory, Fathom Five, The Kingdom by the Sea, The Machine Gunners, A Time of Fire, The Wind Eye, The Watch House; David Almond, Clay, The Fire-Eaters, Heaven Eyes, Kit's Wilderness, My Dad's a Birdman, The Savage, Secret Heart, Skellig.
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Sipper, Kristen. "Children's didactic tract novels of the late nineteenth century and the religious tract society." Thesis, University of Nottingham, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491017.
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Throughout the latter half of the nineteenth century, attitudes towards children and childhood underwent a dramatic change. Children were moving out of the factories and into schools, thus raising their social status within their family. Technological advances in publishing and an increased niche market of newly literate children caused the children's literature market to flourish by the end of the nineteenth century, with books being increasingly marketed more towards children and stories being written to engage children more.
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Mawhinney, Sarah. "“The Fight Starts Here:” Appalachian Mountaintop Removal in Three Contemporary Young Adult Novels." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/honors/484.
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Mountaintop removal is an issue that has plagued Appalachia as companies harvest coal from the mountains and cause consequent environmental and community effects. By focusing on three contemporary young adult novels that feature mountaintop removal, correlations between the novels and the real environmental and community effects can be drawn. The novels examined include: Saving Wonder by Mary Knight (2016), Dig Too Deep by Amy Allgeyer (2016), and The Secret Wisdom of the Earth by Christopher Scotton (2015). Mountaintop removal is a devastating and invasive process, and the costs on the land and people are irreversible as landscapes are drastically altered, water faces pollution, and communities suffer from health issues and mining accidents. Through the problems presented in the novels and their accurate descriptions of the mountaintop removal process, the fictional stories help prove that young adult literature has a purpose, teaches lessons, takes positions on controversial environmental issues, promotes critical thinking, and helps readers better understand their world. Therefore, if these novels can impart knowledge to readers about an environmental process and its consequences, it follows that other young adult novel can hold similar lessons for readers.
8
Reid, Suzanne Elizabeth. "Becoming a modern hero: the search for identity in Cynthia Voigt's novels." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/38326.
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The purpose of this study is to explore the novels of a highly respected author of young adult literature and to summarize the plots, analyze the themes, and examine themotivations of the characters in a format that would be accessible and useful to the classroom teachers and students who read her novels. The bulk of the document will follow the format of the Twayne Series of Young Adult Writers, a serial publication of biographical information, plot summary, and critical commentary that is standard in many school libraries.
Cynthia Voigt's novels are both popular with teachers and students and well-acclaimed by literary critics and scholars of young adult literature. The first chapter outlines Voigt's professional career and the events in her life that affected her writing. The four chapters that follow treat individual novels grouped as they relate to themes of defining a self, balancing commitment to self and family, learning to recognize and value individual differences, and finding the courage to challenge socially conventional expectations. The sixth chapter summarizes Voigt's philosophy of personal development as it is reflected in her writing, and the last chapter suggest strategies which could be applied to Voigt's novels in the classroom.
Throughout the analses of Voigt's novels, critical Opinions and scholarly commentary have been summarized to provide a perspective that is informed by a variety of sources of information about this author's work in particular and about young adult novels in general.Ed. D.
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Clark, Amy Ruth Wilson. "Eoin Colfer's Artemis Fowl novels: Contemporary subversive tales." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2986.
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Drawing especially on Donna Haraway's notion of the cyborg, this thesis argues that Eoin Colfer's Artemis Fowl novels, through their depiction of the cyborg and their use of metafiction, intertextuality, and irony, subvert binaries and hierarchies that cause social injustice. Chapter one argues that Colfer's characters disrupt the oppressive binary opposition between innocence and experience that characterizes children's literature. Chapter two argues that Colfer's fairy hierarchy satirizes the human hierarchy. Chapter three argues that Colfer's cyborg, by disrupting the boundary between machine and organism, breaches the wall around the pervasive garden hierarchy of childhood innocence. Chapter four argues against the traditional textual hierarchies which classify children's literature as inferior, and which give adult writers power over child readers.
10
Crowe, Elizabeth A. "The Wit and Wisdom in the Novels of Diana Wynne Jones." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd846.pdf.
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Li, Yan Ling. "Chinese family values in a selection of Chinese-American and Chinese-Canadian children's novels on the immigrant experience." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44763.
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This study examines the representation of traditional family values, in particular filial piety, in four Chinese-North American immigrant children’s books: The Bone Collector’s Son by Paul Yee, The Star Fisher by Laurence Yep, Donald Duk: A Novel by Frank Chin, and Yang the Third and Her Impossible Family by Lensey Namioka. Utilizing the theoretical framework of Critical Race Theory and the methodologies of content analysis and close reading, this research investigates the depiction of the role and importance of filial piety in the immigrant families of the texts, as well as the relationship between acculturation and heritage values.
Conclusions include that the value of traditional Chinese filial piety, while present in the fictional family relationships, is to an extent modified and questioned in the North American society. The choice of acculturation strategies by parent and child protagonists also creates intergenerational conflicts and affects the adherence to traditional family values. By providing diverse perspectives on the immigrant experience, the novels give a voice to minority group issues and celebrate individual differences.
12
Murphy, Sally. "Belonging: a place for, and in, children’s poetry A hybrid thesis including creative works, articles and exegetical discussion." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/1999.
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This hybrid thesis is comprised of three creative works – two collections of poetry for children and a verse novel – as well as three journal articles examining aspects of children’s poetry, and exegetical discussion of the creative works and of key concepts influencing both the creative and discursive elements of the thesis.
The first creative work, All About Me, is a collection of poetry for early childhood readers and their carers. It consists of 20 poems, and as a finished manuscript mirrors the length of a picture book format collection. The poems explore and highlight aspects of the concept of belonging as it applies to very young children, including self-awareness and awareness of the world and people around them.
The second creative work, You and Me, is a collection of poetry for middle primary school aged readers (approximately 8 to 10 years of age). It consists of 68 poems, and as a finished manuscript is the length of a 72-page trade paperback publication. The poems explore and highlight aspects of the concept of belonging as it applies to primary school aged children, including their self-identity, and their part in the groups to which they belong, as well as their place in the wider world.
The third creative work, Worse Things, is a multi-voice verse novel suitable for readers in the upper primary and early secondary years, aged approximately 10 to 14 years old. In this novel, three protagonists struggle to determine where they belong at school, on the sporting field, and within their very different family situations. Blake, a young footballer, is injured and unable to play his beloved sport. Jolene, a star hockey player, has lost interest in her sport as she struggles to meet the demands of her ambitious mother and misses her absentee father. Amed, a newly arrived immigrant, is unable to play soccer, the sport he loves, because of a language barrier.
The three creative works are interspersed with three journal articles. With poetry being widely seen as an important part of the children’s literature landscape, yet not well represented through publishing output, these articles, which are aimed at educators and children’s literature researchers, consider where poetry belongs.
The first article, The Purple Cow, focusses on why poetry is important for children, and the role that pleasure plays in engaging children with the benefits poetry has to offer. The second article, Belonging: Australian Identity in Children’s Poetry explores why the theme of belonging is prevalent in children’s poetry and examines differing representations of belonging in recent Australian poetry, focussing on the portrayal of family in Lorraine Marwood and Steven Herrick’s collections and verse novels, as well as a verse novel by Sally Morgan. The third and final article, Prose Versus Verse, offers an insight into the creative choice to write in the verse novel form, and examines the value of verse novels both as a classroom tool and for private reading, with a comparison of verse and prose novels from Steven Herrick and Sheryl Clark.
The exegetical discussion of my creative works, contained in the final chapter, brings the theme of belonging to the fore, exploring the creative decision-making employed in composing this thesis. By examining the poems through a lens provided by Allison Halliday, I discuss my own construction of the concept of childhood, as seen in the poems, exploring how both the subjects explored, and the poetic forms and devices used, demonstrate my belief that childhood is a time of increasing awareness of self, and of awareness of being both part of things and apart from things. While children may enjoy simple, playful topics, they also have the sophistication to explore and understand global issues and to deal with demanding topics. The exegesis goes on to explore my growing awareness that it is not possible, nor even desirable, to attempt to explore every aspect or version of belonging, given that, like every other writer, I am constrained by my own experiences and knowledge. Finally, the exegesis looks at where children’s poetry belongs in contemporary Australia.
As a whole, the thesis demonstrates that poetry belongs in the hands of Australian children, providing a way to entertain and educate, as well as offering them an opportunity to explore the important theme of belonging. For, if children are able to find their own versions of belonging reflected in pleasurable ways, and given insight into many other versions of belonging, then they will engage not just with poetry, but with the world around them.
13
Marchant, Jennifer Esther Robertson Susina Jan. "Beauty and the beast the relationships between female protagonists and animals in children's and adolescent novels written by women /." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3106758.
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Thesis (Ph. D.)--Illinois State University, 2003.Title from title page screen, viewed October 17, 2005. Dissertation Committee: Jan C. Susina (chair), C. Anita Tarr, Cynthia A. Huff. Includes bibliographical references (leaves 171-184) and abstract. Also available in print.
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Crossland, R. Bert (Rodney Bert). "A Content Analysis of Children's Historical Fiction Written about World War II." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279151/.
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The purpose of this study was to investigate the evolution of children's historical fiction dealing with World War II in order to describe the changes that have occurred over the past 50 years. Two questions were asked in the study: (1) Has the characterization of protagonists portrayed in historical fiction about World War H evolved since 1943? and (2) Have the accounts of the events of World War H portrayed in historical fiction evolved since 1943? Content analysis was used as the method of collecting data. The sample consisted of 86 novels written from 1943 to 1993. Upon completing the reading and coding, the researcher discussed the categories and questions posed. As part of analysis, the discussion of the novels in each period was accompanied with an overview of trends in children's literature and events affecting society. The analysis led to the following conclusions: 1. Authors were impacted by changes in the social and political climate, as evidenced by the changes in the gender of the protagonists, an increase of violence, and the inclusion of women. 2. Novels written during the 1980s and 1990s were written with a stronger American perspective. 3. At the time that an increase of violence was seen in American society, descriptions of World War II events and protagonists' actions became more violent and more graphic. 4. Though the bombings of Hiroshima and Nagasaki ended the war with Japan, an inadequacy still exists in the number of novels that provide readers with details related to the atomic bombs. Though much of World War II was fought in the Pacific Rim, a deficiency remains in the number of novels set in Pacific Rim countries. Recommendations for further research include performing a study that examines other genres, analyzing the changes observed in the portrayal of protagonists. A study could be conducted to analyze the author's ethnicity and relationship to the war and determine if differences exist.
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Venskūnienė, Asta. "Translation Strategies for Culture-specific Items in the Lithuanian Versions of Four British and Canadian Novels for Young People." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110616_164559-44311.
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This thesis analyses the translation strategies for culture-specific items (CSIs) in the translations by four different Lithuanian translators of four British and Canadian novels for young people, "Alone at Ninety Foot" (2001) by Katherine Holubitsky, "Hit and Run" (2003) by Norah McClintock, "Double Act" (1996) by Jacqueline Wilson and "The Borrowers" (1952) by Mary Norton. All these novels have a great variety of culture-specific items, often reflecting the lives of children and adolescents and issues that are important to them. The analysis of translation of culture-specific items is based on the strategies suggested by Eirlys E. Davies, while the categories of culture-specific items that are chosen for deeper discussion are those of a higher importance for the characters or themes of the novel. Statistical analysis of the strategies helps to form a clearer picture of the strategic choices preferred by each of the four Lithuanian translators.
The present work is divided into five sections and has two appendices. Section One introduces the purpose of the work and provides some information about the object of analysis: the translation of cultural references in four British and Canadian novels for young people. Section Two explains the terminology used for the analysis of the translation of culture-specific items. Section Three is divided into eight sub-sections: 3.1, 3.3, 3.5 and 3.7 discuss the importance of some categories of culture-specific items in each novel, while... [to full text]Šiame magistro darbe analizuojamos keturių vertėjų strategijos perteikiant kultūrines realijas keturiuse Didžiosios Britanijos ir Kanados jaunimo romanų vertimuose į lietuvių kalbą. Tai -Katherine Holubitsky romanas „Vienatvė prie Devyniasdešimties Pėdų tvenkinio“, Nora McClintock romanas „Pabėgęs iš įvykio vietos“, Jacqueline Wilson - „Mes - dvynės!“ bei Mary Norton - „Skoliniautojai“. Šiuose romanuose rasta daug įvairių kultūrinių realijų, kurios atspindi paauglių gyvenimą ir jiems svarbius dalykus. Kultūrinių realijų vertimas analizuojamas taikant Eirlys E. Davies strategijas. Šiai analizei atrinktos tos kultūrinių realijų grupės, kurios atlieka svarbų vaidmenį atskleidžiant romanų temas bei atvaizduojant pagrindinius veikėjus. Vertimo strategijų statistinių duomenų suvestinė padeda aiškiau suvokti keturių lietuvių vertėjų naudojamas strategijas. Darbą sudaro penki skyriai ir du priedai. Pirmame skyriuje pristatomas darbo tikslas ir analizės objektas - trumpai apibūdinamas kultūrinių realijų vertimas keturiuose Didžiosios Britanijos ir Kanados romanuose jaunimui. Antrame skyriuje paaiškinamos sąvokos, naudojamos kultūrinių realijų vertimo analizei. Trečią skyrių sudaro aštuoni poskyriai. 3.1, 3.3, 3.5 ir 3.7 poskyriuose pristatomos kai kurios svarbios kiekvieno romano kultūrinių realijų grupės, o 3.2, 3.4, 3.6 ir 3.8 poskyriuose aptariamos kultūrinių realijų vertimo strategijos kiekviename romane. Pastarieji poskyriai dar suskirstyti pagal kultūrinių realijų grupes... [toliau žr. visą tekstą]
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Mallett-Birkitt, Diane. "“Fetch M’Dear”: Healers, Midwives, Witches, and Conjuring Women in Select YA and Toni Morrison Novels." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3845.
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Accusations and persecution of witchcraft have been embedded in global culture for centuries. For as long as these persecutions have occurred, women have found themselves accused most frequently. Older women with herbal knowledge were often called on to assist with childbirth or termination of pregnancies and this “secret knowledge” often led them to be suspected of supernatural abilities, often of a satanic nature. Intrigued by these wise women who appeared to have mysterious powers and a penchant for arousing the ire of men in the legal, medical, and religious communities, I began to notice their frequent appearance in novels. Does the presence of actual or perceived magic serve to improve the women’s status in their community? I reviewed several examples of YA literature, two picture books, and four Toni Morrison novels to determine if magic, conjuring, and witchcraft were more powerful threats than sexism and racism.
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Castleman, Michele Daniele. "Meeting Gods: The re-presentation and inclusion of figures of myth in early twenty-first century young adult and middle grade children’s novels." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306352172.
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Bijvoet-van, den Berg Catharina J. M. "Children's ability to generate novel actions." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/20432.
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Social learning has given us insight into how children learn actions from others across different domains (e.g., actions on objects, pretend play, and tool use). However, little research exists to confirm whether young children can generate their own novel actions. Three different settings were chosen to offer a varied investigation of children’s ability to generate novel actions: generating multiple actions with novel objects; generating iconic gestures in order to communicate; and generating pretend actions using object substitution. Generating multiple actions with novel objects: The Unusual Box test was developed to investigate children’s ability to generate multiple actions with novel objects (Chapter 2). The Unusual Box test involves children playing with a wooden box that contains many different features (e.g., rings, stairs, strings), and five novel objects. The number of different actions performed on the box and with the objects (i.e., fluency) was used as a measure of their individual learning. Positive correlations between the fluency scores of 24 3- and 4-year-olds on the Unusual Box test and two existing measures of divergent thinking were found. Divergent thinking relates to the ability to think of multiple answers based on one premise. Furthermore, a large range of fluency scores indicated individual differences in children’s ability to generate multiple actions with novel objects. In addition, 16 2-year-olds were assessed on the Unusual Box test, twice two weeks apart, to investigate test-retest reliability and the possibility that the Unusual Box test could be used with children younger than 3 years. A strong positive correlation between the scores on the two assessments showed high test-retest reliability, while individual differences in fluency scores and the absence of a floor effect indicated that the Unusual Box test was usable in children from 2 years of age. Generating iconic gestures in order to communicate: Children’s ability to generate iconic gestures in order to communicate was assessed using a game to request stickers from an experimenter (N = 20, Chapter 3). In order to get a sticker children had to communicate to the experimenter which out of two objects they wanted (only one object had a sticker attached to it). Children’s use of speech or pointing was ineffective; therefore only generating an iconic gesture was sufficient to retrieve the sticker. Children generated a correct iconic gesture on 71% of the trials. These findings indicate that children generate their own iconic gestures in order to communicate; and that they understand the representational nature of iconic gestures, and use this in their own generation of iconic gestures. Generating pretend actions using object substitution: In order to determine whether children are able to generate their own object substitution actions and understand the representational nature of these actions, 45 3- and 4-year-olds were familiarized with the goal of a task through modelling actions. Children distinguished between the intentions of an experimenter to pretend, or try and perform a correct action. Children mainly imitated the pretend actions, while correcting the trying actions. Next, children were presented with objects for which they had to generate their own object substitution actions without being shown a model. When children had previously been shown pretend actions, children generated their own object substitution actions. This indicates that children generate their own object substitution actions, and that they understand the representational nature of these actions. An additional study with 34 3-year-olds, revealed no significant correlations between divergent thinking, inhibitory control, or children’s object substitution in a free play setting, and children’s ability to generate object substitution actions in the experimental setting.
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Maher, Elizabeth. "Children's Modality Preference for Novel Word Learning." University of Toledo / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1083594203.
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Maher, Elizabeth Ann. "Children's modality preference for novel word learning /." See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1083594203.
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Thesis (M.A.)--University of Toledo, 2004.Typescript. "A thesis [submitted] as partial fulfillment of the requirements of the Master of Arts degree in Speech-Language Pathology." Includes bibliographical references (leaves 52-62).
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Hood, Robin Elizabeth. "Protagonist moral development in children’s translated European war novels." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25423.
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This study evaluated moral dilemmas and Lawrence Kohlberg's (1975) stages of moral reasoning of protagonists in a sample of children's translated European war novels. The sample, consisting of fourteen books, was defined as all children's European war novels published between 1950 and 1984.
The content analysis first determined the moral dilemmas in each of the novels by identifying those story situations where two or more moral issues were in conflict. A second procedure evaluated the protagonists' response to the dilemma, making possible the assignment of a Kohlberg level and stage of moral judgement.
The collected data were evaluated following two steps. First, the Issues, Levels and Stages were quantitatively analyzed for representation, number, and frequency. In addition, the Issues and Stages were evaluated for those moral issues most frequently paired with each moral stage. The second procedure examined the relationship between the data and selected variables: Era (Era I 1952-1962, Era II 1963-1973, Era III 1974-1984), Sex of author and Sex of protagonist.
The findings revealed that moral dilemmas in the European war novels were most often related to issues of Affiliation Roles, Morality and Mores, and Truth. No dilemma situations arose out of conflicts of the moral issues of Sex or Law. All other Kohlberg moral issues were represented at least once in the sample.
The predominant stage of moral reasoning in the sample was Stage 2 (serving one's own needs), closely followed by Stage 1 (blind obedience to authority) and Stage 3 (playing the good role). Significantly, these stages reflect the general moral reasoning capabilities of the intended reading audience, ages 8 12 years. While higher stages were represented, they accounted for substantially fewer protagonist resolutions to dilemma situations. With regard to sex of the protagonist, the findings revealed that male characters more frequently resolved their dilemma situations with sophisticated levels of moral reasoning than did female, a factor which may be linked to the type of story.
The relationships between moral development and Era appeared to reflect the transition from traditional realism to modern realism in children's fiction. Books written in Era I (1952-1962) contained few or no moral dilemmas. As with other traditional realistic fiction, child protagonists in that era were insulated from the world around them and thus remained relatively unaffected by World War II. Books written in Era II (1963-1973) and Era III (1974-1984), however, showed evidence of portraying children in the modern mode of realism. Unlike Era I, protagonists of these periods encountered large numbers of moral dilemmas and were highly involved in and affected by the war.Arts, Faculty of
English, Department of
Graduate
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Limon, Helen. "Creative friction : representations of child-carer relationships in contemporary children's fiction and Om Shanti, Babe, a novel for children." Thesis, University of Newcastle Upon Tyne, 2012. http://hdl.handle.net/10443/1592.
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As a way to interrogate and deepen the representation of the two mother-daughter relationships at the centre of my novel, I undertook an investigation of the way understanding of relationships between primary carers and children has been theorised from the mid-twentieth century to the present, paying particular attention to the frequently conflicted period of adolescence. Because my novel is primarily concerned with the relationships between mothers and daughters, feminist theories about mothering were central to my research. The critical component of this submission takes its cue from the way feminists have drawn upon and reworked D.W. Winnicott’s explanations of the ambivalence characteristic of mother-infant relationships. Because adolescence usually involves a secondary separation from carers (the first is associated with the infant’s experience of weaning and toilet training) it is often accompanied by a return of the repressed feelings of ambivalence. My analysis looks at how these feelings are presented in a range of children’s fictions for preteens and teens written between 1975 and 2007. It is notable that across the sample, which examines a variety of carer-child relationships, readers are encouraged to identify good caring models as those which embody a cluster of traditional values and behaviours and which privilege the needs of child[ren] The primary texts are analysed with reference to the theories of Donald Winnicott, Bruno Bettelheim, Nancy Chodorow, Sara Ruddick, Patricia Hill Collins, Rozsika Parker, and Andrea Doucet. Throughout, the conclusions of my research are related to my novel, Om Shanti Babe, which is set in India and compares a mother-daughter pair from the UK travelling in India with an Indian mother-daughter relationship. Nine children’s novels are discussed: Almond, David, My Dad’s a Birdman (2007) Furlong, Monica, Wise Child (1987) Hidier, Tanuja Desai, Born Confused (2003) Magorian, Michelle, Goodnight Mister Tom (1981) Mahey, Margaret, Memory (1987) Morpurgo, Michael, Kensuke’s Kingdom (1999) Reeve, Philip, Here Lies Arthur (2007) Wilson, Jacqueline, Dustbin Baby (2001) Wilson, Jacqueline, The Illustrated Mum (1999)
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Wu, Di. "‘In the name of children’ : children in Dickens’s journalism and novels." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/10073.
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This thesis employs a variety of theoretical approaches to examine the representation of children in the novels and journalism of Charles Dickens. Whereas previous studies of Dickensian children have concentrated on his fictional characters, I have expanded the parameters of the discussion to include his journalism, and his examination of children as readers. The discussion focuses on two novels, four significant articles in his weekly periodical Household Words, and A Child’s History of England, which was serialised in Household Words. In recent years there have been considerable efforts made to investigate Dickens's journalism, but there has been little consideration either of his writings on children's welfare nor on his nursery writings intended for young readers which were published in his periodicals. Despite the fact that he wrote specific works for children to read, there has been no examination of his representation of child readers in his novels. In analyzing three of Dickens's child readers I have drawn upon contemporary theories of reading. I have utilized a variety of modern psychological theories in my discussion of the novelist's understanding of child development. In the course of my discussion of individual texts I utilize theories of narratology, trauma theory, contemporary accounts of commodity fetishism and theories of masculinity as it impinges upon child development. In my analysis of Dickens's journal articles and their relation to specific fictional characters and episodes, I emphasize that this is not simply a case of ‘factual’ journalism set against ‘fictional’ characters and plots, but rather that Dickens's creativity is manifested in both genres, and that to understand his comprehension of child psychology and child development, both are essential.
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Fleetwood, Carolyn. "Imarill of the star : an illustrated children's novel." Honors in the Major Thesis, University of Central Florida, 2002. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/273.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Arts and Sciences
Liberal Arts
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Dial, Lauren Ann. "Healthy? Tasty? Children's Evaluative Categorization of Novel Foods." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1518364823958472.
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Stone, James Clement. "The evolution of civil war novels for children /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681788252963.
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Radavičiūtė, Jūratė. "Postmodernism in Salman Rushdie's Novels Midnight's Children and Shame." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110307_142144-11026.
Full textAbstract:
The dissertation investigates the postmodern features of Salman Rushdie’s novels Shame and Midnight’s Children within the theoretical framework of postmodernism. The inward-directed approach to a literary text, which has been chosen as a basis for the research, incorporates the body of texts by the famous theorists of postmodernism Jacques Derrida, Michel Foucault, Roland Barthes, Ihab Hassan, Jean Baudrillard and others. With the view to the indeterminacy of the approach, the concept of decentering, embracing such terms as the elimination of the transcendental signified, supplement, simulacrum, indeterminacy, the death of the author, has been chosen as a key concept to discuss text-oriented propositions. The analysis of Salman Rushdie’s novel Midnight’s Children explores the undermining of the traditional connotations of synecdoche. The interpretation of the text reveals how the strategy of play is employed to incorporate traditional images into the postmodern narrative of the novel. The connotations attributed to different images are constantly subjected to subversion and undermining in the text. The investigation of the concept indeterminacy with the view to the narrative of Midnight’s Children focuses on the imagery related to the concept of the void and its supplements. The analysis of Salman Rushdie’s novel Shame draws on the concept of the image as a simulacrum/supplement, employing J. Derrida and J. Baudrillard’s theoretical propositions. It uncovers the detachment of... [to full text]Disertacijos tyrimo objektu pasirinktos postmodernizmo apraiškos Salman Rushdie romanuose Vidurnakčio vaikai ir Gėda. Tyrimo teoriniu pagrindu buvo pasirinktas į tekstą orientuotas požiūris, atstovaujamas šių mokslininkų: Michel Foucault, Jacques Derrida, Roland Barthes, Ihab Hassan, Jean Baudrillard ir kt. Atsižvelgiant į pasirinkto požiūrio neapibrėžtumą, pagrindine teorine sąvoka buvo pasirinkta išcentrinimo sąvoka, kuri yra sietina su šiais terminais: transcendentalinio subjekto nesatis, suplementas, simuliakras, neapibrėžtumas, autoriaus mirtis. Salman Rushdie romano Vidurnakčio vaikai interpretacijoje tiriama tradicinių sinekdochos reikšmių transformacija. Analizuojant atskleidžiama, kaip rašytojas naudoja žaidimo strategiją tradicinių įvaizdžių panaudojimui postmoderniame kūrinyje, nuolat transformuodamas ir neigdamas įvaizdžių reikšmes. Romano Vidurnakčio vaikai naratyvas analizuojamas neapibrėžtumo sąvokos pagrindu. Pagrindinis dėmesys šioje interpretacijoje skiriamas įvaizdžiams, siejamiems su tuštumos ir suplemento sąvokomis. Salman Rushdie romano Gėda interpretacijoje dėmesys skiriamas postmodernaus įvaizdžio kaip simuliakro/suplemento sampratos analizei. Teorinis interpretacijos pagrindas- J. Derrida ir J. Baudrillard veikalai. Analizė atskleidžia postmodernaus įvaizdžio ir realybės santykio nesatį bei realybės suplementų pažeidžiamumą. Apibendrinant, Salman Rushdei romanų interpretacija atskleidžia išcentrinimo sąvokos sudėtingumą ir neapibrėžtumą, bei bendrą... [toliau žr. visą tekstą]
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Radavičiūtė, Jūratė. "Postmodernism in Salman Rushdie’s Novels Midnight’s Children and Shame." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110307_142131-12871.
Full textAbstract:
The dissertation investigates the postmodern features of Salman Rushdie’s novels Shame and Midnight’s Children within the theoretical framework of postmodernism. The inward-directed approach to a literary text, which has been chosen as a basis for the research, incorporates the body of texts by the famous theorists of postmodernism Jacques Derrida, Michel Foucault, Roland Barthes, Ihab Hassan, Jean Baudrillard and others. With the view to the indeterminacy of the approach, the concept of decentering, embracing such terms as the elimination of the transcendental signified, supplement, simulacrum, indeterminacy, the death of the author, has been chosen as a key concept to discuss text-oriented propositions. The analysis of Salman Rushdie’s novel Midnight’s Children explores the undermining of the traditional connotations of synecdoche. The interpretation of the text reveals how the strategy of play is employed to incorporate traditional images into the postmodern narrative of the novel. The connotations attributed to different images are constantly subjected to subversion and undermining in the text. The investigation of the concept indeterminacy with the view to the narrative of Midnight’s Children focuses on the imagery related to the concept of the void and its supplements. The analysis of Salman Rushdie’s novel Shame draws on the concept of the image as a simulacrum/supplement, employing J. Derrida and J. Baudrillard’s theoretical propositions. It uncovers the detachment of... [to full text]Disertacijos tyrimo objektu pasirinktos postmodernizmo apraiškos Salman Rushdie romanuose Vidurnakčio vaikai ir Gėda. Tyrimo teoriniu pagrindu buvo pasirinktas į tekstą orientuotas požiūris, atstovaujamas šių mokslininkų: Michel Foucault, Jacques Derrida, Roland Barthes, Ihab Hassan, Jean Baudrillard ir kt. Atsižvelgiant į pasirinkto požiūrio neapibrėžtumą, pagrindine teorine sąvoka buvo pasirinkta išcentrinimo sąvoka, kuri yra sietina su šiais terminais: transcendentalinio subjekto nesatis, suplementas, simuliakras, neapibrėžtumas, autoriaus mirtis. Salman Rushdie romano Vidurnakčio vaikai interpretacijoje tiriama tradicinių sinekdochos reikšmių transformacija. Analizuojant atskleidžiama, kaip rašytojas naudoja žaidimo strategiją tradicinių įvaizdžių panaudojimui postmoderniame kūrinyje, nuolat transformuodamas ir neigdamas įvaizdžių reikšmes. Romano Vidurnakčio vaikai naratyvas analizuojamas neapibrėžtumo sąvokos pagrindu. Pagrindinis dėmesys šioje interpretacijoje skiriamas įvaizdžiams, siejamiems su tuštumos ir suplemento sąvokomis. Salman Rushdie romano Gėda interpretacijoje dėmesys skiriamas postmodernaus įvaizdžio kaip simuliakro/suplemento sampratos analizei. Teorinis interpretacijos pagrindas- J. Derrida ir J. Baudrillard veikalai. Analizė atskleidžia postmodernaus įvaizdžio ir realybės santykio nesatį bei realybės suplementų pažeidžiamumą. Apibendrinant, Salman Rushdei romanų interpretacija atskleidžia išcentrinimo sąvokos sudėtingumą ir neapibrėžtumą, bei bendrą... [toliau žr. visą tekstą]
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Llaque, Quiroz Patricia Beatriz. "Novel 2019 coronavirus infection in children." Instituto Nacional de Salud, 2020. http://hdl.handle.net/10757/655893.
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COVID-19 is rarely reported in children and they are mildly affected in most cases. The most common clinical presentation of COVID-19 is cough, fever and sore throat; severe cases show tachypnea. The course of the disease is from one to two weeks. Laboratory findings are nonspecific; lymphopenia, elevation of C-reactive protein and procalcitonin have been described. Early chest X-ray is usually normal, and the most common tomographic findings are consolidations with halo, ground-glass opacities and tiny nodules which mainly affects subpleural areas. Management of the disease is supportive; in severe cases, it should be focused on respiratory support. It is recommended to limit the handling of respiratory secretions and to follow the same preventive measures provided to adults.Revisión por pares
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Gardner, Becky M. "Increasing preschool children's acceptance of vegetables." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1187286405.
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Minton, Duygu. "Re-working Novelistic Sentiment: Barbauld, Smith, Edgeworth, and the Politics of Children's Fiction." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/dissertations/727.
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Despite the recognized importance of Anna Letitia Barbauld, Maria Edgeworth, and Charlotte Smith as commentators on 1790s radicalism, pedagogy, and novel conventions, their writings for children and for adults tend to be studied separately. Indeed, despite each writer's familiarity with the others' work, these figures are rarely discussed together. I argue that studying these authors' cross-generic works using a comparative approach reveals the ways in which novels and children's books have informed and influenced each other, both in their reciprocal developments and as distinct genres. I further argue that even as the juvenile fiction of Barbauld, Edgeworth, and Smith seems rather tamely oriented toward the integration of natural history with conduct lessons, the genre was in fact a vital means by which each writer weighed her own social-welfare and aesthetic priorities within contexts of political upheaval.
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Slocum, Jeremy PhD. "The Role of Metacognition in Children's Disambiguation of Novel Name Reference." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1574633259873614.
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Schofield, Alistair. "Day : a study of the presentation of bereavement in novels for secondary level children." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/367400/.
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This thesis comprises critical reflection and novel. Claims for originality in the novel lie in the combination of the specific geographical location of Leeds, the 1970s setting, the narrative time frame of twenty‐four hours, and the use of the mundane not as a setting from which to escape but as one in which epiphanous moments can be found. These key decisions were made early in the evolution of the novel and are discussed, along with other issues such teenage sexuality, in the first section of the critical reflection. The novel’s main character, fourteen‐year‐old Daniel, is grieving over the loss of his mother, and bereavement becomes the focus of the second section, which comprises the main thrust of the reflection. In response to similar research undertaken in 1985, I take forty‐nine novels for ten to fourteen‐year‐olds written between 1997 and 2010 and analyse the presentation of bereavement therein, providing original data and opening up the novels to a scrutiny to which many have never been subjected. The previous research concludes that children’s novels offered little of value for bereaved children. I question whether writers for children have a duty to do anything but entertain by engaging with critical opinion past and present, and argue that it is impossible for a writer to avoid awareness of the age of the reader, that novels can affect children, and that consequently the writer must show moral and artistic responsibility in the presentation of important themes. My research suggests that gender differences are still present but are less emphatic, and that some novels present bereavement in a sanitised, irresponsible way or fail to present it at all. I also find the resolution of grief through the use of ghosts or visions neither realistic nor helpful. In the final chapter I explore ways in which the reading impacted positively upon the writing of Day and conclude that not only do the best of the novels treat bereavement with wit, insight and sensitivity, but that the eclectic mix of theme, character, voice and style across the books will provide inspiration for future projects for years to come.
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Viñas, Nestor. "THE NOVELTY EFFECT IN MONOLINGUAL AND BILINGUAL CHILDREN." Thesis, Örebro University, Department of Behavioural, Social and Legal Sciences, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-718.
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This study aims to examine memory performance in monolingual and bilingual children, and whether novel information (compared to familiar information) is differently recognized by bilingual children compared to monolingual children, and for boys compared to girls. A sample of 49 pupils from Swedish schools (28 bilingual children and 21 monolingual children; and 24 girls and 25 boys) was used in this study. Both bilinguals and monolingual had to remember or make decisions about different lists of words. They also performed two tasks of semantic memory. After that, they had to rate themselves in their proficiency of Swedish knowledge (writing, reading, speaking and understanding) and knowledge in mother tongue (only for bilinguals). In all memory tasks, no differences were found between bilingual and monolingual groups. Also, novel information was recognized similarly to familiar information and none of the groups was different in this regard.
Syftet med denna studie är att undersöka minnesprestationer hos enspråkiga- och tvåspråkiga barn och om ny information känns igen på ett annat sätt än bekant information hos enspråkiga jämfört med tvåspråkiga barn samt hos killar jämfört med tjejer. Ett stickprov på 49 elever från svenska skolor (28 tvåspråkiga och 21 enspråkiga, 24 tjejer och 25 killar) användes i studien. Både enspråkiga- och tvåspråkiga fick i uppgift att komma ihåg och besluta om olika ordlistor. De fick också två test om semantiskt minne. Efteråt fick de bedöma sin förmåga i svenska språket (skriva, läsa, tala och förstå) och tvåspråkiga bedömde även sin förmåga i hemspråket. Inga skillnader fanns mellan grupperna avseende resultaten av minnsestesterna. Vidare upptäcktes inga skillnader i att komma ihåg ny och bekant information hos någon av grupperna.
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Hill, Cecily Erin. "Formal Education: Early Children’s Genres, Gender, and the Realist Novel." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429278003.
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Ryan, Rebecca G. "Assessment of a novel interview technique for improving young children's forensic reports." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3607.
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Thesis (M.A.)--West Virginia University, 2004.Title from document title page. Document formatted into pages; contains viii, 76 p. : ill. Includes abstract. Includes bibliographical references (p. 40-43).
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Janechek, Miriam Teresa. "“Six impossible things before breakfast”: becoming an adult in five Golden Age children’s novels." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6963.
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In this study, I consider five of the most eminent children’s novels of the Golden Age period, 1860-1920, The Water-Babies by Rev. Charles Kingsley, Alice’s Adventures in Wonderland and Through the Looking-Glass by Lewis Carroll, The Secret Garden by Frances Hodgson Burnett, and Peter and Wendy by J. M. Barrie, to illustrate that the central concern of all of these novels is what it means to be a child self engaged with the world and growing up. It is my contention that, if we are to embrace what Marah Gubar terms a “kinship model” of children’s literature scholarship that sees the child and adult as in relationship to one another, a new vocabulary is necessary to discuss child and adult selfhood. In this project, I propose using Charles Taylor’s postsecular theory as a foundation for this new language, thus offering the terms porous and buffered as a new way of understanding the relationship between a child and the adult she becomes.
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McWilliam, Stephen. "Novel approaches to aminoglycoside-induced nephrotoxicity in children." Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2049479/.
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Background: Aminoglycoside antibiotics are commonly used in paediatric clinical practice, especially for the treatment of neonatal sepsis and pulmonary exacerbations in cystic fibrosis (CF). However, megalin-mediated endocytosis of the aminoglycosides by renal proximal tubule epithelial cells leads to toxicity, and may result in acute kidney injury and chronic kidney disease. Current approaches to identify and prevent toxicity are limited. Several novel biomarkers have shown utility in preclinical studies for the identification of aminoglycoside-induced nephrotoxicity, but clinical data and an understanding of their clinical utility is lacking. The potential of statins to prevent aminoglycoside-induced nephrotoxicity by inhibition of megalin-mediated endocytosis has been previously demonstrated in vitro and in a rat model, but its potential in man is unclear. Aims: Firstly, to investigate the utility of novel urinary biomarkers for the early identification of aminoglycoside-induced nephrotoxicity in children. Secondly, to develop a novel intervention using statins to prevent aminoglycoside-induced nephrotoxicity in children with CF. Methods and Results: Urine samples were collected from 41 premature neonates at least once per week, and daily during courses of gentamicin. Three urinary biomarkers were measured using Luminex-based (Kidney Injury Molecule-1 (KIM-1) and Neutrophil Gelatinase-associated Lipocalin (NGAL)) and colorimetric assays (N-acetyl-β-D-glucosaminidase (NAG)). All three biomarkers were elevated during treatment with gentamicin, but when adjusted for potential confounders, only the elevation in KIM-1 remained significant (mean difference from not treated, 1.35ng/mg urinary creatinine; 95% CI 0.05-2.65). Electrochemiluminescent assays for both KIM-1 and NGAL were validated, and were compared to Luminex-based assays by analysing samples from healthy children in the UK (n=120) and the US (n=171). 95% reference intervals for both biomarkers were derived using quantile regression. Urine samples were collected from a cohort of children with cystic fibrosis (n=158) at outpatient clinic appointments and during exposure to tobramycin. Biomarkers were measured using the validated electrochemiluminescent assays. Elevations in both KIM-1 and NGAL (median peak fold-change was 2.28 (IQR 2.69) and 4.02 (IQR 7.29) respectively) were observed during exposure to tobramycin. In a multiple regression model, baseline KIM-1 was associated with the number of previous courses of IV aminoglycoside (p < 0.0001; R2=0.11). An in vitro model of aminoglycoside-induced nephrotoxicity was developed using a conditionally immortalized proximal tubule epithelial cell line (ciPTECs). Dose and time-dependent toxicity was demonstrated with neomycin, gentamicin, and tobramycin (from most to least potent). In rats, the addition of rosuvastatin significantly reduced nephrotoxicity compared to gentamicin alone (p < 0.01). In guinea pigs, dose-dependent inhibition of gentamicin-induced nephrotoxicity was seen with rosuvastatin (at a minimum concentration of 0.94mg/kg/day, p < 0.0001), but not with simvastatin. In vitro models demonstrated that neither rosuvastatin nor atorvastatin had any effect on the minimum inhibitory concentration of tobramycin for Pseudomonas aeruginosa. Conclusion: Urinary KIM-1 has shown potential as a biomarker of both acute and chronic proximal tubular injury associated with exposure to aminoglycosides in children. Inhibition of aminoglycoside-induced nephrotoxicity by statins was demonstrated in further animal models, allowing the selection of a statin and dose (rosuvastatin 10mg) which have been taken forward into a clinical trial which will test this hypothesis in children with CF, utilising urinary KIM-1 as the primary outcome measure.
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Clark, Matthew Ryan. "Novel word learning of children with hearing impairment and children with typical hearing." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=947.
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Diezmann, Carmel M. "The effect of instruction on children's use of diagrams in novel problem solving." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36581/1/36581_Digitised%20Thesis.pdf.
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The research reported in this thesis investigated a theory of instruction that was developed to teach the use of the strategy draw a diagram in novel problem solving.Consistent with an explanatory case study design, the theory was derived from the literature and tested through the implementation of an instructional programme informed by that theory. This theory predicted that if the instructional programme addressed specific content related to diagram use and adopted a particular instructional model then the instructional programme would be effective.
Explanatory case study designs utilise how and why questions to determine support for theories and enable theories to be refined. Two research questions were posed. The first research question - How will instruction in diagram use affect children's problem solving peiformance on novel problems? - focused on the outcomes of instruction. The second research question - "Why will instruction in diagram use affect children's problem solving peifonnance on novel problems? - explored the relationship between instruction and changes in children's use of diagrams in novel problem solving.
The content of the theory prescribed essential knowledge about diagrams and the sequence of exploration of that knowledge in an instructional programme. For example, the concept of a diagram and symbolic representations were features of the knowledge component. As understanding the concept of a diagram provides the foundation for using symbolic representations, the concept of a diagram should be explored first in the instructional sequence. The content of the instructional theory is crucial to children's understanding about diagram use because children experience a range of knowledge-related difficulties in using diagrams as tools for problem solving.
The instructional model comprised six components that prescribed ways to support learning about diagram use in problem solving. These components were: (a) the learner, (b) the teacher, (c) the instructional tasks, (d) the classroom interaction, (e) participant structures, and (f) management issues. Attention to these components was predicted to support learning in two ways. First, these components focused on the creation of supportive conditions for learning, such as the importance of considering the prior experiences of the learner and the need for cognitively challenging tasks.
Second, these components addressed issues that are specifically related to learning about diagram use, such as the learner's preference for a visual method of solution and the need to present tasks according to their problem structures. Because the instructional model influences children's learning about diagrams, it is considered an essential part of the theory of instruction in diagram use. However, many aspects of the instructional model are relevant for teaching other mathematical topics.
The instructional programme consisted of twelve half-hour lessons on general purpose diagrams (networks, hierarchies, matrices, and part-whole diagrams). The goals of the instruction were for the students to: (a) employ the strategy draw a diagram, (b) generate networks, matrices, hierarchies, and part-whole diagrams, where appropriate, (c) reason appropriately with diagrams in the solution process, and ( d) use the diagram to produce a successful solution to a problem.
The researcher implemented the programme with a class of Grade 5 students. Twelve of these students were participants in a single case study to test the theory. The mean age of the participants was 10 years 3 months (range from 10 years 8 months to 9 years 8 months). To ensure a cross section of participants, three students were purposefully selected for each of four different profiles of performance and frequency of diagram use based on a novel problem solving test. The profiles were: (a) a high performance score and a high frequency score; (b) a high performance score and a low frequency score; (c) a low performance score and a low frequency score; and (d) a low performance score and a high frequency score. The classroom teacher was also a participant in the study, in that, he provided contextual data about the participants, their mathematical experience and capabilities. The student participants were interviewed individually on five novel tasks prior to, and at the conclusion of the instruction. The tasks had problem structures that could be represented with general purpose diagrams. The tasks in the pre- and post-instruction interviews were isomorphic.
The effectiveness of the instruction was ascertained by testing a series of assertions related to the goals of instruction. The criteria used to test the assertions were: (a) the frequency and autonomy of diagram use, (b) the quality of the diagram that was generated, (c) the appropriateness of the reasoning with the diagram, and (d) the success rate for tasks in which a diagram had been used. In order to compare the preand post-instruction diagrams that were generated and the associated reasoning, a series of performance levels were developed for each of the pairs of isomorphic tasks. Analysis of the data provided support for each of the assertions. Hence, the response to the question - How will instruction in diagram use affect children's problem solving performance on novel problems? - was that children achieved each of the instructional goals associated with the successful use of the diagram in problem solving. Explanations for children's learning are provided by the theory of instruction. Thus, the response to the question - 'Why will instruction in diagram use affect children's problem solving performance on novel problems? - was that the instructional programme addressed essential content and provided appropriate conditions for learning about diagram use.
In testing the theory, some unexpected results emerged necessitating the refinement of the preliminary theory of instruction. One novel technique for investigating these results was to represent the interview data visually on data maps, which provided an overview of the interviews, and facilitated the wholistic analysis of data. One of the refinements to the content was the need to teach students about tracking strategies. Some students had difficulty locating their position after moving about on a diagram. Refinements were also made to the instructional model. For example, the learners' use of a diagram was influenced by their beliefs about the advantages of using a diagram and by their level of confidence with diagrams. The refined theory provides the basis for future instructional programmes.
The problem solving strategy draw a diagram is advocated in many curriculum documents. However, the successful use of diagrams may not occur spontaneously. The conclusion of this study is that instruction can improve children's use of diagrams in novel problem solving by developing the appropriate knowledge of diagrams as a problem solving tool. The literature base on instruction in diagram use has been limited. This study contributes to the field by providing a theoretical framework to inform effective instructional programming and curriculum development.
The major implication for teachers and curriculum developers is that the mathematics curriculum should include specific instruction about the use of diagrams in problem solving. As teachers may be ill-prepared to provide instruction in diagram use, appropriate curriculum guidance is necessary. To ensure that students become mathematically literate citizens, instruction in diagram use in problem solving should be included in the reform agenda for mathematics education for the 21st century. Furthermore, effective use of diagrams in problem solving involves visual literacy or graphicacy. Hence, the scope of literacy in the classroom needs to extend beyond numeracy, oracy, and written literacy to include literacy with various forms of visual representation, which includes diagrams.
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Murta, Maria Jacinta Vida-Alegre e. "Despertar para o pensar: o conto como suporte textual em filosofia para crianças." Master's thesis, Universidade de Évora, 2010. http://hdl.handle.net/10174/11599.
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Despertar para o pensar, O conto como suporte textual em Filosofia para Crianças
propõe um estudo em que se estabelece que o desenvolvimento do pensar da criança se
pode dar a partir do seu contacto com textos específicos. O estudo que fizemos
desenvolveu-se partir de uma análise de textos tendo como referências uma selecção
feita sobre a colectânea de “estórias” dos irmãos Grimm e as novelas filosóficas de
Matthew Lipman.
Partindo do pressuposto que os contos de fadas podem ser mais de que um
entretém lúdico, é na obra de Bruno Bettelheim que se revelam as possibilidades destes
que até então teriam sido ignoradas. A partir da sua análise, e encontrando a novela
filosófica desenvolvida por Matthew Lipman, propusemo-nos analisar o conto de fadas
tanto como possibilidade filosófica para a criança, como patamar para um pensar
melhor e por si mesma.
Fazendo uma análise das partes constituintes do conto de fadas e respectiva
importância para a criança encontramos neste elementos que motivam o
desenvolvimento do seu pensar.
Partes que denominámos O princípio, o meio e o fim, O mundo do faz-de-conta, E
todos viveram felizes para sempre e O recurso nos contos de fadas à metáfora, ao
simbólico e ao non-sense revelaram-se possibilidades que subtraem a criança a um
pensamento que poderia ser restrito para lhe possibilitar uma abstracção que se revela
construtiva.
Uma outra parte do trabalho incidirá especialmente sobre a obra de Matthew
Lipman, mais precisamente sobre a novela filosófica que estrutura o projecto Filosofia
para Crianças, e respectiva comparação com o conto de fadas.
Colocando-se a questão: Será que os contos de fadas contêm em si, tal como as
novelas filosóficas de Matthew Lipman, os elementos que estimulam a criança para o
pensar?
Tendo como referência teórica principalmente Bruno Bettelheim e Matthew
Lipman, entre outros, é a partir das suas obras que desenvolvemos o nosso estudo para determinar a importância do conto de fadas, ou da novela filosófica, como estímulo para
o pensar, e consequentemente para o desenvolvimento integral da criança; ### Abstract:
Awake to the think, The tale as textual support in Philosophy for Children
proposes a study which establishes that the development of the thought in the child can
be given from his contact with specific texts. The study that we have developed become
from an analysis of texts and having as references a selection made on the collection of
"stories" of the Brothers Grimm and Matthew Lipman's philosophical novels.
Based on the assumption that fairy tales may be more than an entertaining is the
work of Bruno Bettelheim which revealed the possibilities of those stories that until
then had been ignored. From his analysis, and finding the philosophical novel
developed by Matthew Lipman, we propose to analyze the fairy tale as philosophical
possibility for the child, as a base for a better thinking and for himself.
By making an analysis of the constituent parts of fairy tale and their importance
for the child we find in it elements that motivate the development of their thinking.
Parties that we have denominated The principle, The middle and the end, The world of
make-believe, And all lived happily ever after and The recourse in fairy tales to the
metaphor, the symbolic and non-sense reveled to be possibilities which subtract the
child of a thought that could be restricted to provide an abstraction that reveals itself as
constructive.
Another part of the work will focus particularly the work of Matthew Lipman,
more precisely the philosophical novel which structures the project Philosophy for
Children, and their comparison with fairy tale.
By placing the question: Is that fairy tales contain in itself, like Matthew
Lipman’s philosophical novels, the elements that encourage the child to think?
Having as theoretical reference mainly Bruno Bettelheim and Matthew Lipman, among
others, is from their works that we have developed our study to determine the
importance of the fairy tale, or the philosophical novel, as a stimulus for the think, and
therefore for the integral development of child.
42
Mallos, Melina. "Young children's interactions in art museums: Exploring engagement." Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/36686/1/36686_Digitised%20Thesis.pdf.
Full textAbstract:
How do young children engage with works of art in a museum environment? This study documents the experiences and behaviour of children aged 6-9 years in three Queensland art museums. In each case, three interactive components were investigated for their value in promoting young children's engagement with art: child-centred programs, novel exhibition designs and responsive social interaction.
Recently art museums have invested heavily in the design of innovative interactive exhibition programs to enhance young children's experiences of art. While child-centred programming and novel exhibition designs contribute to children's enjoyment on their art museum visits, this study reveals that it is responsive social interaction, specifically children's interactions with adults, that determines the quality of their aesthetic encounters.
Through photographic evidence, the study documents children's emotional reactions to art. The personal nature of these experiences is highlighted in children's interviews and drawings about their museum interactions. Such findings raise questions about the current views of aesthetic development which underestimate young children's capabilities for engaging with works of art. Photographic evidence used in this study clearly documents young children's emotional reactions to works of art.
The social dimension is the most salient factor in young children's ability to interpret the museum environment and its exhibits in personally meaningful ways. This has implications for the design, installation and programming of exhibition programs for young children in art museums. The research reveals that greater collaboration between early childhood professionals and museum staff (educators and designers) significantly enhances young children's encounters with art. Information about children's responses to interactives enables designers and education staff to design effective innovations to empower young children to understand, appreciate and engage with art.
43
Callon-Wells, Nicole. "L'émergence de l'album de jeunesse contemporain. Ruptures et continuité." Thesis, Paris Est, 2011. http://www.theses.fr/2011PEST0011.
Full textAbstract:
Le territoire de l’album de jeunesse contemporain, multiforme, inventif paraît fluctuant. Partagé entre l’image et le texte, il se présente comme une forme hybride aux frontières mouvantes entre livre illustré, album de bande dessinée, roman graphique. Notre corpus volontairement restreint concerne, parmi l’album de langue française tel qu’il se développe de 1945 à nos jours, une sélection significative d’œuvres d’auteurs illustrateurs. Il nous permet d’interroger les influences qui ont façonné son visage d’aujourd’hui : statut de l’enfant dans la société, impact de la technologie, des impératifs commerciaux, des grands courants artistiques. A partir de l’analyse des rapports entre l’image et le texte, il nous conduit à questionner la place de l’album dans l’environnement iconotextuel. Est-il possible de dégager sa singularité et de nous poser la question du genre ? Après avoir repéré aux sources de l’album la rencontre mouvementée de l’image et des mots de la Renaissance au XIXe siècle, nous analysons l’émergence de l’album contemporain, sa séparation avec l’album de bande dessinée entre 1900 et 1939. Nous voyons dans le rapport très particulier qui s’installe entre le support du livre et le fonctionnement de l’iconotexte, la constitution d’un genre de l’entre-deuxThe domain of contemporary picture books for children, in their multiple forms, is inventive and without formalized borders. It is shared between image and text, and presented as a hybrid form at with movable frontiers between illustrated books, picture books, comic books, and graphic novels. Our references are deliberately restrained to concern French language picture books and their development from 1945 to today, with a significant selection of works from author-illustrators. This makes visible the influences that have shaped today’s position: the status of the child in society, impact of technology, commercial needs, and major artistic trends. The analysis of the relationship between image and text takes us to question the place of the album in the iconotextuel environment. Is it possible to separate its singularity and for us to ask questions of the genre? After tracing the sources of picture books with the meeting dynamic of images and words from the Renaissance to the XXIst century, we analyze the emergence of the contemporary picture book, and its separation from comic books between 1900 and 1939. We can see that the very particular relationship that has developed between the physical book and the functioning of the iconotext, has led to the creation of a type between the two
44
Howell, Catherine. "Memory's children : repetition and Jewish identity in two novels by Isaac Bashevis Singer /." Title page, table of contents and forward only, 1996. http://web4.library.adelaide.edu.au/theses/09AR/09arh8588.pdf.
Full text
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Cohn, Mallory R. "Suffering, self-creation and survival : victimized children in the novels of Charles Dickens /." South Hadley, Mass. : [s.n.], 2008. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2008/274.pdf.
Full text
46
Mugno, Allison P. "Priming for Honesty: A Novel Technique for Encouraging Children's True Disclosures of Adult Wrongdoing." FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3360.
Full textAbstract:
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.
47
Singh, Leher, and Carolyn Quam. "Can bilingual children turn one language off? Evidence from perceptual switching." Elsevier Inc, 2016. http://hdl.handle.net/10150/620189.
Full textAbstract:
Bilinguals have the sole option of conversing in one language in spite of knowing two languages. The question of how bilinguals alternate between their two languages, activating and deactivating one language, is not well understood. In the current study, we investigated the development of this process by researching bilingual children's abilities to selectively integrate lexical tone based on its relevance in the language being used. In particular, the current study sought to determine the effects of global conversation-level cues versus local (within-word phonotactic) cues on children's tone integration in newly learned words. Words were taught to children via a conversational narrative, and word recognition was investigated using the intermodal preferential-looking paradigm. Children were tested on recognition of words with stimuli that were either matched or mismatched in tone in both English and Mandarin conversations. Results demonstrated that 3- to 4-year-olds did not adapt their interpretation of lexical tone changes to the language being spoken. In contrast, 4- to 5-year-olds were able to do so when supported by informative within-word cues. Results suggest that preschool children are capable of selectively activating a single language given word-internal cues to language.
48
Bennett, S. D. "Development of a novel EEG paradigm to investigate the neural correlates of children's emotion understanding." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/1408334/.
Full textAbstract:
Emotion understanding is a key foundation of social skills (e.g. Denham et al., 2003; Izard et al., 2001) and thus research into its determinants is a potentially important area for clinical and developmental psychology. This thesis investigates the development of emotion understanding in young children. Part one is a literature review of 23 papers examining the relationship between attachment and emotion understanding in children. A summary of the papers is presented, before reflections on the meaning of the results. Overall, secure attachment appears to be related to superior emotion understanding. However, larger, well-controlled studies are needed to better understand the association. Part two presents an empirical paper focused on the development of a novel Electroencephalogram (EEG) paradigm to investigate emotion understanding in 6-year-old children. The children tested formed part of a cohort of children who had taken part in a previous study, in which their attachment to their primary care-giver was profiled. The study is the first to demonstrate Event Related Potentials (ERPs) associated with emotion understanding in young children. Specifically, a Late Positive Potential (LPP) was found to be an index of emotion understanding. The paper investigates associations between ERPs and social competence measures, and with security of attachment. The empirical research was undertaken with Sarah Carman (Carman, 2013). Part three provides a critical appraisal of the research process. It considers difficulties encountered in producing externally valid research. Issues in the development of the EEG paradigm, methodological difficulties in ERP research, and measure selection are discussed.
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Arican, Ebru. "Representations Of Children In Kemalettin Tugcu&." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607884/index.pdf.
Full textAbstract:
This thesis is an attempt to analyze the narrative structure of Kemalettin Tugcu’
s novels for children that became popular in the 1960s and the 1970s. It examines the representations of childhood, adulthood, orphanhood, richness and poverty in Tugcu&
#8217
s books through the relations between the child and the adult and the rich and the poor. The poor orphan child that is portrayed especially as savior and virtuous is the main character of Tugcu&
#8217
s novels. Socio-cultural hierarchies are represented primarily through the encounter and the relationship of the poor orphan child with the adults and the rich. This study argues that Kemalettin Tugcu&
#8217
s novels represent orphanhood and poverty primarily as moral-spiritual states and not simply a materialeconomic situation. The thesis also pays attention to the conservative themes in Tugcu&
#8217
s books.
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Kong, Kim-Por Paul. "The child in time : postmodern representations of childhood in the novels of Ian Mcewan /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161720.
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