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Journal articles on the topic 'Children protagonist'
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Amancio da Silva, Wellington. "Literature Children - Child as Protagonist." International Journal of Elementary Education 3, no. 3 (2014): 54. http://dx.doi.org/10.11648/j.ijeedu.20140303.11.
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dosilva, Wellington. "Literature children - child as protagonist." Journal of Humanity 02, no. 01 (July 1, 2014): 155–71. http://dx.doi.org/10.14724/02.11.
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Yuill, Nicola, and Josef Perner. "Exceptions to Mutual Trust: Children's Use of Second-Order Beliefs in Responsibility Attribution." International Journal of Behavioral Development 10, no. 2 (June 1987): 207–23. http://dx.doi.org/10.1177/016502548701000205.
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Children of 6 to 9 years and adults judged a story protagonist's degree of blame for a traffic accident. All stories depicted a collision between a protagonist, who had the right of way, and another road user. Stories differed, however, in protagonist's second-order belief about the other road-user's knowledge. For instance, in one story, the protagonist mistakenly thought that the other had noticed her coming and that she could therefore rely on him abiding by the priority rule (principle of mutual trust) and grant her the right of way. This story contrasted with one where the protagonist knew that the other had not seen her and so was not justified in claiming priority. Most 7 and 8-year-old children understood the difference in second-order belief and about half of them were also able to make the correct responsibility attribution that the mistaken protagonist, thinking the other character knew, was less to blame for the accident than the one who knew about the other's ignorance. By 9 years, almost all children understood second-order beliefs and three-quarters were also able to make the correct responsibility attribution. The application of second-order beliefs to the principle of mutual trust is discussed in relation to communication failures and cooperative interaction.
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Hayashi, Hajimu, and Yuki Shiomi. "Do children understand that people selectively conceal or express emotion?" International Journal of Behavioral Development 39, no. 1 (September 2, 2014): 1–8. http://dx.doi.org/10.1177/0165025414548777.
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This study examined whether children understand that people selectively conceal or express emotion depending upon the context. We prepared two contexts for a verbal display task for 70 first-graders, 80 third-graders, 64 fifth-graders, and 71 adults. In both contexts, protagonists had negative feelings because of the behavior of the other character. In the prosocial context, children were instructed that the protagonist wished to spare the other character’s feelings. In contrast, in the real-emotion context, children were told that the protagonist was fed up with the other character’s behavior. Participants were asked to imagine what the protagonists would say. Adults selected utterances with positive or neutral emotion in the prosocial context but chose utterances with negative emotion in the real-emotion context, whereas first-graders selected utterances with negative emotion in both contexts. In the prosocial context, the proportion of utterances with negative emotion decreased from first-graders to adults, whereas in the real-emotion context the proportion was U-shaped, decreasing from first- to third-graders and increasing from fifth-graders to adults. Further, performance on both contexts was associated with second-order false beliefs as well as second-order intention understanding. These results indicate that children begin to understand that people selectively conceal or express emotion depending upon context after 8 to 9 years. This ability is also related to second-order theory of mind.
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Eason, Arianne E., Cheryl R. Kaiser, and Jessica A. Sommerville. "Underrepresentation and the Perception of Others’ Racial Attitudes." Social Psychological and Personality Science 10, no. 6 (November 2018): 757–67. http://dx.doi.org/10.1177/1948550618788855.
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Across two experiments, we investigate racial attitude perceptions in low-diversity environments to explore whether friendships with members of numerically underrepresented groups serve as a stronger indication of individuals’ racial attitudes than friendships with members of the numeric majority. Children aged 7–10 years heard about a Black (Experiment 1) or White (Experiment 2) protagonist befriending two classmates who belonged to either the numeric minority or majority group. When protagonists befriended classmates from the numeric minority rather than the numeric majority, participants inferred racial preferences among Black protagonists who befriended in-group (but not out-group) children and White protagonists who befriended in-group and out-group children. Racial preferences were not assumed when children made inferences about others’ choice of future social partners. This work has implications for understanding how the racial composition of environments may affect perceptions of the same-race and cross-race friendships.
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Hayashi, Hajimu. "Young children’s difficulty with deception in a conflict situation." International Journal of Behavioral Development 41, no. 2 (July 10, 2016): 175–84. http://dx.doi.org/10.1177/0165025415607087.
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This study examined young children’s deception in a conflict situation. A puppet show was prepared involving a protagonist who went into hiding, an enemy who wanted to catch the protagonist, and a friend who was looking for the protagonist. In the no-conflict condition, the enemy asked the children about the location of the protagonist. In the conflict condition, the friend asked the children; however, the enemy was nearby and could eavesdrop. Thus, there was a conflict between deceiving the enemy and telling the truth to the friend. In Experiment 1, the enemy hid behind a tree and was not visible to the friend; 80 children aged 4, 5, and 6 years old participated. In Experiment 2, the enemy was visible to the friend but was disguised; 24 children aged 5 and 6 years old participated. Most 5- and 6-year-olds did not give accurate information to the enemy in the no-conflict condition. However, in the conflict condition, most of the children did not control their behavior and immediately gave accurate information to the friend although the enemy was nearby. Young children from the age of 5 years were able to deceive in the no-conflict situation, but it was difficult for them to deceive in the conflict situation.
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Gooding, P. A., K. Sheehy, and N. Tarrier. "Perceived Stops to Suicidal Thoughts, Plans, and Actions in Persons Experiencing Psychosis." Crisis 34, no. 4 (July 1, 2013): 273–81. http://dx.doi.org/10.1027/0227-5910/a000194.
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Background: Suicide has been conceived as involving a continuum, whereby suicidal plans and acts emerge from thoughts about suicide. Suicide prevention strategies need to determine whether different responses are needed at these points on the continuum. Aims: This study investigates factors that were perceived to counter suicidal ideation, plans, and acts. Method: The 36 participants, all of whom had had experiences of psychosis and some level of suicidality, were presented with a vignette describing a protagonist with psychotic symptoms. They were asked to indicate what would counter the suicidal thoughts, plans, and acts of the protagonist described in the vignette. Qualitative techniques were first used to code these free responses into themes/categories. Correspondence analysis was then applied to the frequency of responses in each of these categories. Results: Social support was identified as a strong counter to suicidal ideation but not as a counter to suicidal plans or acts. Help from health professionals was strongly related to the cessation of suicidal plans as were the opinions of the protagonist’s children. Changing cognitions and strengthening psychological resources were more weakly associated with the cessation of suicidal ideation and plans. The protagonist’s children were considered potentially helpful in addressing suicidal acts. Conclusion: These results suggest that both overlapping and nonoverlapping factors need to be considered in understanding suicide prevention, dependent on whether individuals are thinking about, planning, or attempting suicide.
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Bassil-Morozow, Helena Victor. "Tim Burton at 50: the hero's mid-life crisis." International Journal of Jungian Studies 6, no. 2 (May 4, 2014): 143–50. http://dx.doi.org/10.1080/19409052.2014.911198.
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It is difficult to predict the development of Tim Burton's career now that his original protagonist, the eccentric creative mourning the loss of his father, is dead – or rather, now that the child element of the protagonist is gone. To find a way out of his ideological crisis, Burton has been trying different directions, including a female protagonist and reviving an old character that belongs to the times when Burton's heroes were still ‘children’ as well as ‘monsters’.
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Misailidi, Plousia. "YOUNG CHILDREN'S DISPLAY RULE KNOWLEDGE: UNDERSTANDING THE DISTINCTION BETWEEN APPARENT AND REAL EMOTIONS AND THE MOTIVES UNDERLYING THE USE OF DISPLAY RULES." Social Behavior and Personality: an international journal 34, no. 10 (January 1, 2006): 1285–96. http://dx.doi.org/10.2224/sbp.2006.34.10.1285.
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Aspects of 72 preschoolers' display rule knowledge – the ability to distinguish apparent from real emotions and understand the motives underlying display rule use – were examined. Children listened to stories describing situations designed to elicit an emotion in the protagonist and a prosocial or self-protective reason for concealing her/his real emotion from other story characters. Children were asked to predict what facial expressions the protagonists would display in response to the emotionally laden situations and to justify their predictions. Findings revealed that children's ability to distinguish between apparent and real emotions increased in the 4–6 years age span. Moreover, children justified prosocial and self-protective display rules with similar accuracy. The findings are discussed in terms of children's ability to make the appearance-reality distinction across domains (emotional, physical) and in the context of the socialization of emotional displays.
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Ting, Fransisca, and Renée Baillargeon. "Toddlers draw broad negative inferences from wrongdoers’ moral violations." Proceedings of the National Academy of Sciences 118, no. 39 (September 20, 2021): e2109045118. http://dx.doi.org/10.1073/pnas.2109045118.
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By 2 y of age, children possess expectations about several different moral principles. Building on these results, we asked whether children who observed a wrongdoer violate a principle would draw negative inferences from this violation about how the wrongdoer was likely to behave in other contexts. In four experiments, 25-mo-old toddlers (n = 152) first saw a wrongdoer harm a protagonist. When toddlers judged the wrongdoer’s behavior to violate the principle of ingroup support or harm avoidance, they did not find it unexpected if the wrongdoer next violated the principle of fairness by dividing resources unfairly between two other protagonists (Exps. 2 and 3), but they did find it unexpected if the wrongdoer next acted generously by giving another protagonist most of a resource to be shared between them (Exp. 4). When toddlers did not construe the wrongdoer’s harmful behavior as a moral violation, these responses reversed: They found it unexpected if the wrongdoer next acted unfairly (Exp. 1) but not if the wrongdoer next acted generously (Exp. 4). Detecting a moral violation thus lowered toddlers’ assessment of the wrongdoer’s moral character and brought down their expectations concerning the likelihood that the wrongdoer would perform: 1) obligatory actions required by other principles and 2) supererogatory or virtuous actions not required by the principles. Together, these findings expand our understanding of how young children evaluate others’ moral characters, and they reveal how these evaluations, in turn, enable children to form sophisticated expectations about others’ behavior in new contexts.
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Gross, Dana, and Paul L. Harris. "False Beliefs About Emotion: Children's Understanding of Misleading Emotional Displays." International Journal of Behavioral Development 11, no. 4 (December 1988): 475–88. http://dx.doi.org/10.1177/016502548801100406.
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The major goal of this study was to determine whether young children appreciate that one effect of using a display rule may be to create a false belief in another person. Fourand 6-year-old children listened to stories in which it would be appropriate for the protagonist to really feel a negative emotion. In half of the stories a reason was given for the protagonist to hide the way he or she really felt (the discrepant condition) from the other story characters; the other half contained a reason for the protagonist to show the other story characters how he or she really felt (the nondiscrepant condition). Subjects were asked to say how the main character would really feel, how the main character would look on his or her face, and how other characters in the story would think the protagonist felt, and to justify their answers. The results indicated that 6-year-old children were more accurate than 4-year-old children in judging that real and apparent emotion would not coincide in the discrepant condition and that other story characters would be misled as a result. Six-year-olds also offered more correct justifications of their responses in both story conditions. The findings are related to recent investigations of children's understanding of the appearance-reality distinction and the development of children's knowledge about how to create a false belief in another person.
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Orozco-Giraldo, Consuelo, and Paul L. Harris. "Turning Water into Wine." Journal of Cognition and Culture 19, no. 3-4 (August 7, 2019): 219–43. http://dx.doi.org/10.1163/15685373-12340066.
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AbstractYoung children judge that violations of ordinary, causal constraints are impossible. Yet children’s religious beliefs typically include the assumption that such violations can occur via divine agency in the form of miracles. We conducted two studies to examine this potential conflict. In Study 1, we invited 5- and 6-year-old Colombian children attending either a secular or a religious school to judge what is and is not possible. Children made their judgments either following a minimal prompt or following a reminder of God’s extraordinary powers. Irrespective of their education, and whether or not they had been reminded of God’s extraordinary powers, children systematically judged violations of ordinary, causal constraints to be impossible. In Study 2, we asked if more extensive reminders of God’s special powers would prompt religious children to say that the impossible can happen. Five- and 6-year-old Colombian children attending either a secular or a religious school were presented with narratives in which the protagonist desired an ordinarily impossible outcome. In half the stories, the protagonist prayed to God for the desired outcome. Irrespective of education and of whether the protagonist prayed, children systematically concluded that the desired outcome would not occur and justified that conclusion by reference to ordinary causal constraints. Nevertheless, in a minority of their replies children did assert that violations of ordinary causality are possible. Overall, irrespective of their religious education, young children judge that events rarely deviate from their natural course; only occasionally do they acknowledge exceptions.
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Orozco-Giraldo, Consuelo, and Paul L. Harris. "Turning Water into Wine." Journal of Cognition and Culture 19, no. 3-4 (August 7, 2019): 219–43. http://dx.doi.org/10.1163/15685373-12340056.
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AbstractYoung children judge that violations of ordinary, causal constraints are impossible. Yet children’s religious beliefs typically include the assumption that such violations can occur via divine agency in the form of miracles. We conducted two studies to examine this potential conflict. In Study 1, we invited 5- and 6-year-old Colombian children attending either a secular or a religious school to judge what is and is not possible. Children made their judgments either following a minimal prompt or following a reminder of God’s extraordinary powers. Irrespective of their education, and whether or not they had been reminded of God’s extraordinary powers, children systematically judged violations of ordinary, causal constraints to be impossible. In Study 2, we asked if more extensive reminders of God’s special powers would prompt religious children to say that the impossible can happen. Five- and 6-year-old Colombian children attending either a secular or a religious school were presented with narratives in which the protagonist desired an ordinarily impossible outcome. In half the stories, the protagonist prayed to God for the desired outcome. Irrespective of education and of whether the protagonist prayed, children systematically concluded that the desired outcome would not occur and justified that conclusion by reference to ordinary causal constraints. Nevertheless, in a minority of their replies children did assert that violations of ordinary causality are possible. Overall, irrespective of their religious education, young children judge that events rarely deviate from their natural course; only occasionally do they acknowledge exceptions.
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Lipovka, Anastassiya V. "Napoleon in the Hamster Wheel: in the Labyrinth of Gendered Career Trajectories." Emerald Emerging Markets Case Studies 8, no. 4 (December 1, 2018): 1–24. http://dx.doi.org/10.1108/eemcs-05-2018-0065.
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Learning outcomes To analyze and personally relate to an individual having faced a quarter-life crisis; to define how environmental factors influence the person’s career priorities; to analyze the causes of career-family conflicts; to comprehend another gender’s position and concerns; and to originate ideas for prospective career development. Case overview/synopsis The case study presents a career management dilemma of a PhD candidate, senior lecturer at the Almaty Management University, Kazakhstan and a married mother of two small children. Having faced a kind of quarter-life crisis and the pressures of a traditional society with gendered career trajectories, the protagonist (33) is challenging her initial plan of an academic career that sees gradual promotion and progress and has to make a difficult decision about her professional and personal identity amidst the realities of a newly emerging and transitional economy. Complexity academic level Master’s level Supplementary materials Teaching notes, company’s organizational charts, protagonist’s curriculum vitae, PowerPoint slides with the protagonist and her classmates’ pictures. Subject code CSS 6: Human Resource Management.
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Talwar, Victoria, Shanna Mary Williams, Sarah-Jane Renaud, Cindy Arruda, and Christine Saykaly. "Children’s Evaluations of Tattles, Confessions, Prosocial and Antisocial Lies." International Review of Pragmatics 8, no. 2 (2016): 334–52. http://dx.doi.org/10.1163/18773109-00802007.
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Lie-telling is a false verbal statement made with the intention to deceive another. Lies may be told for selfish reasons or due to prosocial motivations. As a result, the veracity of a statement holds more than just communicative intent but rather represents social intentions. In the current experiment children (6- to 12-years old) viewed 12 vignettes which depicted a protagonist either telling a truth or a lie. The protagonist’s statements either hurt another or themselves (other versus self). Following viewing of each vignette participants provided a moral evaluation of the protagonist’s statement (five-point Likert) and a classification of the statements; as either a truth or lie. Additionally, a novel method of evaluating statements was introduced, whereby children evaluated communicative intent as an act, to be rewarded or punished. Results revealed that both lies and truths were accurately identified, with the exception of altruistic lies (benefits to another) and tattling truths (harms another). Younger children rewarded truthful statements, which harmed or hurt another, significantly more often than older children. Older children ranked lies to help another significantly more favorably than lies to protect the self. Children also rewarded confessions and punished antisocial lies most frequently. Results highlight the notable differences in children’s perceptions of varying forms of honesty and lying.
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Begeer, Sander, Daniel M. Bernstein, Jonas van Wijhe, Anke M. Scheeren, and Hans M. Koot. "A continuous false belief task reveals egocentric biases in children and adolescents with Autism Spectrum Disorders." Autism 16, no. 4 (March 7, 2012): 357–66. http://dx.doi.org/10.1177/1362361311434545.
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This study reports on a new false belief measure in a sample of 124 children and adolescents with or without high functioning autism (HFASD). In the classic paradigm, a participant predicts in which of two discrete locations a deceived protagonist will look for an object. In the current Sandbox task, the object is buried and reburied in a sandbox, thus creating a continuum between locations. Compared to typically developing individuals (n=62), those with HFASD (n=62) showed a larger egocentric bias on the Sandbox task. They failed to take the protagonist’s false belief into account, despite their adequate ability to infer advanced mental states. This indicates that sensitive measures can reveal subtle first order Theory of Mind impairments in HFASD individuals.
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Gardner, D., P. L. Harris, M. Ohmoto, and T. Hamazaki. "Japanese Children's Understanding of the Distinction Between Real and Apparent Emotion." International Journal of Behavioral Development 11, no. 2 (June 1988): 203–18. http://dx.doi.org/10.1177/016502548801100204.
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Japanese children's understanding of the difference between real and apparent emotion was investigated in a replication of Harris, Donnelly, Guz and Pitt-Watson (1986). Children aged 4 and 6 years listened to stories featuring a protagonist in a situation where it would be appropriate to really feel a positive or negative emotion and to mask that emotion. Subjects were then asked about the real emotion felt and the apparent emotion shown by the protagonist. The results demonstrated that 6-year-olds understand the distinction between real and apparent emotion more systematically than 4-year-olds. A comparison with the performance of English children supports the conclusion that insight into the distinction between real and apparent emotion is dependent upon an underlying cognitive competency and relatively unaffected by socialisation differences.
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Wimmer, Heinz, and Heinz Mayringer. "False Belief Understanding in Young Children: Explanations do not Develop Before Predictions." International Journal of Behavioral Development 22, no. 2 (June 1998): 403–22. http://dx.doi.org/10.1080/016502598384441.
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Two studies contrasted children’s ability to predict a wrong action with their ability to explain such an action in a standard unexpected transfer task. It was found that the majority of 31/2- to 41/2-year-old children was unable to explain in an appropriate way why the protagonist looked for the critical object in the wrong place and, therefore, exhibited at least as much difficulty with explanation as with prediction. This finding speaks against Fodor’s (1992) critical account of the standard false belief tasks. According to Fodor, these tasks induce children to rely on too simple action prediction heuristics (“Predict that the agent will act in a way that will satisfy his desire”) although they possess an understanding of belief and desire as joint causes of action. Analysis of children’s inadequate explanatory attempts showed that in the majority of these answers they referred to the protagonist’s desire to get the object or to the actual location of the object. These desire and reality orientations in explanation are similar to response tendencies in prediction and suggest a lacking in understanding of the causal links between misleading informational conditions, epistemic states, and resulting actions in younger children.
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Carolan, Mary Ann McDonald. "Moretti’s Children: The Next Generation?" Quaderni d'italianistica 34, no. 2 (March 25, 2014): 113–32. http://dx.doi.org/10.33137/q.i..v34i2.21038.
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Nanni Moretti’s La stanza del figlio/The Son’s Room (2001) reveals the effects of a child’s death on the protagonist Giovanni (a psycoanalyst played by Moretti) and his family. This film appears after Aprile/April (1998), which narrates both the birth of the director’s son Pietro as well as the Italian electoral campaign in 1996 in the month of the title. The arrival of a biological son followed by the death of a fictional one in Moretti’s oeuvre suggests greater implications for the parent-child relationship in Italy. This phenomenon also comments on the relationship between generations of Italian directors. An examination of Moretti’s earlier autobiographical film Caro diario/Dear Diary (1994) gives insight into this director’s relationship to other artists and also suggests implications for the future of Italian filmmaking.
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WALLS, KATHRYN. "Margaret Mahy: An Adlerian Reading." International Research in Children's Literature 1, no. 2 (December 2008): 187–99. http://dx.doi.org/10.3366/ircl.2008.0006.
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According to the ‘Individual Psychology’ of Alfred Adler (1870–1937), Freud's contemporary and rival, everyone seeks superiority. But only those who can adapt their aspirations to meet the needs of others find fulfilment. Children who are rejected or pampered are so desperate for superiority that they fail to develop social feeling, and endanger themselves and society. This article argues that Mahy's realistic novels invite Adlerian interpretation. It examines the character of Hero, the elective mute who is the narrator-protagonist of The Other Side of Silence (1995) , in terms of her experience of rejection. The novel as a whole, it is suggested, stresses the destructiveness of the neurotically driven quest for superiority. Turning to Mahy's supernatural romances, the article considers novels that might seem to resist the Adlerian template. Focusing, in particular, on the young female protagonists of The Haunting (1982) and The Changeover (1984), it points to the ways in which their magical power is utilised for the sake of others. It concludes with the suggestion that the triumph of Mahy's protagonists lies not so much in their generally celebrated ‘empowerment’, as in their transcendence of the goal of superiority for its own sake.
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Mazurkiewicz, Adam. "Kryminałki dla najmłodszych. O nurcie polskiej literatury kryminalnej adresowanej do dziecięco-młodzieżowego czytelnika po roku 1989. Rekonesans." Literatura i Kultura Popularna 23 (May 31, 2018): 121–34. http://dx.doi.org/10.19195/0867-7441.23.9.
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Crime stories for the youngest. About the current of Polish crime novels addressed to children and teenagers after 1989: ReconnaissanceLiterature intended for children and teenagers has got a specific character because of the specificity of the reader. What attracts our attention is first of all the didactic level of texts addressed to young concerning both age and literary knowledge readers and the instrumentalism, understood as a flow of particular information which aim is exerting a pedagogical influence. Therefore, the criminal intrigue is not in the centre of reader’s attention. It does, however, play an important role as the fiction mode, which enables genealogical instantiation of a particular text. This property draws the crime story for children and teenagers near to the novel of manner which is addressed to the juvenile reader; in this novel, the central theme point remains the closest setting of a protagonist, who is modelled on the assumed reader and his or her relationship with surroundings. The criminal thread is then fulfilling a function of a background which allows boosting the plot of the novel. However, reading texts for children and teenagers can be treated as an introduction to adult-oriented novels, especially when the reader has an opportunity to solve the mystery together with protagonists and outrun them in uncloaking the killer.
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Pozina, M. V. "Children’s books on grown-up themes. On J. Boyne’s novels The Boy in the Striped Pyjamas and The Boy at the Top of the Mountain." Voprosy literatury, no. 4 (August 19, 2021): 110–17. http://dx.doi.org/10.31425/0042-8795-2021-4-110-117.
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The essay is concerned with the work of the Irish writer John Boyne, who received international renown upon publication of his two young adult novels: The Boy in the Striped Pyjamas and The Boy at the Top of the Mountain. The two books are connected by the same topic — a child and the war — as well as an unconventional view of the fate of the small protagonist who becomes entangled in the big history. Among the characters of Boyne’s novels are children of high-ranking Nazis, prisoners of concentration camps, people inhabiting pre-war Europe, and even the Führer (Hitler) himself. The essay not only comments on the plots of the two novels, which follow the lives of Boyne’s young protagonists, but also suggests that everyone, including children, is responsible for their moral choice: whereas Bruno, the hero of The Boy in the Striped Pyjamas, remains pure in heart, his counterpart Peter (Pierrot) from The Boy at the Top of the Mountain becomes infected with Nazi ideology. In addition, the essay discusses certain facts of the writer’s biography, mentioning, in particular, that he turned to young adult fiction after a successful career in ‘grown-up’ literature.
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Messer, Jane. "The Maternal Heroine." Cultural Studies Review 11, no. 1 (August 12, 2013): 129–41. http://dx.doi.org/10.5130/csr.v11i1.3452.
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There is a Chinese curse quoted in glib desk calendars that have a phrase for each day: ‘May you live in interesting times’. In fiction, maternity has not often been seen as terribly interesting, and in the real world having babies often stops a mother from writing, off and on and even for years. The story of mothers and babies seems elusive, not fit for the imagination, for where’s the story? The ‘maternal heroine’, a protagonist and main character whose actions and identity are closely bound up with her work and experience of herself as a mother of young and dependent children, is rare. How could she not be? She’s busy giving off strong whiffs of routine. Where’s the drama in that? And what are babies? They’re not thinking, arguing agents for change—hardly protagonists—even if antagonistic at the cocktail hour. At least, that is one way of opening up the question of the maternal heroine.
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Joy Hepzibah, C. "Abscission of Familial Bonding in Khaled Hosseini’s And the Mountains Echoed." Shanlax International Journal of English 8, no. 3 (June 2, 2020): 54–56. http://dx.doi.org/10.34293/english.v8i3.3197.
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Adoption is a beautiful thing in the world when it comes to giving life to abandon children. But as said often, “The only guarantee if a child is adopted is trauma,” the same adoption is so brutal when the child has been separated from the living family members and given for adoption. There is no worse pain than the pain of the children being separated from their birth family. This research throws light on abscission from the familial cohesion because of the critical situations in the family. Here, in this study, a young child is abscissed from her own family by adoption. The permanent separation from her biological parents creates the feeling of separation and longingness in the novel, And the Mountains Echoed, written by Khaled Hosseini. Pari, is theadopted child, and the protagonist of the novel was in her immature age when she had been separated from her family. The importance of familial relationships is shown very deeply in this novel through the plight of the protagonist, Pari. After the years of separation, the same child who became a mature woman gets reunited with her brother. But the traumatic experience that she had undergone can never be undone.
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Hemphill, Lowry, Nancy Picardi, and Helen Tager-Flusberg. "Narrative as an index of communicative competence in mildly mentally retarded children." Applied Psycholinguistics 12, no. 3 (September 1991): 263–79. http://dx.doi.org/10.1017/s014271640000922x.
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ABSTRACTThis study compared the narrative abilities of mildly mentally retarded and nonretarded children. Twenty mildly mentally retarded children and 20 nonretarded children, matched on mental age, PPVT-R scores, and SES were audiotaped while narrating a wordless picture book story. Results showed no differences between the groups in narrative length, use of tense and conjunctions, and use of narrative devices. However, there were significant differences in use of reference, with the mildly retarded children using more definite article + noun character introductions, showing more pronoun confusion, and more often pronominalizing all references to the story protagonist. Control of reference in narrative is discussed as presenting a particularly challenging set of discourse abilities because it requires the child to integrate knowledge across a number of linguistic and nonlinguistic domains.
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Πνευματικός, Δημήτρης, Μαρία Γκέκα, and Μαρία Διβανέ. "Μπορεί η διαδικασία της αυτο-κατηγοριοποίησης των παιδιών Ρομά να εξηγήσει τις σχολικές τους δυσκολίες;." Psychology: the Journal of the Hellenic Psychological Society 20, no. 2 (October 15, 2020): 194. http://dx.doi.org/10.12681/psy_hps.23537.
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The current study aimed at the understanding of the difficulties Roma children encounter in school through the understanding of the process of their selfcategorization. It is examined whether the stereotypes of the dominant group for them are adopted by the young Roma through the self-categorization process adjusting their behavior. The behavior beyond the ordinal school rules, the school failure and the vocational guidance as stereotypes of the Greek society for the Roma were examined as well. Forty Roma infants and children participated in the study. Participants identified themselves with a Roma protagonist of the puppet show who was in intergroup comparisons and afterwards they answered questions about the dimensions of the school life that correspond to negative stereotypes for the Roma. Results showed that the stereotypes of the out group are recognized and attributed to the Roma protagonist since their infancy, and without having the experience of the actual intergroup relations within the school settings. Roma children adopted the stereotypes denoting that they have behavioral problems at school, that they have learning difficulties, and that they will follow a job of a low social status in their lives. The actual intergroup conditions during schooling change some of the adopted stereotypes through the process of the self-categorization. The results are discussed in the light of the intervention programs.
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Araiza, Paola, Therese Keane, Won Sun Chen, and Jordy Kaufman. "Children's memory of a story experienced with virtual reality versus traditional media technology." International Journal of Virtual Reality 20, no. 2 (December 25, 2020): 55–69. http://dx.doi.org/10.20870/ijvr.2020.20.2.3151.
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Immersive Virtual Reality Technology (IVR) is a visual multi-sensory computer-simulated environment that perceptually surrounds an individual, creating the illusion that one has “stepped inside” and is included in, and interacting with the generated world. Although IVR has been suggested as a tool to enhance learning, existing work has not examined how IVR presentations, compared with other types of storytelling, facilitate or interfere with children’s memory formation. Here, we present data from a study of seventy 6- and 7-year-old children randomly assigned to experience a story in one of three modalities: IVR, video, or a paper-based book. We assessed the children’s story recall and their ability to identify the protagonist’s emotions. Results showed that, overall, children in the IVR condition performed better in the memory-recall task than the children in the video and book conditions. The most pronounced difference in memory performance was between the IVR and book conditions. In the IVR versus video conditions, 6-year-olds performed significantly better in the IVR condition than in the video condition, while 7-year-olds performed similarly in both digital-story conditions. We found no effects of condition on children’s attribution of emotions to the story’s protagonist. We conclude that IVR may enhance children’s ability to learn story content in certain situations.
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Hlebova, Bibiana. "Children's Roma Literary Protagonist with a Social Disadvantage in the Emotional Education." Asian Journal of Social Science Studies 2, no. 1 (November 15, 2016): 92. http://dx.doi.org/10.20849/ajsss.v2i1.114.
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Author of the paper deals with the current issue which is the co-existence of Romany students (Roma minority social group) coming from the socially disadvantage backgrounds and marginalized Roma communities together with the non-Roma students from the major society in Slovakia in school inclusion settings. In this process, the author attaches significant importance for the development not only of cognitive (intellectual quotient – IQ), but also of emotional intelligence (emotional quotient – EQ) of all the students through artistic pictures of the Roma people coming from socially disadvantaged backgrounds marked by poverty a compliance with internal rules of the Roma identity (romipen) in the Slovak literature for children and youth. In this regard, author roots in the artistic delineation of emotional world of the Romany child protagonist – boy Lajko in an auto-biographical novel from Romany writer L'udovít Didi Stories blessed by the wind with the subtitle On the Romany soul, where the author displayed fates of people in very unusual way. Child literary protagonist from socially disadvantaged backgrounds perceives the social differences very sensitively in the intentions of own, minority society as well as in the co-existence of Roma and non-Roma people. Observation and empathetic experiencing of the negative emotional world of Romany child protagonist, the author used within emotional education and development of emotional intelligence of Roma and non-Roma students in the school inclusion settings in Slovakia.
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Zelezinskaya, N. S. "Young adult literature as a mirror of the society." Voprosy literatury 1, no. 1 (February 20, 2020): 159–75. http://dx.doi.org/10.31425/0042-8795-2020-1-159-175.
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The article discusses contemporary young adult and post-adolescent literatures, which respond to the modern world with its catastrophes and challenges in a more acute manner than fiction for adults. A new literary genre, the problem young adult novel needs a comprehensive literary analysis. The age bracket of the genre, which is still open for discussion, is examined by the author in detail. While young adult fiction has a different agenda from children’s literature, it often surpasses ‘grown-up’ books in terms of issues raised and their relevance, which is especially true for the problem young adult novel, typically centred on a specific problem of modern society and featuring a teenage protagonist fighting for his/her survival. The main themes of the genre include deadly diseases, trauma, adaptation of special children in the society, suicide, abuse, murder, drugs, terrorism, and others. Little discussed and often tabooed in class or at home, these topics are raised by young adult literature, while teenagers get a chance to examine them and relive their anxieties with protagonists.
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Pearson, Carol. "Voces pancaribeñas en América Central: Anacristina Rossi y Limón Reggae." LETRAS, no. 49 (May 12, 2011): 115–26. http://dx.doi.org/10.15359/rl.1-49.6.
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En Limón Reggae, la autora describe las experiencias de una protagonista que no tiene entrada en ningún grupo: nación, raza o grupo político. Son representaciones de las comunidades afrocaribeñas junto con la lucha revolucionaria en El Salvador y las experiencias de los niños de la calle. En After Exile, Amy Kaminsky plantea la presencia de imágenes corporales en la obra de muchos escritores latinoamericanos exiliados o expatriados. Rossi explora situaciones desesperadas centroamericanas y mundiales, junto a una lucha de resistencia. In Limón Reggae, the author describes the experiences of a protagonist who never finds acceptance or inclusion in any group, whether that of nation, ethnicity or politics. We find representations of Afro-Caribbean communities along with the revolutionary struggle in El Salvador and the experiences of present-day street children. In After Exile, Amy Kaminsky acknowledges the presence of images of the body in the work of many Latin American writers who have been exiled or have lived expatriate lives. Rossi explores desperate situations, both Central American and worldwide, together with a resistance struggle.
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Tulasi, M. "From the Object to the Embodiment of Alienation: The Predicament of the Protagonist in Arun Josh’s Novel, The Foreigner." Shanlax International Journal of English 9, no. 2 (March 1, 2021): 27–30. http://dx.doi.org/10.34293/english.v9i2.3703.
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Arun Joshi is an outstanding Indian English Novelist who has dealt with the inner crises of the modern man living in the present day world. The Foreigner (1968) is his novel that concerns itself with the human relations and its various aspects. The present paper deals with the Protagonist of the novel, Sindi Oberai. The whole story revolves around his feelings and experiences. The novel’s central thematic concerns are attachment, detachment, loss of faith, loneliness, identity crisis, and anxiety, all of which are artistically explored in the protagonist’s life. Oberai, the central character, comes back to Delhi, after experiencing life and love in America, and at last persuaded by a humble office worker in India.Although the effects of alienation in Oberai’s life are analyzed by the earlier critics, the present paper attempts to trace the roots of that alienation. Most commonly children bloom in their childhood with tender care, support and guidance of their parents. The lack of parental love and the life of orphanage greatly affect one’s personality, and the paper argues that here lies the source of Oberai’s alienated life. As the title suggests explicitly, the paper claims that the protagonist starts his life as an object of alienation, but as he grows up, he himself becomes the embodiment of alienation, through the process of internalization, and some other characters in the novel have to face the bitter consequences of his alienated personality.The protagonist Sindi Oberai is an orphan, who is deprived of the parental love. He is trapped in his own loneliness, and develops a kind of chronic detachment. The bitter experiences of his childhood and his environment in which he was brought up were internalized by him and eventually he becomes an unwitting embodiment of the alienation which devastated his childhood initially. Sindhi is deprived of family nourishment and becomes a wandering alien. He is exposed to various cultures of people but he is not attached to any of these cultures. The paper analyses the loss of parents’ true love and affection as the formative cause of Oberai’s alienated personality.
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Jupp Kina, Victoria. "Participant or protagonist? A critical analysis of children and young people’s participation in São Paulo, Brazil." International Social Work 55, no. 3 (April 2, 2012): 320–36. http://dx.doi.org/10.1177/0020872812437223.
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Pizzo, Justine. "ESTHER'S ETHER: ATMOSPHERIC CHARACTER IN CHARLES DICKENS'S BLEAK HOUSE." Victorian Literature and Culture 42, no. 1 (February 19, 2014): 81–98. http://dx.doi.org/10.1017/s1060150313000272.
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Five chapters after the famousfoggy opening of Charles Dickens'sBleak House(1853), the novel's protagonist Esther Summerson disappears into thick air. Esther's “darling,” the young orphan Ada Clare, first discloses her companion's climatic dissolution when she celebrates her kind-hearted treatment of the hapless Jellyby children. Although Ada and Esther's guardian John Jarndyce maintains that a shower of “sugar-plums, or three-cornered raspberry tarts,” might be a suitable remedy for the children's neglect, Ada contradicts this proposition when she makes the odd claim, “It did better than that. It rained Esther” (61). This assertion that Esther's precipitated personhood is a “better” palliative than an abundance of sugared confections undoubtedly evinces Ada's childlike appreciation of her companion's effusive goodness. Within the larger scope of the novel, however, the remarkable notion that Esther's seemingly embodied actions and emotions are equivalent to rain, raises an unexpected but essential question: To what ends does Dickens's protagonist evaporate into the dense atmosphere we traditionally associate with the setting ofBleak House?
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Świetlicki, Mateusz. "Mój tato został gwiazdą. Tanatos w ukraińskiej książce obrazkowej." Slavica Wratislaviensia 168 (April 18, 2019): 197–206. http://dx.doi.org/10.19195/0137-1150.168.16.
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My dad became a star: Thanatos in Ukrainian picturebooksAfter the Euromaidan Revolution, war and death became major topics in many books for children and young adults. The main focus of the article is the representation of death and loss in Halyna Kyrpa’s picturebook Мій тато став зіркою illustrated by Oksana Bula. After losing her father, the nameless protagonist struggles to understand war and death. The author argues that the genre of the picturebook and the first-person narrative make the story more comprehensible for young readers who can see the protagonist’s maturation. Мій тато став зіркою. Танатос в українських ілюстрованих книжкахСоціо-політична ситуація в Україні змінила статус Танатоса в дитячій літературі. Після Євромайдану війна і смерть стали основними темами багатьох книжок для дітей і молоді. У центрі уваги смерть, змальована в книжці Галини Кирпи Мій тато став зіркою ілюстрованій Оксаною Булою. Після втрати батька, головний герой, імені якого читач не знає, намагається зрозуміти суть війни і смерті. Автор дослідження твердить, що жанр picturebook і оповідь від першої особи роблять історію більш зрозумілою для юних читачів, які спостерігають за змінами, що відбуваються з протагоністом.
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Vorderer, Peter, Saskia Böcking, Christoph Klimmt, and Ute Ritterfeld. "What Makes Preschoolers Listen to Narrative Audio Tapes?" Zeitschrift für Medienpsychologie 18, no. 1 (January 2006): 9–18. http://dx.doi.org/10.1026/1617-6383.18.1.9.
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Abstract. Most communication studies on children and media have focused solely on television. Other popular media products such as narrative audio tapes have been neglected. The present article addresses factors that influence preschoolers’ selective exposure to these tapes. In line with past research, the emotional attractiveness of a story’s protagonist and some formal design elements of the product are regarded as determinants of children’s frequency and persistence of using a given tape. An experimental diary study with 79 preschoolers revealed that both factors do in fact influence children’s usage of the tape. The resulting implications for fundamental and applied research on children and media are discussed.
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Nuryantiningsih, Farida, and Sri Nani Hari Yanti. "Heroic Figures’ Characters in Wayang Wong Dance Drama: A Character Education For The Elementary School Students?" Jurnal Lingua Idea 12, no. 1 (June 24, 2021): 69. http://dx.doi.org/10.20884/1.jli.2021.12.1.3432.
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Wayang Wong is one Javanese traditional dance drama combining drama arts and wayang performance. The stories in Wayang wong performances are taken from Mahabarata and Ramayana. Many stories presented through wayang wong performances give various life examples through each figure’s characters. Of those contained in wayang wong performances, this article only selected the figures from Mahabarata story as not only well known by the society like Gatotkaca, Arjuna, Bima/Werkudara, or Kresna, but also many Mahabarata story figures have good characters appropriate to become the examples for the character education at schools. Love, forgiveness, patience. responsibility, helpfulness, and other good characters belong to the Mahabarata story protagonist figures. This descriptive qualitative research used a cultural approach by identifying wayang wong figures’ characters in both Ramayana and Mahabharata stories. The research data were collected using literature reviews on various relevant references to wayang wong to dig and obtain the descriptions of the wayang wong figures’ characters in both Mahabharata and Ramayana stories as the character education for elementary school students. This article is greatly interesting because by introducing the protagonist figures through wayang wong performances, the children from Javanese ethnicity are expected to have good characters sourced from the local cultures. This is important because by knowing wayang figures, children are taught to love and conserve their nation’s cultures.
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Kokkola, Lydia, Annbritt Palo, and Lena Manderstedt. "Protest and Apology in the Arctic: Enacting Citizenship in Two Recent Swedish Films." Humanities 8, no. 1 (March 7, 2019): 49. http://dx.doi.org/10.3390/h8010049.
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Today, Sweden enjoys a positive international reputation for its commitment to human rights issues, for instance, in relation to the recent migrant crisis. Abuses committed by the Swedish state against certain ethnic groups within the country are less well known, both within and beyond its borders. These included systematic attempts to curtail the use of indigenous and local languages, thereby causing communicative and ideological rifts between children and their parents. These policies were enacted through the school system from the 1920s until the 1970s, and particularly affected people living in the Arctic region where the national borders are disputed. In this article, we examine two twenty-first-century films set during this era, featuring feisty female characters responding to the school policy. Elina: As though I wasn’t there is a children’s film created by people “outside” the cultural group represented; and Sámi Blood features an adolescent protagonist (and her older self), created by “insiders” of the cultural group represented. In both films, the female protagonists’ relative lack of agency within the state school system is contrasted with their powerful connections to the Arctic landscape. We seek to examine how these films contribute to the work of apology, beginning with a public acknowledgement of the wrongs of the past. Whilst one of the films concludes with a celebration of the female protagonists’ agency, the other proffers a more ambiguous portrayal of power in relation to culture, nationality, and identity.
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Wiśniewska, Anna. "Córka cieni — od typologii sieroty i children studies do pamięci protetycznej i memory boom." Literatura i Kultura Popularna 23 (May 31, 2018): 153–67. http://dx.doi.org/10.19195/0867-7441.23.9.11.
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Córka cieni — from orphan’s typology and children studies to prosthetic memory and memory boomIn the article are discussed orphan’s motif and its variants shown in a cycle of novels Córka cieni. There are presented variants with explanations. Afterwards their presence has been shown in curriculum vitae of a protagonist — Juliana Dors, in sequence of written relations with others orphans characters and abandoned children. In the second part there was considered if searching her paternity was searching of her identity as well. At last there were shown historic events in which the main character takes part with her family. The main character had historical background, but there was considered if she lived like every child and women of war in the Polish People’s Republic.
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Shermeyer, Kelli. "Catastrophic Futures: Tragic Children in Martin McDonagh’s The Pillowman." Journal of Contemporary Drama in English 7, no. 2 (November 7, 2019): 297–313. http://dx.doi.org/10.1515/jcde-2019-0026.
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Abstract Through an analysis of Martin McDonagh’s play The Pillowman, this article explores the roles children play as avatars of futurity and tragic personages whose actions bid us to reflect on repetitive patterns of suffering. To this end, I suggest that we might productively engage with The Pillowman through the dramaturgical structures of tragedy, particularly insofar as tragedy revolves around catastrophic events in the family. While most previous scholarship on The Pillowman has focused on the protagonist, Katurian, and his social or moral obligations as an author, my work places the children of Katurian’s stories at the center of the play’s philosophical cruxes. Not yet fully socialized into societal paradigms that frame the replication of present circumstances, ideologies, and inequities as “progress,” the children of this play disrupt dominant tragic structures, offer catastrophic responses to abuse, and emphasize the absurdity of certain cultural narratives of justice and salvation. My readings are widely informed by the fields of tragic theory, childhood studies, critical posthumanism, and performance studies.
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Weiss, Rudolf. "Limitations of solidarity in P. D. James’ 'The Children of Men'." Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching, no. 15/3 (December 17, 2018): 149–61. http://dx.doi.org/10.26881/bp.2018.3.08.
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The Children of Men, the 1992 novel of English crime writer P. D. James, combines dystopia with the apocalyptic narrative. In 2021, England, like the rest of the world, faces extinction, as, mysteriously, global infertility has struck. The prevailing ‘sense of an ending’ has drained the energy of the people, who allow themselves to be ruled by the Warden of England, whom most regard as a benevolent dictator. In the secondary sources the conversion of Theo Faron, the stoic, self-regarding protagonist, is primarily read as a gradual awakening to love and faith, attesting the book a touch of the utopian and of the Christian parable. In contrast, this deconstructive reading of the novel explores the mechanisms accountable for a desolidarisation in the doomed society, which, eventually, appears to be irreversible, something glossed over in the text and in the available literature.
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Akbar, Anum, and Ume Salmah Ahmad. "IGF-1 Therapy in Children with Liver Dysfunction." Journal of Medical Research and Innovation 1, no. 1 (January 8, 2017): 12–16. http://dx.doi.org/10.15419/jmri.10.
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Human growth and development occur as a result of numerous processes which gets initiated under the influence of endocrine hormones. Insulin-like growth factor 1 (IGF-1) plays a most pivotal role in the growth and organ development of a child. IGF-1 is a peptide that belongs to somatomedins group of hormones, also known as somatomedin C. It releases from the liver and other tissues under the influence of growth hormone (GH). The liver is the main protagonist source of IGF-1 hence any disease that can cause liver dysfunction will eventually lead to growth impairment. During the period of growth regulation with GH therapy in liver disease and/or post liver transplantation, the persistent deficiency of IGF-1 proves to be a big challenge to therapy. Growth hormone therapy together with IGF-1 infusion can lead to good results on growth. Therefore, it is important to focus on IGF- level in serum along with Growth hormone while treating a child with poor growth in chronic liver disease and after liver transplantation. The role of IGF-1 therapy should also be considered for better growth and development.
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Atabey, Derya. "Cartoons: A Profound Outlook within the Scope of Children and Media." International Journal of Research in Education and Science 7, no. 1 (December 13, 2020): 93. http://dx.doi.org/10.46328/ijres.1663.
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The current study was carried out to evaluate cartoons from the perspective of preschool prospective teachers within the scope of Child and Media Lecture in Alanya Alaaddin Keykubat University, Faculty of Education, Department of Preschool Education. The working group of the study consisted of 46 cartoon parts evaluated by 24 preschool prospective teachers attending to the lecture of “Child and Media” in the content of final assignments. As a data collection tool, cartoon evaluation form (an unstructured survey form) that was prepared by the researcher was used. The study was conducted following qualitative research method, and it was analyzed with the content analysis technique. At the end of the research, the positive and negative features of protagonist, the positive and negative features of other heroes, the positive and negative effects of cartoon on children, subliminal messages, the personal views and recommendations of the prospective teachers with regard to the cartoons they analyzed were determined. Depending on the results obtained, various recommendations were provided.
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Spasic-Snele, Miljana, and Mila Guberinic. "The ability to experience mixed emotions in children aged 5 to 10 years." Psihologija, no. 00 (2021): 13. http://dx.doi.org/10.2298/psi210311013s.
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The main aim of this study was to examine children?s ability to verbally report experiencing allocentric mixed emotions in 60 children aged 5 to 10 years from three age groups - preschool, second and fourth grade. Five short video-clips from the animated movie ?Dumbo?, in which the protagonist experiences mixed emotions, were used as a stimulus in the study, followed by an interview with the children, while their parents completed the Empathy Quotient questionnaire to assess the child's empathy. The results showed a developmental progression in children?s ability to experience mixed emotions - the fourth-grade students were shown to be more successful compared to the two younger groups. Age was a statistically significant predictor of experiencing mixed emotions, whereas empathy was not. Gender differences in experiencing mixed emotions were not found, but there was a difference in the dynamics of the development of this ability between the genders. Findings were interpreted from a developmental-cognitive perspective, according to which the ability to integrate opposite valence emotions, as two conceptually different representation sets, develops with age.
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Αναγνωστάκη, Λήδα, and Αθανασία Παπαθανασίου. "Μυστικά και εκμυστηρεύσεις: Πώς τα μικρά παιδιά χειρίζονται τα μυστικά." Psychology: the Journal of the Hellenic Psychological Society 18, no. 2 (October 15, 2020): 121. http://dx.doi.org/10.12681/psy_hps.23713.
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The behavior of young children regarding the disclosure of secret information was investigated. Two hundred and nine children, 4-6 years old, participated in an experiment where a puppet, named Zinc, was the protagonist. Children were asked to whom Zinc would disclose pieces of information, some of which are considered secrets. Children could choose between Zinc’s friend, a non-friend, both friend and non-friend, or nobody. Participants were divided in two experimental groups: in the first group a verbal clue was given to the participants that someinformation might be secret, whereas in the second group no clue was presented. Results showed that young children, like older individuals, handle secrets and non-secrets differently, choosing either to withholdsecrets or to share them only with friends, but not with non-friends, therefore following the “restrictive selfdisclosure” pattern. In contrast, young children do not withhold non-secret information but share it both with friends and non-friends. However, young children’s behavior is influenced by verbal clues; when verbal clues regarding potential “secrecy” of the information are given, young children tend to treat all of the information as secret.
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ROMAGNOLLI, LUCIANA. "Roberto Alvim Rereads the Slave-Owning, Oligarchic Heritage of Brazil in Leite Derramado." Theatre Research International 42, no. 2 (July 2017): 235–37. http://dx.doi.org/10.1017/s0307883317000372.
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Using Chico Buarque's novel Leite Derramado (Spilt Milk), the director Roberto Alvim perfects his formal system as grand theatre. Nothing is gained by trying to define the place that the protagonist Lalinho occupies in his family, or the years covered in his story over the course of 195 pages in Chico Buarque's novel. In the stage version written and directed by Alvim, generations and eras are embodied by the voice of the actor Juliana Galdino, transfigured in the centenarian Eulálio D'Assumpção. Grandparents, parents and children, who are indistinguishable from the delirium of his hospital bed, populate the schizophrenic dialogue.
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Jenkins, Elwyn. "ROY CAMPBELL’S CHILDREN’S NOVEL, THE MAMBA’S PRECIPICE." Mousaion: South African Journal of Information Studies 34, no. 2 (October 26, 2016): 83–97. http://dx.doi.org/10.25159/0027-2639/895.
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Roy Campbell’s The mamba’s precipice (1953), a novel for children, is his only prose work of fiction. This article examines three aspects of the book, namely its autobigraphical elements; its echoes of Campbell’s friendship with the writers Laurie Lee and Laurens van der Post; and its parallels with other English children’s literature. Campbell based the story on the holidays his family spent on the then Natal South Coast, and he writes evocative descriptions of the sea and the bush. The accounts of feats achieved by the boy protagonist recall Campbell’s self-mythologising memoirs. There are similarities and differences between The mamba’s precipice and the way Van der Post wrote about Natal in The hunter and the whale (1967). Campbell’s novel in some respects resembles nineteenth-century children’s adventure stories set in South Africa, and it also has elements of the humour typical of school stories of the ‘Billy Bunter’ era and the cosy, mundane activities and dialogue common to other mid-century South African and English children’s books.
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Padley, Jonathan. "'Declare the interpretation': Redacting Daniel in Early Bibles for English Children." Biblical Interpretation 19, no. 3 (2011): 311–36. http://dx.doi.org/10.1163/156851511x577387.
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AbstractIt is a commonplace that adults who had access to the Bible as youngsters remember being told the tale of Daniel in the lions' den. It is easy to see why, and why this story has become a staple of Christian teaching: it is action-packed, distinctive, and reaches a conclusion that favours the apparent righteousness of its protagonist. However, Daniel's theological and historical consequences clearly extend far beyond the lions' den, so this article investigates the history of its limited pedagogical deployment by examining redactions of it in five popular eighteenth-century Bibles for English children. The theological issues in Daniel that captured the imaginations of its early adapters are ascertained, and evidence is found that the book's prophetic, visionary, and apocalyptic content has long-since been regarded as difficult for young people (especially in comparison to its apparently more straightforward court stories). Equally, in these problematic areas where the source's density raises opportunities for interpretative latitude, this essay contends that ecclesiological rather than theological responses to the text tended to surface, as Daniel's retellers—often obliquely—attempted to manage the book's indubitable complexity by domesticating it to their own subjective priorities.
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Ross, Hildy S., Afshan Siddiqui, Avigail Ram, and Leanne Ward. "Perspectives on self and other in children’s representations of sibling conflict." International Journal of Behavioral Development 28, no. 1 (January 2004): 37–47. http://dx.doi.org/10.1080/01650250344000253.
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Seventy-six siblings (3–9 years) were individually interviewed concerning their recent conflicts. Analyses compared goals, requests, and voluntary actions attributed to self and other. Children were adept at describing both own and others’ goals, requests, and actions, and these formed coherent hierarchies in which overarching explicit goals motivated actions and requests attributed to each protagonist. Children also recognised the basic opposition between antagonists’ goals. A majority of explicitly stated goals matched those attributed by both narrators to the same sibling, an agreement rate exceeding that found for requests or actions. Older siblings also focused more on goals of others; their accounts contained more spontaneous explicit goals of others and more complex goal hierarchies for others in comparison both to their reports for self and to the reports of their younger counterparts. The discussion emphasises the development and importance of understanding others’ perspectives on interpersonal conflict.
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Nicolopoulou, Ageliki. "The elementary forms of narrative coherence in young children’s storytelling." Narrative Inquiry 18, no. 2 (December 12, 2008): 299–325. http://dx.doi.org/10.1075/ni.18.2.07nic.
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This article argues for rethinking and reorientation in the study of narrative coherence and its development in young children. The most influential model guiding current research in this area (a) tends to equate narrative coherence with causal linkages between events and (b) suggests that the primary (or exclusive) strategy used by children to achieve coherence is to embed causally-connected event sequences in the goal-directed actions of a single major protagonist. Despite its undoubted contributions, this approach is misleadingly narrow in several respects, and it has not been able to reconstruct the actual dynamics and trajectories of young children’s narrative development. A first step toward overcoming these limitations is to undertake the foundational work of reconstructing and examining the range of actual modes and strategies of narrative coherence used by children, beginning with young children, which must include delineating the different narrative purposes and intentions these embody and the distinctive ways that they integrate events and event structures with the depiction and coordination of characters and relations between characters. I offer some theoretical and methodological proposals along these lines, illustrated with empirical examples.
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Giambastiani, Verbena. "Children’s Literature and the Holocaust." Genealogy 4, no. 1 (March 6, 2020): 24. http://dx.doi.org/10.3390/genealogy4010024.
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The aim of my paper is to examine children’s literature written in Italy and centred on the Holocaust. It is quite common for people to deem the subject matter inappropriate for young audiences, whilst it is also considered disrespectful to write inventive literature for children about the death camps. Nevertheless, it seems necessary to inform children about such a major historical event. Moreover, the stories written on this subject aim to introduce children to themes like prejudice, discrimination and racism. My research focuses on the recurrent patterns that occur frequently in these books. In these books, the focus lies on the victims rather than the perpetrators. They deal with the story of a Jewish family and frequently feature a child as the protagonist. These books will undoubtedly provoke questions by young readers, but they are most likely best read with an adult who can answer any questions appropriately and deepen the historical frame. These narratives are important because educators have a responsibility to teach others and read about the Holocaust.