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Relevant bibliographies by topics / Children’s literature

Academic literature on the topic 'Children’s literature'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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Journal articles on the topic "Children’s literature"

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McNair, Jonda C., Alan R. Bailey, Lesley Colabucci, and Deanna Day. "Children’s Literature Reviews: Global Children’s Literature." Language Arts 90, no. 1 (September 1, 2012): 60–65. http://dx.doi.org/10.58680/la201220688.

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Featured is a selection of books that were first published outside of the United States, as well as titles published in this country that have global settings. Titles first published within the United States but featuring global themes are also included.

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McNair, Jonda C., Alan R. Bailey, Lesley Colabucci, and Deanna Day. "Children’s Literature Reviews: Writing and Children’s Literature." Language Arts 89, no. 3 (January 1, 2012): 200–204. http://dx.doi.org/10.58680/la201218405.

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C.McNair, Jonda, Deanna Day, Karla J. Möller, and Angie Zapatta. "Children’s Literature Reviews: Creativity and Children’s Literature." Language Arts 92, no. 5 (May 1, 2015): 370–76. http://dx.doi.org/10.58680/la201527195.

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This children’s literature review column focuses on books that are creative in terms of style and content as well as those that emphasize the creative exploits of numerous individuals. Readers of this column will find out about people such as the famed artist couple, Frida Kahlo and Diego Rivera, Lois Ehlert, the illustrator of the classic Chicka Chicka Boom Boom, and Josephine Baker, the famous dancer.

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Loiter, S. М., and М. D. Yasnov. "CHILDREN’S LITERATURE, CHILDREN’S POETS AND CHILDREN’S READING." Учёные записки Петрозаводского государственного университета 182, no. 5 (June 2019): 101–7. http://dx.doi.org/10.15393/uchz.art.2019.359.

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Enriquez, Grace, Katie Egan Cunningham, Erika Thulin Dawes, and Mary Ann Cappiello. "Children’s Literature Reviews Stories of Advocacy in Children’s Literature." Language Arts 95, no. 1 (September 1, 2017): 44–52. http://dx.doi.org/10.58680/la201729214.

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Neely, Ann, Bettie Parsons Barger, Lynne Bercaw, Mathew Espinosa, Melanie Hundley, Chris Iddings, and Robin Smith. "Children’s Literature Reviews: Discipline and Characters in Children’s Literature." Language Arts 87, no. 1 (September 1, 2009): 72–79. http://dx.doi.org/10.58680/la20097979.

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Discipline . . . the teacher’s goal, perhaps. Why then do we often provide readers with characters, plots, and ideas that represent anything but discipline? Young readers love books where the characters may be unruly and unpredictable. They like stories where the characters get in and out of trouble. And they enjoy pondering the plot of a tale that may be troublesome to adult readers. Providing children and adolescents with characters who are undisciplined leads to lively discussions. The reviewers have tried to identify some of their recent favorites to balance this issue’s theme of “Disciplining the Language Arts.”

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Saguisag, Lara, and Matthew B. Prickett. "Introduction: Children’s Rights and Children’s Literature." Lion and the Unicorn 40, no. 2 (2016): v—xii. http://dx.doi.org/10.1353/uni.2016.0013.

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Battal UĞURLU, Seyit. "Children’s Literature Criticism." Journal of Turkish Studies Volume 5 Issue 3, no. 5 (2010): 1921–45. http://dx.doi.org/10.7827/turkishstudies.1219.

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Nikolajeva, Maria. "Translating children’s literature." Interpreter and Translator Trainer 10, no. 3 (September 2016): 369–72. http://dx.doi.org/10.1080/1750399x.2016.1236565.

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Bello, Idaevbor, and James O. Okpiliya. "Nigerian Children’s Literature." Matatu 49, no. 1 (2017): 15–27. http://dx.doi.org/10.1163/18757421-04901002.

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This essay argues for the potential of children’s literature in Nigeria as a genre serving as a means of building nationhood in the minds of children growing up in the country. It posits that because of the greed of the ruling elites, the potential in terms of both human and natural resources was frittered away after independence, thereby vitiating the function of children’s literature in helping reinforce Nigeria’s presence in the comity of nations. It is still possible to retrace our steps as a country by progressively deploying such literature, through its themes and character delineation, to inculcating in children a sense of nationhood and patriotism so they can relate across both ethnic and religious divisions to espouse ideals as a people with a common destiny. The literature that is the focus here is that written in English as the language of interaction among the different ethnic groups in the country, and as the language of instruction in our schools.

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Dissertations / Theses on the topic "Children’s literature"

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Lyons, Reneé C. "Appalachian Children’s Literature as Multicultural Literature." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2394.

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Muller, Ian. "Children’s Literature and ComDev." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21125.

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What role can, or do, children’s literature play in development communication? Recently, neotonous childlike curiosity and creativity has become a research and development strategy and a trendy corporate culture for companies like Google. Including children in decision making and in the search for development solutions – PDC & PR4D – is also being advocated by the U.N. and Plan International especially with regards to issues that affect children.This paper will explore how children’s books open spaces for dialogic communication with children by examining how we define them, how we speak about them, how we speak for them, how we speak to them and how they may talk back through children’s texts.The aim is to relate elements of traditional storytelling to modern forms of dialogic communication and, by extension, to development goals: “helping adults understand children’s issues through their lens” (Commissioner for Children, Tasmania).

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

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Facun-Granadozo, Ruth. "Diversity in (And Through) Children’s Literature." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5966.

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Marks, Lori J., and M. L. McMurray. "Accessing Children’s Literature Using Assistive Technology." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/3549.

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Durriyah, Tati L. "Reading and Responding to Children’s Literature: A Qualitative Study of Indonesian Preservice Teachers’ Response in an Introduction to Children’s Literature Course." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1387367636.

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Ward, Natalia, and Amber Warren. "“In Search of Peace”: Refugee Experiences in Children’s Literature." Digital Commons @ East Tennessee State University, 2019. https://doi.org/10.1002/trtr.1849.

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The authors closely analyzed 45 children's books featuring characters with refugee backgrounds that had been published since 2013. With the concept of culturally sustaining pedagogy underpinning the review, analysis revealed that these texts are rich and detailed, providing a starting point for discussing the global refugee crisis with students, but they occasionally fall short in providing complex, multidimensional representations of characters’ lives and experiences. A majority of the texts analyzed focus on the journey in search of a safe place to live, whereas very few focus on the complexity of making a life in a new place. The findings highlight the importance of identifying texts that provide complexity, dimension, and specificity in depicting experiences of refugee‐background characters across settings. Opening classrooms to texts about the diversity of refugee experiences invites teachers and their students to critically explore the important global issues of migration, equity, and ways of being human.

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Brandt, Lucas. "Why work with children’s literature in an ESL-classroom?" Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42360.

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AbstractThe purpose of this paper is to find out why children’s literature could be used in an ESLclassroom. We know that children’s literature should be included in an ESL-classroom,according to the national curriculum for English in Sweden, but experience tells me thatactual usage of children’s literature in the teaching of the English language for students inthe early school years is limited. To find out why children’s literature could be used to teachI have taken part of current studies about and around the subject. The studies were foundusing either ERC or ERICs search engines. Furthermore, the studies used in this paper arecompared to one another to see possible similar outcomes. The studies show that ESLstudents show a variety of development in skills such as reading, writing, comprehension byworking with children’s literature. The results also show a potential increase in motivation tolearn the language.Key terms: Children’s literature, ESL, English learning, Vocabulary

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Lyons, Reneé C. "Stories from the Bamboo Groves: Vietnam in Children’s Literature." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/2379.

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Lyons, Reneé C. "The Poem in the Mirror: Evaluating Multicultural Children’s Literature." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2395.

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Books on the topic "Children’s literature"

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Maybin, Janet, and Nicola J. Watson, eds. Children’s Literature. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-09293-9.

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Pinsent, Pat. Children’s Literature. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-33547-0.

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Jenkins, Ruth Y. Victorian Children’s Literature. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32762-4.

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Grenby, M. O., and Kimberley Reynolds, eds. Children’s Literature Studies. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34380-1.

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Reynolds, Kimberley, ed. Modern Children’s Literature. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-21149-0.

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Butler, Catherine, and Kimberley Reynolds, eds. Modern Children’s Literature. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-36501-9.

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Flegar, Željka, and Jennifer M. Miskec. Children’s Literature in Place. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003355502.

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Deszcz-Tryhubczak, Justyna, and Irena Barbara Kalla, eds. Children’s Literature and Intergenerational Relationships. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67700-8.

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Kérchy, Anna, and Björn Sundmark, eds. Translating and Transmediating Children’s Literature. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52527-9.

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Mallan, Kerry, and Clare Bradford, eds. Contemporary Children’s Literature and Film. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34530-0.

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Book chapters on the topic "Children’s literature"

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Robichaud, Bethany, Sarah Peltier, and Aurelia Di Santo. "Children’s Literature." In Handbook of Theory and Research in Cultural Studies and Education, 559–78. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-56988-8_57.

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Alvstad, Cecilia. "Children’s literature." In The Routledge Handbook of Literary Translation, 159–80. Abingdon, Oxon; New York, NY: Routledge, 2018. | Series: Routledge handbooks in translation and interpreting studies: Routledge, 2018. http://dx.doi.org/10.4324/9781315517131-12.

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González, Ann, and Giselle Liza Anatol. "Children’s literature." In The Routledge Handbook to the Culture and Media of the Americas, 45–53. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351064705-4.

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Robichaud, Bethany, Sarah Peltier, and Aurelia Di Santo. "Children’s Literature." In Handbook of Theory and Research in Cultural Studies and Education, 1–20. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-01426-1_57-1.

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Cunningham, Anne E. "Children’s Literature." In Encyclopedia of Cross-Cultural School Psychology, 214–16. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_68.

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Gupta, Suman. "Children’s Literature." In Re-Reading Harry Potter, 40–54. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230279711_7.

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Gupta, Suman. "Children’s Literature." In Re-Reading Harry Potter, 40–54. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9781403918390_7.

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Lathey, Gillian. "Children’s literature." In Routledge Encyclopedia of Translation Studies, 60–65. 3rd ed. Third edition. | London ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315678627-14.

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Pinsent, Pat. "Introduction." In Children’s Literature, 1–7. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-33547-0_1.

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Mazi-Leskovar, Darja, and Pat Pinsent. "Translation and Globalisation." In Children’s Literature, 124–47. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-33547-0_10.

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Conference papers on the topic "Children’s literature"

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Earhart, Carla. "Housing Diversity in Children’s Literature." In Charleston Conference. Purdue University Press, 2017. http://dx.doi.org/10.5703/1288284316439.

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McMartin, Michelle, and Terry Campbell. "INSPIRING HUMANNESS THROUGH CHILDREN’S LITERATURE." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.1681.

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Zhou, Shiyi, Jiajun Wei, and Zhijuan Zhu. "Improvement Design of Household Medical Nebulizer for Children Based on Ergonomics." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003403.

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The purpose of this paper is to study the user needs of household children’s nebulizers from the perspective of Ergonomics, and to provide a basis for the improved design of products, so as to help children carry out nebulization treatment more efficiently and safely. The user research method was used to analyze the pain points and needs of users in the use of children's home nebulizers. Through the literature research, this paper studied the relevant human-machine size and psychological characteristics of children were, and discussed the demand-orientation of children's nebulizer shape, color and material were. Through the above research, this study analyzed the needs of children's nebulizers in terms of the experience of use and man-machine dimensions, and improved the product. The improved design of household children’s nebulizers could not only soothe children's anxiety in the treatment to a certain extent, but also promote children’s healthy growth and help improve the system of children's household medical products.

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Rodionova, Oxana. "MILESTONES IN TRANSLATING CHINESE LITERATURE FOR CHILDREN INTO RUSSIAN LANGUAGE." In 9th International Conference ISSUES OF FAR EASTERN LITERATURES. St. Petersburg State University, 2021. http://dx.doi.org/10.21638/11701/9785288062049.31.

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The purpose of this study is to observe the overall picture of translations of Chinese literature for children into Russian language from the first editions to the present day. In addition to compiling a complete chronological list of all Chinese books translated into Russian from the category of children’s reading, our tasks included identifying and characterizing the main periods, trends and patterns in the development of translation and book publishing of Chinese children’s literature in Russian, analyzing the dynamics of translations in different years, analyzing the activities of translators who contributed to the development of cultural ties between the two countries, listing the names of the best illustrators, whose work played an important role in popularizing Chinese literature for children, identifying the main problems in translation and publication of children’s Chinese books in Russia at different periods. After studying the general picture of translations of Chinese literature for children into Russian, as well as taking into account the nature of historical events and political relations between China and Russia, we propose to distinguish the following seven periods in translation: 1779–1917; 1918–1949; 1950–1959; 1960–1980; 1981–1991; 1992–2013; since 2014.

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Cahyaningtyas, Andarini. "Multicultural Literature for Building Children’s Character." In Proceedings of the First International Conference on Democracy and Social Transformation, ICON-DEMOST 2021, September 15, 2021, Semarang, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.15-9-2021.2315599.

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Ja'far, Fatmeh, and Shatha Al-Ajeely. "CULTURAL DIVERSITY VALUES EMBEDDED IN CHILDREN’S LITERATURE." In 36th International Academic Conference, London. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.036.020.

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Mineralova, Irina G. "Children’s Literature and Strategies of Modern Education." In 2nd International Forum on Teacher Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.07.22.

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"Mobile Devices and Parenting [Extended Abstract]." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3981.

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Aim/Purpose: This presentation will discuss how mobile devices are used to keep children busy and entertained during child care activities. Mobile devices are considered the 21st “Century Nanny” since parents and caregivers use those tools to engage children’s attention for indefinite periods of time. Research background on touch screen devices and children’s age groups are presented to map age to screen activities and the type of device used. The literature is then compared to a small sample of 45 students attending Pasitos, a pre-k and 1st and 2nd grade school in El Salvador, and the type of mobile devices they used after school. Background: The wide adoption of mobile devices to keep children busy and entertained is a growing concern and a cause for passionate debates. Methodology: This study considered two types of research to compare findings. One study was gathered from the literature to demonstrate how children use mobile devices, apps, and video genres based on age groups. The second study looked at 45 children attending Pasitos and the type of mobile devices they used during child care time at home. Pasitos is a pre-k and 1st and 2nd grade school in El Salvador. Contribution: Identify the type of mobile devices mostly used by children during child care activities. Findings: (1) Touchscreens are the most intuitive interfaces for young children; (2) children’s use of technology can strengthen the relationships between home and school; and (3) mobile apps consider children’s emotions, learning activities, and interaction in the development and design. Recommendations for Practitioners: Touchscreens are the most intuitive interfaces for young children, and adult supervision enhances the children's experience. Recommendation for Researchers: Mobile apps for design and development must consider children’s emotions, learning activities, and interaction. Impact on Society: Children’s use of technology can strengthen the relationships between home and school. Future Research: Few studies have researched the impact of young children’s cognitive and social development with the use of mobile apps.

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Sudigdo, A., StY Slamet, R. Winarni, and N. Ekowardani. "The Multiculturalism of Children's Literature: A Study about Children’s Poems in Surakarta and Yogyakarta." In 2nd Workshop on Language, Literature and Society for Education. EAI, 2019. http://dx.doi.org/10.4108/eai.21-12-2018.2282568.

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BOHDANYUK, Antonina. "Educational Potential of Ukrainian Children’s Literature of Canada." In 15th Edition of the International Conference on Sciences of Education, Studies and Current Trends in Science of Education, ICSED 2017, 9-10 June 2017, Suceava (Romania). LUMEN Publishing House, 2018. http://dx.doi.org/10.18662/lumproc.icsed2017.6.

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Reports on the topic "Children’s literature"

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Stiell, Bernadette, Catherine Harris, and David Leather. Time for Change: Black and minority ethnic representation in the children’s literature sector. Arts Council England, November 2019. http://dx.doi.org/10.7190/cresr.2019.8529879445.

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Yeboah, Thomas, and Irene Egyir. Forms, Prevalence and Drivers of Children’s Work and Children’s Harmful Work in Shallot Production on the Keta Peninsula, South-Eastern Ghana. Institute of Development Studies (IDS), November 2020. http://dx.doi.org/10.19088/acha.2020.002.

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This paper synthesises the available literature on the forms, prevalence and drivers of children’s work, and evidence of harm associated with children’s work in shallot production on the Keta Peninsula, Ghana. What emerges is that children have historically played, and continue to play, a key role in this horticultural system and their work contribution is structured by both age and gender. Desires to support parents and earn income drive children’s involvement, and children’s work has potential negative effects on their education.

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Harris, Catherine, and Bernadette Stiell. Time for Change: What does the available literature tell us about the representation of people from black and minority ethnic (BME) backgrounds in the UK children’s literature sector? Arts Council England, November 2019. http://dx.doi.org/10.7190/cresr.2019.3374677492.

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Tarricone, Pina, Kemran Mestan, and Ian Teo. Building resilient education systems: A rapid review of the education in emergencies literature. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-639-0.

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The COVID-19 pandemic has highlighted the vulnerabilities and inequalities of national education systems and hindered the education of millions of children globally. In response, the Global Education Monitoring (GEM) Centre, which is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT), undertook a rapid review of literature to support policymakers. The research has six evidence-based outcomes that can help policymakers to build resilient education systems and thereby enhance education quality and equity during emergencies. The COVID-19 emergency provided the impetus for this research, with much of the reported data associated with this pandemic. Learnings from past education in emergencies situations have informed the understandings of the impacts and implications of the COVID-19 emergency, and have been synthesised with the COVID-19 literature to inform policymakers about how to build resilient education systems. This report presents evidence relating to two main types of emergencies affecting education: natural disasters and communicable disease, and political conflicts. Both types of emergencies can also coalesce within the same education system, resulting in complex and often protracted emergencies. This review found that emergencies impact education in two main ways: endangering children’s wellbeing, and exacerbating unequal learning outcomes.

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Johnson, Vicky, Tessa Lewin, and Mariah Cannon. Learning from a Living Archive: Rejuvenating Child and Youth Rights and Participation. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/rejuvenate.2020.001.

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This paper reflects the findings of the first phase of the REJUVENATE project, which set out to understand and map approaches to integrating children, youth, and community participation in child rights initiatives. We did this through a scoping of existing practitioner and academic literature (developing a project-based literature review matrix), a mapping of key actors, and the development of a typology of existing approaches. All three of these elements were brought together into a ‘living archive’, which is an evolving database that currently comprises 100 matrices, and a ‘collection’ of key field practitioners (many of whom we have interviewed for this project). In this paper we: (1) present a user-friendly summary of the existing tradition of substantive children’s participation in social change work; (2) share case studies across various sectors and regions of the world; (3) highlight ongoing challenges and evidence gaps; and (4) showcase expert opinions on the inclusion of child rights and, in particular, child/youth-led approaches in project-based work.

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McLean, Karen, Celine Chu, Julianna Mallia, and Susan Edwards. Developing a national Playgroup statement : Stakeholder consultation strategy. Australian Catholic University, 2021. http://dx.doi.org/10.24268/acu.8ww69.

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[Extract] In 2019 Playgroup Australia established a National Advisory Group, including representatives from government, not-for-profit, community and research sectors, to support the development of a National Playgroup Statement. The forthcoming statement is intended to provide a unifying voice for playgroup provision in practice, research and policy nationwide. Two core strategies were recommended by the National Advisory Group to support the development of the Playgroup Statement. These were: a) a literature review canvassing the existing evidence base of outcomes and benefits of playgroup participation for children and families; and b) a stakeholder consultation strategy to capture children’s and families’ experiences and perspectives of playgroup participation, and the impact of playgroup participation on their lives. This report details the findings from the stakeholder consultation strategy.

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Camilo, Cláudia, Andréia Salmazo, Margari da Vaz Garrido, and Maria Manuela Calheiros. Parents’ executive functioning in parenting outcomes: A meta-analytic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2023. http://dx.doi.org/10.37766/inplasy2023.3.0067.

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Review question / Objective: Guided by the PRISMA guidelines, this study aims to systematically review and meta-analyze the literature exploring the association between parents’ basic and higher-order executive functions in adulthood (working memory, inhibitory control, cognitive flexibility, planning, reasoning, problem-solving) and positive and negative parenting outcomes (parenting practices, behaviors, styles). Eligibility criteria: his meta-analysis will include: 1) Studies that analyze the association of mothers’/ fathers’ basic and higher-order executive functions in adulthood and parenting outcomes (e.g., parental styles, behaviors, quality of interaction, abusive or violent practices); 2) Quantitative empirical studies (correlational, longitudinal, and group comparison designs); 3) Peer-reviewed articles or dissertations, published in English, Spanish, or Portuguese. The exclusion criteria are: 1) Studies analyzing children’s executive functions; 2) Studies analyzing children’s developmental outcomes; 3) Studies not focusing on parenting outcomes; 4) Qualitative studies, and non-empirical studies such as theoretical reviews, systematic reviews, or meta-analyses.

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Лукаш, ,. Людмила Вікторівна. The didactic model of education of the future elementary school teachers to activities for the prevention of violations of children’s posture. Wydawnictwo Naukowe Wyzszej Szkoly Informatyki i Umiejetnosci, 2016. http://dx.doi.org/10.31812/0564/1459.

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The state of musculoskeletal system incidence of pupils of secondary schools remains a pressing problem in all regions of Ukraine, in spite of significant achievements in this direction. The determination of the readiness of teachers and senior students of pedagogical college for implementation of health-keeping technologies, which are aimed at creating a physiological posture of schoolchildren, to the educational process was conducted by our questioning method. 95% of teachers and 77.6% of students (according to polls) need methodological assistance for effective use of health-keeping technologies. We consider the main task of high school to be an optimization of the informational flow regarding health-keeping during the educational process and adaptation of the ways of presenting information to the perception of modern youth. The self-education has a great value for getting mastery, so it is necessary that a student or a teacher could have a wide access to both literature and electronic media. The Internet conferences, Internet sites, electronic textbooks, computer programs will be useful.

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Lambon-Quayefio, Monica P. The Challenges of Child Labour Research: Data Challenges and Opportunities. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/acha.2021.006.

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his Rapid Review is an attempt to instigate a broader discussion on child labour by considering the various dimensions and angles associated with the phenomenon beyond the straitjacket definitions provided in most reports. Its objectives are threefold. First, it aims to determine whether re-analysis of existing data sets is likely to yield new insights into the forms, prevalence and drivers of children’s work in agriculture in Ghana. Second, it aims to provide specific guidance on how these re-analyses might be undertaken and framed. And third, it aims to determine whether any of the available data sets might be used to map the number or density of children to the main agro-ecological zones or agricultural systems. In doing this, the review describes the nature of child work in the agricultural sector, highlighting areas that have often been ignored in the literature. The conclusion offers suggestions for future research on child labour based on our renewed understanding of the broad concept of child work.

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Tang, Jiqin, Gong Zhang, Jinxiao Xing, Ying Yu, and Tao Han. Network Meta-analysis of Heat-clearing and Detoxifying Oral Liquid of Chinese Medicines in Treatment of Children’s Hand-foot-mouth Disease：a protocol for systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2022. http://dx.doi.org/10.37766/inplasy2022.1.0032.

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Review question / Objective: The type of study was clinical randomized controlled trial (RCT). The object of study is the patients with HFMD. There is no limit to gender and race. In the case of clear diagnosis standard, curative effect judgment standard and consistent baseline treatment, the experimental group was treated with pure oral liquid of traditional Chinese medicine(A: Fuganlin oral liquid, B: huangzhihua oral liquid, C: Lanqin oral liquid, D: antiviral oral liquid, E: Huangqin oral liquid, F: Pudilan oral liquid, G: Shuanghuanglian oral liquid.)and the control group was treated with ribavirin or any oral liquid of traditional Chinese medicine. The data were extracted by two researchers independently, cross checked and reviewed according to the pre-determined tables. The data extraction content is (1) Basic information (including the first author, published journal and year, research topic). (2) Relevant information (including number of cases, total number of cases, gender, age, intervention measures, course of treatment of the experimental group and the control group in the literature). (3) Design type and quality evaluation information of the included literature. (4) Outcome measures (effective rate, healing time of oral ulcer, regression time of hand and foot rash, regression time of fever, adverse reactions.). The seven traditional Chinese medicine oral liquids are comparable in clinical practice, but their actual clinical efficacy is lack of evidence-based basis. Therefore, the purpose of this study is to use the network meta-analysis method to integrate the clinical relevant evidence of direct and indirect comparative relationship, to make quantitative comprehensive statistical analysis and sequencing of different oral liquid of traditional Chinese medicine with the same evidence body for the treatment of the disease, and then to explore the advantages and disadvantages of the efficacy and safety of different oral liquid of traditional Chinese medicine to get the best treatment plan, so as to provide reference value and evidence-based medicine evidence for clinical optimization of drug selection. Condition being studied: Hand foot mouth disease (HFMD) is a common infectious disease in pediatrics caused by a variety of enteroviruses. Its clinical manifestations are mainly characterized by persistent fever, hand foot rash, oral herpes, ulcers, etc. Because it is often found in preschool children, its immune system development is not perfect, so it is very vulnerable to infection by pathogens and epidemic diseases, resulting in rapid progress of the disease. A few patients will also have neurogenic pulmonary edema Meningitis, myocarditis and other serious complications even lead to death, so effectively improve the cure rate, shorten the course of disease, prevent the deterioration of the disease as the focus of the study. In recent years, traditional Chinese medicine has played an important role in the research of antiviral treatment. Many clinical practices have confirmed that oral liquid of traditional Chinese medicine can effectively play the role of antiviral and improve the body's immunity.

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