Relevant bibliographies by topics / Italian children

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

Academic literature on the topic 'Italian children'

Author: Grafiati
Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "Italian children"

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Fijał, Małgorzata. "Treni della felicità. Społeczna inicjatywa na rzecz dzieci w powojennych Włoszech." Politeja 19, no. 1(76) (May 10, 2022): 47–61. http://dx.doi.org/10.12797/politeja.19.2022.76.03.

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TRENI DELLA FELICITÀ: A SOCIAL INITIATIVE FOR CHILDREN IN POST-WAR ITALY This paper is devoted to the analysis of the origins and development of a social initiative, the so-called Treni della felicità (Trains of happiness) and its impact on shaping civil society and sense of national community in the post-war Italy. This project, initiated by the Union of Italian Women (Unione Donne Italiane, UDI) and then promoted mainly by the Italian Communist Party (Partito Comunista Italiano, PCI) assumed the transfer of tens of thousands of children from families in need from southern Italy to relatively more developed north-central regions of the country in order to provide them better living conditions after World War II. This example of the fight against poverty and inequalities seems to be a forgotten symbol of solidarity and renewal of the idea of civil society in post-totalitarian Italy. Moreover, this action for children is not only an example of civic activity, but also an important element in the debate on the traditional division of Italy into North and South.
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Casella, Antonietta, and Judith Kearins. "Cross-Cultural Comparison of Family Environments of Anglo-Australians, Italian-Australians, and Southern Italians." Psychological Reports 72, no. 3 (June 1993): 1051–57. http://dx.doi.org/10.2466/pr0.1993.72.3.1051.

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Differences in academic achievement have been noted in children from various ethnic backgrounds. In Australia, differences in educational attainment between Anglo-Australian and Italian students have been documented, Italian students performing more poorly. Since the influence of environmental factors on students' achievement is well supported in the literature, the present study compared the family environments of Anglo-Australians ( n = 25), Italian-Australians ( n = 29), and Southern Italians ( n = 29) via administration of the Family Environment Scale to mothers. Significant differences were found, the Anglo-Australian sample scoring higher on the Active-Recreational subscale and lower on the Organisation subscale than both Italian groups. Differences between the Anglo-Australian and Southern Italian groups showed the Anglo-Australians scoring significantly lower on the Achievement Orientation subscale and higher on the Intellectual-Cultural Orientation subscale. There were no significant differences between the Italian groups. These findings suggest preservation of Italian cultural values within Australian society, which may contribute to a restriction of learning opportunities for Italian children and possibly affect their educational achievements in later years.
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Rabaglietti, Emanuela, Maria Fernanda Vacirca, Giulia Zucchetti, Carmen Camacho, and Silvia Ciairano. "SIMILARITY, COHESION, DISTANCING AND FRIENDSHIP QUALITY AMONG ITALIAN AND BOLIVIAN BOYS AND GIRLS: A CROSS NATIONAL COMPARISON." Problems of Psychology in the 21st Century 3, no. 1 (June 10, 2012): 82–96. http://dx.doi.org/10.33225/ppc/12.03.82.

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This study aimed to contribute at exploring friendship in children from two different countries, Italy and Bolivia, focusing on the association between specific characteristics of children’s friendships, such as similarity, cohesion and distance with friends as represented by the children through drawing, and the perception of their friendship quality. Participants were 100 children (55 Italians and 45 Bolivians) attending primary schools. The two subgroups are balanced for gender and age [Italian girls: 56%, N=31, Bolivian girls 51%, N=23; M age Italian children=8.09 (SD = .74) and Bolivian children M age=7.91 (SD = .90)]. We used children’s drawings and self-reported measures to investigate the dyadic characteristics and the quality of their friendship. Results showed that Italian children drawn themselves and their best friend more similar than Bolivian children [F (1, 94) = 6.65; p<.002]. There are more conflicts in the friendships of Bolivian children than in the Italian ones [F (1, 98) = 7.87; p<. 006]. There is a moderation effect of children's nationality on the association between the pictorial friendship features and friendship quality. These preliminary findings highlighted the importance of investigating children's perceptions of friendship, which is a complex and multidimensional phenomenon, taking into account the social and cultural differences. Key words: cohesion, cross-national differences, distancing, friendship quality, similarity.
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ZAVATTARO, M., C. SUSANNE, and M. VERCAUTEREN. "INTERNATIONAL MIGRATION AND BIODEMOGRAPHICAL BEHAVIOUR: A STUDY OF ITALIANS IN BELGIUM." Journal of Biosocial Science 29, no. 3 (July 1997): 345–54. http://dx.doi.org/10.1017/s0021932097003453.

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This paper describes the matrimonial and reproductive behaviour of Italians who migrated to Belgium after the Second World War. Migrants were either already married, or later became married, to other Italians. Among the children of migrants, men equally chose Italian or Belgian wives but women tended to prefer Italian partners. Italian-Belgian marriages were more frequent among the better educated groups. Family size is smaller among migrants marrying after migration and in heterogamous marriages. Significant differences in birth intervals are found when marriage occurred before or after migration, between generations, and between homogamous and heterogamous marriages.
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COSMA, Alina Cosmina. "Italian Language for hearing impaired children." Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare VIII, no. 1 (March 31, 2022): 52–68. http://dx.doi.org/10.26744/rrttlc.2022.8.1.07.

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The aim of the present research was to make easier L2 or L3 Italian lessons by using modern technologies, adapted on base of a certain sampling reference: impairment and/or deficiency pupils. In our research we were using assistive-adaptive and rehabilitation technology, taking into account modern software ad hardware systems. The result of using such technologies was the lexical development by correcting the expressive level and by practicing linguistic adapted idioms.
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SERRATRICE, LUDOVICA, ANTONELLA SORACE, FRANCESCA FILIACI, and MICHELA BALDO. "Pronominal objects in English–Italian and Spanish–Italian bilingual children." Applied Psycholinguistics 33, no. 4 (October 13, 2011): 725–51. http://dx.doi.org/10.1017/s0142716411000543.

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ABSTRACTThis study investigated the role of typological relatedness, language of the community, and age, in predicting similarities and differences between English–Italian, Spanish–Italian bilingual children and their monolingual child and adult counterparts in the acceptability of pre- and postverbal object pronouns in [±focus] contexts in Italian and in English. Cross-linguistic influence occurred in [−focus] contexts as a function of typological relatedness and language of the community. English–Italian bilinguals in the UK accepted pragmatically inappropriate postverbal pronouns in [−focus] contexts in Italian twice as often as all the other groups. Cross-linguistic influence was unidirectional from English to Italian as shown by the categorical rejection of preverbal pronouns in [−focus] contexts in English. In [+focus] contexts, in English no significant differences existed between the monolinguals and the bilinguals in the low accuracy with which they chose pragmatically appropriate stressed pronouns. Similarly, the choice of appropriate pronouns in [+focus] contexts in Italian was problematic for monolingual and bilingual children irrespective of the language of the community and of the bilinguals’ other language. Age was a factor only for the Italian children who approached adultlike performance in [+focus] contexts only by the age of 10. These findings point to the need for a multifaceted approach to account for similarities and differences between the linguistic behavior of bilingual and monolingual children.
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CASELLI, CRISTINA, PAOLA CASADIO, and ELIZABETH BATES. "A comparison of the transition from first words to grammar in English and Italian." Journal of Child Language 26, no. 1 (February 1999): 69–111. http://dx.doi.org/10.1017/s0305000998003687.

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Cross-linguistic similarities and differences in early lexical and grammatical development are reported for 1001 English-speaking children and 386 Italian-speaking children between 1;6 and 2;6. Parents completed the English or Italian versions of the MacArthur Communicative Development Inventory: Words and Sentences, a parent report instrument that provides information about vocabulary size, vocabulary composition and grammatical complexity across this age range. The onset and subsequent growth of nouns, predicates, function words and social terms proved to be quite similar in both languages. No support was found for the prediction that verbs would emerge earlier in Italian, although Italians did produce a higher proportion of social terms, and there were small but intriguing differences in the shape of the growth curve for grammatical function words. A strikingly similar nonlinear relationship between grammatical complexity and vocabulary size was observed in both languages, and examination of the order in which function words are acquired also yielded more similarities than differences. However, a comparison of the longest sentences reported for a subset of children demonstrates large cross-linguistic differences in the amount of morphology that has been acquired in children matched for vocabulary size. Discussion revolves around the interplay between language-specific variations in the input to young children, and universal cognitive and social constraints on language development.
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Vender, Maria, Denis Delfitto, and Chiara Melloni. "How do bilingual dyslexic and typically developing children perform in nonword repetition? Evidence from a study on Italian L2 children." Bilingualism: Language and Cognition 23, no. 4 (December 17, 2019): 884–96. http://dx.doi.org/10.1017/s1366728919000828.

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AbstractNonword repetition is typically impaired in dyslexia. Conversely, native-like performance is early achieved by bilingual children whose second language has a simple phonotactic system, like Italian. Our study aimed at comparing the performance of monolingual and bilingual children with and without dyslexia in a nonword repetition task modeled after Italian. We assessed nonword repetition in 111 school-aged children: 24 Italian L2 bilingual dyslexics, 24 Italian monolingual dyslexics, 30 Italian L2 bilingual controls and 33 Italian monolingual controls. We administered an original task composed of 40 nonwords ranging from two to five syllables; the complexity of the syllables was also manipulated. Results showed that both groups of dyslexics underperformed controls at each syllable length. No differences were found between monolingual and bilingual controls. Conversely, bilingual dyslexics underperformed monolingual dyslexics only with four-syllable nonwords. The possible use of nonword repetition tasks to assist in the identification of dyslexia in bilingual children is also discussed.
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Poderico, Carla. "Machiavellianism and Anxiety among Italian Children." Psychological Reports 60, no. 3_part_2 (June 1987): 1041–42. http://dx.doi.org/10.1177/0033294187060003-202.1.

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182 Italian children (86 boys and 96 girls) responded to the Italian version of Nachamie's Kiddie Mach Test and to the Children's Anxiety Scale. Significant positive but small correlations between the two variables were obtained for both sexes. These results indicate that moderate anxiety may be associated with high Machiavellianism. Further implications of the findings were discussed.
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PODERICO, CARLA. "MACHIAVELLIANISM AND ANXIETY AMONG ITALIAN CHILDREN." Psychological Reports 60, no. 3c (June 1987): 1041–42. http://dx.doi.org/10.2466/pr0.1987.60.3c.1041.

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Dissertations / Theses on the topic "Italian children"

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Pitt, Roger Graham. "Italian cinema's missing children." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3736.

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The aim of this doctoral thesis is to analyse the range of resonances surrounding the lost or endangered child (or adolescent) in six Italian films made between 1992 and 2005. By drawing on and expanding Emma Wilson’s proposed understanding of the term ‘missing child’ in Cinema’s Missing Children (a transnational, cinema-based study published in 2003), this thesis will seek to open out new ways of exploring both contemporary Italian cinema and the ‘missing child’ paradigm. To this end, the following research questions are pivotal to the discursive trajectory of this thesis as a whole: What does it mean to ground contemporary Italian works which broadly correspond to the term ‘missing child’ (as proposed in Cinema’s Missing Children) within the specific context of Italian culture and society? How would recourse to a range of specifically Italian filmmaking, socio-cultural, or historical phenomena shape (or reshape) our understanding of this topos? In order to fully engage these concerns, this thesis will begin by establishing a rigorous interdisciplinary methodology. In Chapter One, I will address questions of critical reception with particular emphasis on the possible pitfalls of conventional recourse to neorealism as a means of reading the missing child in contemporary cinema. In Chapter Two, I will extend this necessary emphasis on critical reception and related notions of possible distortion and oversimplification, to include the dialogic relation between Italian cinematic articulations of (missing) children, childhoods and the experience of (biological and non-biological) parenthood, and clusters of cultural and political concerns and anxieties. In chapters Three, Four, and Five, I will bring this interdisciplinary methodology to bear on three sets of primary sources. Whilst this close textual analysis will contend with the missing male child (in a range of guises), it will also bring to the fore new ways of thinking with and about the critically neglected female child. By moving away from more normative critical frameworks (including neorealism) this thesis will not only attempt to reset and refresh understandings of important works of the last two decades, but will also work towards a recuperation of the critically disavowed gender identity (and concomitant role and status) of ‘missing’ female children.
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Covazzi, Camilla. "Italian - Friulian children: an investigation into their bilingualism." Doctoral thesis, Università degli studi di Padova, 2019. http://hdl.handle.net/11577/3425424.

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The present thesis investigates the bilingualism involving Italian majority language and Friulian minority language. Preschool children aged 4 to 6 years old from the town of Gemona del Friuli in the Friuli Venezia Giulia region were tested through a picture supported elicited production experiment designed to investigate relative clauses acquisition (cf. COST Action 33, Friedmann et al. in prep.). Two research questions were addressed: the first concerned the acquisition of relative clauses, in order to verify whether the Italian-Friulian children productions would be comparable with the related cross-linguistic literature; the second question concerned the type of bilingualism found, in order to provide a characterization of its peculiarities: the results were then analysed also with respect to specific bilingual factors as cross-linguistic influence, language dominance and input role. As far as the first research question is concerned, the data presented in this thesis confirm that Italian-Friulian children’s performance is in line with cross-linguistic results in all conditions, namely for SRCs, ORCs, and PPRCs. Specifically, in line with the predictions made following the Relativized Minimality approach (Rizzi 1990, 2004; Friedmann et al. 2009), results support both the subject-object asymmetry and the ORCs and PPRCs performance similarity. Moreover, through a further investigation of PPRCs, an effect of the type of prepositions was found: in the case of PPRCs with lexical prepositions children produced more target-like structures than with PPRCs with functional prepositions. However, it should be added that PPRCs are still scarcely investigated and further research would be needed to better understand the issue. Turning to the second research question, results were analysed comparing the Italian and the Friulian experimental session, also with respect to specific bilingual factors such as cross-linguistic influence, language dominance and input role (Mioni 1979; Meisel 2004; Gorsjean 2011; Rowe and Grohmann 2013). Having considered that the children’s production was essentially in Italian regardless of the language of elicitation being Friulian or Italian, and the ameliorating role played by Italian in influencing the children’s results, it can be said that the Italian-Friulian bilingualism is unbalanced with Italian being the strongly dominant language and Friulian being the weak one. Nonetheless, even if Italian is certainly the dominant language, it should be noted that specific influences of Friulian on Italian were indeed present in the children’s production, regardless of the children being described by their parents as receiving or not receiving a minimum Friulian input. This suggests that even if it is not clear to which extent, still Friulian is alive and productive in those contexts in which the children grow.
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Buziol, Silvia <1984&gt. "Teaching English to Italian Children: different approaches for different ages." Master's Degree Thesis, Università Ca' Foscari Venezia, 2014. http://hdl.handle.net/10579/5443.

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This thesis would like to highlight that teaching English to children as a foreign language requires to adopt different approaches according to the progressive cognitive and developmental stages children reach through their first scholastic experience. In the first chapter I asked myself if Chomsky's Innatist Theory, and especially his theory concerning Universal Grammar, could play any role in children's foreign language (FL) acquisition. Shall they possibly be in anyway facilitated by it in facing the issue of coming across a new language? In the second chapter I tried to identify different learning situations aimed to the two different age-groups of children of my interest: very young learners (VYL), i.e. children attending play school aged 4 and 5 years old, and young learners (YL), i.e. children attending primary school aged 6 to 11. Actually, within the YL group, a further distinction deserves to be done: children attending the 1st and 2nd year of primary school, i.e. children aged 6 to 8 years old, which are something in between play school children and primary school children, as they still have the same needs VYL actually have, but at the same time they are beginning to develop cognitive abilities proper to older children which differentiate them to the younger ones; and children attending 3rd, 4th and 5th year of primary school, i.e. children aged 8 to 11 years old, which are beginning to develop abstract thinking abilities, so it is only at this time that teachers can begin to take advantage of the "newly-born" children's meta-cognition competence within their teaching. Finally, in the third chapter I will try to make a proposal about some of the activities I had the chance to share with children during my stage at Scuole Pietro Bertolini (Montebelluna, Treviso), aimed both to playschool and to the first two years of primary school. In regards to the last three years, the school kindly helped me to collect a mini-corpus of texts children wrote in English (actually, we cannot properly talk about spontaneous writing, but of brief guided exercises), with the aim to identify how children write in English, the new language they are just beginning to get in touch with.
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Marshall, Shawna J. "Interactions Among Italian Preschool-Age Children: Aggression, Victimization, and Sociometric Status." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/920.

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This study examined social interactions between Italian preschoolers based upon sociometric status groupings. The sample consisted of 267 Italian preschoolers (mean age 64 months) taken from early childhood classrooms in southern Italy. Drawing on previous research, preschoolers' physical and relational aggression and physical and relational victimization as measured by peer nominations were analyzed. Structural equation modeling using Mplus was used to test the model, and SPSS 15 was used to run analyses of variance (ANOVAs) to examine the interaction between sociometric status and preschoolers' behaviors toward peers. Findings generally support previous research with American children as well as cross-cultural research regarding physical and relational aggression, victimization, sociability, and sociometric status groupings. Results indicate that popular children displayed high levels of social behavior, low levels of aggression, and experienced little victimization, while rejected children demonstrated high levels of aggression and victimization and low levels of social behavior. The most striking finding was that controversial children, similar to rejected children, showed high levels of aggression and victimization. Gender differences indicated that boys were more relationally and physically aggressive and victimized than girls, with the exception of controversial status girls.
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Bonifacio, Emily <1990&gt. "The acquisition of the copula in two bilingual Italian-Venetan children." Master's Degree Thesis, Università Ca' Foscari Venezia, 2014. http://hdl.handle.net/10579/5438.

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My thesis focuses on the acquisition of the copula in two bilingual Italian-Venetan children. The comparison between these two children is based on the productions and the omissions of the copula in different contests. The result is a longitudinal analysis of the copula's behaviour in both Italian and Venetan Dialects taken into account.
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Yang, Dongya. "DNA diagnosis of thalassemia from ancient Italian skeletons /." *McMaster only, 1997.

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DiGiammarino, Anna Maria. "Me and school the elementary and secondary school experiences of first-generation Canadian males of Italian heritage." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0026/MQ59166.pdf.

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D'Ortenzio, Silvia <1988&gt. "Analysis and treatment of movement-derived structures in Italian-speaking cochlear implanted children." Doctoral thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/15030.

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Al centro della ricerca vi è l’analisi di alcune strutture sintatticamente complesse dell’italiano nella popolazione di bambini sordi portatori di impianto cocleare con lo scopo di individuare soggetti ai quali proporre il trattamento sperimentale di alcune delle strutture indagate seguendo il metodo dell’insegnamento esplicito di alcune regole sintattiche. Un gruppo di bambini sordi con impianto cocleare è stato valutato tramite tre test sperimentali (un test di ripetizione, due test di produzione e un test di comprensione) sulle strutture derivate da movimento sintattico quali: frasi scisse, frasi con dislocazione a sinistra e pronome clitico di ripresa, frasi relative restrittive sul soggetto, sull’oggetto genitive ed oblique, interrogative wh- semplici e complesse. La performance del gruppo di studio è stata poi confrontata con quella di un gruppo di controllo composto da bambini normoudenti con pari età cronologica. I risultati hanno mostrato una competenza migliore del gruppo di controllo rispetto al gruppo di studio, evidenziando un possibile ritardo nell’acquisizione linguistica. Successivamente, a due partecipanti del gruppo di studio è stato proposto un trattamento sperimentale delle strutture derivate dal movimento sintattico e fondato sull’insegnamento esplicito di alcune regole sintattiche. I risultati hanno mostrato un miglioramento sia nelle strutture utilizzate durante il trattamento sia nelle strutture non trattate e nelle abilità di narrazione, evidenziando effetti di generalizzazione.
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Michelotti, Anna <1997&gt. "The production of Subject and Object Relative Clauses by German-Italian Bilingual Children." Master's Degree Thesis, Università Ca' Foscari Venezia, 2022. http://hdl.handle.net/10579/21841.

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Il tema dell’elaborato finale è la produzione di relative soggetto e oggetto da parte di bambini bilingui Italo-tedeschi. In particolare, lo scopo della tesi è identificare i fattori che influenzano lo sviluppo di questo tipo di struttura. L’acquisizione linguistica in soggetti bilingui è un processo complesso che può essere influenzato da diversi aspetti come l’età, l’esposizione alla lingua, le competenze linguistiche (proficiency) e alcuni aspetti strutturali dello specifico fenomeno analizzato. Ad esempio, nel caso delle relative, è necessario considerare il diverso grado di complessità sintattica delle relative soggetto e oggetto e il diverso grado di difficoltà nell’elaborazione di relative center-embedded e right-branching. Attraverso l’analisi della produzione di relative da parte di bambini bilingui italo-tedeschi in una elicited production task si cercherà di verificare se questi fattori influenzano l’acquisizione di frasi relative. In particolare, verrà indagato tramite un generalized linear effect model se la produzione di relative appropriate è influenzata dai fattori sopracitati e se un loro eventuale effetto è modulato dal tipo di relativa prodotta (soggetto/oggetto e center-embedded/right-branching). Inoltre, per descrivere in maniera più dettagliata il processo di acquisizione di queste strutture, verrà presentata un’analisi descrittiva delle relative prodotte dai bambini in relazione ai loro aspetti più salienti e a possibili effetti cross-linguistici.
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Chiste', Melania <1990&gt. "Early Second Language Acquisition: An Analysis of English Productions of Italian Native-Speaking Children." Master's Degree Thesis, Università Ca' Foscari Venezia, 2015. http://hdl.handle.net/10579/5756.

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The purpose of this work is twofold: the first one is to raise awareness on the benefits of Early Second Language Acquisition and , by presenting a particular teaching methodology, to show the advantage of a bilingual approach. The second one is to investigate the ways in which a group of Italian preschoolers acquire English. The thesis focuses on the analysis of the English linguistic productions of eight Italian mother tongue children done through the collection of data from October 2013 to January 2014 for the first group and October to November 2014 for the second group, in a linguistic Laboratory in Venice, Italy. In the present work I investigated the number of English utterances in the children’s productions, and which were single words or formulaic phrases, imitated or spontaneous. Further more, I analyzed the code mixed and the new-production sentences. Concerning the comprehension, through the recording of the sessions with the children, I was able to see the perks of a multi-sensorial bilingual approach at an early age. After a close examination of the literature on Early Second Language Acquisition, and through the positive results reached with the analysis of the comprehension and production of these Italian children, my work will propose the spread of the teaching of a second language at the preschool level, with the strong believe that “languages are supposed to be learnt by normal physical process” (Penfield 1959).
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Books on the topic "Italian children"

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Grant, Amanda. The silver spoon for children: Favorite Italian recipes. New York: Phaidon, 2009.

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Betts, John T. (John Thomas), 1810- and Boehmer Edward 1827-1906, eds. Spiritual milk, or, Christian instruction for children. London: Trübner, 1990.

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Testa, Martina. Burned children of America. Roma: Minimum fax, 2001.

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My first Italian phrases. North Mankato, MN: Picture Window Books, 2013.

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Pollard, Michael. Maria Montessori: The Italian doctor who revolutionized education for young children. Milwaukee: Gareth Stevens Children's Books, 1990.

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The Immigrants' Children, Jewish and Italian memories of Old South Portland. Portland, Or: Smart Talk Publications, 2006.

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Gorlani, Luisa. Adolescenza e poesia: Esplorazione dell'universo giovanile attraverso una raccolta di poesie scritte da adolescenti. Roma: Magi, 2003.

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Kupisch, Tanja. The acquisition of determiners in bilingual German-Italian and German-French children. München: LINCOM Europa, 2006.

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Abandoned children of the Italian Renaissance: Orphan care in Florence and Bologna. Baltimore: Johns Hopkins University Press, 2006.

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Simone, Donato De. Suffer the children: Growing up in Italy during World War II. [Philadelphia]: Xlibris, 2007.

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Book chapters on the topic "Italian children"

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Bazzanella, Carla, and Cristina Bosco. "Morphological Future in Italian Children*." In New Directions In Language Development And Disorders, 179–88. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-1-4615-4157-8_17.

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Comandé, Giovanni, and Luca Nocco. "Children as Victims under Italian Law." In Tort and Insurance Law, 143–73. Vienna: Springer Vienna, 2007. http://dx.doi.org/10.1007/978-3-211-31131-8_8.

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Cardullo, R. J. "Suffer The Children: Andrei Kravchuk’s The Italian." In Teaching Sound Film, 313–22. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-726-9_34.

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van Rossenberg, Erik. "Initiating children into Italian Bronze and Early Iron Age ritual, religion and cosmology." In Children in Antiquity, 314–25. London ; New York, NY : Routledge/Taylor & Francis Group, 2021. | Series: Rewriting Antiquity: Routledge, 2020. http://dx.doi.org/10.4324/9781315542812-26.

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Dimitrova, Radosveta, and Athanasios Chasiotis. "Are Immigrant Children in Italy Better Adjusted than Mainstream Italian Children?" In The Impact of Immigration on Children's Development, 35–48. Basel: KARGER, 2011. http://dx.doi.org/10.1159/000331024.

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Accardo, A., M. Genna, and M. Borean. "Analysis of Handwriting Kinematic Parameters in Italian Children." In V Latin American Congress on Biomedical Engineering CLAIB 2011 May 16-21, 2011, Habana, Cuba, 1114–17. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-21198-0_283.

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Kupisch, Tanja, and Natascha Müller. "Relating Italian articles and clitic object pronouns in bilingual children acquiring Italian and German." In Functional Categories in Learner Language, 307–42. Berlin, New York: Mouton de Gruyter, 2009. http://dx.doi.org/10.1515/9783110216172.307.

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Fargion, Valeria. "Children, Gender and Families in the Italian Welfare State." In Children, Gender and Families in Mediterranean Welfare States, 105–28. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8842-0_5.

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Volterra, Virginia, Olga Capirci, Maria Cristina Caselli, and Stefano Vicari. "Language in preschool Italian children withWilliams and Down syndromes." In Williams Syndrome across Languages, 163–86. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/lald.36.12vol.

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Roch, Maja, and Gordana Hržica. "Narrative comprehension by Croatian-Italian bilingual children 5–7 years old." In Studies in Bilingualism, 172–96. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/sibil.61.06roc.

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Conference papers on the topic "Italian children"

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Buzzi, Marina. "Children and YouTube." In the 9th ACM SIGCHI Italian Chapter International Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2037296.2037328.

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Di Mascio, Tania, and Laura Tarantino. "Designing for children." In CHItaly 2015: 11th biannual Conference of the Italian SIGCHI Chapter. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2808435.2808462.

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Pellegrino, Maria Angela, Eftychia Roumelioti, Mauro D'Angelo, and Rosella Gennari. "Engaging Children in Remotely Ideating and Programming Smart Things." In CHItaly '21: 14th Biannual Conference of the Italian SIGCHI Chapter. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3464385.3464728.

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Simoni, Marzia, Sandra Baldacci, Mario Canciani, Carlo Pini, Luigia Maria Brunetti, Luciana Indinnimeo, Paolo Carrer, et al. "Relationships between school indoor toluene and respiratory symptoms in Italian children." In Annual Congress 2015. European Respiratory Society, 2015. http://dx.doi.org/10.1183/13993003.congress-2015.pa4507.

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Calogero, Claudia, Niccolò Parri, Grazia Fenu, Barbara Cuomo, Massimo Palumbo, Elio Novembre, Chiara Azzari, Maurizio de Martino, Peter D. Sly, and Enrico Lombardi. "Respiratory Impedance In Healthy Italian Children Aged 3 To 18 Years." In American Thoracic Society 2010 International Conference, May 14-19, 2010 • New Orleans. American Thoracic Society, 2010. http://dx.doi.org/10.1164/ajrccm-conference.2010.181.1_meetingabstracts.a3920.

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Petretto, Donatella Rita, Paola Piras, Ilenia Pistis, Elena Tradori, Maria Valeria Camboni, Federica Staico, Federica Palmas, Carla Lussu, Antonio Preti, and Carmelo Masala. "Difficulties in reading and neuropsychological profile on WISC-IVin Italian children." In 2016 IEEE International Symposium on Medical Measurements and Applications (MeMeA). IEEE, 2016. http://dx.doi.org/10.1109/memea.2016.7533782.

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Figueira, Ana Paula Couceiro, Sofia Campos, and Célia Ribeiro. ""THE IMPORTANCE OF UNDERSTANDING METAPHORS WORKING WITH FIGURATIVE LANGUAGE: SOME TOOLS"." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact090.

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"We present two versions of assessment/intervention tools for metaphors awareness or their comprehension: the TCM, Metaphor Comprehension Test, for children aged 9 to 14, or elementary school (Portugal), and the junior TCM, for children aged 4 to 6 years, or preschool age. They are versions/adaptations for European Portuguese of existing tools in Italian. The authors of the Italian versions are professors at the University of Sapienza, Rome, Italy, with internationally recognized work, presenting the original versions with good psychometric qualities. At the moment, the two instruments are already adapted for Portuguese, in the process of being applied in order to obtain the normative data and their validation. We expect, similar to what happens with the Italian versions, to obtain valid tools, with triple instrumentality: psychometric assessment and dynamic assessment and intervention resource, for various stages of development."
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Desolda, Giuseppe, Rosa Lanzilotti, Antonio Piccinno, and Veronica Rossano. "A System to Support Children in Speech Therapies at Home." In CHItaly '21: 14th Biannual Conference of the Italian SIGCHI Chapter. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3464385.3464745.

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Corral, Luis, Ilenia Fronza, Rosella Gennari, and Alessandra Melonio. "From Game Design with Children to Game Development with University Students." In CHItaly 2015: 11th biannual Conference of the Italian SIGCHI Chapter. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2808435.2808441.

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Iacolinoa, Calogero, Monica Pellerone, Ugo Pacea, Tiziana Ramacia, and Vittorio Castorina. "Family functioning and disability: a study on Italian parents with disabled children." In 4th Annual International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.05.5.

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