Bibliografías temáticas / Children in Literature

Literatura académica sobre el tema "Children in Literature"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 29 de julio de 2024

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Artículos de revistas sobre el tema "Children in Literature"

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Kristanti, Fransisca. "Dignifying Children through Inclusive Children�s Literature". Journal of Language and Literature 16, n.º 1 (1 de abril de 2016): 63–69. http://dx.doi.org/10.24071/joll.v16i1.152.

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Children with disabilities are often considered less capable than those without disabilities. In Indonesian childrens literature, disability is under-represented and the need to start representing disability in Indonesian childrens literature is pressing. Inclusive books imposing on the development of empathy leads to actions in dignifying children of all types, with or without disabilities. Some inclusive childrens literature worldwide set good examples of dignifying children. This paper tries to elaborate the urgency of having accessible inclusive childrens literature in Indonesia by collecting and presenting examples of inclusive childrens literature around the world which represents disabilities as diversities in society.
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Rusňák, Radoslav. "From Literature “about Children” to Literature “for Children”". Libri et liberi 7, n.º 2 (3 de mayo de 2019): 261–75. http://dx.doi.org/10.21066/carcl.libri.7.2.5.

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The development of children’s literature in Slovakia was significantly influenced by the historical milestone of the end of the First World War (WWI). The new cultural conditions that occurred in Slovakia after the break-up of the Austro-Hungarian Monarchy and the foundation of Czechoslovakia created a suitable environment for the development of cultural institutions such as the Slovak Association, libraries, publishing houses and children’s magazines such as Slniečko [Little Sun]. After 1918, the literary production for children and young adults (YAs) began to take two distinct directions – one more traditional (didactic-moralising) and the other more artistic. The then artistic current in Slovak children’s literature promoted literary production for children and integrated it in the domain of art. The literary works of these authors can be further differentiated by identifying optimistic, realist and synthesising concepts of childhood. The post-war years in Slovakia can therefore be described as the beginning of the artistic integration of children’s literature into the system of national literature, which was accomplished in the 1960s.
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Zoshchenio, Mikhail. "Children and Literature". Soviet Studies in Literature 24, n.º 2 (abril de 1988): 101–5. http://dx.doi.org/10.2753/rsl1061-19752402101.

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WILSON, K. y A. RIDLER. "Children and Literature". British Journal of Social Work 26, n.º 1 (1 de febrero de 1996): 17–36. http://dx.doi.org/10.1093/oxfordjournals.bjsw.a011071.

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B. Lakhkar, Bhavana, M. M. Patil y S. V. Patil. "Scorpion Sting Envenomation in Children: A Literature Review". Indian Journal of Trauma and Emergency Pediatrics 8, n.º 2 (2016): 119–23. http://dx.doi.org/10.21088/ijtep.2348.9987.8216.14.

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Clark, Beverly Lyon y Laura Laffrado. "Hawthorne's Literature for Children." American Literature 65, n.º 2 (junio de 1993): 368. http://dx.doi.org/10.2307/2927358.

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Hannabuss, Stuart. "Managing Children′s Literature". Library Management 10, n.º 1 (enero de 1989): 2–68. http://dx.doi.org/10.1108/eum0000000000816.

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F, Bouchenaki. "Diastematomyelia in Children in 12 Cases and Literature Review". Neurology & Neurotherapy Open Access Journal 6, n.º 2 (2021): 1–5. http://dx.doi.org/10.23880/nnoaj-16000163.

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Introduction: Diastematomyelia is a rare form of firm spina with an incidence of 2-4 per 1,000 births that requires early diagnosis and management to avoid any neurological or orthopedic worsening that may become permanent in a growing child. Patients and Method: it is a retrospective study of 12 patients treated between January 2017 and February 2020. Results: the average age was 4.5 years with extremes ranging from 06 months to 14 years. The lumbar location being the most frequent in 8 cases (66.66%). The MRI made it possible to make the diagnosis and to classify it in type 1 in 9 cases (75%) and in type 2 in 3 cases (25%) and to highlight associated lesions in 10 cases (83.33%). All of our patients were operated on, there is 1 case of motor worsening (8.3%) which was only transient, 7 patients stabilized (58.3%) and 4 patients improved (33.33%). Conclusion: the cutaneous stigmata associated with progressive congenital scoliosis in a child should prompt us to further explorations of the entire nervous axis in search of this pathology which is associated with other nerve damage which must be treated simultaneously than Diastematomyelia
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Ph.D, Prof P. Vijaya Lakshmi,. "Digital Food Marketing Strategies Targeting Children: Review of Literature". International Journal of Trend in Scientific Research and Development Volume-2, Issue-5 (31 de agosto de 2018): 2074–80. http://dx.doi.org/10.31142/ijtsrd18258.

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MBURE, SAM. "African Children’s Literature or Literature for African Children?" Matatu 17-18, n.º 1 (26 de abril de 1997): 3–9. http://dx.doi.org/10.1163/18757421-90000211.

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Tesis sobre el tema "Children in Literature"

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Weikle-Mills, Courtney. "The child reader and American literature, 1700-1852". Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1181758570.

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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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Li, Zeyu y 黎泽宇. "Literature review on children myopia". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45173151.

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Ranney, Melinda Meek. "Teaching Disadvantaged Children Through Literature". UNF Digital Commons, 1990. http://digitalcommons.unf.edu/etd/88.

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This paper concentrated on the teaching of economically disadvantaged children and the importance of reading aloud to these children. The traditional language program was found to be ineffective for disadvantaged first-grade children. A modified language plan was implemented in a classroom of disadvantaged first-grade students. This plan consisted of two units and involved the reading aloud of literature and language-related activities. Results indicated these students learned more effectively from units of study centered around literature.
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Papworth, Helen. "Illustrated literature for Ethiopian children". Thesis, Bangor University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548609.

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Caracciolo, Dana Andriana. "Children's Literature and Diabetes". Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/31824.

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My studies consider the genre of children's literature, specifically picture books, and their treatment of the topic of diabetes. I frame my argument with an examination of diabetes, the psychological effects of diabetes on the child, the need of thorough education about diabetes. I argue for the use of the picture book as an effect tool in educating and socializing the diabetic child. I first explore the implications of diabetes and the long term complications caused by one's poor control of the disease. I then explore the psychological ramifications of a chronic illness on the young child. Next I assert the need to combine the physiological and psychological factors of diabetes into a responsible text for children, one which both serves as an educating tool and a source of comfort in difficult times with the disease. I conclude my studies with critiques of existing materials in the limited genre and compare them to the story I have written for children about diabetes.
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Klassen, Jonathan M. Trites Roberta Seelinger. "Narrative distancing in literature for youth". Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276405151&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202154634&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.
Title from title page screen, viewed on February 4, 2008. Dissertation Committee: Roberta Seelinger Trites (chair), Karen Coats, C. Anita Tarr. Includes bibliographical references (leaves 258-267) and abstract. Also available in print.
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Meisner, Jessica. "Effects of gender stereotyped children's literature on preschool children's attitudes /". Norton, Mass. : Wheaton College, 2009. http://hdl.handle.net/10090/8395.

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Stewart, Susan Louise Trites Roberta Seelinger. "Genre, ideology, and children's literature". Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172884.

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Thesis (Ph. D.)--Illinois State University, 2004.
Title from title page screen, viewed November 22, 2005. Dissertation Committee: Roberta Seelinger Trites (chair), Karen Coats, C. Anita Tarr. Includes bibliographical references (leaves 242-256) and abstract. Also available in print.
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Tyson, Cynthia A. ""Shut my Mouth wide Open:" African American Fifth Grade Males Respond to Contemporary Realistic Children's Literature". The Ohio State University, 1997. http://catalog.hathitrust.org/api/volumes/oclc/39271566.html.

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Libros sobre el tema "Children in Literature"

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Davis, Miller Betty, ed. Children's literature for all God's children. Atlanta: J. Knox Press, 1986.

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Nilanjana, Gupta y Chatterjee Rimi B, eds. Reading children: Essays on children's literature. New Delhi: Orient Blackswan, 2009.

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(Project), PALMM, ed. Literature for children. [Tallahassee?]: Archival Library & Museum Materials, 2000.

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Stewig, John W. Children and literature. 2a ed. Boston: Houghton Mifflin Co., 1988.

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Glazer, Joan I. Literature for young children. 5a ed. Upper Saddle River, N.J: Pearson/Prentice Hall, 2005.

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Laffrado, Laura. Hawthorne's literature for children. Athens: University of Georgia Press, 1992.

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T, Kline Daniel, ed. Medieval literature for children. New York: Routledge, 2003.

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Glazer, Joan I. Literature for young children. 4a ed. Upper Saddle River, N.J: Merrill, 2000.

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Glazer, Joan I. Literature for young children. 3a ed. New York: Merrill, 1991.

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missing], [name. Medieval literature for children. New York, NY: Routledge, 2003.

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Capítulos de libros sobre el tema "Children in Literature"

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Ruwe, Donelle. "Children and Children's Literature". En The Routledge Companion to Romantic Women Writers, 11–24. London: Routledge, 2022. http://dx.doi.org/10.4324/9781315613536-3.

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Bloom, Clive. "Literature for Children". En Bestsellers, 130–48. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230583870_5.

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Bloom, Clive. "Literature for Children". En Bestsellers: Popular Fiction Since 1900, 163–78. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79154-4_6.

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Xiaobao, Wei, Zhao Xi y Rao Xiaofei. "Literature review". En Trilingual Education of Uyghur Children, 13–58. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003473596-2.

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Rosen, Michael. "Poetry for Children". En Modern Children’s Literature, 70–86. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-36501-9_6.

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Peters, Scott J. "Differentiation in the English Literature Classroom Through Highly Moral Literature". En Teaching Gifted Children, 173–77. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238638-34.

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Kubisz, Marzena. "Vegan literature for children". En The Routledge Handbook of Vegan Studies, 65–75. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003020875-8.

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Buesa, Andrés. "Vulnerable Children". En Embodied VulnerAbilities in Literature and Film, 63–77. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003435891-5.

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Compton, Nancy C. "Literature Review". En African American Children who have Experienced Homelessness, 7–66. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003248910-2.

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Lesnik-Oberstein, Karín. "Childhood and Textuality: Culture, History, Literature". En Children in Culture, 1–28. London: Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1057/9780230376205_1.

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Actas de conferencias sobre el tema "Children in Literature"

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Alwi, Nur y Irwandi Irwandi. "The Values of Character Education in Indonesia Children Literature and Translated Children Literature". En Proceedings of The 1st EAI Bukittinggi International Conference on Education, BICED 2019, 17-18 October, 2019, Bukititinggi, West Sumatera, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.17-10-2019.2289747.

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Rodionova, Oxana. "MILESTONES IN TRANSLATING CHINESE LITERATURE FOR CHILDREN INTO RUSSIAN LANGUAGE". En 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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Vasiljeva, Elina. "RUSSIAN CHILDREN�S LITERATURE OF LATVIA". En 6th SWS International Scientific Conference on Arts and Humanities ISCAH 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscah.2019.1/s27.070.

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Zhou, Shiyi, Jiajun Wei y Zhijuan Zhu. "Improvement Design of Household Medical Nebulizer for Children Based on Ergonomics". En 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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Sabarina, Gustiana, Haria Saputri Wahyuni y Rahmat Alifin Valentino. "Utilizing Motive of Children Literature Collection In Children Reading Room". En Proceedings of the International Conference on Language, Literature, and Education (ICLLE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iclle-18.2018.93.

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Azmi, Nur y Irwandi Irwandi. "Selecting Reading Material for Teaching Children Literature". En International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.14.

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Rahmat, Fauziah. "Mathematics for Young Children: A Literature Review". En 3rd International Conference on Early Childhood Education (ICECE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.36.

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Alwi, Nur Azmi, Harris Effendi Thahar, Atmazaki Atmazaki y Yasnur Asri. "Developing Students’ Soft Skill through Children Literature". En Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icoie-18.2019.102.

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ȚIFRAC, Maria. "The role of artistic literary activity and children's literature in preschool education". En Învățământul superior: tradiţii, valori, perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.29-30-09-2023.p81-88.

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Children are encouraged to express their thoughts through art. Literary and artistic education teaches children to discover, interpret critically, use visual information and draw conclusions based on it. In order to create consciously, the child must have examples, live among stories, stories, quality poetry. Children's literature is very rich and offers immeasurable possibilities for reception, understanding and interpretation, for positively influencing preschool education in all areas.
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Stefanidi, Evropi, Johannes Schöning, Sebastian S. Feger, Paul Marshall, Yvonne Rogers y Jasmin Niess. "Designing for Care Ecosystems: a Literature Review of Technologies for Children with ADHD". En IDC '22: Interaction Design and Children. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3501712.3529746.

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Informes sobre el tema "Children in Literature"

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Knight, Ruth y Sari Rossi. Children in out-of-home care and their educational outcomes: a literature review. Queensland, Australia: Queensland University of Technology, octubre de 2018. http://dx.doi.org/10.5204/rep.eprints.122389.

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Idris, Iffat. Increasing Birth Registration for Children of Marginalised Groups in Pakistan. Institute of Development Studies (IDS), julio de 2021. http://dx.doi.org/10.19088/k4d.2021.102.

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This review looks at approaches to promote birth registration among marginalised groups, in order to inform programming in Pakistan. It draws on a mixture of academic and grey literature, in particular reports by international development organizations. While there is extensive literature on rates of birth registration and the barriers to this, and consensus on approaches to promote registration, the review found less evidence of measures specifically aimed at marginalised groups. Gender issues are addressed to some extent, particularly in understanding barriers to registration, but the literature was largely disability-blind. The literature notes that birth registration is considered as a fundamental human right, allowing access to services such as healthcare and education; it is the basis for obtaining other identity documents, e.g. driving licenses and passports; it protects children, e.g. from child marriage; and it enables production of vital statistics to support government planning and resource allocation. Registration rates are generally lower than average for vulnerable children, e.g. from minority groups, migrants, refugees, children with disabilities. Discriminatory policies against minorities, restrictions on movement, lack of resources, and lack of trust in government are among the ‘additional’ barriers affecting the most marginalised. Women, especially unmarried women, also face greater challenges in getting births registered. General approaches to promoting birth registration include legal and policy reform, awareness-raising activities, capacity building of registration offices, integration of birth registration with health services/education/social safety nets, and the use of digital technology to increase efficiency and accessibility.
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López Bóo, Florencia y Helen Baker-Henningham. Early Childhood Stimulation Interventions in Developing Countries: A Comprehensive Literature Review. Inter-American Development Bank, septiembre de 2010. http://dx.doi.org/10.18235/0011115.

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This report reviews the effectiveness of early childhood stimulation interventions in developing countries. The report aims to answer the questions: What works in terms of early stimulation for young children in developing countries? For whom and under what conditions do these programs work and why do they work.
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van der Haar, Sandra y Gertrude G. Zeinstra. Dietary supplements for children with Down syndrome: exploration of current use and scientific evidence : Fieldwork and literature study. Wageningen: Wageningen Food & Biobased Research, 2021. http://dx.doi.org/10.18174/554328.

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Kodjebacheva, Gergana, Taylor Culinski, Bushra Kawser y Katelynn Coffer. Satisfaction with telehealth among children, adolescents, caregivers, and medical providers during the COVID-19 pandemic: A systematic literature review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, septiembre de 2022. http://dx.doi.org/10.37766/inplasy2022.9.0067.

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Review question / Objective: What is the satisfaction regarding the use of telehealth among pediatric patients, their caregivers, and their medical providers, during the COVID-19 pandemic? PI(E)COS structure: Outcome: Satisfaction (i.e. experiences, perceptions, attitudes); Participants: pediatric patients, their caregivers, and their medical providers; Intervention: Telehealth; Comparison group: A group not receiving telehealth or no comparison group. Study designs to be includedd: Inclusion: All designs are included specifically RCTs, quasi-experimental studies with control group or with no control group, and qualitative studies. Not only interventions are included. Observational studies involving surveys and interviews discussing experiences with telehealth are included. Exclusion: Review protocols, studies that present no qualitative or quantitative data on experiences with telehealth.
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Tarricone, Pina, Kemran Mestan y Ian Teo. Building resilient education systems: A rapid review of the education in emergencies literature. Australian Council for Educational Research, agosto de 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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Yeboah, Thomas y 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), noviembre de 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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Marôco, Ana Lúcia, Sónia Gonçalves y Fernanda Nogueira. Antecedents and consequences of work-family balance: A systematic literature review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, octubre de 2022. http://dx.doi.org/10.37766/inplasy2022.10.0112.

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Review question / Objective: What are the antecedents and consequences of work-family balance? Eligibility criteria: s inclusion criteria it was established that only original peer-reviewed articles would be included, whose: 1) object of study are active workers; 2) concept of family-work relationship under study is effectively the work-family balance (and not only the absence of work-family conflict); 3) language used is English, Spanish and Portuguese. The exclusion criteria for articles/works were: 1) the object of the study is not active workers (such as spouses of workers or other family members such as children, future active workers, unemployed or even retired workers); 2) the concept of work-family relationship used is the conflict work-family and/ or work-family enrichment; 3) in languages other than English, Spanish or Portuguese; 4) designated as gray literature (such as theses, books, book chapters, and conference proceedings,...)
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Esteve, Albert, Andrés Castro y Federica Becca. Family Change in Latin America: Schooling and Labor Market Implications for Children and Women. Inter-American Development Bank, septiembre de 2023. http://dx.doi.org/10.18235/0005145.

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This chapter provides an account of the major family transformations that occurred in recent decades across Latin American and Caribbean countries and examines the implications of such transformations for childrens school attendance and progress and womens labor force participation. Latin American and Caribbean families and households have undergone substantial changes in recent years while keeping some of their distinctive features unchanged (Esteve et al., 2022; Esteve & Florez-Paredes, 2018a; Juárez & Gayet, 2014). This combination of stability and change has had profound transformations in the family status in which women raise their children and the family context in which children are raised. We refer to family context as the combination of womens marital status and the type of households in which children reside. We combine references to the literature and own calculations based on Latin American and Caribbean population census samples, available at the Integrated Public-use Microdata Series International (IPUMS) (Minnesota Population Center, 2020). We use data from 25 countries based on the most recent census microdata and, in some instances, historical samples starting in the late 1950s (see Appendix 1). The chapter is organized as follows. First, we document trends in family change and childrens status. To illustrate family change empirically, we focus on women aged 25 to 29 and children aged 7 to 16. For reasons that will be displayed during the paper, these groups offer a reliable overview of major transformations with the advantage of avoiding overlapping cohorts when data are analyzed over time. Variations by educational attainment are also examined to illustrate the role of inequality of opportunities in family change. Second, we focus on the implications of family forms on children's school attendance and progress and women's participation in the labor market. In the absence of tailored indicators about progress in cognitive and non-cognitive skills, school attendance and progress are standard indicators of early human capital accumulation (UNESCO, 2022). We examine these two outcomes among more than 15 million children included in the IPUMS-I census samples. For women, we examine the degree of participation in the labor market (n 16 million).
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Wickenden, Mary. Disabled Children and Work: An Overview of a Neglected Topic with a Specific Focus on Ghana. Institute of Development Studies (IDS), febrero de 2021. http://dx.doi.org/10.19088/acha.2021.002.

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This paper provides an overview of issues related to disabled children and work. This is a very unexplored topic and the literature is scant, so the paper first provides an overview of some key relevant background information on: disability globally and in Ghana, disability and employment, disabled children and relevant human rights approaches – the UNCRC and UNCRPD. Next examples of research on disabled children and work are presented and lastly some suggested hypotheses and possible research questions are proposed.
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