Bibliographies thématiques / Children - harry potter

Littérature scientifique sur le sujet « Children - harry potter »

Auteur : Grafiati

Publié le 25 juillet 2024

Mis à jour le 27 juillet 2024

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Articles de revues sur le sujet "Children - harry potter"

Wagner, Meaghan M., et Andrea Lachance. « Links to Literature : Mathematical Adventures with Harry Potter ». Teaching Children Mathematics 10, n^o 5 (janvier 2004) : 274–77. http://dx.doi.org/10.5951/tcm.10.5.0274.

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The current popularity of the Harry Potter books (Rowling 1998, 1999a, 1999b, 2000, 2003) gives teachers a new and unique opportunity to integrate literature with mathematics. Often, books that are connected to mathematical explorations are picture books, which teachers can read easily in one sitting to a group of children. The books in the Harry Potter series are chapter books, which teachers must read to students over a period of several weeks. Despite the time investment, however, the appeal of the Harry Potter books to readers of all ages makes them ripe for a connection to mathematics.

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Harris, Nor’Anira, et Asmaidatullisa Md Misdar. « THE IMPACT OF HARRY POTTER FILMS ON CHILDREN’S BEHAVIOR BASED ON CONCRETE OPERATIONAL CONCEPT BY JEAN PIAGET ». Journal of Creative Industry and Sustainable Culture 1 (31 octobre 2022) : 86–101. http://dx.doi.org/10.32890/jcisc2022.1.6.

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Exciting movies are films with components that can affect a person's psychology and emotions including towards children. The Harry Potter movie is basically a show aimed at children after being adapted from a novel. It is about a world that full of magic and beautiful personalities that even adults are amazed by the links made between the minute details within every scene. However, there are several different opinions related to the story that say that the story has either a negative or positive effect on the children. This research was done to analyse the relationship between element of concrete operational concept and the impactful scene from one of Harry Potter movie, which is Harry Potter and the Sorcerer's Stone(2001). This research uses qualitative approach to answer all the research objectives with applying the method of descriptive analysis and focus on the materials collection based on phenomenally recorded news and feed backs from public as well as the support with authors, newspapers, journal, and other sources. Also, the cognitive operational concept by Jean Piaget’s cognitive development theory is use in this research to draw the conclusion at the end of the study. Thus, Harry Potter and the Sorcerer's Stone (2001) can be watched by the children especially children under the age of 7 until 11 years old after analyzing through each scene and relate it with the theory mentioned above.

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Setyowati Putri, Ratna, Rosma indriana Purba et Donna Imelda. « HARRY POTTER" AND MORAL VALUES LEARNING : A QUALITATIVE STUDY OF THE RESPONSE OF CHILDREN AGED 11-13 YEARS AGAINST J.K. ROWLING BOOKS ». Dinasti International Journal of Education Management And Social Science 1, n^o 3 (11 février 2020) : 282–305. http://dx.doi.org/10.31933/dijemss.v1i3.147.

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"Harry Potter" and Moral Value Learning is a qualitative study of the response of students aged 11-13 at an international Christian school in Bekasi, Indonesia, towards the phenomenal J.K Rowling text. Through the hermeneutic method, this research tried to seek the influence of Harry Potter texts, which are suspected of bringing adverse effects for their young readers. Besides, this research offers rational considerations to the authority in schools, especially regarding matters related to book censorship. Three things investigated in this study were the ability of students to think critically in making a distinction between fiction and facts in the Harry Potter text, the influence of the Harry Potter text on students' tendencies of violence and occultism, and finally about student learning of moral values contained in the text. The data was collected through in-depth interviews with two male respondents and three female respondents aged 11-13 years with a high religious background, mediocre, and less significant religious background. It was found that all respondents were able to distinguish between fiction and facts in the Harry Potter texts, and there was no significant evidence that the texts influenced respondents' tendency for violence nor respondents' interest in occultism. This study also found that respondents were able to identify the moral values contained in the text.

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Wyler, Lia. « Harry Potter for Children, Teenagers and Adults ». Meta 48, n^o 1-2 (24 septembre 2003) : 5–14. http://dx.doi.org/10.7202/006954ar.

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Abstract A professional literary translator recounts her experience in rendering J.K. Rowling’s Harry Potter series into Brazilian Portuguese in regard to working conditions and premises, British cultural marks maintained to preserve foreignness or erased for the sake of fluency and the verisimilitude of a magical world for children between nine and twelve years of age. The purchase and reception of the book, which enjoyed unexpected success, among older teenagers and adults, media coverage, and the unusual visibility attained by the translator, are also briefly discussed.

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Barta, Jim, et Linda L'Ai. « Galleons, Magic Potions, and Quidditch : The Mathematics of Harry Potter ». Teaching Children Mathematics 11, n^o 4 (novembre 2004) : 210–16. http://dx.doi.org/10.5951/tcm.11.4.0210.

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“All aboard the Hogwarts Express!” shout the students busily immersed in their studies. No, this is not a casting call for young actors and actresses living out their fantasies of starring in a new Harry Potter movie. Rather, the children are studying mathematics at the Edith Bowen Laboratory School in Logan, Utah. These fourth-grade students are developing mathematical activities around the topic of the child magician Harry Potter.

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Hartika, Resti. « Analysis of social factors of the harry potter bullied In harry potter and the sorcere's stone Joanne kathleen rowling’s ». Jurnal Ilmiah Langue and Parole 1, n^o 1 (23 juin 2017) : 205–16. http://dx.doi.org/10.36057/jilp.v1i1.22.

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This research aims to analyze to illustrate the kind of bully action that do Dursleys, Draco Malfoy and Professor Severus Snape in Harry Potter. To describe the factors that trigger the Dursleys, Draco Malfoy and Professor Severus Snape take action against bully Harry Potter. To illustrate the social impact of the bully acts committed by the Dursleys, Draco Malfoy and Professor Severus Snape in Harry Potter in Harry Potter and the Sorcerer's Stone Joanne Kathleen Rowling. The method of the research is descriptive qualitative, which tries to explain about the correlations between author life background and its influence to the literary work produced. Sources of data in this study include the source of primary data and secondary data. Data collection techniques used in this study is a technique to read and record. The measures undertaken to analyze the data is as follows (1) Read the novel Harry Potter and The Sorcerer's Stone works J.K. Rowling. (2) Marking a sentence or a paragraph discussing about the social context associated with the bully action. (3) Analyzing the results about the social context are associated with the bully, the social picture, and social functions and (4) Describe results. After analyzing the social factors that Harry Potter bully (intimidated) in Harry Potter and the Philosopher's Stone, the author concludes the analysis into three findings: first to describe the type of action undertaken bully Dursleys, Draco Malfoy and Professor Severus Snape in Harry Potter. The types of bullying done of verbal bullying, where the actors perform intimidation through their words to a bully victim. Then bullying involving physical contact between the offender and the victim either directly or indirectly. This type of bullying usually include punching, kicking, slapping, choking, biting, spitting, even destroy the belongings of the victims, and relational bullying (friendship). Second to describe the factors that trigger the Dursleys, Draco Malfoy and Professor Severus Snape take action against Harry Potter bully. Factors child's own personal self, namely anxiety and feeling inferior from an agent, competition is not realistic, feelings of resentment arising from hostility or because the bullies had been the victim of bullying before, and the inability to handle emotions positively. Family factors namely lack of warmth and level of awareness of parents are low on his son, Pattern foster parents who are too permissive so that children are free to take whatever measures are desirable or otherwise. Factors association. Third to describe the social impact of the bully acts committed by the Dursleys, Draco Malfoy and Professor Severus Snape in Harry Potter. The social impact of the action bully among others They have a strong need to dominate and subdue other students and to get their own way. Are impulsive and are Easily angered. Are Often defiant and aggressive toward adults, Including parents and teachers. Show little empathy toward students who are victimized If they are boys, they are physically stronger than most other boys in general.

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Galotti, Kathleen M., Katharine L. Hauge, Chris Leppink-Shands, Valerie A. Umscheid et Jed Villanueva. « Accio Knowledge : Children's Knowledge Acquisition in the Domain of Harry Potter ». American Journal of Psychology 135, n^o 1 (1 avril 2022) : 97–108. http://dx.doi.org/10.5406/19398298.135.1.08.

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Abstract We conducted a conceptual replication of Chi and Koeske (1983) and Gobbo and Chi's (1986) studies on children's knowledge acquisition. One hundred elementary school students (86 through 159 months of age, in school grades 1 through 7) were asked to recall information about Harry Potter and the Sorcerer's Stone, the first of the books in the Harry Potter series. A quantitative measure of expertise was derived by a summation of factor loadings that were drawn from a free response and trivia task and from the number of Harry Potter books and movies a child reported having read or watched. Different measures of expertise were strongly intercorrelated but were only moderately correlated with age or grade. Although there was a significant correlation between age or grade and knowledge acquisition and expertise, nearly every other measure that correlated with expertise maintained statistical significance, even when we controlled for age or grade. Furthermore, regardless of age or grade, children with higher knowledge acquisition and expertise scores sorted characters more cohesively, with more sophistication, and used more categories that require a deep understanding of the Harry Potter domain. These results reinforce the idea that expertise is an aspect of knowledge that can be separated from a child's level of cognitive development and is associated with a deeper and richer knowledge base.

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Gwilym, Stephen, Dominic P. J. Howard, Nev Davies et Keith Willett. « Harry Potter casts a spell on accident prone children ». BMJ 331, n^o 7531 (22 décembre 2005) : 1505–6. http://dx.doi.org/10.1136/bmj.331.7531.1505.

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Binnendyk, Lauren, et Kimberly A. Schonert-Reichl. « Harry Potter and Moral Development in Pre-adolescent Children ». Journal of Moral Education 31, n^o 2 (juin 2002) : 195–201. http://dx.doi.org/10.1080/03057240220143304.

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Pradini, Iswanda Meiliestya, I. G. A. Lokita Purnamika Utami et Gede Mahendrayana. « Learning Educational Values from Harry Potter Character ». English Teaching Journal : A Journal of English Literature, Language and Education 9, n^o 1 (7 juin 2021) : 9. http://dx.doi.org/10.25273/etj.v9i1.8609.

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Implementing a good character education from an early age will form a qualified personality for children. Societies use novels in embedding the value of character education. This research aimed to analyze the characterization of Harry Potter in a novel entitled “Harry Potter and the Deathly Hallows”. The character was analysed based on five core values of character education proposed by the Ministry of Education and Culture of Indonesia; religious, nationalist, independent, mutual cooperation, & integrity. This research was conducted in descriptive qualitative research design. The data collection technique used were close reading and note taking. The obtained information were analyzed through textual analysis. Data triangulation, theory triangulation, and investigator triangulation were used to check the trustworthiness of the data. The findings showed that Harry Potter had 20 characterizations and 11 values of character education which were portrayed through the action, speech, and direct description by the author in the story. Relating to the context of Indonesian’s character building used as a research foundation, some identified characterizations have occupied the five cores values mentioned. The religious and mutual cooperation values were more emphasized in the whole story. Implication related to the use of this finding as a future learning-material was provided

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Thèses sur le sujet "Children - harry potter"

McGee, Chris Susina Jan. « The mysterious childhood from the Hardy boys to Harry Potter / ». Normal, Ill. : Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128282.

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Thesis (Ph. D.)--Illinois State University, 2004.
Title from title page screen, viewed Oct. 15, 2004. Dissertation Committee: Jan Susina (chair), Christopher Breu, Sally E. Parry. Includes bibliographical references (leaves 176-181) and abstract. Also available in print.

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Mur, Kristina. « Mothers and their Children : Harry Potter and Melanie Klein ». FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1268.

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This thesis analyzes the mother-child relationship in the Harry Potter novels by using Melanie Klein’s object-relation based theory. I argue the mothers and their relationship with their offspring represent fragments of a whole complicated psyche. The characters are not analyzed as individuals, but instead as pieces, sometimes multiple pieces, of a whole psyche. When these characters and novels are taken together, a whole, multi-faceted person comes into view. Rowling depicts both good and bad mothers, and children who characterize different positions according to Klein. These positions are the paranoid-schizoid position with Harry Potter and the depressive position with Sirius Black and Rubeus Hagrid. Although the series suggests a developmental arc or a coming of age story within fantasy literature, there is no linear progression; instead, there are disruptive positions without development.

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Main, Meredith Ann. « Constructing the child in The Chronicles of Narnia and Harry Potter ». Miami University Honors Theses / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1114566717.

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Li, Yao. « Time Changes Ideology Changes : Differences in What Children Can Learn From Little Women and Harry Potter and the Philosopher's Stone ». Thesis, Högskolan Kristianstad, Sektionen för Lärarutbildning, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-970.

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Tokdemir, Gokce. « Worlds Subverted : A Generic Analysis Of The Lion, The Witch And The Wardrobe, The Subtle Knife, And Harry Potter And The Philosopher ». Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609698/index.pdf.

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This dissertation aims to study three very important works in English children&rsquo
s fiction: C. S. Lewis&rsquo
s The Lion, the Witch and the Wardrobe, Philip Pullman&rsquo
s The Subtle Knife, the second book of his trilogy His Dark Materials, and J. K. Rowling&rsquo
s Harry Potter and the Philosopher&rsquo
s Stone. The novels will be analyzed in terms of their approaches toward the conventions of fairy tale, fantasy and romance
to this end, the novels are to be evaluated in relation to their concept of chronotope, and the quest of good versus evil. While the secondary world or multiple worlds presented are going to be analyzed in terms of their perception of time and space along with the presentation of the supernatural elements, the characters will be evaluated in terms of the common classification good versus evil. The main argument of this study concentrates on the gradual estrangement from the crystal clear distinctions of the fairy tale genre to a more shadowy, pessimistic, and ambivalent vision of the fantastic in the children&rsquo
s literature.

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Gustavsson, Kralik Linnea. « BRINGING HARRY POTTER TO SWEDEN : THE HARRY POTTER SEPTOLOGY ILLUMINATED BY ITS SWEDISH TRANSLATION ». Thesis, Stockholms universitet, Institutionen för litteraturvetenskap och idéhistoria, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-181242.

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ABSTRACT This paper contrasts J.K. Rowling’s Harry Potter series in the English original with its Swedish translation, by Lena Fries-Gedin. After an initial presentation of related research, some concepts such as implied narrator, implied reader, as well as intertextuality in translation and dual audience in children’s literature are explained. These concepts are applied to the two bodies of text to examine if they are identical in both the English and the Swedish versions. Some translational strategies are presented, and looking at examples from the texts it is discerned which strategies are being used. The Swedish translation’s use of formal ‘you’ to reflect the quality of inter-character relationships is discussed and examined, and the portrayal of sociolects in the original and translation are compared, concluding that the dialects are transformed into average spoken Swedish, and that adolescent speech is only partially transposed from the English original. There is also a comparison of differences in register, where the mentioned examples show that there is a loss of fluidity in style, and that the tone of the Swedish text is more dated than the English text. Some comparisons to other translations of Harry Potter are made, citing examples from other research, to view the Swedish translation in an international context. A brief comparison of the graphic design differences of layout is discussed, concluding that the Swedish design is likely more appealing to children.

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Bavieri, Benedetta. « Harry Potter and the Cursed Translation ». Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2017. http://amslaurea.unibo.it/13707/.

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The translation of a fantasy book is no easy task. Every fantasy author creates not only new characters but also new places, creatures and objects: J.K. Rowling invented a whole universe that lasted seven books and eight movies, and that has changed the lives of many children all over the world. The aim of this dissertation is to dig underneath Harry's adventures, to rediscover his origins and to analyse the choices operated by the Italian translators, who had the important task to make this universe accessible to families who could not read about it in English.

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Hanna, Olsson. « Harry Potter and the Fat Stereotypes ». Thesis, Linnéuniversitetet, Institutionen för film och litteratur (IFL), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-79683.

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In the field of research within film studies which consider how aspects such as gender or race affect the portrayal of a character, the aspect of characters' body sizes are not always taken into account. By analysing the fat characters in the popular children's and young adult film series about Harry Potter, I bring attention to the fact that the use of stereotypes is significant in these characterisations, and further contributes to the marginalisation of this particular group of people. I looked specifically at what the characters had in common with each other, and if they adhered to already established stereotypes concerning fat people, and found that the one thing they all share is a lack of academic or intellectual skill to varying degrees, which is in line with the common stereotypes of fat people as dumb. I further analysed the differences between the fat men and fat women in the series, and found that fat men were a far more common occurrence than fat women, and that fat girls did not even exist in these stories. This is not surprising, as the exclusion of fat women and girls is abundant in mainstream culture.

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Castleman, Samantha G. « Inexhaustible Magic : Folklore as World Building in Harry Potter ». TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/1973.

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The practice of secondary world building, the creation of a fantasy realm with its own unique laws and systems has long been a tradition within the genre of fantasy writing. In many notable cases, such as those publications by J.R.R. Tolkien and H.P. Lovecraft, folklore exhibited in the world of the reader has been specifically used not only to construct these fantasy realms, but to add depth and believability to their presentation. The universe of J.K. Rowling’s Harry Potter series demonstrates this same practice of folklore-as-world-building, yet her construction does much more than just create a fantasy realm. By using both folklore which predates her writing as well as created elements which while unique to her secondary world specifically reflect the world of the reader, Rowling is able to create a fantasy realm which is highly political, complex and multivocal, yet still accessible to young readers through its familiarity. Specifically through her use of cryptids, belief representation, and folk narratives both invented and recontextualized, Rowling is able to juxtapose her fantasy universe to the real-world of the reader, in effect inventing a believable secondary world but also demonstrating to young readers the ways in which her writing should be interpreted.

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Micklitz, Bill. « The censors' magic wand the disappearing children's literature / ». Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006micklitzw.pdf.

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Livres sur le sujet "Children - harry potter"

Gupta, Suman. Re-reading Harry Potter. 2^e éd. Basingstoke [England] : Palgrave Macmillan, 2009.

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Gupta, Suman. Re-reading Harry Potter. 2^e éd. Basingstoke [England] : Palgrave Macmillan, 2009.

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Gupta, Suman. Re-reading Harry Potter. 2^e éd. Basingstoke [England] : Palgrave Macmillan, 2009.

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1970-, Anatol Giselle Liza, dir. Reading Harry Potter : Critical essays. Westport, CT : Praeger, 2003.

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Rowling, J. K. Harry Potter og dødsregalierne. 2^e éd. [Kbh.] : Gyldendal, 2010.

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Rowling, J. K. Harry Potter AzkabanWa sajeen. Cairo, Egypt : Nahdat Misr, 2000.

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Rowling, J. K. Harry Potter I Kamie Filozoficzny. Poznań : Media Rodzina, 2000.

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Rowling, J. K. Harry Potter si camera secretelor. Bucharest, Romania : Eegremont, 2001.

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Rowling, J. K. Harry Potter ve sirlar odasi. Istanbul, Turkey : YKY, 2001.

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Rowling, J. K. Harry Potter ve sirlar odasi. Istanbul, Turkey : YKY, 2001.

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Chapitres de livres sur le sujet "Children - harry potter"

Gupta, Suman. « Children and Adults ». Dans Re-Reading Harry Potter, 8–13. London : Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230279711_2.

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Gupta, Suman. « Children and Adults ». Dans Re-Reading Harry Potter, 8–13. London : Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9781403918390_2.

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Olusoga, Yinka, et Catherine Bannister. « 18. What’s behind the Mask ? Family, Fandoms and Playful Caring around Children’s Masks during the Covid-19 Pandemic ». Dans Play in a Covid Frame, 395–426. Cambridge, UK : Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0326.18.

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Recognition of Covid-19 as an airborne, respiratory virus introduced mask wearing suddenly, and potentially disruptively, into many children and young people’s everyday lives in the UK. Guidance, and later regulations, requiring mask wearing for older children in communal spaces, and the uptake in families of masks for younger children despite age-related exemptions, meant that many families swiftly began developing habitual practices around mask wearing. This chapter goes ‘behind the mask’ as a physical, material object representative of the pandemic, and mask wearing as a focal pandemic practice, to explore mask-related practices within extended families. These practices began reframing masks as playful personal items, so seeking to make the strange familiar and even fun, to reassure children during a difficult period and to offer outlets for expressing children’s identities and interests. The chapter draws mainly on auto-ethnographic observations within the authors’ families based in the UK, where public mask-wearing as a means of infection control was not a broad societal norm prior to the pandemic. It considers mask design and the giving and receiving of masks within extended families as an extension of and expression of caring, protective intergenerational relationships. It explores childrens’ own agency in mask design and how children drew on their own fandoms and digital/literary/media interests, such as the Harry Potter, Star Wars and Marvel franchises. It also considers how masks were even presented to children as a gift or treat, drawing on celebratory tradition. It demonstrates how the underlying relationships within families behind these practices address narratives of children as vulnerable and lacking agency during the pandemic.

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

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Routledge, Christopher. « Harry Potter and the Mystery of Ordinary Life ». Dans Mystery in Children's Literature, 202–9. London : Palgrave Macmillan UK, 2001. http://dx.doi.org/10.1057/9780333985137_13.

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Caselli, Daniela. « Reading Intertextuality. The Natural and the Legitimate : Intertextuality in ‘Harry Potter’ ». Dans Children's Literature, 168–88. London : Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230523777_8.

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Brewster, Hilary. « Wizard in Translation : Linguistic and Cultural Concerns in Harry Potter ». Dans Internationalism in Children's Series, 159–73. London : Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137360311_10.

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Montgomery, Heather, et Nicola J. Watson. « J.K. Rowling, Harry Potter and the Philosopher’s Stone (1997) ». Dans Children’s Literature : Classic Texts and Contemporary Trends, 286–310. London : Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-349-92347-2_11.

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Wade, Jasmine. « Harry Potter and Black Liberation Movements ». Dans Harry Potter and the Other, sous la direction de Sarah Park Dahlen et Ebony Elizabeth Thomas, 243–61. University Press of Mississippi, 2022. http://dx.doi.org/10.14325/mississippi/9781496840578.003.0013.

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This chapter discusses the Harry Potter series alongside Black liberation movements and organizations, including SNCC, the British Black Panther party, and Black feminist organizations. The chapter argues that when Harry Potter is paired with historical Black social movements, the pedagogical potential grows. Because of the strength of overlaps in themes between Harry Potter and Black liberation movements, it is potentially possible to address the imagination gap Ebony Elizabeth Thomas speaks of by pairing history and literature to expose children of color, specifically, to struggles for freedom, justice, and health in their own histories.

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Actes de conférences sur le sujet "Children - harry potter"

Zhao, Wenxiao, et Yong Wang. « Owls in Harry Potter : a Functional Stylistic Study in Children's Literature ». Dans 3rd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2018). Paris, France : Atlantis Press, 2018. http://dx.doi.org/10.2991/iccessh-18.2018.185.

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