Tesi: "Children in Literature"

1

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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2

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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3

Li, Zeyu, e 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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4

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

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Abstract (sommario):

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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5

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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6

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.
Master of Arts

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7

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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8

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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9

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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10

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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11

Bobo, Kirsti Ann. "Representations of Anglo-Saxon England in children's literature /". Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd666.pdf.

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12

Borhan, Burcu. "Gendered narratives in Victorian literature identity formation in empire-focused children's literature /". Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3246.

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Thesis (M.A,)--George Mason University, 2008.
Vita: p. 101. Thesis director: Amelia Rutledge. Submitted in partial fulfillment of the requirements for the degree of Master of Arts in Interdisciplinary Studies. Title from PDF t.p. (viewed Aug. 27, 2008). Includes bibliographical references (p. 97-100). Also issued in print.

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13

Jeziorski, Carolyn Ann Marie. "The experience of reality and fantasy from books: the six year old child". Thesis, Boston University, 1994. https://hdl.handle.net/2144/27682.

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Boston University. University Professors Program Senior theses.
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02

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14

Panaou, Petros Coats Karen. "Complex crossings European picture books and the construct of child-ness in national, European, and global contexts /". Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1417799091&SrchMode=1&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1205257790&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.
Title from title page screen, viewed on March 11, 2008. Dissertation Committee: Karen Coats (chair), Jan Susina, Christopher Breu. Includes bibliographical references (leaves 289-303) and abstract. Also available in print.

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15

Syverson, Cynthia M. "Bibliotherapy a review of the literature /". Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999syversonc.pdf.

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16

Davies, Leisha. "Mothers who kill their children : a literature review". Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/4877.

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Thesis (MA (Psychology))--Stellenbosch University, 2008.
ENGLISH ABSTRACT: Maternal filicide, the murder of a child by its mother, is a complex phenomenon with various causes and characteristics. Research, by means of the development of several classification systems and in identifying particular risk factors, has been conducted with the aim of better prevention of this emotionally evocative crime. Various disciplines have offered a wide range of perspectives on why women kill their biological children. These are intended to yield a better understanding of the aetiology of this crime. This literature review delineates three dominant perspectives: psychiatric, psychological, and sociological. The main findings of each perspective are discussed. However, these three perspectives frequently operate in conjunction with each other in that both intrapsychic and interpersonal dynamics play a role in acts of maternal filicide. The most vulnerable women appear to be those who have had a severely deficient developmental history (trauma and/or grossly inadequate parenting), those who experience current difficult psychosocial circumstances, and those who have been diagnosed with a psychiatric illness. However, not all women who experience such problems kill their children. In this regard, individual differences have an important role to play and more carefully delineated future research is suggested. One of the most significant findings of this literature review is that there appears to be a paucity of systematic research on the South African phenomenon of parental child homicide.
AFRIKAANSE OPSOMMING: Moedermoord, die moord van ’n kind deur sy of haar moeder, is ’n komplekse verskynsel met verskeie oorsake en karaktereienskappe. Navorsing deur die ontwikkeling van verskeie klassifikasiestelsels en die identifisering van spesifieke risikofaktore is uitgevoer met die doel om hierdie misdaad, wat soveel emosies ontlok, beter te voorkom. Verskeie dissiplines bied ’n wye verskeidenheid perspektiewe oor die redes waarom vroue hul biologiese kinders vermoor. Die doel van hierdie perspektiewe is om ’n beter etiologiese begrip van hierdie vorm van misdaad te verkry. Die literatuurstudie dui drie dominante perspektiewe aan: psigiatries, psigologies en sosiologies. Die hoofbevindinge van elke perspektief word bespreek. Hierdie drie perspektiewe werk dikwels saam aangesien sowel intrapsigiese en interpersoonlike dinamiek ’n rol in moedermoorddade speel. Die kwesbaarste vroue blyk dié te wees met ’n ernstig gebrekkige ontwikkelingsgeskiedenis (trauma en/of ernstig onvoldoende ouerskap), diegene wat hulle in moeilike psigososiale omstandighede bevind, en dié wat met ’n psigiatriese siekte gediagnoseer is. Nie alle vroue wat hierdie probleme ervaar, vermoor egter hulle kinders nie. In hierdie opsig speel individuele verskille ’n belangrike rol en word versigtig afgebakende toekomstige navorsing voorgestel. Een van die belangrikste bevindinge van hierdie literatuuroorsig is dat daar ’n gebrek aan sistematiese navorsing oor die Suid-Afrikaanse verskynsel van kindermoord deur ouers blyk te wees.

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17

Benedict, Christine. "Communication intervention for children with autism a literature review /". Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007benedictc.pdf.

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18

Manno, Annette Christine. "Teaching about conflict and values through children's literature". CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1526.

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19

Green, Vanessa A. "The effects of non-sexist literature on children's sex-typed toy-play behaviour". Thesis, Queensland University of Technology, 1993. https://eprints.qut.edu.au/36702/1/36702_Digitised%20Thesis.pdf.

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Sex-role socialisation begins from the day a child is born, and permeates all aspects of his or her life. As the child develops s/he gradually comes to acquire the behaviours and attitudes deemed appropriate for his or her gender. These behaviours begin to appear as early as three years, when a child's choice of play items becomes sex-typed. This development is the product of changes effected in child's behaviour via reinforcement (positive or negative) by the modelling and influence of significant others (especially parents, peers and the mass media). Such behavioural change is accompanied by cognitive development in regard to the child's concepts or schema regarding sex-roles and the child's personal identification with these roles. Of particular importance to the preschool child is storybooks; these act as mirrors to the outside world for the developing child. However, the messages are often stereotyped. The purpose of this study was to ascertain the extent to which children's adoption of sex-roles was amenable to change as a result of direct intervention, in terms of the effect of non-sexist stories on children's sex-typed toy-play behaviour. Eight sex-typed preschool children (four boys, four girls), from a Day Care Centre were selected to participate in the study. The experimental design used was single-case, where each child served as his or her own control. Specifically, the baseline phase involved the individual reading of a gender neutral story, followed by an observation of the child's toyplay behaviour, when presented with a set of sex-typed girl and boy toys. The intervention phase followed the same fonnat, however two non-sexist stories were used: a "girl" story and a "boy" story, with each displaying non-traditional behaviours for the relevant gender. The design was counter-balanced in regard to the order of presentation of the non-traditional stories, both for each child, and across the eight children. Thus four of the subjects' received the stories in the order ABC ACB and for the remaining four it was ACB ABC (A=Neutral, B=boy and C=girl). The 220 observations were conducted over a five month period, with data being plotted on a daily basis. The videotapes of the sessions were coded for any changes in levels of sex-typed play, thus the percentage of total time each child played with either the "girl" toys or "boy" toys was calculated. On completion of the observations the experimenter individually asked the children questions about the story and administered a number of tasks aimed primarily at ascertaining the children's recall and understanding of the stories. The subjects results are discussed on an individual basis, and then this is followed by an analysis of the three distinct trends that emerged. The first trend was that for some of the children the stories appeared to have an effect on their toy-play behaviour by increasing their levels of non-sex-typed play. For the second group, there appeared to be a temporary effect on toy-play behaviour and for the last there appeared to be no effect at all, that is there was no change from baseline. This is followed by an analysis of sex differences in the results, in that girls appeared to be influenced more by the girl stories than the boys were, by the boy stories. The findings are discussed from a number of theoretical perspectives on sex-role development, namely Social Learning, Social Cognitive and Gender Schema theories. The implications of the present research in an educational context are discussed, with particular reference to the importance of future research into the introduction of a more egalitarian curriculum being introduced into the preschool setting to help alleviate the restrictions stereotyping places on the human personality.

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20

Strayer, Susan Marie. "Highlights in History: The Intersection of Childhood and Children’s Literature in Highlights for Children Magazine". The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1525739600491858.

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21

Flores, Heidi. "Acoustic characteristics of a caregiver speech to children with autism and typically developing children". Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106236.

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This study compares acoustic properties of mean pitch, pitch range, and duration in maternal speech to children with autism spectrum disorder (ASD) or typically developing children (TD) with a focus on the extent of the production of child-directed (CD) speech modification relative to their adult-directed (AD) speech. Twenty-five caregivers with a typically developing child (M = 23.45 months) and fifteen caregivers with a child with autism (M = 55.21 months), matched on their child's receptive language ability, were enrolled in the study. CD speech samples were collected during a 10-minute storybook session where caregivers read two storybooks to their child. AD speech samples were collected via a 5-10 minute semi-structured interview with the primary caregiver in order to elicit the same words spoken in both CD and AD contexts. Difference scores were calculated for each word appearing in both contexts for each acoustic property in order to examine CD speech modification. The results of an independent samples t-test showed no significant differences in CD speech modification between groups across these three acoustic properties. However, CD speech modification was negatively correlated with chronological age, indicating that caregivers produced less CD speech modification the older the child was. Finally, for children who showed less growth in their receptive language abilities between time 1 and time 3, caregivers demonstrated greater pitch range modification. Findings are discussed in relation to caregivers responding to characteristics of the child.
La présente étude compare les propriétés acoustiques de hauteur moyenne, la tessiture et la durée du discours maternel envers son enfant présentant soit un trouble du spectre autistique (TSA) soit un développement typique (DT), avec une attention particulière allouée à la production du discours dirigé vers l'enfant (DE) par rapport au discours dirigé vers l'adulte (DA). Vingt-cinq familles avec un enfant DT et quinze familles avec un enfant TSA, appariés sur les habiletés en langage réceptif de l'enfant, ont été recrutées pour cette étude. Les échantillons de discours DE ont été recueillis lors d'une session de lecture d'un livre de 10 minutes, pendant laquelle les mères lisaient deux histoires à leur enfant. Les discours DA ont été recueillis lors d'entretiens semi-structurés de 5-10 minutes avec un des parents afin d'obtenir les mêmes mots prononcés dans les contextes de discours DE et DA. Les différences entre les scores ont été calculées pour chaque mot prononcé dans les deux types de contexte et pour chaque propriété acoustique, dans le but d'étudier les modifications dans le discours DE. Les résultats des tests t pour échantillons indépendants ne montre aucune différence significative au niveau des discours DE entre les deux groupes, et ce pour tous les types de propriétés acoustiques. Cependant, les modifications du discours DE sont négativement corrélées à l'âge chronologique, c'est-à-dire que plus l'enfant est âgé, moins les parents produisent de modifications de discours DE. Enfin, pour les enfants qui montrent un moindre développement de leurs capacités langagières entre les temps 1 et 3 de l'étude, les parents démontrent quant à eux le plus de modifications de tessiture. Ces résultats sont discutés en relation avec les réponses apportées par les parents en fonction des caractéristiques de l'enfant.

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22

Fougere, Donna Elizabeth. "Using literature with children and adolescents to improve reading proficiency". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0007/MQ42381.pdf.

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23

Rasmussen, Kristin. "Sexually abusive children treatment recommendations from the literature and therapists /". online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3215405.

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24

Baier, Stacey. "A critical review of literature understanding bullying behaviors in children /". Online version, 2007. http://www.uwstout.edu/lib/thesis/2008/2008baiers.pdf.

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25

Hanke, Sarah K. "Children and adolescents with mood disorders a review of literature /". Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004hankes.pdf.

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26

Young, Penelope M. "Witch images in Australian children's literature". University of Southern Queensland, Faculty of Education, 2001. http://eprints.usq.edu.au/archive/00001527/.

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In this dissertation it is argued that the European witch trials that took place between 1450 and 1700 have resulted in a legacy of stereotypical themes in Australian children's literature. Those accused of witchcraft were almost always women who were old, without protection, and physically ugly. They were accused of consorting with the devil, making harmful spells, flying through the night on a magic staff and exhibiting malevolent intent towards others. An analysis of this period forms the contextual framework for identifying themes that appear in contemporary Australian children's literature. A survey of twenty-three books, identified as stories about witches, was conducted to ascertain whether the stereotypical witch from the European witch-hunts continues to be characterised in Australian children's literature. The findings suggest that the witch figure in Australian children's literature mirrors the historical evidence from the European witch trials, but has evolved into a more powerful and proactive character than that identified in the historical literature. The characterisation of the witch in the books for older readers is powerful and evil, compared to the witch as a trivial and diminished figure in the books for younger readers. Gender is also a major influence in the characterisation of the witch, with all readers exposed to themes that may influence their expectations regarding the behaviour and role of women. The representation of the witch in the books reinforces the misogyny of the witchcraft era, and weaves patterns of meaning in the texts that construct undesirable female images. Readers of all ages can link these images to the social world beyond the text.

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27

Panicali, Sara. "Translating Children's Literature: translation process and analysis of Raquel Olcoz Moreno's "Zuppa di Arcobaleno"". Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2020.

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Abstract (sommario):

Zuppa di Arcobaleno is a short story wrote by Spanish-Italian author Raquel Olcoz Moreno about a little girl who faces a common struggle shared by many children all over the world: she doesn’t like vegetables. However, her stubbornness is challenged when she starts shrinking in size and turning grey because of the lack of vitamins in her diet. The story has a strong moral lesson that can be foreseen from the start and becomes more evident as the reader goes deeper into the story, through colorful visual prompts and fantastic narration. Visual imagery is a strong tool in this book, every scene carries a detailed description of shapes and colors, necessary to stimulate the child’s imagination, which will be eventually be paired up with actual illustrations as support. This paper will analyze both the aspects of children’s literature as a literary genre and children’s literature in translation by including the analysis of the translation of the aforementioned children’s book. In the first chapter, the book chosen to be translated will be introduced and children’s literature will be analyzed from a more theoretical point of view, elaborating on the definition of children’s literature, its origins, and translating literature for children. This chapter will also elaborate further on illustrated children’s books and the importance of illustrations in children’s literature. Secondly, the translation process followed while translating the text will be analyzed, giving relevant examples and applying the theoretical concepts to the case study. The translation strategy includes a series of critical points and translation choices: they will be explained in detail and the choices in relation to the translation strategy will be explained.

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28

Wilson, Sandip LeeAnne. "Coherence and Historical understanding in children's Biography and Historical Nonfiction Literature: A Content Analysis of Selected Orbis Pictus Books". Fogler Library, University of Maine, 2001. http://www.library.umaine.edu/theses/pdf/WilsonSLA2001.pdf.

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29

Cramer, Kerry John. "The effects of various televised adaptations of children's books on the long term reading interests and recall of fifth grade students /". The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487268021749569.

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30

Robertson, Stephanie [Verfasser]. "Children of the «Volk» : Children’s Literature as an Ideological Tool in National Socialist Germany / Stephanie Robertson". Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2018. http://d-nb.info/116765868X/34.

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31

Todd, Daniel. "Teaching "Spanishness": nationalist ideology in texts for children in post-war Spain". Kansas State University, 2014. http://hdl.handle.net/2097/17588.

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Master of Arts
Department of Modern Languages
Laura Kanost
Early in the twentieth century, children’s literature in Spain developed greatly in terms of quality and distribution thanks in large part to the appearance of new publishing houses, illustrators and authors. Additionally, increased demand brought with it new translations of many foreign texts for children. Despite these early developments, children’s literature suffered a dramatic change after the establishment of Francisco Franco’s Nationalist regime; during the post-war period many types of literature were heavily censored, while children’s literature in particular devolved into what was in large part an ideological tool. Many of the texts for children during this period either directly or indirectly propagated a conception of “Spanishness” that excluded non-Catholics, particularly Iberian Muslims and those that supported the Second Spanish Republic that the Nationalists had toppled. Much like the Reconquista fought against the Iberian Muslims centuries earlier, the Spanish Civil War was often represented as a sort of crusade against non-Catholic (and therefore “non-Spanish”) Others. Many texts for children presented the elements of this narrative by means of auto-images (images of the Nationalist conception of “Spanishness”) and hetero-images (typically images of the “Otherly” Republicans and Muslims). The contrasts formed between these two sorts of images reveal how Spanish children were taught to conceive of themselves, as well as the Others of the Nationalist narrative. The texts discussed in this report include two civics texts (Así quiero ser: El niño del nuevo estado [1943] and España nuestra: El libro de las juventudes españoles [1943]), as well as two comic books (El Guerrero del Antifaz [1943-1966] and Flechas y Pelayos [1938-1949]) that were chosen for their representativeness of the sorts of texts widely available to and read by children during the post-war period.

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32

Wille, Jessica R. "Reducing disruptive classroom behavior with multicomponent intervention a literature review /". Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002willej.pdf.

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33

Olsson, Monica, e Susanne Herold. "Prevention of diabetes type 2 among children and adolecents : Literature rewiew". Thesis, Kristianstad University College, Department of Health Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-4398.

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The objective of this literature study was to describe the nurse’s preventive actions to prevent diabetes type 2 among children and adolescents in school age. It emerged from the analysis that the nurse is working according to three pillars; screening, lifestyle changes and counselling/education. This result showed that what often increase difficulties when working with screening are: undefined guidelines, lack of time and resources. Overweight/obesity is one of many indicators to develop diabetes type 2, therefore it is important that both BMI and waist are measured. The nurse was working actively with education and intervention, for example engaging schools to make diet changes and increase physical activity. She/he was also giving counselling to children, adolescents and their families about the disease diabetes type 2 and how it could be prevented. Barriers often experienced by the nurse in her/his preventive work were the families’ attitudes and lifestyles. There were often an expressed wish from nurses to receive guidance in their work on motivating to lifestyle changes.

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34

Klein-Tumanov, Larissa Jean. "Between literary systems, authors of literature for adults write for children". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0020/NQ46937.pdf.

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35

Clark, Lauren. "Modest proposals: Irish children, consumer culture, advertising and literature, 1860-1921". Thesis, University of Sunderland, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.592883.

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This thesis examines the role that Irish children fulfilled in an emergent Irish advertising and consumer culture which sought to inculcate them as consumers from 1860 to 1921 . Currently, little research exists in the field of Irish advertising and no scholarly material exists to account for its links to consumer culture and literature in the period following the Famine towards the declaration of Irish independence. A number of approaches have been adopted in this research including research from the area of social history. textual analysis of critically neglected Victorian Irish literature involving children and reading advertisements, archival material and other ephemera in terms of the discourses that they purport to offer. The relation that children had to the consumer culture of Victorian Ire land will be discussed by an examination of mid- to late nineteenth-century Irish fiction, French fiction , anthropological writings, children's school books, magazines and periodicals which featured advertisements. A variety of literature will be scrutinised from the 1860 to 1890 period in particular to provide contesting representations of the child amidst theoretical repositioning and social movements towards child welfare in Ireland. Ultimately my research will demonstrate three factors. Firstly, that Ire land's advertising and consumer culture developed autonomously, in tune with nationalism and Irish national economic development during this period. This constitutes a form of "Celtic Consumerism" also evident in Scotland following the ,-Gaelic Revival and thus, enabled the child to be positioned as the newest participant in a national consumer process. Secondly, thanks to high child literacy rates which outstripped those of mainland Britain, Ireland's children were appealed to as literate consumers in advertising copy and were informed of the perils or benefits of consumer culture in late Victorian Irish literature. Thirdly, I will contend that the role of the child in the marketplace was also a conceit of French fin de siecle fiction and advertising copy that had a considerable impact on childhood in Ireland during this period.

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36

Hu, Xiaoran. "Undoing apartheid, becoming children : writing the child in South African literature". Thesis, Queen Mary, University of London, 2017. http://qmro.qmul.ac.uk/xmlui/handle/123456789/31798.

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This thesis examines the trope of the child in South African literature from the early years of apartheid to the contemporary moment. The chapters focus on some of the most established and prolific authors in South African literary history and roughly follow a chronological sequence: autobiographies by the exiled Drum writers (Es'kia Mphahlele and Bloke Modisane) in the early 1960s; Nadine Gordimer's writing during the apartheid era; confessional novels by Afrikaans-speaking authors (Mark Behr and Michiel Heyns) in the transitional decade; and J. M. Coetzee's late and post apartheid works. I argue that, while writing from diverse historical and political positions in relation to South Africa's literary culture, these authors are all in one way or another able to articulate their subjectivities-with their underlying ambiguities, contradictions, and negations-by imagining themselves as the child or/and through childhood. My analyses of the works under discussion attend to the subversive and transformative potential of, and the critical energies embedded in the trope of the child, by investigating narrative reconfigurations of temporality and space. Firstly, I will be looking at the ways in which the images, structures, and aesthetics making up the imaginings of the child disrupt a linear temporality and serve as critique of a teleological historiography of political emancipation and the liberation struggle. Secondly, I will pay attention to the spatial relations with which representations of the child are bound up: between the country and the city, black townships and white suburbs, the home and the street. By attending to specific transgressions and reorderings of these spatial relations, my reading also explores the ways in which spatial underpinnings and ideological boundaries of national identities are contested, negotiated, and restructured by forces of the transnational, the diasporic, and the global around the figure of the child.

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Gonçalves, Mariana. "Food insecurity in children during the COVID-19 pandemic: literature review". Bachelor's thesis, [s.n.], 2021. http://hdl.handle.net/10284/10785.

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Trabalho Complementar apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Licenciada em Ciências da Nutrição
In 2020, it is estimated that 149.2 million children under 5 years of age were affected by short stature, 45.4 million suffered from wasting and 38.9 million were overweight. Despite although it's not yet possible to fully account the impact of the COVID-19 pandemic, the estimated increase in 2020 is that it has been equal to the previous five years combined. Therefore, this study aims to analyze how the COVID-19 pandemic globally affected children’s food insecurity, after more than a year after the virus outbreak. This study is a literature review on the theme, using the PubMed and Science Direct databases that included 33 scientific articles. All associations between food insecurity in children and food consumption, home environment, socioeconomic conditions and mental aspects, were explored. The association between food insecurity and the COVID-19 pandemic in children is particularly strong. Most articles revealed an increase in children's food insecurity. The prevalence has increased since the beginning of the pandemic, especially in the most vulnerable communities and families with lower socio-economic status (p < 0.0001). Families with more than one child had a significantly higher risk of having FI (p=0.01) and a higher educational level proved to be protective factors against FI (p=0.001). Lessons from this COVID-19 pandemic must be learned to be well prepared for future crises by improving existing weaknesses; thus, the impact of a new public health crisis would be smaller.
Em 2020, estima-se que 149,2 milhões de crianças menores de 5 anos sofreram de baixa estatura, 45,4 milhões sofreram de fome e 38,9 milhões apresentaram excesso de peso. Embora ainda não seja possível contabilizar totalmente o impacto da pandemia COVID-19, o aumento estimado em 2020 é que seja igual ao dos cinco anos anteriores combinados. Portanto, este estudo tem como objetivo analisar como a pandemia COVID-19 afetou globalmente a insegurança alimentar infantil, após mais de um ano após o surto do vírus. Este estudo é uma revisão da literatura sobre o tema, utilizando as bases de dados PubMed e Science Direct que incluíram 33 artigos científicos. Todas as associações entre a insegurança alimentar em crianças e o consumo alimentar, ambiente doméstico, condições socioeconômicas e aspetos mentais foram exploradas. A associação entre a insegurança alimentar e a pandemia de COVID-19 em crianças é particularmente forte. A maioria dos artigos revelou um aumento na insegurança alimentar das crianças. A prevalência aumentou desde o início da pandemia, especialmente nas comunidades mais vulneráveis e famílias com status socioeconômico mais baixo (p <0,0001). Famílias com mais de um filho apresentaram risco significativamente maior de apresentar IA (p = 0,01) e uma maior escolaridade mostrou ser um fator de proteção contra IA (p = 0,001). As lições desta pandemia de Covid-19 devem ser aprendidas, de maneira a estar bem preparado para futuras crises, pois ao melhorar as fraquezas existentes, o impacto de uma nova crise de saúde pública será muito menor.
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Hoft, Mary, e Lisa Haddad. "Screening Children for Abuse and Neglect: A Review of the Literature". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/8514.

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Child abuse and neglect occur in epidemic numbers in the United States and around the world, resulting in major physical and mental health consequences for abused children in the present and future. A vast amount of information is available on the signs and symptoms and short- and long-term consequences of abuse. A limited number of instruments have been empirically developed to screen for child abuse, with most focused on physical abuse in the context of the emergency department, which have been found to be minimally effective and lacking rigor. This literature review focuses on physical, sexual, and psychological abuse and neglect, occurring in one or multiple forms (polyabuse). A systematic, in-depth analysis of the literature was conducted. This literature review provides information for identifying children who have been abused and neglected but exposes the need for a comprehensive screening instrument or protocol that will capture all forms of child abuse and neglect. Screening needs to be succinct, user-friendly, and amenable for use with children at every point of care in the healthcare system.

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Kim, Koeun. "Going beyond the domestic sphere : women's literature for children, 1856-1902". Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/18802.

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My thesis explores how female writers of the Golden Age of children’s literature used their domestic stories to convey their visions of a more desirable society to their child readers, and thus to widen their influence beyond the homely sphere. My first chapter reconsiders the nineteenth-century historical circumstances wherein the woman and the child came to be constructed and enshrined as the domestic woman and the Romantic child within the home, and excluded from the public discourses. I then consider how in domestic stories women writers tried to overcome this shared deprivation of autonomy with the child, focusing on the works of Charlotte Yonge, Juliana Ewing, and Mary Louisa Molesworth. It emerges that these women writers were all keen to encourage their young readers to question the boundaries that separate home from the public realm, and to imagine a society wherein these dividing lines would be mitigated and even be extinguished. The thesis argues that these female writers’ literary efforts to exhaust the potential of the domestic story, and that their motivation to provide their child readers a sense of agency were integral in the development of Golden Age children’s literature. Charlotte Yonge’s technique of evoking sympathy for the child characters forged a more intimate relationship between adult author and young reader, and initiated the unsettling of the hierarchy between old and young, and author and reader. Juliana Ewing’s experiments with child narrators and her mingling of adventure and fantasy stories with domestic stories showed successive writers the various directions the domestic story could go. Mary Louisa Molesworth’s nursery stories realized the purpose of Ewing’s literary experiments, as her stories’ natural interweaving of quotidian nursery and fairy tale elements not only alleviated the hierarchy between fantasy and domestic realism, but also opened an era in which the blending of these two modes would become one of the most popular genres in children’s literature.

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Abel, Susan S. "Reading to children: Core literature units for kindergarten and first grade". CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/442.

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Cordioli, Rosemarie Giudilli. "De charadas e adivinhas: o continuum do contar em Angela Lago". Universidade de São Paulo, 2001. http://www.teses.usp.br/teses/disponiveis/8/8156/tde-19052002-190026/.

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Estabelecemos como objetivo de nossa pesquisa: o descortinar do olhar para obras de Literatura Infanto-Juvenil, viabilizado por meio do entrelaçamento de aspectos referentes ao imaginário medieval ao fazer literário de Angela Lago. Destacamos em Charadas Macabras, a presença do elemento capeta como veiculador de informação e ou transformação através do uso da palavra. Em Sua Alteza A Divinha, o resgate da oralidade, enfocada sob a luz da teoria bakhtiniana, concedeu a ampliação de recursos como a comicidade, a ludicidade, a brincadeira, encapsulada na obra através do jogo, do desafio oral englobados na esfera da antítese social - o popular contrapondo-se à aristocracia, o forte contra o fraco - o elemento feminino em oposição ao masculino, fatores que concorreram para o dimensionar da análise. Caminhar nas trilhas da cultura oral possibilitou, ainda, a descoberta do riso espontâneo pelos veios da improvisação, pelo evidenciar da praça pública com suas práticas, identificadas em 10 Adivinhas Picantes, além de contribuir para o despertar da literatura paródica, presente em Indo Não Sei Aonde Buscar Não Sei O Quê. A busca de releituras do conto da princesa \"expert\" em adivinhações, compiladas por pesquisadores como Adolpho Coelho e Câmara Cascudo consolidaram, sobremaneira, o propósito inicial de pesquisa - a comprovação, nos contos de Angela Lago, da influência da cultura medieval que chega, através de Portugal e Brasil. Na conclusão, retomamos os elementos pertinentes à cada obra permeados ao âmbito do leitor, e palmilhados, particularmente, ao universo da criança - quintal da casa do faz-de-conta, lugar onde a magia, a alegria e o sonho, são.
We have widely discussed, in this written work, about different understanding points of Literature books for children, pointing out the influence of medieval imaginary in Angela Lago\'s masterpiece. In the book Charadas Macabras, we have elicited the presence of the Devil, by the transformation of his spoken words. The oral exercise, in the narrative Sua Alteza A Divinha, was focused under the lights of Bakhtin\'s concepts. The aspects of theses concepts took into consideration the amplifying of the comic and the children\'s entertainment points, which were encapsulated in the tale by the game, (the oral contest). All these points should be understood as a social anthitesis - the popular level put in front of the aristocracy, strong people against weak people - the feminine element against masculine element. All these factors contributed toward the dimensional views of the this book. In researching, \"the study of oral culture\" we discovered it contained espontaneous humor cause by the improvise performances, present in the public square. The public square was a popular place for people to hold their artistic performance. These aspects can be identified in the books Indo Não Sei Aonde Buscar Não Sei O Quê and 10 Adivinhas Picantes. Upon examining the \"tales of a princess\" we found they contain many expertly written riddles. This subject was widely studied by researchers like Adolpho Coelho and Câmara Cascudo, who also empathized the initial purpose of this project - the corroboration of the influence of medieval culture, by Portugal and Brazil, in Angela Lago\'s tales. In conclusion, we have taken the elements that belong to each narrative and inserted them into the sphere of the reader, and particulary, the child reader. The mind of child is known to be most criative and imaginative. It\'s a world where invention, dreams, magic, hapiness and sadness exists.

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DeWitt, Amy L. "Parental Portrayals in Children's Literature: 1900-2000". Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4884/.

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The portrayals of mothers and fathers in children's literature as companions, disciplinarians, caregivers, nurturers, and providers were documented in this research. The impact of time of publication, sex of author, award-winning status of book, best-selling status of book, race of characters, and sex of characters upon each of the five parental roles was assessed using descriptive statistics, cross-tabulation, and multinomial logistic regression techniques. A survey instrument developed for this study was completed for each of the 300 books randomly selected from the list of easy/picture books in the Children's Catalog (H.W. Wilson Company, 2001). To ensure all time periods were represented, the list was stratified by decades before sampling. It was expected that parental role portrayals would become more egalitarian and less traditional in each successive time period of publication. Male authors were expected to portray more egalitarian parental roles, and the race and sex of the young characters were not expected to influence parental portrayals. Award-winning books were expected to represent more egalitarian parental roles. Books that achieved the Publisher's Weekly all-time best-selling status were expected to portray parents in less egalitarian roles. Secondary analyses explored the prevalence of mothers' occupations, parental incompetence, and dangerous, solo child adventures. While the time of publication affected role portrayals, the evidence was unclear as to whether the changing roles represented greater egalitarianism. The race and the sex of the young characters significantly affected parental role portrayals, but the sex of the author did not influence these portrayals. While award winning and bestselling texts portrayed parents differently than books that did not achieve such honors, most did not provide enough information to adequately assess parenting roles. Half of the mothers who worked in the texts worked in conjunction with their husbands rather than independent of them. Over 10 % of mothers and fathers acted incompetently. The time of publication and the sex of the author was associated with the prevalence of solo, dangerous, child adventures. Subsequent implications and recommendations suggest the inclusion of stronger parental characters in children's books. Many of the parents are portrayed as inactive, incompetent, or neglectful. The concern is that children are exposed to these picture book portrayals during the primary years of identity acquisition.

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Mulder, Sarah. "The domains that influence the development of social competence in children a literature review /". Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008mulders.pdf.

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Griffin, Shari L. "It's the thought that counts the portrayal of problem solving in children's literature /". Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=994236061&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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45

Holmgren, Lindsay. "Knowing children: telepathy in Anglo-American fiction, 1846-1946". Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121144.

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"Knowing Children" describes the means by which telepathic devices present the mind of the child in novels by Charles Dickens, Henry James, William Faulkner, and Carson McCullers. An intellectual interest in the child and childhood flourished not only during the same period as the formal study of telepathy, but also within the same circles. "Telepathy" can be understood for my purposes as a mode of narrative representation of consciousness and knowledge. Because social, linguistic, and cognitive limitations generally prevent child characters from articulating the contours of their surprisingly complex knowledge, their minds can best be rendered through the use of telepathic literary techniques that enable the child figures themselves to influence the course of their narratives. The theoretical core of the thesis illustrates how telepathic techniques in fiction influence causality, characterization, and reader reception. More broadly, the thesis demonstrates how the telepathic mode challenges the historical assumptions, narrative effects, and readerly responsibilities of so-called omniscient narration, showing how characters' minds are revealed through those of other characters, especially those of children, who would properly be sheltered from the discourses of authority. Thus, the thesis also calls into question the conventional category of childhood itself.
« Enfants savants » décrit les méthodes par lesquelles les dispositifs télépathiques présentent l'esprit des enfants dans les romans de Charles Dickens, Henry James, William Faulkner, et Carson McCullers. Un intérêt intellectuel pour l'enfant et l'enfance ont proliféré en tant qu'étude formelle de la télépathie, non seulement lors de la même période, mais aussi à l'intérieur des mêmes milieux. Pour mes fins, la "télépathie" peut être comprise en tant qu'un mode de représentation narrative de la conscience et de la connaissance. Puisque les limitations sociales, linguistiques et cognitives empêchent généralement les personnages d'enfant d'articuler les contours de leur connaissance étonnamment complexe, leurs esprits peuvent le mieux être traduits par le biais de dispositifs télépathiques-dispositifs qui permettent fondamentalement aux personnages d'enfants à influencer eux-mêmes le courant de leurs récits. Le principe théorique de ma thèse souligne la manière dont les techniques télépathiques influence la causalité, la caractérisation et la perception du lecteur. D'une manière générale, la thèse démontre la manière par laquelle le mode télépathique remet en question les suppositions historiques, effets narratifs et responsabilités du lecteur lors d'une narration autrefois omnisciente, montrant comment l'esprit des personnages est relevé à travers d'autres personnages, particulièrement ceux des enfants, qui seraient probablement gardés à l'écart des discours de l'autorité.

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Foster, Kim Alison. "The clinical presentation of childhood-onset schizophrenia : a literature review". Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50123.

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Assignment (MA) -- University of Stellenbosch, 2004.
ENGLISH ABSTRACT: This literature review explores the research on the clinical presentation of childhood onset schizophrenia (COS) that has been conducted over the past ten years. A literature search was done using internet search engines and psychological databases to collect English language journals from 1994 onwards. Research indicates that COS is a stable diagnosis. Generally, there is a clear history of premorbid abnormalities, an insidious onset and a deteriorating course. For the majority of cases there seems to be a poor outcome. In conclusion, despite the limitations in the research conducted thus far, findings provide important insights regarding COS and several possibilities for future research.
AFRIKAANSE OPSOMMING: Hierdie literere oorsig fokus op navorsing wat die afgelope tien jaar gedoen is oor die kliniese aanbieding van skisofrenie wat in die kinderjare begin (COS). Daar is gebruik gemaak van Internet "soek enjins" en sielkundige databasisse ten einde Engelstalige joernale op te spoor wat vanaf 1994 tot nou oor die onderwerp verskyn het. Navorsing dui daarop dat COS 'n stabiele diagnose is. Oor die algemeen toon dit 'n duidelike geskiedenis van premorbiede abnormaliteite, 'n ongemerkte aanvang en verloop en agteruitgang oor tyd. In die meeste gevalle blyk daar 'n swak uitkoms te wees. Laastens bied die bevindinge belangrike insigte ten opsigte van COS en heelwat moontlikhede vir toekomstige navorsing, ten spyte van die beperkinge in die navorsing wat tot dusver gedoen is.

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Gummow, Maureen Theresa. "Linking children's literature with multiculturalism and nutrition". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1017.

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Hitchcock, Beth. "Body image distortions in pre-adolescents and preventative programs a literature review /". Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002hitchcockb.pdf.

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Dijkshoorn, Anna. "Inclusive Education for Refugees and Asylum Seeking Children : A Systematic Literature Review". Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30510.

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BACKGROUND In recent years, there has been an increase in the number of children with a refugee background in the Netherlands. All of these children who are under 18 years of age must go to school, but they face many barriers towards inclusion. Appropriately educating this diverse group of children presents schools with challenges. Supportive programs are needed to overcome these barriers and challenges. AIM The aim of this paper was to explore what supports are put in place to foster refugee students’ inclusion in school. METHOD A systematic literature review was conducted to synthesize research on school-based programs and practices. RESULTS A broad range of supports were identified. Most studies addressed access barriers to learning by offering emotional and educational support, while fewer studies focused on opportunity barriers such as negative attitudes and lack of parental involvement. CONCLUSION It was concluded that schools can play an important role in supporting the inclusion of refugee children and their families because of their accessibility, but that more high quality research is necessary in order to assess the effectiveness of supports that minimize barriers towards learning and promote their inclusion in school.

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Foster, Shima Chloe. "Communication Trajectory in Children with Autism Spectrum Disorder : A Systematic Literature Review". Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-42961.

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Stability of diagnosis, symptoms and functioning across the life span is central to understanding any disorder and yet remains a relatively unexplored area in the study of autism (Sigman & McGovern, 2005). This is particularly apparent in the development of communication, including social interaction and language development in children with autism spectrum disorder (ASD), as there is little research on longitudinal development of children with ASD in general. The outlook on ASD has changed throughout the years, and although the emphasis on speech delay and communication problems have been separated from ASD, it is still one of the most common causes of initial referral in autism diagnoses (Pickles, Risi & Lord, 2004). Understanding the trajectory of communication for a child with ASD is fundamental in providing support and intervention in early years development. As communication is also a primary indicator on later development, it can gage outcomes into adaptive skills, school achievement and adult independence in later adult life. Eleven articles were identified in order to systematically review longitudinal studies based on communication development in ASD, or lack thereof, and why it is important to further carry out research in this area. This review seeks to explore: 1. How the development of different communicative functions in children with ASD is related to change over time. And, 2. What aspects of the child’s proximal processes and/or the child’s characteristics are discussed during measurement periods. Communicative functions were the most common form of communication observed in the studies at assessment periods and as for time points; two assessment periods were most common showing a linear trajectory of progress or decline from time point 1 and 2. All studies discussed aspects of child characteristics, most predominantly being gender and I.Q., however lacked insight into the significance of these and factors of proximal process during measurement periods in the studies reviewed. Ultimately, results display a need for more studies with at least three time points. With two time points only comes a “before” and “after” perspective, whereas, three or more time points enables collection of waves of data, showing key predictors of change in communication in children with a form of ASD.

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