Rozprawy doktorskie na temat „Children’s literature”
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Lyons, Reneé C. "Appalachian Children’s Literature as Multicultural Literature". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2394.
Pełny tekst źródłaMuller, Ian. "Children’s Literature and ComDev". Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21125.
Pełny tekst źródłaCarter, Victoria Chillik. "An Approach to Authoring and Publishing Children’s Literature". Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1185390312.
Pełny tekst źródłaFacun-Granadozo, Ruth. "Diversity in (And Through) Children’s Literature". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5966.
Pełny tekst źródłaMarks, Lori J., i M. L. McMurray. "Accessing Children’s Literature Using Assistive Technology". Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/3549.
Pełny tekst źródłaDurriyah, Tati L. "Reading and Responding to Children’s Literature: A Qualitative Study of Indonesian Preservice Teachers’ Response in an Introduction to Children’s Literature Course". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1387367636.
Pełny tekst źródłaWard, Natalia, i Amber Warren. "“In Search of Peace”: Refugee Experiences in Children’s Literature". Digital Commons @ East Tennessee State University, 2019. https://doi.org/10.1002/trtr.1849.
Pełny tekst źródłaBrandt, Lucas. "Why work with children’s literature in an ESL-classroom?" Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42360.
Pełny tekst źródłaLyons, Reneé C. "Stories from the Bamboo Groves: Vietnam in Children’s Literature". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/2379.
Pełny tekst źródłaLyons, Reneé C. "The Poem in the Mirror: Evaluating Multicultural Children’s Literature". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2395.
Pełny tekst źródłaTayem, Leila. "Genusperspektiv i barnlitteratur i Sverige i jämförelse med arabisk barnlitteratur Gender perspective in children’s literature in Sweden in comparison with the Arabic children’s literature". Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-11998.
Pełny tekst źródłaEnglund, Micaela. "The power of literature : A literature review on the incorporation of children’s literature in the lower-elementary English as a Second- Language classroom". Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20876.
Pełny tekst źródłaEngelska
Vanja, Jennessen. "Children’s Literature and English Teaching – Swedish Teachers’ Methods and Attitudes". Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20425.
Pełny tekst źródłaBorčak, Fedja. "A Children’s Literature? : Subversive Infantilisation in Contemporary Bosnian-Herzegovinian Fiction". Doctoral thesis, Linnéuniversitetet, Institutionen för film och litteratur (IFL), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-58269.
Pełny tekst źródłaPeavy, Michael Ann, Clara Gerhardt, Celeste Hill i Kristie Chandler. "Through the Eyes of a Child: Resilience and Children’s Literature". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/secfr-conf/2018/schedule/17.
Pełny tekst źródłaStrayer, 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.
Pełny tekst źródłaRietschlin, Angela Carol. "Children’s Responses to Global Literature Read Alouds in Second Grade Classroom". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1336438346.
Pełny tekst źródłaPanicali, 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.
Znajdź pełny tekst źródłaRobertson, 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.
Pełny tekst źródłaNeithardt, Leigh Anne Neithardt. "Narrative Progression and Characters with Disabilities in Children’s Picturebooks". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500310695900109.
Pełny tekst źródłaHill, Cecily Erin. "Formal Education: Early Children’s Genres, Gender, and the Realist Novel". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429278003.
Pełny tekst źródłaLyons, Renee Critcher. "Let’s Go Down to the Holy Well: Children’s Literature for Sustainable Living". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3206.
Pełny tekst źródłaLarsson, Lena. "Barnlitteratur i förskolan". Thesis, Karlstad University, Faculty of Arts and Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-2272.
Pełny tekst źródłaSyftet med denna uppsats är att undersöka vad förskollärare anser om barnlitteraturens betydelse, hur barnboken används i verksamheten och hur detta kan kopplas till läroplanen. Undersökningen bygger på litteraturstudier och kvalitativa intervjuer. Undersökningsgruppen består av fem verksamma förskollärare, vars ålder och arbetserfarenhet varierar.
Resultatet visar att pedagogerna främst använder barnlitteratur vid högläsningsstunder, då barnen ska vila. Lässtunden bearbetas genom samtal eller uppföljande aktiviteter. Även barnen använder litteraturen, då de på egen hand tittar och ”läser” i böckerna, enskilt eller tillsammans med andra. Enligt pedagogerna har barnlitteraturen stor betydelse för barns språkutveckling, den stimulerar fantasin och fungerar som ett stöd vid bearbetning av problem. Den har också ett kulturellt värde samt en avkopplande funktion. Pedagogerna anser därmed att arbetet med barnlitteraturen kan kopplas till läroplanen. Respondenternas svar stämmer väl överens med litteraturen.
The purpose of this paper is to investigate what pedagogues think about the importance of children’s literature, how children’s books are used in daily activities and how this correlates to the curriculum. This is done through literature studies and qualitative interviews. The survey group consists of five preschool teachers, whose age and work experience vary.
The result shows that the pedagogues mostly use literature when reading to the children, when they shall rest. The story time is followed up by discussion and different activities. The children also use literature, when they “read” and look in the books, individual or together. According to the pedagogues the children’s literature has great influence on language development, it stimulates imagination and works as a support in problem solving. It has also a cultural value and a relaxing function. With that, the pedagogues consider that the children´s literature correlates to the curriculum. The result corresponds to the literature well.
Englund, Micaela. "English as a Second Language and Children’s literature : An empirical study on Swedish elementary school teachers’ methods and attitudes towards the use of children’s literature in the English classroom". Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21348.
Pełny tekst źródłaShotola, Karalee. "The Portrayal of Dyslexia and Children in Children’s Picture Books". Thesis, Linköpings universitet, Tema Barn, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-163905.
Pełny tekst źródłaPinheiro, Melina Galete Braga. "Crescer leitor de Agualusa: uma abordagem à obra infantil". Doctoral thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/29319.
Pełny tekst źródłaOldby, Jennifer, i Elin Rushworth. "Is Early L2 Reading of Children’s Literature a Good Idea? : How the attitudes to reading English children’s literature affect book access and teacher-library collaboration in two Swedish primary schools". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41885.
Pełny tekst źródłaHood, Robin Elizabeth. "Protagonist moral development in children’s translated European war novels". Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25423.
Pełny tekst źródłaArts, Faculty of
English, Department of
Graduate
Jennessen, Vanja. "A Story of English Language Learning – How Can Children’s Literature be Used in Teaching Vocabulary to Young English Language Learners? : - A Literature Review". Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19870.
Pełny tekst źródłaKleeman, Emily H. "The Marauder’s Son: An Exploration of the Classical Story Ballet and Children’s Literature". Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/pitzer_theses/65.
Pełny tekst źródłaYimamu, Zinala. "Interventions reducing children’s aggressive behavior while improving peer interaction : A systematic literature review". Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-50906.
Pełny tekst źródła幼儿的攻击行为一直都存在。在幼儿园时,由于教室里有不止一个的幼儿,教师更是会频繁的遇见这一情况,然而并不是所有的教师都有足够的经验和知识来应对幼儿的这一行为。幼儿的攻击行为不仅会影响教师的课程,教师与幼儿的关系,还会影响幼儿之间的关系。因此本文献综述的目的是给教师提供能帮助幼儿降低攻击行为的同时提高同伴互动的干预计划。ERIC和PsycINFO用于搜索同行评审的文章因包含最多与本篇论文主题相关的文献,并在3月和4月进行了数据收集和分析。通过纳入五篇相关文献并对这五篇文献内容的总结与分析得出教师在幼儿园中有不同的方法来减少儿童的攻击行为,促进他们的同伴互动。其中,干预分为两大类,一种是包括了社交故事的干预,另一种是教导学生社交技巧的干预,并且,社交故事的使用频率较高。但是,教师需要选择合适的干预,因为有些干预不能达到减少攻击性行为的同时增加同伴互动的效果。本片文献综述的优点是对于教师来说十分实用,而主要的不足点是只分析了幼儿的攻击行为与幼儿间的关系,并没有分析幼儿的语言能力等能够影响幼儿攻击行为的要素。
Qi, Qing. "How Can We Understand Children’s Literature through Children’s Psychology? : An Analysis of Pippi Longstocking and The Little Girl at the Window according to Jean Piaget’s pedagogy". Thesis, Linköpings universitet, Avdelningen för språk och kultur, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-104833.
Pełny tekst źródłaElvery, Laura. "A complex concoction: Thinking through the thingness of lollies in children's literature". Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/102282/1/Laura_Elvery_Thesis.pdf.
Pełny tekst źródłaDavies, Lynda. "“Then” and “Now”: connecting the past and present in Children’s Literature (an Exegesis) and The History Hunters and King Arthur’s Lost Kingdom (a children’s novel)". Thesis, Griffith University, 2010. http://hdl.handle.net/10072/366125.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Humanities
Arts, Education and Law
Full Text
Da, Silva Claudionor Renato. "Johan Huizinga and the concept of playfulness: contribution of Philosophy to Mathematics children’s literature". Pontificia Universidad Católica del Perú, 2018. http://repositorio.pucp.edu.pe/index/handle/123456789/123970.
Pełny tekst źródłaHomo Ludens, trabajo escrito por Johan Huizinga, es una alternativa para la conceptualización y el uso del término lúdico en educación matemática, con una contribución significativa a la práctica pedagógica, involucrando la literatura infantil matemática, o literatura infantil, con contenido matemático, sustituyendo el recurrente uso de los términos «juego» y «lúdico», oriundos del campo de la psicología de la educación. A partir del método bibliográfico, el estudio permitió tres conclusiones generales: la primera es la presencia de la filosofía en la educación matemática con el recurso de la literatura infantil; la segunda, derivada de la primera, es la posibilidad para la filosofia, de adentrarse en los contenidos de las matemáticas, incentivando el raciocinio lógico, desde la educación infantil; y, por último, que son muchos los benefícios en la formación de profesores, en cursos de pedagogía, sobre todo, en la promoción de los aprendizajes y saberes en educación matemática, bajo la dinámica lúdica, que se inserta en una perspectiva de base filosófica presentada en la obra Homo Ludens de Huizinga.
Homo Ludens, obra escrita por Johan Huizinga, é uma alternativa outra para a conceituação e utilização do termo lúdico em educação matemática, com uma contribuição significativa à prática pedagógica envolvendo a literatura infantil matemática ou literatura infantil com conteúdo matemático, substituindo o recorrente uso dos termos «jogo» e «lúdico», oriundos do campo da psicologia da educação. A partir do método bibliográfico, o estudo permitiu três conclusões gerais: a primeira é a presença da filosofia na educação matemática com o recurso da literatura infantil; a segunda, decorrente da primeira é a possibilidade da filosofia adentrar aos conteúdos da matemática incentivando o raciocínio lógico, desde a educação infantil; e, por último, que muitos são os ganhos à formação de professores, em cursos de pedagogia, sobretudo, na promoção das aprendizagens e saberes em educação matemática, sob o lúdico, que se inserem numa perspectiva de base filosófica presente na obra Homo Ludens de Huizinga.
Daniels, Molly. "The Effects of the Socio-Political Climate on Children’s Literature Over the Past Eighty Years". Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/honors/582.
Pełny tekst źródłaBernardo, Flórez Marina. "Representations of Identity in Chicanx Children’s Literature through Word and Image: Maya Gonzalez’s Picturebooks". Doctoral thesis, Universitat de Barcelona, 2021. http://hdl.handle.net/10803/673662.
Pełny tekst źródłaEn el capítulo dedicado a los niños latinos y la educación pública en Estados Unidos en Celebrating Cuentos de Naidoo, Ream y Vazquez reflexionan en torno a la noción de “testimonio crítico” y la literatura como medio “(1) para estimular la resistencia entre los jóvenes hispanos a los estragos causados por el trauma que perpetúan su sentido de la ‘otredad’, y (2) para traducir las ofensas del pasado en posibilidades del presente” (13). ¿Cómo puede la literatura estimular la resistencia entre los jóvenes latinos para traducir las ofensas del pasado en posibilidades del presente? Mediante la creación de espacios narrativos “impulsados por la empatía y el entendimiento, en lugar de por presunciones derivadas de los estereotipos, el miedo y la ignorancia” (14). Esto es lo que Anzaldúa hace para proporcionar a los niños chicanos una representación de su cultura y de su identidad en sus dos libros infantiles. En la década de los sesenta, mientras trabajaba como profesora de primaria, la autora chicana se dio cuenta de que los niños migrantes y bilingües necesitaban ver su cultura en los libros que leían. Tal y como exploré en el marco teórico de este studio (sección 2.1.3), en Borderlands / La Frontera. The New Mestiza (1987) Anzaldúa repiensa el término ‘identidad’ desde una perspectiva inclusiva que no se basa en dualidades. Para la autora chicana, la conciencia de la nueva mestiza debe trascender la mezcla de razas (raza) para convertirse en una ‘intersección’. De la misma manera, la frontera no se refiere únicamente a la frontera entre México y los Estados Unidos, sino más bien a una frontera metafórica e indeterminada, entendida aquí como un ‘Tercer Espacio’, un lugar de contacto, de fusión, un puente que pone en contacto a las diferencias. Se considera que la nueva mestiza sirve como mediadora, como un puente que une personas de diferentes colores, clases, razas y periodos de tiempo, que enseña a los ‘recién llegados’, a las futuras generaciones, de forma que sus cambios internos devienen cambios en la sociedad. Las ideas que la autora desarrolla en Borderlands / La Frontera tienen eco en sus libros para niños Friends from the Other Side / Amigos del Otro Lado (1993)1 y Prietita and the Ghost Woman / Prietita y la Llorona (1995). Tras años sufriendo los efectos de la colonización en su propio país, para Anzaldúa era esencial representar la identidad chicana de manera positiva y así, transformar el mundo construido por el colonialismo
Thraves, Philip. "An investigation into students reading attitudes and habits using a children’s literature intervention programme". Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/1922.
Pełny tekst źródłaThis study traces the effects of a children’s literature intervention on first year B Ed students’ reading habits and attitudes. A review of relevant literature includes concepts of literacy, with specific reference to family literacy, adolescent literacy and critical literacy; effective literacy practices; reading, reader response and theoretical perspectives of literature, including children’s literature, and its application in the classroom; motivation and reader-identity. A variety of quantitative and qualitative methods were used to gather data over a period of eighteen months. The data captured attitudes to reading and traced changes in attitudes, habits and motivation resulting from an intervention that required students to engage in reading a range of children’s literature texts. Findings showed movement from apathy to engagement at the lowest levels of change and from extrinsic to intrinsic motivation at successive levels of change. Most significantly, the intervention caused discontinuous (permanent) change in students’ constructions of themselves as readers. Key words: critical literacy; adolescent literacy; reader response; children’s literature; extrinsic / intrinsic motivation; discontinuous change; reader identity.
Sand, Veronica. "Translation or rewriting of proper names : A study of children’s literature across a century". Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-102022.
Pełny tekst źródłaÖversättningen av namn är ett diskussionsämne inom många områden, inte minst inom översättningsstudier. Utöver detta är översättningen av egennamn inom barnlitteratur ett ämne som är under ständig förändring. Det finns en klyfta mellan de som menar att namn borde bli översatta till sin kulturella likvärdighet och de som menar att det är på tiden att lita på att barn kan hantera främmande namn. Det är denna diskussion som kommer vara fokus för denna uppsatsen. Ca. 15 namn från sju barnböcker från 1865 till 2011 studerades för att visa att det verkar finnas en större tilltro till barns förmåga att hantera främmande namn. Tre språk jämfördes, engelska, spanska och svenska. Var utav de 337 namnen som studerades var majoriteten oförändrade i översättningarna.
Walldén, Oscar, i Vendela Grahm. "The Effectiveness of Reading and Listening to Children’s Literature on English L2 Reading Comprehension". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34520.
Pełny tekst źródłaPrunean, Alexandra. "Commercial strategies in paratextual features of late eighteenth-century children’s books". Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/385019.
Pełny tekst źródłaThe purpose of this research is to deepen the understanding of both individual children’s books and of children’s literature as a whole and to draw attention to the commercial side of children’s literature. Within the context of the emergence of juvenile consumerism in the eighteenth century, the approach made by women writers of children’s literature is a substantial contribution to the debate on education, providing women educators with both domestic and literary authority. The selected framework (1780-1816 in Britain) is a highly significant period as it is marked by important changes at all levels, primarily as a result of the French Revolution (1789-1799), and the subsequent social debate in Britain in response to this revolution. The authors focussed on here (Sarah Trimmer, Ellenor Fenn, the Kilner sisters and Lucy Peacock) were women writers who shared the same prolific publisher, John Marshall. All were keenly aware of the literary market and, consequently, the paratextual features of their works (pseudonyms, titles and subtitles, epigraphs, dedications, addresses, advertisements, prefaces, postscripts, lists of subscribers, table of contents and indexes, footnotes, catalogue lists), which are a form of self-representation targeted at parents and/or children, contain a range of resourceful strategies with the possible purpose of influencing their audience to purchase their ‘products’. Therefore, the thesis studies this aspect of the writers’ self-representation by looking at a series of literary texts and two periodicals – and their paratexts – that were used to create interest and attention, and, by doing so, help these writers advance their commercial objective. The thesis examines the particular means – at both the stylistic and rhetorical level – by which a number of women writers appeared to have aimed at modulating reader response to their work, for the ultimate purpose of incrementing their commercial attractiveness and viability. This is highly significant not simply because it brings to the fore textual aspects that are conventionally relegated or even ignored, but most essentially because it points to the fact that these writers were not simply enthusiastic amateurs disinterestedly working for the education of the younger generations; rather, they were professional practitioners of their trade who were adroit at instrumentally configuring their paratexts for the purpose of consolidating their place in a highly competitive market. By correlating the traditional approach to text-based analysis with the more modern study of the paratexts we can discover not only fascinating correspondences, but also the more surprising nature of those elements as promoters of the writers’ commercial agenda.
Llompart, Pons Auba. "The good seed childhood and the gothic in children’s fiction (1990s– early 2000s)". Doctoral thesis, Universitat Autònoma de Barcelona, 2014. http://hdl.handle.net/10803/285098.
Pełny tekst źródłaThis dissertation sets out to examine Gothic elements in children’s novels written in the 1990s and early 2000s, exploring the tension between the Gothic’s concern with the transgression of boundaries, on the one hand, and the preference of children’s literature for keeping certain boundaries fixed and promoting acceptable behavior, on the other. Gothic castles and graveyards, innocent victims persecuted by Gothic villains, the disruptive figure of the double and many other Gothic motifs are all now part of children’s novels. Childhood is depicted as a time that is not devoid of fears and anxieties, and pastoral and romanticized views of childhood are, apparently, challenged. According to previous studies, this relatively recent irruption of the Gothic in children’s literature reflects a turn-of-the-century preoccupation with childhood, as well as our culture’s current skepticism over the innocence of children, which is no longer taken for granted. This is in great part due to advances in child psychology as well as recent events that have proved children capable of perpetrating crimes and other acts of cruelty to others. The main objective of this dissertation is to question the idea that children’s Gothic novels reflect, in such a straightforward manner, these present-day anxieties over childhood. I argue that, although the child’s environment has indeed become Gothicized, the child figure as a repository of goodness is more visible than ever. To support my thesis, the four chapters composing my dissertation provide close readings of four of the most celebrated and popular works of children’s Gothic published in English during the 1990s and early 2000s; namely, J.K. Rowling’s Harry Potter series (1997-2007), Neil Gaiman’s Coraline (2002), Philip Pullman’s His Dark Materials trilogy (1995-2000) and Daniel Handler’s A Series of Unfortunate Events (1999-2006). Certainly, the Gothic in these novels offers many opportunities to question romantic visions of innocent childhood and complicate the ‘child victim’/’adult abuser’ status. Yet, a close examination of the texts reveals that Gothic elements hardly ever question permanently the belief in the child’s inherent goodness, in keeping with children’s literature conventions that establish positive visions of children as the norm. The child’s characterization in children’s Gothic thus reveals an insistence on clinging to an idealized vision of childhood, rather than an attempt to subvert these ideals.
Byrne, Cara. "Illustrating the Smallest Black Bodies: The Creation of Childhood in African American Children’s Literature, 1836 – 2015". Case Western Reserve University School of Graduate Studies / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=case1458747705.
Pełny tekst źródłaButler, Rebecca R. "Motor impairment in children's literature : perceptions and pedagogy". Thesis, University of Roehampton, 2014. https://pure.roehampton.ac.uk/portal/en/studentthesis/motor-impairment-in-children’s-literature(83b3a2a0-a718-4640-9bfc-2721099b651a).html.
Pełny tekst źródłaJanechek, Miriam Teresa. "“Six impossible things before breakfast”: becoming an adult in five Golden Age children’s novels". Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6963.
Pełny tekst źródłaSchneider, Chad Curtis. "The Use of Children’s Books as a Vehicle for Ideological Transmission". The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243969728.
Pełny tekst źródłaNolan, John, i res cand@acu edu au. "A Call Above Duty: The Portrayal of the South Pacific Missionary in Children's Literature 1800 – 1935". Australian Catholic University. School of Arts & Sciences, 2000. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp1.24082006.
Pełny tekst źródłaSingh, Ritu. "A comparative study of feature selection methodologies in a readability assessment framework for children’s literature". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1345533071.
Pełny tekst źródłaNewman, Melanie. "Real life and magic : an inquiry into the expression of deep ecology in children’s literature". Thesis, University of Winchester, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.698123.
Pełny tekst źródłaHsia, Chen Chiu, i 陳秋霞. "Children’s Literature in Children Education". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/68jrcg.
Pełny tekst źródła國立臺東大學
兒童文學研究所
98
Children Education was an annual newsletter published by National Taiwan Normal University. The newsletter which sets the issue of study on children education was edited by a student club that had their first publication on June 5th, 1973. It prolonged for decades until the cease of publication on June 5th, 1991 and accumulated the amounts of publication up to nineteen volumes. There were mainly seven categories contained in the columns of Children Education: student counseling and nursing, children’s literature, children’s music education, children’s art education, children’s physical education, readers and editors, and children science. Moreover, children education and academic research were two special designed subjects. The study premises that reading assessments of children and adults resemble each other. The columns selected from Children Education are broadly defined literature, and thus includes all the writings, criticisms, editions, researches, the mass media, and the teaching in the field of children’s literature. By analyzing articles related to children’s literature and the works introduced in the newsletter, the study anticipates the close relationship between Children Education and children’s literature.