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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.
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Muller, 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.
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What role can, or do, children’s literature play in development communication? Recently, neotonous childlike curiosity and creativity has become a research and development strategy and a trendy corporate culture for companies like Google. Including children in decision making and in the search for development solutions – PDC & PR4D – is also being advocated by the U.N. and Plan International especially with regards to issues that affect children.This paper will explore how children’s books open spaces for dialogic communication with children by examining how we define them, how we speak about them, how we speak for them, how we speak to them and how they may talk back through children’s texts.The aim is to relate elements of traditional storytelling to modern forms of dialogic communication and, by extension, to development goals: “helping adults understand children’s issues through their lens” (Commissioner for Children, Tasmania).
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Carter, Victoria Chillik. "An Approach to Authoring and Publishing Children’s Literature". Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1185390312.
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Facun-Granadozo, Ruth. "Diversity in (And Through) Children’s Literature". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5966.
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Marks, 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.
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Durriyah, 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.
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Ward, 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.
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The authors closely analyzed 45 children's books featuring characters with refugee backgrounds that had been published since 2013. With the concept of culturally sustaining pedagogy underpinning the review, analysis revealed that these texts are rich and detailed, providing a starting point for discussing the global refugee crisis with students, but they occasionally fall short in providing complex, multidimensional representations of characters’ lives and experiences. A majority of the texts analyzed focus on the journey in search of a safe place to live, whereas very few focus on the complexity of making a life in a new place. The findings highlight the importance of identifying texts that provide complexity, dimension, and specificity in depicting experiences of refugee‐background characters across settings. Opening classrooms to texts about the diversity of refugee experiences invites teachers and their students to critically explore the important global issues of migration, equity, and ways of being human.
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Brandt, 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.
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AbstractThe purpose of this paper is to find out why children’s literature could be used in an ESLclassroom. We know that children’s literature should be included in an ESL-classroom,according to the national curriculum for English in Sweden, but experience tells me thatactual usage of children’s literature in the teaching of the English language for students inthe early school years is limited. To find out why children’s literature could be used to teachI have taken part of current studies about and around the subject. The studies were foundusing either ERC or ERICs search engines. Furthermore, the studies used in this paper arecompared to one another to see possible similar outcomes. The studies show that ESLstudents show a variety of development in skills such as reading, writing, comprehension byworking with children’s literature. The results also show a potential increase in motivation tolearn the language.Key terms: Children’s literature, ESL, English learning, Vocabulary
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Lyons, 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.
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Lyons, 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.
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Tayem, 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.
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DETTA EXAMENSARBETES SYFTE ÄR ATT UNDERSÖKA, JÄMFÖRA SAMT ANALYSERA BARNLITTERATUR FÖR ATT KUNNA FÅ EN BLICK AV VILKEN SYN PÅ KÖN BÖCKERNA FÖRMEDLAR SÅVÄL SOM HUR KVINNLIGA OCH MANLIGA KÖNSROLLER KONSTRUERAS I BARNLITTERATUREN I SVERIGE OCH ARABISK BARNLITTERATUR.
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Englund, 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.
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The use of children’s literature in the English as a Second language (ESL) classroom is a widely used teaching method. This study aims to find research relating to the incorporation of children’s literature in the lower elementary English as a secondlanguage classroom. The main questions are how children’s literature can be used in the classroom and what potential benefits it has. A systematic literature review was carried out and research from six studies was included. The included studies, analyzed in this thesis, involved children aged 6-9, who are learning a second language. The results reveal multiple benefits with the use of children’s literature in the lower elementary ESL classroom, such as vocabulary gains, improved speaking and listening skills, increased motivation and better pronunciation. The results also present a few suggestions on how to incorporate the literature in the classroom, where reading aloud to the students appears to be the most common practice. It also appears common to have post-reading sessions that include discussions about what has been read.Engelska
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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.
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This study investigates how primary school teachers of grades F-3 pupils in a number of sample schools in Sweden use children’s literature and other methods to enhance their teaching of English. The study explores the attitudes of these teachers’ to using English children’s literature as a teaching tool to promote language development in their pupils, focusing on vocabulary. An empirical questionnaire study was carried out including a total of twenty-three respondents from seven schools in a Stockholm suburb. The respondents are all working teachers with experience of teaching English to young learners, particularly in grades F-3. This study contributes with new knowledge about the often-recommended use of children’s literature as a method for teaching English to young learners, connecting international research with empirical data from the Swedish context. While the results suggest that the majority of the respondents are positive to using children’s literature in their teaching and regularly do so, many of them feel that it is somewhat difficult to find relevant materials to plan, implement and evaluate lessons within the allocated time-frame. Based on these results, further research about how to create more effective ways of using children’s literature as a method for English vocabulary teaching in Swedish schools is recommended.
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Borčak, 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.
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The past two decades of political and social disintegration in Bosnia and Herzegovina have given birth to literary counterreactions against hegemonic ways of imagining social life in the country. This thesis deals with a particular practice in BosnianHerzegovinian war and post-war literature, which uses infantile perspectives to critically address issues related to the socialist history of Bosnia as part of Yugoslavia, the war in the 1990s, and the socalled transitional post-war period. Drawing on an old Western literary tradition of using the child character to estrange conventional experiences of the world, the texts (by authors such as Miljenko Jergović, Nenad Veličković, Alma Lazarevska, Aleksandar Hemon, and Saša Stanišić) use the skewing and dislocating outlook associated with the infantile subject to expose and undermine perceivably problematic mechanisms in socialist, ethnonationalist, and Western liberal hegemonic discourses. In contrast to previous research on the topic, which has primarily focussed upon the narratological conditions for the infantile perspective, the focus here is on the subversive infantilisation of hegemonic discourse—that is, the very discursive act of representing and contesting dominant concepts, narratives, and representations. The texts are seen as transitional areas through which input from the social world passes and, in this process, is restructured and ultimately transformed into a configuration slightly or radically different from the original input. Theoretically inspired by discourse theory and ideas from New Historicism, the study isolates and investigates a set of techniques through which this reconfiguration occurs. Apart from discussing the use of the basic infantile perspective as such a technique, the study also considers how the notion of the infantile influences techniques of dichotomisation (the production of positional counterpoints), appropriation (the critical subsuming of dominant discourse), and blending (the mixing of dominant and childish imagery). The thesis also addresses the possible political implications of the strategy of subversive infantilisation. Here the approach is influenced by the political philosophy of Jacques Rancière, which enables an understanding of the aesthetic reconfiguration of how Bosnian social life is imagined as a way of constituting a new form of subjectivity that evades the excluding and oppressive framework of hegemonic discourse.
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Peavy, 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.
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This student presentation explores resilience on two levels; in the first instance it is the subject of a self published children’s book written by a student group. On a second level, resilience is observed on a meta-cognitive level, as a quality that the student publishers have to display to complete their task and reach a successful outcome, namely publication. Publication is a task none of them had undertaken before. Achieving professional publication is not guaranteed and the possibility of rejection of the manuscript is a distinct possibility. Resilience is defined as the capacity for positive adaptation, mastery and management of challenging situations and experiences. This presentation explores aspects of resilience through the journey of a fictional animal character, paralleled by the journey of the student authors who created the character and conceived the story. Resilience stems from countless variables including family, environmental factors, current events, and genetic predispositions. Ways to support resilience in children include responsive relationships, strengthening core life skills, and reducing sources of stress in the lives of children and families. In real life, resilience promoting behavior aims to prevent lasting harm to children and families. A stable environment, exposure to education or skill sets, and a support system are crucial factors in enhancing coping skills. To address some of these themes in a child-friendly manner, the student group in the parenting class wrote a children’s book, describing the resilience displayed by a young Giraffe, as he initially gets lost and ultimately finds a home. The steps the lead animal character goes through demonstrate resilience and can serve as a model in seeking out appropriate outcomes. The students hoped that the book contained lessons-to-be-learned for young school-aged readers, as it explored problem solving in difficult situations such as getting lost and seeking best outcomes. In producing the book, the lead student author (and also the presenter of this paper) had to stretch her own comfort zone. Just like the lead character in the children’s book she produced, the presenter had to overcome obstacles in the path towards ultimate professional publication and distribution, acquire appropriate skill sets, and seek and utilize support from significant persons who could mentor and guide her along the way. Similar to the lead character in the book, it was a journey that contained numerous obstacles, and situations that were daunting. Reflecting on the publication process, there were parallels with situations that may require resilient behavior, while also encouraging the student to reflect on her own role in reaching an acceptable outcome by not giving up, seeking appropriate support and utilizing new skill sets.
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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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Rietschlin, 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.
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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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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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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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Neithardt, 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.
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Hill, 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.
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Lyons, 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.
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Children’s literature might be considered the “holy well” providing healing refreshment and a direct path forward for the soul of every child: a troubled youngster, a young person experiencing a life trial, or a student seeking enlightenment. Whether folklore depicting animals congregating at the water hole at their time of need, learning to share and care; or realistic fiction presenting varying “time of drought” scenarios, and the resolution or healing necessary thereto; or even non-fiction revealing humanity’s dependence on clean water, and the knowledge necessary to help budding scientists, one-day, protect water sheds, these literary genres sustain children during their formative years and beyond. Without these literary selections, children founder and do not appropriately climb developmental ladders, in fact regress into unhealthy social, emotional or intellectual states of mind.
This paper contemplates three categories of children’s literature carrying the theme of spiritual development /healing and/or intellectual enlightenment: folklore, realistic fiction, and non-fiction. Books carrying themes, images, and symbols associated with the healing and life-sustaining qualities of water will especially be highlighted within these categories to reveal how each title selected for interpretation either: 1) quenches a child’s thirst for the internationalization of a life lesson or moral; 2) provides a means of resolving a problem or healing a wound; or 3) delivers knowledge necessary to the perpetuation of safe drinking water on our planet.
Titles selected for examination based in this theory of sustainability, this allusion to the Irish concept of a “holy well,” will be analyzed with regard to their ability to assist children on spiritual and intellectual levels, in a lasting, long-term fashion, providing wisdom, healing, and learning for the well-being of past, present, and future generations.
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Larsson, 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.
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Syftet 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.
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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.
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Previous research has shown multiple benefits and challenges with the incorporation of children’s literature in the English as a Second language (ESL) classroom. In addition, the use of children’s literature in the lower elementary English classroom is recommended by the Swedish National Agency for Education. Consequently, the current study explores how teachers in Swedish elementary school teach ESL through children’s literature. This empirical study involves English teachers from seven schools in a small municipality in Sweden. The data has been collected through an Internet survey. The study also connects the results to previous international research, comparing Swedish and international research. The results suggest that even though there are many benefits of using children’s literature in the ESL classroom, the respondents seldom use these authentic texts, due to limited time and a narrow supply of literature, among other factors. However, despite these challenges, all of the teachers claim to use children’s literature by reading aloud in the classroom. Based on the results, further research exploring pupils’ thoughts in contrast to teachers would be beneficial. In addition, the majority of the participants expressed that they wanted more information on how to use children’s literature. Therefore, additional research relating to beneficial methods of teaching English through children’s literature, especially in Sweden, is recommended.
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Shotola, 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.
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Research on the portrayal of child characters with dyslexia in picture books is limited, therefore in this thesis, I analyzed six children’s picture books published in English speaking countries including the United States, Canada, and Australia for their portrayal of dyslexia, the plot, the characterization of the child, and the child’s relationship with others. I read through the books multiple times and conducted a content analysis to identify patterns in the portrayal of images of dyslexia and the child characters over the period of 1995-2018. Through the analysis of images of dyslexia, it became apparent that dyslexia had a major impact on the story of the six books and was often described as a challenge. Furthermore, the character’s teachers were often the first to recognize the symptoms of dyslexia,and the characters commonly received treatment through their schools. When analyzing the plot, the themes of acceptance and pretending as well as the shift from happy endings to realistic endings became apparent. When the portrayal of the child characters were analyzed, their strengths were in areas outside of reading and writing, and their weaknesses were due to dyslexia. In addition, the characters’ negative self-concept and their lack of ethnic diversity became evident. Lastly, the analysis of the character’s relationships with others showed the supportive role of their parents and teachers, along with the shifting portrayal of bullying classmates to supportive friends. The analysis of this thesis revealed similar findings to previous research conducted on children’s books portraying children with dyslexia,as well as comparable findings to the research on the real experiences of children who have dyslexia.
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Pinheiro, Melina Galete Braga. "Crescer leitor de Agualusa: uma abordagem à obra infantil". Doctoral thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/29319.
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O presente trabalho pretende analisar um conjunto de livros de potencial receção infantil, do escritor angolano José Eduardo Agualusa. Os títulos selecionados são Estranhões & Bizarrocos (2000), A girafa que comia estrelas (2005), O filho do vento (2006), Nweti e o mar (2011) e A Rainha dos Estapafúrdios (2012). Mais concretamente, a intenção é estudar o crescimento de um leitor fictício a partir da leitura dessas obras, tentando perceber os possíveis caminhos percorridos pelo leitor até atingir a obra de potencial receção adulta do mesmo autor. É, pois, um trabalho de laboratório, a partir do qual se prepara uma eventual aplicação de processos e se antecipa resultados na formação de leitores literários. Assim, na primeira parte é apresentada sucintamente a história da literatura angolana como introdução da história da literatura para a infância e juventude do país, incluindo uma reflexão sobre os importantes factos de que José Eduardo Agualusa é angolano descendente de portugueses e da valorização do aspeto oral nesse tipo de literatura. Posteriormente, apresentamos a hipótese de aceitar os livros do corpus como pertencentes ao realismo mágico. É também intenção promover a ideia de desdidatizar a literatura para a infância e juventude e demonstrar a relação entre a literatura de potencial receção infantil, os textos ambivalentes e o que ainda se costuma denominar de literatura crossover, de forma a demonstrar que uma obra só pode ser considerada “para” um determinado público após a receção da mesma; ABSTRACT:
Title: Growing up as an Agualusa reader: an approach to his children's books
This paper aims to analyze a set of books with a potential audience of children written by the Angolan author José Eduardo Agualusa. The titles we selected are Estranhões & Bizarrocos (2000), A girafa que comia estrelas (2005), O filho do vento (2006), Nweti e o mar (2011), and A Rainha dos Estapafúrdios (2012). Specifically, our intention is to study the growth of a fictional reader from the reading of those stories, while trying to understand the possible paths they would follow until finding the works with a potential audience of adults by the same author. It is a laboratory work where we prepare a possible application of processes and anticipate results in the formation of literary readers. Thus, in the first part, we present an outline of Angolan literature and its history. We follow it with the history of children and youth's literature in that country, including a reflection about the fact that, as an Angolan with Portuguese roots, José Eduardo Agualusa values the oral tradition of this literature. Afterwards, we present the hypothesis of accepting the books of our corpus as belonging to magical realism. It is our intention to promote the idea of removing the pedagogical intent from children and youth's literature. We also aim to show the relationship between literature with a potential audience of children, ambivalent texts, and crossover literature and prove that a piece should only be considered "for" a specific audience after its reception. In the fourth chapter, we present the books through a detailed analysis of its texts and paratexts. Our research is based on works developed by researchers and academics specialized in children and youth's literature and African literature in the Portuguese language, especially in Angolan literature.
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Oldby, 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.
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This case study investigates how teachers’ and school librarians’ attitudes towards L2 reading in years 1-4, as well as their perceived book access and teacher-library collaboration, influence the use and reading of English children’s literature in two Swedish primary schools. This study is motivated by the importance the English language has in Sweden for higher education, the previous research proving powerful language benefits of extensive L2 reading, as well as the recent proposition to strengthen the school library’s role in Sweden. The data collected through qualitative, semi-structured interviews suggests that the participants’ attitudes affect book access, teacher-library collaboration and finally the pupils’ reading of English children’s literature at school. The results show that a confident and positive attitude towards early L2 reading appears to result in more reading, whereas more hesitant attitudes result in less reading. Despite the positive attitudes towards L2 reading in general, most teachers still displayed ambivalent attitudes toward dedicating ample class time to the reading of English children’s literature in the earliest years, often perceiving such reading as too difficult for their pupils. This ambivalence negatively affects the teacher-library collaboration, the inadequate access to physical books catering for the youngest pupils, as well as these learners’ early exposure to English reading. The results indicate that the interpretative nature of the English syllabus has teachers perceive the urgency of reading English children’s literature differently, consequently resulting in different reading practices. In a macro perspective, an unwelcome consequence for Swedish pupils may be an unequal reading preparation for the increasing English demands ahead.
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Hood, Robin Elizabeth. "Protagonist moral development in children’s translated European war novels". Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25423.
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This study evaluated moral dilemmas and Lawrence Kohlberg's (1975) stages of moral reasoning of protagonists in a sample of children's translated European war novels. The sample, consisting of fourteen books, was defined as all children's European war novels published between 1950 and 1984.
The content analysis first determined the moral dilemmas in each of the novels by identifying those story situations where two or more moral issues were in conflict. A second procedure evaluated the protagonists' response to the dilemma, making possible the assignment of a Kohlberg level and stage of moral judgement.
The collected data were evaluated following two steps. First, the Issues, Levels and Stages were quantitatively analyzed for representation, number, and frequency. In addition, the Issues and Stages were evaluated for those moral issues most frequently paired with each moral stage. The second procedure examined the relationship between the data and selected variables: Era (Era I 1952-1962, Era II 1963-1973, Era III 1974-1984), Sex of author and Sex of protagonist.
The findings revealed that moral dilemmas in the European war novels were most often related to issues of Affiliation Roles, Morality and Mores, and Truth. No dilemma situations arose out of conflicts of the moral issues of Sex or Law. All other Kohlberg moral issues were represented at least once in the sample.
The predominant stage of moral reasoning in the sample was Stage 2 (serving one's own needs), closely followed by Stage 1 (blind obedience to authority) and Stage 3 (playing the good role). Significantly, these stages reflect the general moral reasoning capabilities of the intended reading audience, ages 8 12 years. While higher stages were represented, they accounted for substantially fewer protagonist resolutions to dilemma situations. With regard to sex of the protagonist, the findings revealed that male characters more frequently resolved their dilemma situations with sophisticated levels of moral reasoning than did female, a factor which may be linked to the type of story.
The relationships between moral development and Era appeared to reflect the transition from traditional realism to modern realism in children's fiction. Books written in Era I (1952-1962) contained few or no moral dilemmas. As with other traditional realistic fiction, child protagonists in that era were insulated from the world around them and thus remained relatively unaffected by World War II. Books written in Era II (1963-1973) and Era III (1974-1984), however, showed evidence of portraying children in the modern mode of realism. Unlike Era I, protagonists of these periods encountered large numbers of moral dilemmas and were highly involved in and affected by the war.Arts, Faculty of
English, Department of
Graduate
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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.
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This study aims to find research relating to the use of children’s literature to promote vocabulary development in young children, particularly English language learners in Sweden. The main questions address how (methods) children’s literature can be used and why (reasons) children’s literature is often recommended for the teaching of vocabulary to young learners. The study also aims to explore reasons against the use of children’s literature in vocabulary teaching found in previous research. A systematic literature review was carried out, including results from five empirical studies. The studies involved native speakers, second language learners and foreign language learners from various backgrounds. The results suggest that while research has shown children’s literature to be a good tool to use with young learners, careful lesson planning needs to be carried out. Direct instruction and scaffolding using pictures, technology and gestures is recommended. Hence, the teacher plays an important part for the vocabulary development using children’s literature in the classroom.
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Kleeman, 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.
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The Harry Potter series by J.K. Rowling was, for many Millennials, a defining literary and media experience. The popularity of the series has spawned many fan-made parodies. Meanwhile, in recent years, the classical Petipa story ballet style has begun to give way to more modern structures of choreography. The Marauder’s Son, the culmination of a yearlong choreographic endeavor, is a story ballet that strives to introduce new audiences to classical dance through the use of the first book in the Harry Potter series, Harry Potter and the Sorcerer’s Stone. The full production is available for viewing in the Scripps College Dance Department and on YouTube.
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Yimamu, 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.
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Aggressive behavior of young children has always existed. In kindergarten, teachers and children will encounter the consequences frequently. However, not all teachers have enough experience and knowledge to deal with children’s aggressive behavior. Children’s aggressive behavior will not only affect the teacher’s curriculum, the relationship between teachers and children, but also the relationship between children. Therefore, the purpose of this systematic review is to provide teachers with interventions that can help young children reduce aggressive behavior while improving peer interaction. ERIC and PsycINFO were used to search peer-reviewed articles since these two databases have articles related to my topic, and data collecting and analyzing were conducted in March and April 2020. By including five relevant articles and summarizing and analyzing the contents of these five articles, it is concluded that there are two types of interventions in kindergartens to reduce children's aggressive behavior while improving their peer interaction. One type includes a method for the social story, which is a short, simple story written from a child’s perspective to provide guidance for appropriate social behavior for children with autism. The other intervention type teaches social skills. The advantage of this systematic review is that it is very practical for teachers because four of the five articles have an effect on aggressive behavior and/or peer interaction This paper analyzes relationships of children's aggressive behavior and does not include other elements such as children's language ability. In conclusion, teachers need to choose appropriate interventions, because some interventions cannot achieve the effect of reducing aggressive behavior and increasing peer interaction at the same time.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。
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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.
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Nowadays, an increasing amount of psychologists and educators find that literature designed for children plays a very important role in a child’s upbringing. A good children’s book not only influences a child’s psychological development, but is also a useful tool for scholars to research children’s psychology, which reflects children’s thinking regarding certain aspects. Astrid Lindgren’s Pippi Longstocking (1957) and Tetsuke Kuroyanagi’s The Little Girl at the Window (1984) undoubtedly are two representative children’s literatures, which were written during a time where the child's perspective in children's literature was not yet an attitude commonly adopted by narrators in novels. The novels illustrate and highlight children's thinking and reasoning abilities, and the characterization appears to draw on children's developmental cognitive theories, describing a child whose cognition ability recalls Jean Piaget's work and ideas. This thesis attempts to analyze Pippi’s and Totto’s thinking and reasoning and how it can illustrate some of Piaget’s theories about children’s drawing and children’s cognitive development. And a further discussion will be going on in this thesis about how Piaget's work might inform and enrich educational practices in accordance with children’s specific needs at different ages and from different cultural backgrounds.
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Elvery, 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.
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This thesis examines fiction for children in which lollies appear. Children's books often feature scenes of lolly houses, sweet feasts and sugary temptations. Lollies take on a social and sensory importance often unimagined by readers; more than food in children's literature, they become objects of ritual and memory. This practice-led project examines the endurance of confectionery in children's fiction, and draws on a range of stories to illustrate the vitality of these objects in children's fictional lives. Driven by the creation of an original fiction manuscript, Sugartown, and close textual analysis of other works, this thesis reveals how characters in fiction are changed through their encounters with lollies. Using a phenomenological line of enquiry developed by Martin Heidegger, Bill Brown, Steven Connor, and others, this thesis argues that conventional discussions of lollies often fail to divulge their vitality, power and their multiplicity. Lollies are not merely reducible to food objects; rather, they are complex objects that hold, create and retain ritual and memory.
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Davies, 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.
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This exegesis is an examination of the critical commentary on children’s literature, young-adult fiction, historical fiction and speculative fiction and provides an overview of the generic conventions and characteristics that make children’s literature a good environment in which to explore history. It also reveals critics’ concern that children’s historical fiction has not been keeping pace with the disciplinary developments in historiography. Chapter One takes up this concern, exploring the debates of the critical literature, identifying and drawing together the generic conventions and characteristics under four broad themes. Theme One—Evoking history, place and time; Theme Two—Sharing truths of life and other knowledge; Theme Three —Experience; and Theme Four—Blurred boundaries. By bringing together the most relevant conventions and characteristics from children’s literature, young-adult fiction, historical fiction and speculative fiction I create a hybrid model or framework against which a selection of books can then be analysed. Chapter Two examines a set of books against this framework. The books have been selected on the basis of three criteria: they were written for children, they incorporate history as a major component of their storyline, and they display variation in their engagement with history. Four books and their relationship to the four themes and the characteristics of the hybrid model are discussed in detail. My Australian Story: New Gold Mountain, the diary of Shu Cheong by Christopher Chen looks at the miners’ riot at Lambing Flat in 1861 from a Chinese migrant’s point-of-view; King of Shadows by Susan Cooper takes its main character back in time to 1599 to work with Will Shakespeare; Scarecrow Army: The ANZACS at Gallipoli by Leon Davidson is an information book that pulls back the veil of myths surrounding events at Anzac Cove in 1915; and Macbeth and Son by Jackie French tells an alternate story of Macbeth’s rise to the leadership of Scotland through a dream-connection between his step-son and a boy in modern New South Wales. Of the four books, only Macbeth and Son raises the issue of how history can be manipulated to serve particular interests as part of its storyline. This is, however, a major theme in my accompanying novel and is the ground upon which the claim for advancing practice in this area rests. Chapter Three therefore focuses on The History Hunters and King Arthur’s Lost Kingdom to show how it differs from the cognate examples in explicitly exploring the writing and writers of history. The analysis engages with the themes identified in the critical literature, particularly to the critique that the idea of history and how it is produced has not been widely addressed in children’s historical books. In exploring the novel’s relationship to the hybrid model I show how it extends some of the generic conventions and characteristics and introduces others. The exegesis argues that the conventions that make the various genres of children’s literature, distinct can be mobilised imaginatively and creatively to introduce young readers not only to history but also to historiography. The History Hunters and King Arthur’s Lost Kingdom demonstrates this: it uses hands-on experiences that connect the past to the present, and explores at its core the very idea of history and its contentious production.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Humanities
Arts, Education and Law
Full Text
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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.
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Homo Ludens, a work written by Johan Huizinga is another alternative for the conceptualization and use of the term ludic in mathematical education, with a significant contribution to the pedagogical practice involving children’s mathematical literature or children’s literature with mathematical content, replacing the recurrent use of the terms »play» and »playful» from the field of educational psychology. From the bibliographic method, the study allowed three general conclusions: the first is the presence of philosophy in mathematics education with the use of children’s literature; the second, arising from the first is the possibility of philosophy to enter the contents of mathematics by encouraging logical reasoning, from early childhood education; and, lastly, that there are many gains in teacher training, in pedagogy courses, especially in the promotion of learning and knowledge in mathematical education, under the play, which are part of a philosophically based perspective present in the work Homo Ludens of the Huizinga.Homo 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.
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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.
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When looking back through the last eighty years, one thing is certain: the socio-political climate has changed dramatically. From the beginning of the 20th century where racism and sexism was rampant to the beginning of the 21st century where equal rights and acceptance of all is becoming the norm, the climate has flipped throughout the last one hundred years. The question to then ask is how does the climate impact literature, specifically children’s literature. Research shows that children’s literature is impacted, but research does not describe how it is impacted. This thesis will work to qualify the quantitative research by explaining how the socio-political climate impacts children’s literature. By looking at three texts over the past eighty years, the qualitative analysis shows how children’s literature is impacted by the socio-political climate. The three texts that will be analyzed are And to Think That I Saw It on Mulberry Street by Dr. Seuss (1937), Where the Wild Things Are by Maurice Sendak (1963), and Ada Twist, Scientist by Andrea Beaty (2016).
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Bernardo, 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.
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Chicano children’s literature was born in the wake of the so-called El Movimiento, the Chicano Civil Rights Movement of the 1960s and especially the 1970s. In the 1990s, as a part of the rising trend of Multiculturalism and as a cultural product and a reflection of power relations, Chicano children’s literature strove to provide an authentic and accurate representation of Chicano identity. The representation of Mexican-Americans in children’s literature until then had been based on cultural homogeneity, historical distortion, and stereotypes, the distinctive elements which are at the core of the construction of the ‘Other’ and that serve to create and maintain structures of power grounded in fixed identities, opposed binaries and inequalities.
In Borderlands / La Frontera. The New Mestiza, Chicana author, Gloria Anzaldúa, rethinks the term ‘identity’, or rather ‘consciousness’, from an inclusive, queer perspective which is not based on opposed dualities. The ideas the author develops in her work on the Mestiza identity echo in her books for children Friends from the Other Side
/ Amigos del Otro Lado and Prietita and the Ghost Woman / Prietita y La Llorona. Prietita, “little dark one”, is Anzaldúa’s alter ego in her children’s books, her little child-
self, “tender, open and vulnerable” (Anzaldúa 2000: 63), who signals her mestizo identity: Mexican American and Indian. Anzaldúa’s second bilingual picturebook, Prietita and the Ghost Woman / Prietita y la Llorona, is illustrated by Maya Gonzalez, who portrays Prietita as a young girl of distinctively Mexican features (dark skin and long black hair).
As author and illustrator of her bilingual picture books, contemporary Chicana author Maya Gonzalez gives voice and celebrates the self through what she calls ‘the power of reflection’, moving beyond ‘authentic’ or ‘accurate’ representations of Chicano identity. The purpose of this dissertation is to analyse Gonzalez’s picturebooks, starting by focusing on the Nature Trilogy, in which the author highlights our connection to nature (My Colors, My World / Mis colores, mi mundo, I Know the River Loves Me / Yo sé que el río me ama, and Call Me Tree / Llámame árbol), to later explore her most recent projects published by her own independent press, among them The Gender Wheel, “a nature-based, inclusive, body positive story of gender”. I also pay attention to the visual poetry she has created together with Chicano poet Francisco X. Alarcón in a series of picturebooks published between 1997 and 2017.
The research questions I address in my study are the following:
1. How has the representation of Chicanx identity in children’s literature reflected ethnic and class power relations throughout Mexican-American history?
2. What elements does Maya Gonzalez make use of visually and verbally for her projects to subvert power relations in terms of aetonormativity, ethnicity and gender?
3. How is contemporary Chicanx children’s literature being received within the
United States context?
4. How are educational programs in the US context integrating these picturebooks, if they are doing so?
5. How are Maya Gonzalez’s presentations at seminars and workshops helping bring about social change in Chicanx and non-Chicanx children’s identities?
In order to analyse the way(s) in which words and images interact, my focus will be on the dual code, visual and verbal, which is characteristic of picturebooks. I examine the elements Gonzalez makes use of, both as an illustrator and as a writer, to give voice and to represent identity, and how her projects create spaces of inclusiveness and agency,
celebrate diversity, and become a source of reflection for all children, Chicanx and non- Chicanx. I frame my study within a critical multicultural approach in order to explore the subversion of power relations in terms of aetonormativity, ethnicity and gender when representing identities in picturebooks for young readers. A critical multicultural analysis of children’s literature (Botelho and Kabakow 2009) allows me to focus on the ideology and power relations at work in children’s literature, so as to bear a critical perspective on Multiculturalism. Although it is not the main purpose of this work, I include two fieldwork studies on the reception of contemporary picturebooks authored by Chicanx authors in order to explore the reception of these works in the US context, both in the publishing industry, and in the educational field, as well as in order to complement the analysis of the representations of Chicanx identity through word and image.En 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
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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.
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Thesis (Magister Technologiae (Education))--Cape Peninsula University of Technology, 2010This 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.
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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.
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The translation of names is a topic for discussion within many fields, no less so within translation studies. Furthermore, the translation of proper names in children’s literature is a topic with on-going changes. There is a divide between those who believe that the names should be translated into proper cultural equivalent and those who believe it is time to have faith in children being able to handle foreign names. That is what this study will focus on. Approx. 15 names from seven children’s books from 1865 to 2011 were studied to conclude that there seems to be a greater faith in children’s ability to handle foreign names. Three languages were compared English, Spanish, and Swedish with the majority of the 337 names studied being kept in their original format, with spelling intact.Översättningen 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.
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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.
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This study investigates the effectiveness of children’s literature on English reading comprehension in an L2 classroom context. Children’s literature has a major part in teaching L1 in Swedish primary schools, and although it is a trustworthy method in developing reading comprehension skills, it is not used to any great extent in the English education. Thus, the aim of this study is to examine to what extent reading comprehension is fostered by using children’s literature from a second language perspective. Previous experimental research has, however, shown positive results on children’s literature as a means for teaching L2 reading comprehension. In this research synthesis, we will critically analyse, compare and discuss published research based on empirical data to provide and present the reign believes in children’s literature on L2 reading comprehension enhancement. Based on the findings presented in this paper there is a correspondence between the usage of children's literature and positive results in L2 reading comprehension development. However, solely reading children’s literature might not be the most efficient method in enhancing L2 reading comprehension. Based on the findings presented in this study listening to the text whilst reading can to a greater extent improve on listening comprehension results, which can be connected to the theory of Dual Coding (Paivio, 1986). Furthermore, no research on this area has been done in a Swedish context, which indicates that further research needs to be done in order for the results to be more applicable to our future profession.
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Prunean, 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.
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El objetivo de esta tesis es profundizar tanto en la comprensión de los libros infantiles por separado, como en la literatura infantil en su totalidad y llamar la atención sobre el aspecto comercial de la literatura infantil. En el contexto de la aparición del consumismo juvenil en el siglo dieciocho, el planteamiento hecho por diversas escritoras de literatura infantil fue una contribución importante al debate sobre la educación, proporcionando a las educadoras tanto autoridad domestica como literaria. El marco seleccionado (1780-1816 en Gran Bretaña) es un periodo muy significativo, ya que está marcado por importantes cambios en todos los niveles, principalmente como resultado de la Revolución Francesa (1789-1799), así como el debate social posterior en Gran Bretaña en respuesta a esta revolución.
Las autoras analizadas en esta tesis (Sarah Trimmer, Ellenor Fenn, las hermanas Kilner y Lucy Peacock) fueron escritoras que compartieron el mismo editor prolífico, John Marshall. Todas fueron muy conscientes del mercado literario y, en consecuencia, las características paratextuales de sus obras (seudónimos, títulos y subtítulos, epígrafes, dedicatorias, prefacios, prólogos, epílogos, listas de suscriptores, tabla de contenidos e índices, notas al pie, listas de catálogo), que son una forma de auto-representación dirigidas a los padres y/o niños, contienen una serie de estrategias ingeniosas con la posible finalidad de influir en su público a comprar sus ‘productos’. Por lo tanto, la tesis tiene como objetivo el estudio de la auto-representación de las escritoras, examinando una serie de textos literarios y dos periódicos – y sus paratextos – que se utilizaron para crear interés y atención, y, al hacerlo, ayudar a estas escritoras a avanzar en su objetivo comercial.
Se examinarán los medios – tanto a nivel estilístico como retórico – a través de los cuales las escritoras intentaron modular la respuesta del lector en cuanto sus obras, con el fin de incrementar el atractivo y la viabilidad comercial. Esto es muy significativo no sólo porque pone en relevancia los aspectos textuales que son convencionalmente relegados o incluso ignorados, sino también esencialmente porque destaca el hecho de que estas escritoras no fueron simplemente aficionadas y entusiastas que trabajaron desinteresadamente para la educación de las generaciones más jóvenes, sino que fueron profesionales en su oficio y además diestras en configurar instrumentalmente sus paratextos con el propósito de consolidar su lugar en un mercado altamente competitivo. Al correlacionar el enfoque tradicional de análisis basado en texto con el estudio más moderno de los paratextos, podemos descubrir no solamente correspondencias fascinantes, sino también el carácter más sorprendente de esos elementos como promotores de la agenda comercial de las autoras.The 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.
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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.
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Aquesta tesi estudia el gòtic a la literatura infantil de finals del s. XX i principis del XXI, i analitza com la tendència a transgredir del gòtic entra en conflicte amb el caràcter didàctic de la literatura infantil i el seu afany per promoure models de comportament socialment acceptables. Actualment, castells gòtics i cementiris, víctimes innocents perseguides pels dolents, la figura inquietant del doble, i molts altres motius propis del gòtic han passat a formar part de la literatura infantil. La infància es representa com una època plena de pors i preocupacions, i es qüestionen, aparentment, visions bucòliques i romàntiques de la infància. Segons estudis anteriors, aquesta irrupció relativament recent del gòtic en la literatura infantil reflecteix una preocupació amb la infància pròpia del tombant de segle, així com l’actual escepticisme de la nostra cultura pel que fa a la innocència dels nens, una qualitat que ja no es dóna per feta, degut, en gran part, als avenços en psicologia infantil i a esdeveniments recents que han fet palès que els nens també són capaços de cometre crims i altres actes de crueltat. El principal objectiu d’aquesta tesi és qüestionar la idea que les novel·les gòtiques per nens reflecteixen, d’una manera tan directa, les preocupacions actuals envers la infància. Tot i que les històries sobre nens estan ambientades en indrets cada cop més foscos, cal destacar que la figura del nen/a com a refugi de la bondat és més visible que mai. Per tal d’argumentar aquesta tesi, els quatre capítols que composen el meu treball ofereixen una lectura detallada de quatre de les novel·les gòtiques per nens més populars publicades en anglès des de la dècada dels 90: la saga de Harry Potter de J.K. Rowling (1997-2007), Coraline de Neil Gaiman (2002), la trilogia His Dark Materials de Philip Pullman (1995-2000) i A Series of Unfortunate Events de Daniel Handler (1999-2006). El gòtic en aquestes novel·les ofereix, certament, moltes possibilitats per qüestionar visions romàntiques de la infància i complicar els rols de ‘nen/a víctima’ i ‘adult dolent’. Tot i així, una lectura detallada dels texts revela que els elements gòtics no són gairebé mai utilitzats per qüestionar, de manera permanent, la creença en la bondat inherent del nen, d’acord amb les convencions del gènere infantil que estableixen la representació positiva dels nens gairebé com una norma. Així, la caracterització del nen/a revela una gran insistència en preservar una visió idealitzada de la infància, més que no pas un intent de subvertir aquests ideals.This 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.
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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.
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Butler, 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.
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This project explores how pupils respond to disabled characters encountered in two fictional stories and considers the potential implications such reactions hold for teaching and learning in schools. The project reviewed three streams of literature, namely books for children in which disabled characters play a part, the literature of disability studies, and literature linked to inclusive education. The research data set was gathered at group sessions held with a total of 41 pupils in four mainstream primary schools and two schools for SEN pupils. The sessions were recorded on DVD. This data set was analysed using a cluster coding convention and grounded theory model. The pupils discussed issues raised by two excerpts from works of fiction in which motor impaired characters play a significant role. The pupils responded actively, coming to grips with complex issues, presenting their own views, discussing the views of others and completing a brief written exercise. The views expressed by the pupils were often supportive of disabled people but critical where the behaviour of the disabled people in the stories warranted criticism. They rarely used prejudicial language about disabled people and they appeared to be almost unaffected by anti- disabled prejudices. One group session was held with disabled pupils at a part-boarding, part-day school for disabled pupils from age 7 to 19. These pupils showed a greater awareness of the day to day realities of life for a motor impaired person. They also showed enthusiasm or the use of books to familiarise non-disabled people with disability. The project also demonstrated that fictional texts featuring motor impaired characters can be used to teach pupils about motor impairment and to encourage them to think about what it means to be thus disabled. It identified key characteristics of the methods used for research with children. It also identified an opportunity for improved teaching in the area of disability. The KS2 curriculum for Personal, Social and Health Education (PSHE) makes only one mention of disability. Disability could feature more prominently in the curriculum taught by schools and individual teachers.
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Janechek, 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.
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In this study, I consider five of the most eminent children’s novels of the Golden Age period, 1860-1920, The Water-Babies by Rev. Charles Kingsley, Alice’s Adventures in Wonderland and Through the Looking-Glass by Lewis Carroll, The Secret Garden by Frances Hodgson Burnett, and Peter and Wendy by J. M. Barrie, to illustrate that the central concern of all of these novels is what it means to be a child self engaged with the world and growing up. It is my contention that, if we are to embrace what Marah Gubar terms a “kinship model” of children’s literature scholarship that sees the child and adult as in relationship to one another, a new vocabulary is necessary to discuss child and adult selfhood. In this project, I propose using Charles Taylor’s postsecular theory as a foundation for this new language, thus offering the terms porous and buffered as a new way of understanding the relationship between a child and the adult she becomes.
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Schneider, 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.
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Nolan, 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.
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The aim of this thesis is to examine the portrayal of the South Pacific missionary in children's literature published between 1800 and 1935. It examines how hagiographic literature was used to suggest to young readers that the missionary was both an emissary of Western civilisation and the incarnation of Gospel values. It seeks to document the nexus between contemporary anthropologica1 thought, colonialism and religious beliefs which underpinned the views and values presented to the child reader.The thesis examines the years 1800 to 1935 as this period was characterised by intense public interest in the exploration of the region and gave rise to the greatest volume of publications for children featuring the South Pacific missionary. The thesis analyses biographies published for children of the more famous missionaries, including John Williams, James Chalmers, John Paton and Coleridge Patteson. Attention is also given to the missionary in fictional literature and adventure stories, in particular the popular writings of R. M. Ballantyne (most notably The Coral Island). Comparisons arc made with the depiction of the missionary in children's literature using other locations, specifically Africa and China. The thesis also examines how women were portrayed, the connections between trade and missionary activity and the cultural bias evident in the portrayal of indigenous people and their societies. The thesis concludes that the portrayal of the South Pacific missionary between 1800 - 1935 was designed to enhance the status of the missionary by depicting them as being superior to secular heroes such as Captain Cook. By drawing on the imagery of the medieval knight and through the trope of 'Muscular Christianity' the missionary was depicted as having the courage of the explorer, the wisdom of a leader, the nature of a gentleman and the faith of a martyr. The indigenous people were infantilized and the trope of cannibalism was utilised to dehumanise them. Western style housing, clothing, literacy, work ethics and technology were advocated as indicators of the superiority of Europeans, while their adoption by indigenous converts separated them from the 'heathen' of their race. This 'superiority' of Western culture was attributed to the influence of Christianity and the Bible in particular, The missionary was shown as not only redeeming the indigenous people from sin through the revelation of the Gospel, but also as being their friend and protector who gave them the benefits of European living. In particular the 'medicine man' or spiritual leader of the indigenous reIigion was demonised and his influence and position assumed by the missionary who often formed a political alliance with the social leader, or Chief. The presence of the missionary was often further legitimised through the enthusiastic testimony of converts and indigenous teachers' pleading for more missionaries to come to the region. Other Europeans, such as traders and beachcombers, were denigrated as exploiting the islanders and their actions were often condemned as being worse than the 'savages. ' The publications sourced and studied were all Protestant in origin, suggesting a lack of children's Catholic material on missionary endeavour in the region. Similar to the traders, the Catholics were also denounced as interfering with and complicating the task of conversion and redemption. The role of the European female as wife of the missionary was minimised and they were usually relegated to the minor role of passive assistant to the ever-adventurous male. The publications were a vehicle for inculcating the religious and social beliefs of a triumphant Western society and for encouraging children to support the missions. either through their own vocation or through the giving and collecting of money. While they ostensibly promoted Christianity and the activities of Missionary Societies by paying homage to the faith and valour of the missionary, undoubtedly they also justified to the young reader the European cultural dominance and colonialism of the era.
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Singh, 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.
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Newman, 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.
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For centuries, the significance of storytelling in developing the way we see the world has been acknowledged and analysed. In a time when we are facing such huge global issues as climate change, resource depletion and species extinction, what sort of stories should we tell our children? The truth is that adults have little idea of how to tackle the issues and it seems clear that our attitude towards the natural world has contributed to many of the problems that their generation will inherit. In recent years there has been a call from many environmentalists to find a new approach to story: one which will help us to form a more life-sustaining relationship with our natural environment. Deep ecology as a worldview offers one way of developing such a relationship through reconsidering anthropocentric viewpoints and extending the sense of the self to encompass the whole of life in all its many forms. In light of David Abram’s call for writers to reconnect the written word with the land, this thesis explores the practice of creative writing in order to express some of the concepts of deep ecology in children’s fiction. Specifically it draws out issues of developing a stronger connection with the natural world as reality and of reconnecting logic with intuition. The thesis is comprised of two elements: the first part is a novel for children aged between ten and thirteen years as an experiment in putting theoretical ideas into practice and second part is a critical reflection on my own experience of deep ecology in relation to the writing of the creative piece.
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Hsia, Chen Chiu, i 陳秋霞. "Children’s Literature in Children Education". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/68jrcg.
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碩士國立臺東大學
兒童文學研究所
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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.