Zaloguj się

Gotowe bibliografie tematyczne / Children’s literature / Artykuły w czasopismach

Artykuły w czasopismach na temat „Children’s literature”

Kliknij ten link, aby zobaczyć inne rodzaje publikacji na ten temat: Children’s literature.

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 30 lipca 2024

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych

Wybierz rodzaj źródła:

Sprawdź 50 najlepszych artykułów w czasopismach naukowych na temat „Children’s literature”.

Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.

Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.

Przeglądaj artykuły w czasopismach z różnych dziedzin i twórz odpowiednie bibliografie.

1

McNair, Jonda C., Alan R. Bailey, Lesley Colabucci i Deanna Day. "Children’s Literature Reviews: Global Children’s Literature". Language Arts 90, nr 1 (1.09.2012): 60–65. http://dx.doi.org/10.58680/la201220688.

Pełny tekst źródła

Streszczenie:

Featured is a selection of books that were first published outside of the United States, as well as titles published in this country that have global settings. Titles first published within the United States but featuring global themes are also included.

Style APA, Harvard, Vancouver, ISO itp.

2

McNair, Jonda C., Alan R. Bailey, Lesley Colabucci i Deanna Day. "Children’s Literature Reviews: Writing and Children’s Literature". Language Arts 89, nr 3 (1.01.2012): 200–204. http://dx.doi.org/10.58680/la201218405.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

3

C.McNair, Jonda, Deanna Day, Karla J. Möller i Angie Zapatta. "Children’s Literature Reviews: Creativity and Children’s Literature". Language Arts 92, nr 5 (1.05.2015): 370–76. http://dx.doi.org/10.58680/la201527195.

Pełny tekst źródła

Streszczenie:

This children’s literature review column focuses on books that are creative in terms of style and content as well as those that emphasize the creative exploits of numerous individuals. Readers of this column will find out about people such as the famed artist couple, Frida Kahlo and Diego Rivera, Lois Ehlert, the illustrator of the classic Chicka Chicka Boom Boom, and Josephine Baker, the famous dancer.

Style APA, Harvard, Vancouver, ISO itp.

4

Loiter, S. М., i М. D. Yasnov. "CHILDREN’S LITERATURE, CHILDREN’S POETS AND CHILDREN’S READING". Учёные записки Петрозаводского государственного университета 182, nr 5 (czerwiec 2019): 101–7. http://dx.doi.org/10.15393/uchz.art.2019.359.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

5

Enriquez, Grace, Katie Egan Cunningham, Erika Thulin Dawes i Mary Ann Cappiello. "Children’s Literature Reviews Stories of Advocacy in Children’s Literature". Language Arts 95, nr 1 (1.09.2017): 44–52. http://dx.doi.org/10.58680/la201729214.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

6

Neely, Ann, Bettie Parsons Barger, Lynne Bercaw, Mathew Espinosa, Melanie Hundley, Chris Iddings i Robin Smith. "Children’s Literature Reviews: Discipline and Characters in Children’s Literature". Language Arts 87, nr 1 (1.09.2009): 72–79. http://dx.doi.org/10.58680/la20097979.

Pełny tekst źródła

Streszczenie:

Discipline . . . the teacher’s goal, perhaps. Why then do we often provide readers with characters, plots, and ideas that represent anything but discipline? Young readers love books where the characters may be unruly and unpredictable. They like stories where the characters get in and out of trouble. And they enjoy pondering the plot of a tale that may be troublesome to adult readers. Providing children and adolescents with characters who are undisciplined leads to lively discussions. The reviewers have tried to identify some of their recent favorites to balance this issue’s theme of “Disciplining the Language Arts.”

Style APA, Harvard, Vancouver, ISO itp.

7

Saguisag, Lara, i Matthew B. Prickett. "Introduction: Children’s Rights and Children’s Literature". Lion and the Unicorn 40, nr 2 (2016): v—xii. http://dx.doi.org/10.1353/uni.2016.0013.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

8

Battal UĞURLU, Seyit. "Children’s Literature Criticism". Journal of Turkish Studies Volume 5 Issue 3, nr 5 (2010): 1921–45. http://dx.doi.org/10.7827/turkishstudies.1219.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

9

Nikolajeva, Maria. "Translating children’s literature". Interpreter and Translator Trainer 10, nr 3 (wrzesień 2016): 369–72. http://dx.doi.org/10.1080/1750399x.2016.1236565.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

10

Bello, Idaevbor, i James O. Okpiliya. "Nigerian Children’s Literature". Matatu 49, nr 1 (2017): 15–27. http://dx.doi.org/10.1163/18757421-04901002.

Pełny tekst źródła

Streszczenie:

This essay argues for the potential of children’s literature in Nigeria as a genre serving as a means of building nationhood in the minds of children growing up in the country. It posits that because of the greed of the ruling elites, the potential in terms of both human and natural resources was frittered away after independence, thereby vitiating the function of children’s literature in helping reinforce Nigeria’s presence in the comity of nations. It is still possible to retrace our steps as a country by progressively deploying such literature, through its themes and character delineation, to inculcating in children a sense of nationhood and patriotism so they can relate across both ethnic and religious divisions to espouse ideals as a people with a common destiny. The literature that is the focus here is that written in English as the language of interaction among the different ethnic groups in the country, and as the language of instruction in our schools.

Style APA, Harvard, Vancouver, ISO itp.

11

Hongshun, Li. "Translating children’s literature". Perspectives 27, nr 5 (7.02.2019): 776–78. http://dx.doi.org/10.1080/0907676x.2019.1569846.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

12

Brown, Molly. "Children’s Literature Matters (?)". English Academy Review 34, nr 1 (2.01.2017): 8–22. http://dx.doi.org/10.1080/10131752.2017.1333207.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

13

Alaniz, Cynthia, Jane Bean-Folkes, Sue Corbin, Pamela C. Jewett, Diana Porter, Jennifer Sanders i Holly Sims. "Children’s Literature Reviews". Language Arts 95, nr 4 (1.03.2018): 248–62. http://dx.doi.org/10.58680/la201829529.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

14

Cappiello, Mary Ann, Seemi Aziz-Raina, Denise Dávila, Daryl Grabarek, Jennifer M. Graff, Scott Riley i Julie Waugh. "Children’s Literature Reviews". Language Arts 96, nr 2 (1.11.2018): 127–34. http://dx.doi.org/10.58680/la201829850.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

15

Enriquez, Grace, Katie Egan Cunningham, Mary Ann Cappiello i Mollie Welsh Kruger. "Children’s Literature Reviews". Language Arts 95, nr 6 (1.07.2018): 394–401. http://dx.doi.org/10.58680/la201829687.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

16

Dawes, Erika Thulin, Maria V. Acevedo-Aquino, Patrick Andrus, Bettie Parsons Barger, Donna Bulatowicz, Desiree W. Cueto i Mary Lee Hahn. "Children’s Literature Reviews". Language Arts 97, nr 2 (1.11.2019): 105–12. http://dx.doi.org/10.58680/la201930341.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

17

Dawes, Erika Thulin, Maria V. Acevedo-Aquino, Maria V. Acevedo-Aquino, Bettie Parsons Barger, Desiree W. Cueto, Mary Lee Hahn, Joyce Herbeck i Stacey Ross. "Children’s Literature Reviews". Language Arts 96, nr 2 (1.11.2018): 119–26. http://dx.doi.org/10.58680/la201829849.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

18

Cappiello, Mary Ann, Seemi Aziz-Raina, Amina Chaudhri, Denise Dávila, Daryl Grabarek, JenniferM Graff i Julie Waugh. "Children’s Literature Reviews". Language Arts 97, nr 2 (1.11.2019): 113–21. http://dx.doi.org/10.58680/la201930342.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

19

Enriquez, Grace, Erika Thulin Dawes, Mary Ann Cappiello i Katie Egan Cunningham. "Children’s Literature Reviews". Language Arts 95, nr 3 (1.01.2018): 182–89. http://dx.doi.org/10.58680/la201829455.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

20

Enriquez, Grace, Erika Thulin Dawes, Mary Ann Cappiello i Katie Egan Cunningham. "Children’s Literature Reviews". Language Arts 96, nr 1 (1.09.2018): 57–66. http://dx.doi.org/10.58680/la201829750.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

21

Enriquez, Grace, Mary Ann Cappiello, Katie Egan Cunningham i Erika Thulin Dawes. "Children’s Literature Reviews". Language Arts 95, nr 5 (1.05.2018): 338–45. http://dx.doi.org/10.58680/la201829589.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

22

Vardell, Sylvia M., Peggy Oxley, Georgia Heard, Jan Kristo, Gail Wesson Spivey, Janet Wong i and Dan Woolsey. "Children’S Literature Reviews". Language Arts 84, nr 6 (1.07.2007): 552–57. http://dx.doi.org/10.58680/la20075672.

Pełny tekst źródła

Streszczenie:

The NCTE Committee on Excellence in Poetry Award is charged with “exploring ways to acquaint teachers and children with poetry.” One way of doing that is to highlight the wonderful poetry being published for children each year, calling attention to new titles and new poets that children are sure to enjoy. Thus, our committee decided to highlight some of the best poetry books published during our committee’s three-year tenure, 2003-2006. This column is our selection of the 10 best poetry books published during each of those three years, based on the criteria for excellence for the award itself: literary merit, imagination, authenticity of voice, evidence of a strong persona, universality and timelessness, and appeal to children.

Style APA, Harvard, Vancouver, ISO itp.

23

Blažić, Milena Mileva, i Arburim Iseni. "MULTICULTURAL CHILDREN’S LITERATURE". ANGLISTICUM. Journal of the Association-Institute for English Language and American Studies 12, nr 6 (17.05.2023): 11. http://dx.doi.org/10.58885/ijllis.v12i6.11mb.

Pełny tekst źródła

Streszczenie:

<p><span>This paper presents an analysis of literature for young people in Slovene from the point of view of multicultural and thematic elements, an analysis of the syllabus and an analysis of young people’s literature in accordance with European concepts of equality or cultural, religious and linguistic diversity.</span></p><p><span><strong>Keywords:</strong> children literature, scholars, multiculturalism, Slovenian tales, etc.</span></p>

Style APA, Harvard, Vancouver, ISO itp.

24

Xouplidis, Panagiotis. "Teaching cats in Children’s Literature". Journal of Education Culture and Society 11, nr 2 (11.09.2020): 311–21. http://dx.doi.org/10.15503/jecs2020.2.311.321.

Pełny tekst źródła

Streszczenie:

Aim. The aim of the research is the comparative study of literary cat characters in Children’s Literature texts in Greek and Spanish and their instructive function in the transmission of social stereotypes. Methods. The research subscribes to the field of Literary Animal Studies based on the theory of Children’s Literature (Lukens, 1999) and through the intercultural perspective of Comparative Children’s Literature (O’Sullivan, 2005). Published children’s books from Greece, Spain and Spanish-speaking America were compared using textual analysis methods of Imagology (Beller & Leersen, 2007). Stereotyped variants were identified and organized in categories related to name, physical appearance, gender, behavior, and function of literary cat characters. Results. After examining a corpus of 37 books, 23 in Greek and 17 in Spanish (Argentina, Chile, Colombia, Mexico, Spain), textual analysis findings were compared, organized, and classified by language, country and readers’ age groups to locate that literary cat characters are usually pets or feral, and they remain consistently stereotyped as anthropomorphic and subversive. Cats with seven lives and magical powers are common perceptions, dominating in both cultural contexts, stereotypes extended to strong superstitions about black cats. Conclusions. In Children's Literature texts, cats are linguistically, literally, and socially defined literary constructs, can have usually human-like features, intercultural influences, and are potentially shaped by intertextual relations. They serve also as a narrative motif for the transmission of social values about non-human animals and the textual familiarization of nonadult readers with society’s cultural stereotypes.

Style APA, Harvard, Vancouver, ISO itp.

25

Vasiljeva, Elina, i Elvira Isajeva. "Contemporary Russian Literature in Latvia: Children’s Literature". Respectus Philologicus, nr 41(46) (15.04.2022): 145–54. http://dx.doi.org/10.15388/respectus.2022.41.46.115.

Pełny tekst źródła

Streszczenie:

Throughout the 20th century, Russian children’s literature in Latvia was a unique phenomenon. Against the background of the general trends of Soviet children’s literature, Latvian children’s literature (in both Latvian and Russian) developed in a space that was less constrained in respect of ideological censorship. 21st century children’s literature in Latvia is developing both taking into account the previous history and current trends. The article is devoted to the specific features of children’s literature in Russian, taking into account the general status of the Russian language as a foreign language and general trends in the socio-cultural space of Latvia. The study considers two main issues. First, it is a sociological analysis of the situation: an assortment of children’s books, the specifics of the school programme, awareness of contemporary Latvian and Russian children’s literature. On the other hand, the corpus of texts of contemporary children’s literature is studied, and an overview of the oeuvre of contemporary Latvian authors is presented. The material for literary analysis was the book by Vladimir Novikov, “The Mischief of the Obedient Martins”. In the course of the analysis, the specifics of the traditional children’s story, the cultural and historical context of the cross-border identity of the author and his potential readers, the specifics of the contemporary narrative, the identification of the concept “one’s own – other’s” were revealed.

Style APA, Harvard, Vancouver, ISO itp.

26

Hryciv, Nataliya, i Roksolana Syndeha. "PECULIARITIES OF TRANSLATING CHILDREN’S LITERATURE". Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, nr 11(79) (29.09.2021): 64–67. http://dx.doi.org/10.25264/2519-2558-2021-11(79)-64-67.

Pełny tekst źródła

Streszczenie:

The article focuses on the analysis of children’s literature translation. The definition of children’s literature is researched in the article, taking into account its purpose, audience and content, which makes it an interesting subject for studying. The function of the translated text in the target culture may also differ from the one intended by the author. The current study will take into account all of the mentioned factors (purpose, audience and content), taking a functionalist approach to the analysis. While translating children’s literature, the translator is not only the mediator between two systems of language and culture, but he also becomes the second writer of the work. Not only he is to transfer the meaning of the ST (source text) message, but also make it comprehensible for the target audience, which, thus, makes him bear in mind all the features of children’s book.. In the article the special attention is paid to the techniques of translating and its specific issues. The main approaches of translating for children and the features of children’s literature have been also researched.

Style APA, Harvard, Vancouver, ISO itp.

27

McNair, Jonda C., Alan R. Bailey, Lesley Colabucci i Deanna Day. "Children’s Literature Reviews: Play-Themed Children’s Literature for Early Childhood Classrooms". Language Arts 89, nr 1 (1.09.2011): 65–69. http://dx.doi.org/10.58680/la201117160.

Pełny tekst źródła

Streszczenie:

To offer a counter perspective of early literacy development and policy than is currently being promoted through the Common Core Standards and the push for nationalizing the curriculum, the authors focus on play-themed literature. This column features 12 picturebooks with protagonists who engage in pretend or imaginative play. It is hoped that these books will inspire young children and remind teachers of the importance of play in early childhood education.

Style APA, Harvard, Vancouver, ISO itp.

28

Thompson, Deborah L., i Susan S. Lehr. "Children’s Literature Reviews: Challenges to Children’s Literature: Deskilling, Censoring, and Obsolescence". Language Arts 85, nr 3 (1.01.2008): 246–54. http://dx.doi.org/10.58680/la20086189.

Pełny tekst źródła

Streszczenie:

The reviewers argue that teachers face a confluence of three major challenges: the codification of deskilling through national legislation, attempts to limit what children can read through censorship, and the difficulties of keeping abreast of the newest ideas, compounded by the immediate obsolescence of new science and social studies textbooks and teaching materials.

Style APA, Harvard, Vancouver, ISO itp.

29

Bani-Khair, Baker Mohammad, Ziyad Khalifah Alkhalifah i Abdullah Jaradat. "The Value of Multiculturalism and Language in Children's Literature: A Critical Study". World Journal of English Language 12, nr 6 (12.08.2022): 315. http://dx.doi.org/10.5430/wjel.v12n6p315.

Pełny tekst źródła

Streszczenie:

Celebrating language diversity, cultural pluralism, and multiculturalism has long been seen as a sign of cultural openness and awareness in children's literature. Many good examples on cultural pluralism are seen in children’s books that celebrate the value of humanity as a universal concept rather than only a representation of national identity. The paper emphasizes the invitation to call upon pluralism as well as the cultural diversity which constitutes a new vision in children’s literature. Despite the fact that children’s literature has developed over an extended period of time, one has to understand the role that cultural diversity and its representation in children’s literature have in developing education and classrooms’ curriculum. However, as the paper showed us, multicultural children’s literature is still growing as many scholars and writers began to realize the importance of multicultural education in terms of social, ideological, and linguistic aspects.

Style APA, Harvard, Vancouver, ISO itp.

30

Dr. Lubna Farah. "أدب الطفل لبناء الطفل الاسلامي". International Research Journal on Islamic Studies (IRJIS) 3, nr 02 (1.07.2021): 34–50. http://dx.doi.org/10.54262/irjis.03.02.a03.

Pełny tekst źródła

Streszczenie:

The most important foundation of education is character development, and character education is described as a curriculum specifically developed to teach children about the quality and traits of good character. Children's literature can be meant in building Islamic character. Discussion focuses on how literature can be brought into the curriculum in helping to develop character traits in a meaningful manner. Children's literature gradually forms character traits and attitudes that everyone is proud to acknowledge. There is considerable disagreement about what children’s literature is, in particular, “good children’s literature” very little appears to have been written about the problems that can be associated with character-building literature. Children's literature is also used by health professionals for therapeutic purposes (bibliotherapy) to prevent unhealthy habits and addictions, or address psychosomatic disorders. Finally, storybooks and web-based/digital literature can be an effective vehicle for health content, to encourage the adoption of healthy lifestyles among Muslim children. Children’s literature provides an avenue for students to learn about their cultural heritage and the cultures of other people.

Style APA, Harvard, Vancouver, ISO itp.

31

Wason-Ellam, Linda, i Peter Purdue. "Illustrations in Children’s Literature". International Journal of the Arts in Society: Annual Review 5, nr 5 (2011): 267–76. http://dx.doi.org/10.18848/1833-1866/cgp/v05i05/35918.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

32

Leahy, Marie A., i Bridget C. Foley. "Diversity in Children’s Literature". World Journal of Educational Research 5, nr 2 (18.04.2018): 172. http://dx.doi.org/10.22158/wjer.v5n2p172.

Pełny tekst źródła

Streszczenie:

<p><em>Children’s literature is profoundly influential in the lives of students and is widespread throughout schools, libraries, and homes. However, the field of children’s literature lacks diversity across several domains, particularly race, gender, and ability. Educators must be knowledgeable on how to use diverse children’s literature as a tool to teach about diversity, as they strive to foster inclusive classroom environments. Teachers must also design their classroom libraries with intense care so as to provide a wide-ranging selection of books to meet the needs of children’s interests and reading levels. Books are a powerful tool for development, so teachers must make conscious decisions about the materials they provide to young readers. All children deserve exposure to a wide range of books, which include characters who are both similar and different from themselves. Educators have a responsibility to expose students to diversity through a well-written selection of multifaceted children’s literature.</em></p>

Style APA, Harvard, Vancouver, ISO itp.

33

김덕규. "Children’s Literature and Ecocriticism". Jungang Journal of English Language and Literature 52, nr 4 (grudzień 2010): 39–59. http://dx.doi.org/10.18853/jjell.2010.52.4.003.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

34

Burke, Michael, i Karen Coats. "Stylistics and children’s literature". Language and Literature: International Journal of Stylistics 31, nr 1 (13.01.2022): 3–10. http://dx.doi.org/10.1177/09639470211072153.

Pełny tekst źródła

Streszczenie:

This article constitutes an introduction to the five articles that appear in this special issue. This framing process starts by highlighting the sparse, yet important, work that has been conducted over the past 20 years on children’s literature in the field of stylistics. The focus in the article then turns to a more general discussion of the language of children’s literature. Here, in this chronological overview of language usage in books written for children, an outline is sketched from the writers and philosophers of the enlightenment up to contemporary debates on literacy, cognition and theory of mind. In the section that follows, the five studies that appear in this special issue are briefly synopsized. What becomes apparent is the wide range of methodological approaches that have been taken by the scholars in question to analyze the texts that are under investigation, in both quantitative and qualitative ways. The article ends with a plea for more stylistic work to be conducted in the areas of both children’s literature and young adult fiction. This is especially pertinent because stylisticians possess the key linguistic and analytic skills and tools to help, in interdisciplinary settings, to address current social, emotional and cognitive challenges pertaining to child development through literacy and through reading in particular.

Style APA, Harvard, Vancouver, ISO itp.

35

Gorman, Ben. "Philosophy in Children’s Literature". Questions: Philosophy for Young People 12 (2012): 17–18. http://dx.doi.org/10.5840/questions2012128.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

36

Werre, Pam, i Ru Story-Huffman. "INTERNET RESOURCES: Children’s literature". College & Research Libraries News 61, nr 7 (1.07.2000): 576–88. http://dx.doi.org/10.5860/crln.61.7.576.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

37

Schmidt, Dirk. "Grading Tibetan Children’s Literature". ACM Transactions on Asian and Low-Resource Language Information Processing 19, nr 6 (25.11.2020): 1–19. http://dx.doi.org/10.1145/3392046.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

38

Harrild, Anthony. "Children’s literature and culture". Book 2.0 2, nr 1 (1.12.2012): 3–5. http://dx.doi.org/10.1386/btwo.2.1-2.3_2.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

39

Macleod-Johnstone, Emma. "Children’s literature (Second Edition)". Journal of Education for Teaching 41, nr 5 (20.10.2015): 612–13. http://dx.doi.org/10.1080/02607476.2015.1103444.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

40

Horžić, Helena. "Changes in Children’s Literature". Libri et Liberi 6, nr 2 (17.02.2018): 330–32. http://dx.doi.org/10.21066/carcl.libri.2017-06(02).0010.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

41

Korling, Anna-Maria. "Swedish Children’s Literature Today". Children's Readings: Studies in Children's Literature 15 (2019): 330–34. http://dx.doi.org/10.31860/2304-5817-2019-1-15-330-334.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

42

Saxby, Maurice. "Researching Australian children’s literature". Australian Library Journal 53, nr 1 (luty 2004): 81–91. http://dx.doi.org/10.1080/00049670.2004.10721615.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

43

Crawford-McKinney, Kathleen, i S. Asli Özgün-Koca. "Mathematics through Children’s Literature". Mathematics Teacher: Learning and Teaching PK-12 115, nr 9 (wrzesień 2022): 625–32. http://dx.doi.org/10.5951/mtlt.2022.0034.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

44

Hickman, Janet. "Children’s Response to Literature". Language Arts 63, nr 2 (1.02.1986): 122–25. http://dx.doi.org/10.58680/la198625628.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

45

Santiago, Úrsula Tua. "Children’s Literature Reviews: Cultivating Inclusive Classrooms with the Use of Children’s Literature". Language Arts 101, nr 3 (1.01.2024): 222–25. http://dx.doi.org/10.58680/la202432771.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

46

Lehman, Barbara, Kathy Short, Eun Hye Son i Barbara Z. Kiefer. "Children’s Literature Reviews: Expanding Spaces in Children’s Literature: International Books for Children". Language Arts 85, nr 1 (1.09.2007): 84–91. http://dx.doi.org/10.58680/la20076166.

Pełny tekst źródła

Streszczenie:

With the increasing number of books published for children each year in the US (according to Publisher’s Weekly sales figures for US trade books in 2004 were $22.8 billion) we sometimes neglect to look beyond our own borders to discover the many excellent authors and illustrators from around the world who are creating wonderful books for children. These talented people often bring important insights to stories of the human condition.

Style APA, Harvard, Vancouver, ISO itp.

47

Heath, Melissa Allen. "Addressing children’s social emotional needs with children’s literature". School Psychology International 38, nr 5 (6.09.2017): 453–57. http://dx.doi.org/10.1177/0143034317704478.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

48

Enriquez, Grace, Erika Thulin Dawes, Katie Egan Cunningham i Mary Ann Cappiello. "Children’s Literature Reviews 2016 Notable Children’s Poetry Books". Language Arts 94, nr 6 (1.07.2017): 418–26. http://dx.doi.org/10.58680/la201729169.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

49

McNair, Jonda C., Deanna Day, Karla J. Möller i Angie Zapata. "Children’s Literature Reviews: 2014 Notable Children’s Poetry Books". Language Arts 92, nr 6 (1.07.2015): 452–58. http://dx.doi.org/10.58680/la201527393.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

50

Mousa, Hanan. "Palestinian Children’s Literature: An Overview". Jeunesse: Young People, Texts, Cultures 12, nr 1 (czerwiec 2020): 144–59. http://dx.doi.org/10.3138/jeunesse.12.1.144.

Pełny tekst źródła

Streszczenie:

his resource offers a general historical overview of Palestinian children’s literature since 1948, the year when the whole Palestinian people ceased living in Palestine. After the establishment of the State of Israel, many Palestinians were either evacuated and driven from their homeland or chose to leave. Critics have divided Palestinian literature since that time into three categories: Palestinian literature in the diaspora, Palestinian literature in the West Bank and Gaza Strip, and Palestinian literature inside Israel. Children’s literature is a part of each of these Palestinian literatures, and I discuss its development in what follows.

Style APA, Harvard, Vancouver, ISO itp.

Oferujemy zniżki na wszystkie plany premium dla autorów, których prace zostały uwzględnione w tematycznych zestawieniach literatury. Skontaktuj się z nami, aby uzyskać unikalny kod promocyjny!