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Zhang, Yingye, e Petr P. Kozorezenko. "THE LEGACY AND DEVELOPMENT OF CHINESE TRADITIONAL PAINTING IN A MODERN PICTURE BOOK". Scientific and analytical journal Burganov House. The space of culture 19, n.º 5 (10 de outubro de 2023): 97–118. http://dx.doi.org/10.36340/20716818-2023-19-5-97-118.
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Children’s picture books have developed relatively maturely in Western countries, and Chinese publishing houses have chosen imported children’s picture books as their first choice for a long time. Regarding the development of the domestic children’s picture book market, due to the short development time, there are currently only a handful of children’s books that truly integrate Chinese traditional culture, and the connotation has not been truly inherited and popularized, and the unique historical meaning has not been truly reflected in the market. resonate in children’s lives. As far as image design is concerned, due to the influence of foreign children’s picture books, domestic children’s picture books mostly focus on natural expressions of objects and lack deep cultural value and spiritual connotation. As a result, our country’s children’s picture books lack national characteristics. Traditional Chinese painting is part of Chinese cultural heritage and has a unique form of artistic expression that can embody the connotation of Chinese humanistic spirit. The integration of traditional painting elements with modern children’s picture book design not only shows the diversity of the children’s world, but also reflects the cultural characteristics and artistic styles of different nations. When applying Chinese painting elements in the design of children’s picture books, whether in terms of formal language or philosophical spirit, blind application must be avoided. Modern children’s picture book design concepts should be followed, scientifically absorbed and flexibly applied Chinese painting elements to create deep and refreshing works for readers. A children’s picture book with Chinese elements. When creating picture books, we must also combine them with current science and technology to make picture books more nationally distinctive and modern in design, in line with the development of today’s diversified era. Based on the unique artistic characteristics of traditional Chinese painting — composition, pen and ink, color, artistic conception and other elements, this article discusses its application and embodiment in contemporary children’s picture books. It conducts research and analysis on the works of outstanding contemporary picture book creators, and summarizes The application methods and principles of traditional Chinese painting elements in the design of children’s picture books, and explore the new development of traditional painting elements in the creation of children’s picture books.
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Pitenina, V. "Artistic and stylistic peculiarities of the graphic work of Petro Lapyn, illustrator of the children's books in the first third of the 20th century". Research and methodological works of the National Academy of Visual Arts and Architecture, n.º 27 (27 de fevereiro de 2019): 193–99. http://dx.doi.org/10.33838/naoma.27.2018.193-199.
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The beginning of the 20th century is a period of creative and printing experiments in the Ukrainian art. New generation of Ukrainian books was born in this period. The illustration of the children's books was a significant part of this process. Famous Ukrainian graphic artists, such as H. Narbut, M. Zhuk, O. Sudomora, V. Kononchuk, took part in the creation of a new Ukrainian children's book. Some little-known artists also worked with them, and their creativity was an important part of the artistic process. Petro Lapyn was one of those artists. From 1917 to 1929, he worked with the famous publishing houses, such as Vernyhora, Derzhavne Vydavnytstvo, Proliski, Knyhospilka and Rukh. Children's books, illustrated by P. Lapyn, are kept in the funds of the Pedagogical Museum of Ukraine, the National Library of Ukraine for Children, Ivan Fedorov Book Chamber of Ukraine and private collections. We have found about 30 of his projects. But the information about the artist himself and his life is quite limited. One of the first books he illustrated was the poem of S. Rudanskyi «Vovk, Sobaka ta Kit» («The Wolf, the Dog, and the Cat»), published in black and white in 1918. This early Petro Lapyn's work revealed his artistic outstanding peculiarities: vibrant linear drawing, harmonious combination of text and illustrations, variety of graphic techniques and skills in the representation of characteristic features. The high point of the artist's career is the illustration of «Crows and Owls», I. Franko’s fairy tale, printed in 1926 (Kharkiv, Rukh). It demonstrates the animalistic works of the artist. There are typical structural elements in fairy tale books: vignettes, drop caps. P. Lapyn uses decorative handwritten fonts and silhouette drawings for them. His graphic creations are full of emotions. Specific features of his work are: humour, emotionality, anthropomorphism, careful attitude towards literary material, and consistently high level of drawing.
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Engalycheva (Bulgakova), E. V. "Children's book: a terminological analysis". Bibliosphere, n.º 4 (30 de dezembro de 2016): 94–98. http://dx.doi.org/10.20913/1815-3186-2016-4-94-98.
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The article deals with definitions of «children's book», «book for children», «children's literature», «literature for children», «children's reading circle». The mentioned terms are divided into two groups. The first group includes those authors, who consider material and the structural aspects of book, its reader's purpose, printing and design. This issue was studied by S. G. Antonova, N. Z. Ryabinina, I. A. Zharkov, I. F. Pavlova, S. A. Karaichentseva. The second group considers genre and thematic characteristics of book, its effect on children development. Among researchers should be called I. N. Arzamastseva, I. G. Mineralova, S. A. Nikolaev, E. E. Zubareva, T. D. Polozova. All submitted definitions are discussed in details in the context of those tasks that solve children's editions. The author has collected theoretical and practical views of philologists, bibliologists, historians, editors on definitions of children's book and its essential meaning for each field of science. Based on scientific historicism methods and terminological analysis of general components of children edition, its material and structural sides, genre and thematic characteristics have been revealed. Functions of the children's book are determined: communicative, administrative, cognitive, educational, aesthetic ones. The article objective is studying the phenomenon complex, based on which the author has given an independent interpretation of this definition. Additional information on children's literature specific features and its «special» design is presented at National Standard GOST 7.60-90 «Editions. Fundamental types. Terms and definitions», as well as branch standards: OST 29.130-97 «Editions, terms and definitions», OST 29.127-96 «Publishing books for children», OST 29.127-2002 «Quality requirements of book and journal editions for children and adolescents». The resulting terminological analysis will be useful both for professionals of publishing and editorial business, researchers studying the history and formation of children's books, historians, as well as for teachers in the educational course «Children's Literature», «Bibliology». The conclusion is that the children's book will have a stable cover, which content and variety depends on time, professional activity of authors, artists, editors, publishers, and other persons relating to the book publishing system of the country and regions.
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Clar, Monique, Éric Drouin e Sandy Iverson. "Dare to Dream: Promoting Indigenous Children's Interest in Health Professions through Book Collections". Journal of the Canadian Health Libraries Association / Journal de l'Association des bibliothèques de la santé du Canada 39, n.º 2 (24 de julho de 2018): 28–55. http://dx.doi.org/10.29173/jchla29364.
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Introduction: Indigenous peoples in Canada experience significant health challenges, but few pursue careers in the health sciences. Two programs by medical librarians designed to encourage children in First Nations communities to dream of careers in the health professions will be presented.
Description: An academic library in [Province] developed children’s health and science book collections with Indigenous school libraries. Library and information science students, as well as a librarian, participated in health education activities in the recipient schools. This project inspired the community service project of the joint MLA/CHLA-ABSC/ICLC Mosaic|Mosaïque 2016 conference, which focused on placing similar collections in Ontario Indigenous communities. The mechanics, benefits, and challenges of the programs will be discussed including book selection and delivery.
Outcomes: Hundreds of books have been delivered and informal qualitative evaluative data from the recipient communities indicates positive outcomes. Some difficulties in providing optimal access to the books were identified due to communication problems or the relative lack of library infrastructure in these communities.
Discussion: Reading for pleasure is linked to student's academic success. Access to varied and quality literature is important for school achievement, therefore these collections may potentially impact student’s future life chances. While a direct correlation between these collections and student’s future career choices cannot be easily measured, it is known that Indigenous high school graduates frequently choose to pursue professions linked to the needs of the community. Therefore any materials drawing attention to potential community health needs may well influence student’s choices.
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Rea, Lauren. "Trajectories in Argentine Children's Literature: Constancio C. Vigil and Horacio Quiroga". International Research in Children's Literature 12, n.º 1 (julho de 2019): 76–89. http://dx.doi.org/10.3366/ircl.2019.0292.
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Children's author and publishing entrepreneur Constancio C. Vigil was a Uruguayan who spent most of his working life in Argentina. He was best known for his children's magazine Billiken (1919 to present). Vigil's contemporary and compatriot Horacio Quiroga also made the move across the River Plate and went on to have a transformative impact on Argentine literary culture, in part through his Jungle Tales for Children (1924). Both Quiroga and Vigil aspired to have their works for children accepted as school reading books, recognising the role of school authorities in the formation of the national canon. Vigil and Quiroga's trajectories of inclusion and exclusion, and their extraordinary contribution to the Argentine and Latin American cultural landscape in the first half of the twentieth century, provide a window onto the curation of an Argentine national children's literature at the same time as challenging the very nature of such a category.
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Antoniuk, Tеtiana. "YURIJ TYSHCHENKO AS A PUBLISHER OF UKRAINIAN BOOKS IN EMIGRATION". Almanac of Ukrainian Studies, n.º 26 (2020): 13–23. http://dx.doi.org/10.17721/2520-2626/2020.26.2.
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The publishing activity of Yurij Tyshchenko (Siryi) in Ukraine and emigration (1907–1953) as one of the brightest representatives of the process of Ukrainian revival of the first half of the XX century is traced. It is analysed the efforts of a prominent Ukrainian on business in the awakening of national consciousness, forming of identity, knowledge dissemination among the great masses of Ukrainians, distribution of Ukrainian books in Ukraine and in the world through organizing and operation of publishing houses "Dzvin", "UT Publishing House (Yurij Tyshchenko)", active public activity. It is updated the book products of the publishing houses, managed by Yu. Tyshchenko, from the fund of the Foreign Ukrainistics Department of the Bibliology Institute of Vernadsky National Library of Ukraine. Special attention is paid to scientific, popular science, educational and children's book. There are given content and book characteristics and there are found out the ways of distribution of the Ukrainian book in emigration conditions. There are traced the relationship of the enterprises managed by Yu.Tyshchenko with Ukrainian establishments, organizations and public associations in emigration and in Ukraine. On the example of activity of Yu. Tyshchenko in emigration, it is shown the complexity of publishing process organization and the life and activities of Ukrainian political emigration abroad. Considerable attention is paid to the works of Yu. Tyshchenko himself, prepared, published and reprinted in Ukraine and the diaspora. The personal connections and cooperation of Yu. Tyshchenko with prominent Ukrainian scientific, political and public figures of the first half of the XX century are revealed. Attention is accented on the contribution of a prominent Ukrainian figure in the development of Ukrainian book publishing, book distribution, Ukrainian cultural and national revival. On the example of Yu. Tyshchenko's activity in emigration, the complexity of the organization of the publishing process and the life and activity of Ukrainian political emigration abroad is shown.
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Amante, Susana. "Forging a space for dialogue and negotiation in modern picture books by Melanie Florence". Ars Aeterna 14, n.º 2 (1 de dezembro de 2022): 22–36. http://dx.doi.org/10.2478/aa-2022-0009.
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Abstract Canadian children’s literature has a relatively short history, which is not surprising because Canadian literature itself is a recent and problematic category, struggling for a definition and identity of its own. The lack of national homogeneity is reflected in both CanLit and its counterpart for children, and rather than being a weakness, the multitude of voices that inhabit the Canadian territory has become its essence and strength. Lately, we have noticed a growing interest and market demand for picture books by Indigenous voices. Melanie Florence is one such voice, and she honours her past by bringing to the fore the inescapable dark weight of collective tragedies such as the residential school system and the disappearance and murder of Aboriginal women and girls, a hidden national crisis. In this article, we aim at getting to know and help readers discover Missing Nimâmâ and Stolen Words by this new picture book writer, who is speaking up and voicing First Nations’ concerns, bringing back memories, but also forging a space for dialogue and negotiation, a space where text and illustration are combined and provide a harmonious whole. In this space, difference and binarisms do not result in dualism, but in highly synergistic relationships.
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Umanska, Anna. "Publishing Activity of Kultur-LigPublishing Activity of Kultur-Lige in Kyiv in 1918-1931: Phases and Genres". Mìžnarodnì zv’âzki Ukraïni: naukovì pošuki ì znahìdki, n.º 30 (1 de novembro de 2021): 405–27. http://dx.doi.org/10.15407/mzu2021.30.405.
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The article covers the introduction of Yiddish publishing activities, initiated by the Jewish civic and cultural-educational organization “Kultur-Lige” in the period from 1918 to 1931. The research analyzes the historical context and preconditions of the organization beginning in the 19th century. Among the main preconditions, the author highlights the rapid modernization of Eastern European Jewry, the proclamation of Yiddish as one of the many national languages at the inter-party conference on Yiddish in Chernivtsi in 1908, and the revolutionary events of the first half of the twentieth century. In addition, the article encloses the concept of secular Jewish culture proposed by members of the Kultur-Lige and ways of its implementation through printed Yiddish-language products, the main "marketplaces" of Yiddish textbooks, teaching materials, fiction, periodicals. The article analyzes the printed products of the Kultur-Lige, after preliminary structuring and systematization of publications by category: the sources were divided into a layer of textbooks, teaching and learning materials, children's books, and fiction. The authors of the educational books, textbooks, and books for children were usually young Jewish writers and members of the Literature section of Kultur-Lige. The main consumer of such Yiddish books were the educational institutions established by the Kultur-Lige. Specifically, the Jewish public Yiddish schools, public libraries, and reading rooms, as well as Jewish Public University. Educational institutions organized by Kultur-Lige provided education for all categories of the Jewish community. The article also includes some information about the book design of Kultur-Lige artists. Among the illustrators was Mark Chagall, Sara Shor, Eliezer Lissitzky, Joseph Chaikov, Mark Epstein, etc. This organization provided unique opportunities to implement their artistic idea in the area of book illustrations. Besides that, the article includes information about the print run of some books and the financial sources of the publishing section
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Baguley, Margaret, Martin Kerby, Alison Bedford e Mia O'Brien. "Australian children’s picture books, the Frontier Wars, and Joseph Campbell’s hero with a thousand faces". Historical Encounters: A journal of historical consciousness, historical cultures, and history education 10, n.º 2 (21 de dezembro de 2023): 73–83. http://dx.doi.org/10.52289/hej10.207.
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Frank Uhr and Debra O’Halloran’s Multuggerah and the Sacred Mountain (2019) is one of the few children’s picture books that explore the Australian Frontier Wars. In terms of message, the author and illustrator subsume First Nations’ resistance into the nation’s broader celebration of its participation in foreign wars. In terms of medium, they use the overwhelmingly conservative genre of picture books to deradicalise a potentially controversial topic, one that they frame using Joseph Campbell’s conception of the monomyth. Campbell’s development of the monomyth, widely referred to by his major work The hero with a thousand faces (1949/2008) was drawn from his sustained academic study of comparative mythology. He found a similar pattern emerging in a multitude of story forms, fairy tales, songs, and sonnets, and within sacred writings, dreamings, and monologue accounts. The canonical narrative arc of the hero’s journey has three core elements. It begins as the hero receives a ‘call to adventure’ and leaves the ordinary world (Separation or Departure). He or she enters an extraordinary world that requires engagement in a range of trials and challenges (Initiation), before returning home to the ordinary world, irreversibly transfigured (Return). Multuggerah and the Sacred Mountain is framed by this trajectory, thereby ensuring a familiarity that belies the reader’s lack of knowledge as to its origin. The author and illustrator thereby avoid too overt a challenge to the ideological and genre-based expectations of their readers.
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Kolosnichenko, M. V., T. F. Krotova, K. L. Pashkevych e N. M. Pshinka. "STYLISTIC AND CONSTRUCTIONAL SOLUTIONS IN BOOK SERIES DESIGN "FAIRY TALES FROM AROUND THE WORLD" OF THE NATIONAL CHILDREN`S LITERATURE PUBLISHING HOUSE "VESELKA"". Art and Design, n.º 2 (11 de agosto de 2021): 20–29. http://dx.doi.org/10.30857/2617-0272.2021.2.2.
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Aim: to analyze the stylistic and constructive features of the design of the books in the series “Fairy Tales from Around the World“ by the publishing house “Veselka“, to trace the sequence of the publishing project and the role of the designer and art-designer in it. Methodology. Historical and comparative methods, as well as art history methods of image and stylistic and formal analysis have been used in the research. Results. The artistic approaches to the creation of 25 books of the series “Fairy Tales from Around the World“ (1978–2016) have been analyzed, the stages of creating the book design of this series have been studied with the help interview of the main artist of the publishing house “Veselka“ (1975–2015), national artist of Ukraine M. Pshinka; the image and stylistic features of this series design have been revealed, which allowed synthesizing the verbal, figurative and architectonic levels of books, ensured the integrity of the book as an artistic object, contributed to the emotional and aesthetic expressiveness of illustrations. Scientific novelty. The image and stylistic features of the decoration of the series “Fairy Tales from Around the World“, founded in 1978 by the National Children's Literature Publishing House “Veselka“, have been analyzed for the first time. The analysis of the books` design in this series as a synthesis of text, illustrations, and layout design has been presented. The sequence of the artistic and production process and the designer`s role in achieving the synergy of visual and verbal images has been traced. The constructive elements of the layout have been analyzed and introduced to ensure the serial stylistic unity of the books, which illustrations were made by different artists, keeping their own bright individual style. Practical significance. The study allowed analyzing the design features of the layout, which due to the creative approach of designers and collaboration with leading Ukrainian illustrators ensured the continued popularity of the books “Fairy Tales from Around the World“ among several generations of young readers, success and awards at numerous international and national competitions over four decades. The construction and serial elements of the layout design, which provided the stylistic unity and recognizability of all books of the series, have been described. The results of the research can be used for further study of the traditions of the art school of illustration and design of Ukrainian books, and also serve as theoretical and visual material in the educational process specializing in “graphic design“.
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Hatimah, Ihat. "REGULASI DAN IMPLEMENTASI PENDIDIKAN INFORMAL". PEDAGOGIA Jurnal Ilmu Pendidikan 13, n.º 1 (21 de agosto de 2016): 194. http://dx.doi.org/10.17509/pedagogia.v13i1.3387.
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Regulation of informal education stipulated in the Law on National Education System No. 20 of 2003 Article 27, namely: 1) informal education activities carried out bythe family and the environment in the form of learning activities independently, 2) Results of education referred to in subsection (1) is recognized equal to formal and informal education after students pass the exam in accordance with national standards of education, 3) provisions regarding the admission of informal education as referred to in paragraph (2) shall be regulated further by a government regulation. Implementation ofinformal education the most obvious is through the family, because the family is the lead agency and the first for children's development. Parents should be able to be a parent of intelligent loving that can be realized in the form of: 1) facilitating children to grow and be happy, 2) train independence, 3) instilling confidence, 4) help facilitate reading books that are useful, 5) invite children to play wholeheartedly, 6) facilitates to communicate, solve problems, make decisions, 7) invites move or move, 8) guiding when watching television.Keywords: regulation, informal education, informal education implementation
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Sulyak, Sergey G. "The Rusin theme in the works by Elizaveta Vodovozova". Rusin, n.º 69 (2022): 97–129. http://dx.doi.org/10.17223/18572685/69/6.
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Elizaveta Nikolaevna Vodovozova (nee Tsevlovskaya, second marriage surname - Semevskaya; born August 5(17), 1844; died March 23, 1923), a graduate of Smolny Institute, was a Russian children's writer, memoirist, and a most prominent researcher and educator of her time. In the late 1860s, together with her husband Vasily Vodovozov, she went to Europe to learn the methods of family education and raising children in public institutions. Her journalistic debut “What Stops a Woman from Becoming Independent?” was a response to Nikolay Chernyshevsky's novel What Is To Be Done? The essay was published under a pseudonym in the magazine Biblioteka Dlya Chteniya in September 1863. Vodovozova authored the most popular pre-revolutionary book for parents Mental and Moral Education of Children from the First Manifestation of Consciousness to School Age (St. Petersburg, 1871), which was re-issued seven times in pre-1917 Russia (7th ed. St. Petersburg, 1913). In this book, Vodovozova proposed to base preschool education on folk songs, games, and fairy tales. She supplemented her educational program with the manual Russian Folk Songs for One Voice and Active Games for Children (St. Petersburg, 1871). In the 1870s, Vodovozova actively published in the pedagogical journals Detskoe Chtenie, Narodnaya Shkola, and Golos Uchitelya. In 1880, she published a collection of children's stories For Leisure. In her memoirs, Vodovozova described the life and works of Konstantin Ushinsky, Vasily Vodovozov, Vasily Semevsky and other educators. Her autobiographical novel At the Dawn of Life (St. Petersburg, 1911), like other memoirs, had several reissues. Later, the novel was adopted for children and published as The Story of a Childhood to be actively published in pre-revolutionary and Soviet Russia. According to Vodovozova, her magnum opus aimed at dissiminating ethnographic knowledge among young people was the three-volume The Life of the Peoples of Europe. Narratives in Geography (St. Petersburg, 1875-1883). Having revised and abridged this work, she published it as a ten-volume low-price series How People of Different Nations Live (St. Petersburg, 1894-1901), illustrated by Viktor Vasnetsov and other famous artists. In the third volume “The Life of European Nations”, she told about the history of the Rusins of Galician Rus, the national revival, the current situation, the folk and literary language, religion, traditional material and spiritual culture. The ninth volume “How people live in the world” also describes the Galician Rusins, their history, religion, education, organizations, and folk culture. The writer tried to understand the reasons for the difficult material situation of the Rusin peasants.
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Matseliukh, I. "Protection of children’s rights in the USA at the end of the 19th – on the beginning of the 20th century: historical excursion". Analytical and Comparative Jurisprudence, n.º 1 (20 de março de 2024): 51–55. http://dx.doi.org/10.24144/2788-6018.2024.01.7.
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The article analyzes the problems of protecting the rights of children in the USA, which developed at the end of the 19th and the beginning of the 20th centuries. It was established that by the end of the 19th century. the question of protecting children has never been raised anywhere in the world. The considered case of Mary Ellen McCormack, who suffered brutal abuse from her adoptive parents, and with the help of Elbridge Jerry's lawyer, was transferred to the US Supreme Court. It was established that this precedent became the first documented case of child abuse in the history of the United States of America, and in the world as a whole.
Tracing the history of the formation of the New York Society for the Prevention of Cruelty to Children "NYSPCC", which became the first organization in the world to protect the interests of children. His activities, which consisted in the legal protection of children, their material support and violation of their rights and interests, were considered. Particularly shocking were the persistent abuses in private kindergartens and homes where children were kept in unlivable conditions, while the guardians received the costs of child support from the state.
It was emphasized that the establishment of the New York Society for the Prevention of Cruelty to Children "NYSPCC" was the key to changes in this area. His activities prompted the rapid formation of other societies in the United States and the adoption of the first normative legal acts that guaranteed the rights of children and provided a mechanism for their protection. Gradually, there was a transformation of public consciousness, which took over responsibility for the protection of minor children.
Examines the creation of state departments of welfare, social services, health, and labor, which opened in all states, as well as the Federal Children's Bureau, which was established in 1912. It became the first national government office in the world, whose powers focused on ensuring better wellbeing of children and their mothers.
The field of activity of the Bureau was studied, which developed a whole set of measures, which consisted in the introduction of prenatal care for women, helped them in the birth of a child, the establishment of specialized children's clinics, the introduction of the institute of patronage nurses, certified milk stations for the children's year, and raising awareness among women mothers about the measures . and the need for proper child care to address high infant mortality.
Another area of activity of the Children's Bureau was the control over the use of child labor, as well as educational activities - the publication of books that highlighted contemporary problems in the field of violation of children's rights. The work of the bureau also affected legislative initiatives. Thus, the Keating-Owen Act of 1916, which prohibited the labor of minors, as well as the Sheppard- Towner Act of 1921, which allocated federal subsidies to state programs for the protection of motherhood and childhood, were analyzed. The following were subject to state funding: training of midwives, educational work with parents, opening of health centers, parenting courses, introduction of standards and the procedure for licensing maternity homes, collection of data on maternal and child mortality.
The prescriptions of the Law on Social Security of 1935, which provided for the financing of a program to help dependent children, low-income families, and the creation of a child care service, which was authorized to supervise the maintenance of children's rights, were studied.
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Wilson, Fran, Cyndi Giorgis, Joyce Herbeck, Lisa Morris-Wilkey, Sue Parsons, Ed Sullivan e Deborah Thompson. "Children’s Literature Reviews: 2013 Orbis Pictus Award Winners". Language Arts 91, n.º 2 (1 de novembro de 2013): 119–25. http://dx.doi.org/10.58680/la201324287.
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This column presents the 2013 Orbis Pictus Award winners. The Orbis Pictus Award recognizes outstanding nonfiction books published for children in kindergarten through eighth grade. This award, established by the Elementary Section of the National Council of Teachers of English in 1989, is the first book award to honor nonfiction books written especially for children.
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Wilson, Fran, Cyndi Giorgis, Joyce Herbeck, Marie LeJeune, Ruth McKoy Lowery, Sue Parsons e Ed Sullivan. "Children’s Literature Reviews: The 2014 Orbis Pictus Award Winners". Language Arts 92, n.º 2 (1 de novembro de 2014): 150–56. http://dx.doi.org/10.58680/la201426142.
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This column presents the winners of the 2014 Orbis Pictus Book Award. Each year the Orbis Pictus Award Committee selects the best nonfiction children’s books published within the previous calendar year. The award, created by the National Council of Teachers of English in 1989, was named after what is believed to be the very first nonfiction book written especially for children.
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Pavlenko, S. V. "Children’s books in Canada: history of development and current issues". Bibliosphere, n.º 4 (18 de fevereiro de 2021): 52–60. http://dx.doi.org/10.20913/1815-3186-2020-4-52-60.
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The article studies the history of the development of children’s books in Canada. The author emphasises the main political, socio-economic and cultural factors that affect this process and form its unique characteristics. The hypothesis that «Canadian cultural identity» cannot yet be defined since it is continually, significantly affected by domestic issues and foreign cultures is proposed and analysed.The author analyses the historical way of Canadian children’s book development. The different stages of this development are taken into account: from the total domination of foreign children’s books on the Canadian market to the resurrection and reflection of the First Nation people’s history and culture in the new books of Canadian writers. The author suggests that the modern stage of the Canadian Children’s books existence gives these books a power to become an instrument of Canadian cultural identification.Different concepts of formation of the term Canadian children’s books are evaluated and their commonality and differences are underlined. The author defines the criteria that modern researchers, writers, publishers, cultural foundations and non-profit organizations use to describe the uniqueness of Canadian children’s books.The system of government and private financial support for Canadian writers, illustrators and publishers is described. The main strategies for support and promotion of Canadian children’s books inside Canada are analysed.
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Heryadi, Adi, e Subandi Subandi. "Honesty Education For Children From a Very Early Age: An Islamic Perspective On Psychology". Psikis : Jurnal Psikologi Islami 7, n.º 2 (1 de janeiro de 2021): 180–87. http://dx.doi.org/10.19109/psikis.v7i2.9793.
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The phenomena of corruption, collusion, and nepotism in Indonesia that are increasingly prevalent have made deep works for us as a nation. We can see the bad behavior of corruption, starting from the suboptimal quality of development results to the increasingly visible impact between the rich and the poor. People's dissatisfaction with the spectacle of corruption trials and terrible examples set by the nation's leaders has a psychological effect on the next generation. According to (Suud & Subandi, 2017), one of the repercussions of dishonesty is corruption. From the perspective of Islamic psychology, this study tries to answer research issues concerning what and how to undertake moral education for children. A library research or literature review is used in this study, as well as a non-interactive method called document analysis. Researchers consult a variety of sources, including documents, books, websites, study findings, and expert opinions, that are relevant to the research issue. The findings of this study show that, according to Islamic psychology, honesty education for children is a type of moral character education that teaches children aged 0 to 6 years how to coordinate their hearts and brains through words and actions. They always say that the Qur'an and Hadith are the most reliable guides. Furthermore, the stages of children's integrity character education discovered in Islamic psychology are the conception period, the first three years, and the 46th year, which are key moments in integrity character education. That will be in 46 years. The basic foundations for this performance are Surah an-Nahl: 78 and Surah an-Nisa: 5.
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Raden Sri Martini Meilanie, Winda Gunarti e Astari Yaumil Hassan. "Parents' Perceptions of Children's School Readiness During and After the COVID-19 Pandemic". JPUD - Jurnal Pendidikan Usia Dini 16, n.º 1 (30 de abril de 2022): 162–71. http://dx.doi.org/10.21009/jpud.161.11.
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Children's school readiness is important to discuss because learning loss is an obstacle in preparing early childhood to enter elementary school. This study aims to look at parents' perceptions of their children's readiness for school during and after the COVID-19 pandemic. This study uses a quantitative descriptive survey research design to collect measurable data for statistical analysis from a population sample. The results show that preparing children for school during and after the COVID-19 pandemic is very different from the usual practice. Parents are required to provide appropriate stimulation to children at home to replace the role of teachers at school and restore the motivation and willingness of children to enter elementary school. The perception of parents is certainly very influential on the stimulation that will be given to children.
Keywords: early childhood education, parents’ perceptions, school readiness
References:
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Araújo, L. A. de, Veloso, C. F., Souza, M. de C., Azevedo, J. M. C. de, & Tarro, G. (2021). The potential impact of the COVID-19 pandemic on child growth and development: A systematic review. Jornal de Pediatria, 97(4), 369–377. https://doi.org/10.1016/j.jped.2020.08.008
Atkinsonová, R. L., Atkinson, R. C., SMITH, E. E., Herman, E., Bem, D. J., & Petržela, M. (1995). Psychologies. Victoria Publishing. https://books.google.co.id/books?id=Tj9OAAAACAAJ
Bao, X., Qu, H., Zhang, R., & Hogan, T. P. (2020). Modeling Reading Ability Gain in Kindergarten Children during COVID-19 School Closures. International Journal of Environmental Research and Public Health, 17(17). https://doi.org/10.3390/ijerph17176371
Benner, A. D., & Mistry, R. S. (2020). Child Development During the COVID-19 Pandemic Through a Life Course Theory Lens. Child Development Perspectives, 14(4), 236–243. https://doi.org/10.1111/cdep.12387
Brown, S. M., Doom, J. R., Lechuga-Peña, S., Watamura, S. E., & Koppels, T. (2020). Stress and parenting during the global COVID-19 pandemic. Child Abuse & Neglect, 110, 104699. https://doi.org/10.1016/j.chiabu.2020.104699
Colizzi, M., Sironi, E., Antonini, F., Ciceri, M. L., Bovo, C., & Zoccante, L. (2020). Psychosocial and Behavioral Impact of COVID-19 in autism spectrum disorder: An Online Parent Survey. Brain Sciences, 10(6). https://doi.org/10.3390/brainsci10060341
Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Fifth edition). Pearson.
Cushon, J. A., Vu, L. T. H., Janzen, B. L., & Muhajarine, N. (2011). Neighborhood Poverty Impacts Children’s Physical Health and Well-Being Over Time: Evidence from the Early Development Instrument. Early Education and Development, 22(2), 183–205. https://doi.org/10.1080/10409280902915861
Duncan, R. J., Duncan, G. J., Stanley, L., Aguilar, E., & Halfon, N. (2020). The kindergarten Early Development Instrument predicts third grade academic proficiency. Early Childhood Research Quarterly, 53, 287–300. https://doi.org/10.1016/j.ecresq.2020.05.009
Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 118(17), e2022376118. https://doi.org/10.1073/pnas.2022376118
Friedman, M. M., Bowden, V. R., & Jones, E. (2003). Family Nursing: Research, Theory & Practice. Prentice Hall. https://books.google.co.id/books?id=mkBtAAAAMAAJ
Gobbi, E., Maltagliati, S., Sarrazin, P., di Fronso, S., Colangelo, A., Cheval, B., Escriva-Boulley, G., Tessier, D., Demirhan, G., Erturan, G., Yüksel, Y., Papaioannou, A., Bertollo, M., & Carraro, A. (2020). Promoting Physical Activity during School Closures Imposed by the First Wave of the COVID-19 Pandemic: Physical Education Teachers’ Behaviors in France, Italy and Turkey. International Journal of Environmental Research and Public Health, 17(24). https://doi.org/10.3390/ijerph17249431
Griffith, A. K. (2020). Parental Burnout and Child Maltreatment During the COVID-19 Pandemic. Journal of Family Violence. https://doi.org/10.1007/s10896-020-00172-2
Hevia, F. J., Vergara-Lope, S., Velásquez-Durán, A., & Calderón, D. (2022). Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in Mexico. International Journal of Educational Development, 88, 102515. https://doi.org/10.1016/j.ijedudev.2021.102515
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Maldonado, J. E., & De Witte, K. (2022). The effect of school closures on standardised student test outcomes. British Educational Research Journal, 48(1), 49–94. https://doi.org/10.1002/berj.3754
McDowell, K., Jack, A., & Compton, M. (2018). Parent Involvement in Pre-Kindergarten and the Effects on Student Achievement. The Advocate, 23(6). https://doi.org/10.4148/2637-4552.1004
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Skulmowski, A., & Rey, G. D. (2020). COVID-19 as an accelerator for digitalization at a German university: Establishing hybrid campuses in times of crisis. Human Behavior and Emerging Technologies, 2(3), 212–216. https://doi.org/10.1002/hbe2.201
Spinelli, M., Lionetti, F., Pastore, M., & Fasolo, M. (2020). Parents’ Stress and Children’s Psychological Problems in Families Facing the COVID-19 Outbreak in Italy. Frontiers in Psychology, 11, 1713. https://doi.org/10.3389/fpsyg.2020.01713
Yoshikawa, H., Wuermli, A. J., Britto, P. R., Dreyer, B., Leckman, J. F., Lye, S. J., Ponguta, L. A., Richter, L. M., & Stein, A. (2020). Effects of the Global Coronavirus Disease-2019 Pandemic on Early Childhood Development: Short- and Long-Term Risks and Mitigating Program and Policy Actions. The Journal of Pediatrics, 223, 188–193. https://doi.org/10.1016/j.jpeds.2020.05.020
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Maulida, Arina Zulva, e Muh Syauqi Malik. "NUTRITION EDUCATION IN ALPHA GENERATION TO ACHIEVE OPTIMAL GROWTH AND DEVELOPMENT". Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini 12, n.º 2 (22 de novembro de 2021): 185–94. http://dx.doi.org/10.17509/cd.v12i2.39274.
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Alpha generation requires nutritional education to achieve optimal growth and development. This research aims to provide nutritional education to the alpha generation to achieve optimal growth and development. Method used by researchers is descriptive qualitative literature studies. The authors see a significant correlation between nutrition education and changes in children's behavior in responding to their food dishes. The more nutritional education obtained, the more children will realize the importance of food so that it is more devoured in eating food. References taken by authors are sourced from the author's personal experience as a Nutritionist supported by scientific publications such as reputable national journals, books, websites, and various relevant research sources. The subjects in this study were children aged 0 to 8 years. The results showed that generation alpha is the first generation to hold individuals born in the 21st century who have the characteristics of more believe in social media, prefer to shop online, Rarely make physical contact in communicating, do not like excessive consumption, and repeat the same for pleasure. Wrong nutritional behaviors in elementary school-aged children include not eating a balanced dietary menu, not breakfast, unhealthy snacks, consuming Junk Food and Fast Food, and consuming sugar in excess. Some methods of nutrition education that can be practised in the alpha generation are education in the form of interventions, education using cards, and android-based education.
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Lowe, Bronwyn Margaret. "The Historical-Cultural Value of the Juvenile Collection: The McLaren Collection at the University of Melbourne and its Girls’ Books". Papers: Explorations into Children's Literature 22, n.º 1 (1 de janeiro de 2012): 56–67. http://dx.doi.org/10.21153/pecl2012vol22no1art1126.
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In the last fifty years special collections of children’s books have received increasing attention from scholars who have started to realise the value of these books as literary and historical documents. Collections of children’s books in academic libraries across the world1 provide a sampling of the types of books children would have read in a particular period or country. The McLaren Collection of children’s books, held in the Baillieu Library at the University of Melbourne, is valuable for its varied range of children’s books. This important collection was assembled by Ian McLaren (1912- 2000), a chartered accountant and Member of Parliament who also took a particular interest in book collecting during his long and varied career. His collection comprises over 50,000 items on Australian politics, history and literature. While the majority of his collection is held by the Baillieu Library, the National Library of Australia holds his collection of local histories, church histories, business histories and organizational histories. Approximately 5000 books in the McLaren collection were classified by him as children’s books, and they are all held at the Baillieu Library. This article will consider the importance of collections of children’s books in the university library generally, and why they can be of use to scholars. It will then address the McLaren collection specifically, creating a small sampling of girls’ books from the collection to discuss the sort of books Australian girls would have been reading in the first half of the twentieth century, and the views and values that authors of this period wanted to pass on to girls. These will be used to address a broader discussion of the historical-cultural value of girls’ books in the collection.
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Remy, Johannes. "Despite the Valuev Directive: Books Permitted by the Censors in Violation of the Restrictions Against Ukrainian Publishing, 1864-1904". East/West: Journal of Ukrainian Studies 4, n.º 2 (19 de setembro de 2017): 113. http://dx.doi.org/10.21226/t2wk89.
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In 1863, the Russian imperial government decreed restrictions on book publishing in Ukrainian. The restrictions were then revised and were endorsed on several later occasions. They banned nonfiction literature directed at common people, children’s literature, and translations from Russian. The restrictions were in force until the all-Russian revolution in 1905, although they were formally repealed only in 1907. This article discusses the books the censors authorized for publication despite the fact that their publication violated the restrictions on Ukrainian publishing. In the years 1863-1904, 125 such books were published in all. Most of them appeared during three periods: 1874-76, 1882-83 and 1896-1904. In the first period, most books were permitted by a corrupt censor in Kyiv who received bribes from the local Hromada, a Ukrainian society. In the second period, minor concessions to Ukrainian publishers were deemed politically expedient. In the third period, the censors took the general usefulness of the book into account; if they deemed the book useful, they permitted it even though its publication violated the restrictions. Ukrainian activists used these opportunities because they facilitated popular enlightenment in the Ukrainian national spirit through book publishing.
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Alfvén, Valérie, e Charlotte Lindgren. "Contemporary translated children’s literature in Sweden with a focus on literature from French-speaking regions". STRIDON: Studies in Translation and Interpreting 2, n.º 1 (28 de junho de 2022): 79–95. http://dx.doi.org/10.4312/stridon.2.1.79-95.
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This article sheds light on translated children’s literature in Sweden during the period 2015−2020. A relatively large portion of children’s literature in Sweden (36% in 2020), from books for toddlers to young adult literature, comes from translations. It has been shown in polysystem research, that ‘semi-peripheral’ countries such as Sweden, or places having a so-called ‘dominated language’, are known to import much literature because, for example, their internal production is rather limited, which a priori is not the case in Sweden. We first present a panorama of the kinds of books that are translated to Swedish and the languages they are translated from. We then focus on the particular position in Sweden of African children’s literature from French-speaking regions and assume that French is used as a tool that enables this literature to reach a Swedish audience, as part of the global phenomena of serial books and the emerging wimmelbooks. We conclude that even if Sweden’s national production is greater than book importing and translation, there is still a not insignificant number of translated picturebooks through which authors and illustrators from French-speaking regions occupy a stable share of this production, and may in this way transport cultural values from more peripheral countries.
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БРИТАЕВА, А. Б. "FORGOTTEN NAMES: THE ARTISTIC WORLD OF A.B. SALAMOV IN THE LITERARY SPACE OF THE NORTH CAUCASUS". Kavkaz-forum, n.º 9(16) (28 de março de 2022): 5–14. http://dx.doi.org/10.46698/vnc.2022.16.9.011.
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В представленнойстатье на материале творчества Алихана Батырбековича Саламова в контексте основных тенденций развития северокавказских детских литератур анализируются особенности осетинской прозы второй половины XX в. Имя и творчество А.Б. Саламова впервые вводятся в научный оборот, несмотря на то, что автор активно публиковался в периодической печати в 60-70-е гг. XX в. (журналы «Мах дуг», «Фидиуæг», «Ногдзау»), а произведения выходили в свет в сборниках произведений для детей, а также отдельными книгами, имя его практически неизвестно не только современному читателю, но и в литературоведческих кругах. Этим обусловлены актуальность и научная новизна работы. В предпринятом изыскании анализируется своеобразие художественного мира писателя. Сказочное творчество А.Б. Саламова рассматривается с точки зрения фольклорно-литературного синтеза, в несказочной прозе внимание акцентируется на том, что писатель выступает как популяризатор научных знаний о природе, кроме того отмечается, что ряд произведений автора – педагогический урок для взрослых читателей. Особое внимание уделяется тесной связи нравственного аспекта с экологическим воспитанием подрастающего поколения, специфическим особенностям познавательной, природоведческой литературы. В исследовательском проекте превалирует сочетание сравнительно-сопоставительного метода осмысления изучаемого материала. Герменевтический и аксиологический методы анализа, направленные на раскрытие глубинных смыслов, позволили эффективней исследовать художественный материал. В заключительной части сформулированы выводы, отражающие особенности развития осетинской детской прозы второй половины XX в. в контексте развития северокавказских детских литератур. В теоретическом и практическом плане работа внесет вклад в разработку истории осетинской детской литературы, изучение ее национальной специфики. The article analyzes the features of the Ossetian prose of the second half of the XXth century based on the material of the work of Alikhan Batyrbekovich Salamov in the context of the main trends in the development of North Caucasian children's literature. The name and creativity of A.B. Salamov are introduced into scientific circulation for the first time, despite the fact that the author was actively published in the periodical press in the 60-70s. of the XXth century (magazines "Max Dug", "Fidiuag", "Nogdzau"), and the works were published in the collections of works for children, as well as the individual books, his name is practically unknown not only to the modern reader, but also in literary circles. This determines the relevance and scientific novelty of the work. The undertaken research analyzes the originality of the writer's artistic world. Fabulous creativity of A.B. Salamov is considered from the point of view of folklore literary synthesis, in his non-fabulous prose the attention is focused on the fact that the writer acts as a popularizer of scientific knowledge about nature, in addition, it is noted that a number of the author's works are a pedagogical lesson for adult readers. Special attention is paid to the close connection of the moral aspect with the environmental education of the younger generation, the specific features of cognitive, natural history literature. The research project is dominated by a combination of a comparative method of understanding the studied material. Hermeneutical and axiological methods of analysis aimed at revealing deep meanings have made it possible to explore artistic material more effectively. In the final part, the conclusions are formulated reflecting the peculiarities of the development of Ossetian children's prose of the second half of the XXth century in the context of the development of North Caucasian children's literature/ In theoretical and practical terms, the work will contribute to the development of the history of Ossetian children's literature, the study of its national specifics.
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Chen, Jun. "Review of Narrative Researches on Children’s Picture Books at Home and Abroad". Frontiers in Humanities and Social Sciences 3, n.º 12 (22 de dezembro de 2023): 43–46. http://dx.doi.org/10.54691/tz24k727.
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This article first provides a literature review of narrative researches on picture books at home and abroad, sorting out the academic history of the researches on picture books. Then, based on this study, it explores the future trends of research on children’s picture books. Finally, it proposes an analysis of the content of original children’s picture books in China to explore whether creators of domestic picture books make good use of them to narrate traditional Chinese culture, allowing children and teenagers to have a better understanding and appreciation of their nation and traditional culture, thereby develop a sense of belonging and identification, establish patriotic thinking, and enhance their confidence in Chinese culture.
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Wilson, Fran, Barbara Chatton, Jan Kristo, Deborah Thompson, Lisa Morris-Wilkey, Cyndi Giorgis e Sue Parsons. "Children’s Literature Reviews: 2012 Orbis Pictus Award Winners". Language Arts 90, n.º 2 (1 de novembro de 2012): 144–50. http://dx.doi.org/10.58680/la201221637.
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This children’s literature review column features the 2012 Orbis Pictus award winner, five honor books, and a list of eight recommended titles. The Elementary Section of the National Council of Teachers of English established the Orbis Pictus Award in 1989—the first award to acknowledge outstanding nonfiction books for children. This year’s award-winning titles explore a variety of topics, including history, art, nature, biography, and science.
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Maslennikova, Anzhela. "Opera and Choral Performance in Mykhailo Krechko’s Work". Scientific herald of Tchaikovsky National Music Academy of Ukraine, n.º 130 (18 de março de 2021): 131–42. http://dx.doi.org/10.31318/2522-4190.2021.130.231220.
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The article considers some aspects of opera and choral performance on the example of analysis of the theatrical period of creativity of one of the prominent figures of Ukrainian choral culture, founder of the choir of the State Children’s Musical Theater — People’s Artist of Ukraine, Professor Mykhailo Krechko (1925–1996). M. Krechko as the first chief choirmaster of the theater built his individual principles of work and theatrical traditions inherent in such a unique opera choir. SCMT is the second in the world and the only professional opera and ballet theater in Ukraine for children and youth).The established traditions and peculiarities of the choir’s work in SCMT are analyzed, based on the repertoire of the newly created Theater and the genre range of performances of choir artists (opera, ballet, musical, cantata and oratorio works, a cappella music performance).Formulation of the problem in general. The relevance of the chosen subject is due to the lack of basic scientific research into the life and work of the famous Ukrainian choral conductor M. Krechko. This is the first comprehensive appeal to the activities of an outstanding master of choral work, active propagandist and collector of folk songs, composer, publicist, teacher and music and public figure, who devoted his entire creative life to the development of national choral culture. A separate task is to study and analyze the basis of the traditions of opera and choral performance initiated by M. Krechko during his work at the State Children’s Musical Theater. Also, it is important to systematically study the methodology and means of educating opera choristers on the example of the work of M. Krechko.
Analysis of research and publications to solve the problem. General characteristics of the life and work of Mikhail Krechko are examined in the works of O. Bench-Shokalo, M. Kravchuk, A. Lashchenko, L. Mokanu. The issues of choir and opera choir are analyzed in the works of L. Butenko, O. Letychevska, B. Pokrovsky, K. Pigrov, P. Chesnokov, which explores the functioning of the choir and the nuances of managing this process, as well as the work of specialists in the opera house.The problem of the specifics of M. Krechko’s work with the opera choir was not raised in the scientific literature, which determined the relevance of this article. The research materials of the archive of the “Kyiv Municipal Academic Opera and Ballet Theater for Children and Youth” — programs of performances and concerts, reviews; family archival materials of the Krechko family; publications by M. Krechko and devoted to the work of M. Krechko (booklets, articles in newspapers and magazines, author’s books and reference books). Also, below are a number of personal conclusions of the author of the article while working as a choir artist under the direction of M. Krechko.The purpose of the article is to study the life and work of M. Krechko as an opera choirmaster, his methodology and practical implementation of the multitasking of choir artists in a wide range of synthesis of arts in the opera house.Conclusions and prospects for further exploration in this direction. The article explores for the first time the theme of opera and choral performance in the works of the outstanding Ukrainian choirmaster — People's Artist of Ukraine, Professor Mykhailo Krechko. The above facts from archival materials and analysis of the maestro's artistic activity allow to learn more about the master's contribution to the choral art of Ukraine and its important role in the formation of the vector of development of the State Children's Musical Theater. Emphasis is placed on the specifics and universalism of the theatrical choir. Summarizing all the above, we can say that the modern creative life of the choir Kyiv Municipal Academic Opera and Ballet Theater for Children and Youth is fundamentally based on the high artistic principles laid down by the founder of the choir — Mykhailo Krechko. The Maestro’s great love for the Theater Choir, which he called his “swan song”, high performing skills and a wide range of genres of repertoire, education of followers and like-minded people, and deep traditions established by the choirmaster are a strong foundation and guide to new artistic victories.
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Rozman, Julija, Tanja Žigon e Adriana Mezeg. "SLOVENIAN CHILDREN’S AND YOUTH LITERATURE IN GERMAN TRANSLATION FROM 1921 TO 2020". Folia linguistica et litteraria XIII, n.º 41 (novembro de 2022): 95–117. http://dx.doi.org/10.31902/fll.41.2022.5.
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The article examines translation flows from Slovenian into German in the last hundred years (1921–2020), focusing on children’s and youth literature, especially prose as the most frequently translated literary genre. There are several reasons for choosing this research topic. First, although translated children’s and youth literature in general accounts for a large share of world publishing (Prodanović Stankić and Begonja 2021, 332), a detailed analysis of translated Slovenian children’s and youth literature has not yet been conducted. Second, German was chosen as the target language because Slovenian-speaking territory is most closely connected to German-speaking territory due to its active cultural, historical, political, and economic contacts. Third, over the centuries of translation into Slovenian, German language and literature had a great influence on the development of standard Slovenian, specialized terminology, and the emergence of new literary forms and genres (Kocijančič Pokorn 2008; Žigon, Almasy, and Lovšin 2017; Maček 2018; Žigon 2020). German as a foreign language continues to play an important role in Slovenia today. It is taught in schools as a second foreign language, right after English, and it is the second most common source or target language for the translation of literary works into or from Slovenian (Zlatnar Moe, Strsoglavec, and Žigon 2017, 172; JAK 2019, 24). Given Slovenia’s upcoming appearances as Guest of Honor at the Frankfurt Book Fair in 2023 and the Bologna Children’s Book Fair in 2024, the number of translations from Slovenian into German has increased significantly in recent years. Among them, translations of children’s and youth literature account for a considerable part of the translated works. In the last decade (2011–2020), translation production has greatly increased in view of the two major book fairs in Frankfurt and Bologna. This focus on the German-language book market is also clearly expressed in the national strategy as part of Slovenia’s cultural policy since 2014 (Republika Slovenija 2013). Contemporary authors are being translated, including a rising star who was first discovered abroad through translations into Chinese: Manica Musil with her creative children’s books.
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Boguszewska, Anna Izabela. "The Image of the Polish Children’s Book at the Turn of the Nineteenth and Twentieth Centuries". Lubelski Rocznik Pedagogiczny 42, n.º 2 (28 de agosto de 2023): 225–39. http://dx.doi.org/10.17951/lrp.2023.42.2.225-239.
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Introduction: Polish children’s literature grew out of a close relationship between literature and pedagogy, which took place at the beginning of the nineteenth century, in a difficult political and economic situation for Poles due to the continuation of the partition regime. The cultural development of the nation is connected with the upbringing of the young generation. In the nineteenth century, the Polish book was introduced as a means of education. Research Aim: The aim of the research used in the article was an attempt to reconstruct the image of the Polish children’s book at the turn of the nineteenth and twentieth centuries, taking into account two research problems. They concern the aesthetics and educational messages of reading recommended for the youngest readers. These areas of research are quite sparsely represented. Methods and techniques of historical research were used. Evidence-based Facts: Polish children’s literature developing during the partitions of Poland was studied by a group of Polish researchers: literary scholars, bibliologists, pedagogues and historians of education. However, this research area is unexploited, constituting a rich material for new research searches. Summary: The conducted analyses show that in the years preceding regaining independence, two educational positions dominated children’s literature. The first concerned building a patriotic attitude, the second emphasized pragmatism and realism of everyday situations. A number of examples of books for children that confirm these conclusions have been analyzed. The formation of patriotism in children included the transmission of glorious historical pages from the history of the Polish nation, awakening an affirmative attitude to native nature present in key editions for young readers at the turn of the nineteenth and twentieth centuries. Everyday life is presented mainly by images of family, children’s games and instructive stories, adventures from the life of peers. The aesthetics of the children’s book of the discussed period fits into the style in force at that time, based on the pursuit of a masterful typographic arrangement. The uniqueness of the illustrations, especially colorful, as can be assumed, were a strong reinforcement of the impact of the message.
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Fomin, Dmitry V. "The Image of Petrushka in Russian Children’s Books of the 1920s — Early 1930s". Observatory of Culture 18, n.º 4 (11 de outubro de 2021): 424–35. http://dx.doi.org/10.25281/2072-3156-2021-18-4-424-435.
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The image of Russian puppet theater’s main character, Petrushka, played an important role in the history of Russian culture and embodied some important features of the national character. His images are quite widely and variously represented on the pages of children’s books. At the beginning of the 20th century and in the first post-revolutionary years, publications about the adventures of Petrushka fulfilled an important mission: they recorded characteristic examples of folk art, preserved the memory of farcical performances, and supported the tradition of the art of “Petrushka makers”. The books served as manuals for novice puppeteers.In the 1920s — early 1930s, Petrushka continued to be one of the most popular characters of children’s books and aroused interest of many Russian writers and graphic artists. This indicates their desire to find a basis and support in the popular laughter culture, to continue its traditions, to bring elements of theatrical aesthetics into books.Using a complex of methods of book, art and source studies, the article aims to consider the transformation of the image of Petrushka in children’s books of the 1920s — early 1930s.The author draws attention to the significant differences between the literary component of such publications and their visual range. Writers, as a rule, sought to “re-educate” the areal joker and brawler, to ennoble his manners, modernize his appearance, and involve the popular character in solving actual ideological and pedagogical problems. Artists were more careful about the canonical, historically formed image of Petrushka, resisted too radical reinterpretation of it. Of particular interest in this regard are the illustrative cycles of I.S. Efimov, A.I. Sokolov-Asi, A.A. Radakov, V.M Konashevich, L.V. Popova, F.F. Kondratov.The best writers and artists of those years managed to preserve the most essential features of the character, breathe new life into him, save him from oblivion, from complete loss of identity, and pass him on to new generations of creators and readers of children’s books.
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Naghmeh-abbaspour, Bita, e Tengku Sepora Tengku Mahadi. "On Translation of Children's Literature: Characters of Children's Books Enjoy a Different Diet in Iran". International Journal of Multicultural and Multireligious Understanding 2, n.º 6 (4 de dezembro de 2015): 58. http://dx.doi.org/10.18415/ijmmu.v2i6.35.
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Undoubtedly the difficulty of translating culture-bound elements will be be much more challenging when the audience are children who do not have any perspective on cultural diversity of different nations. The culture-bound elements can be consists of a wide range of elements, i.e. proper names, religion terms, food and drink items and so on. Dealing with each of these items will be a real challenge when translators have this perception that most probably their audiences do not have any idea about the in hand culturebound element, and it will be their choice to present the new items to the child reader or replace it with a familiar one. With this perspective, the present textual analysis study, aims to explore the lexical choices that translator's of children's literature in Iran made, facing such elements. The present effort restricts itself to the "food and drink" items and illustrates the way that Persian translators approach these culturebound elements in a 70 years period and discusses their lexical choices following the socio-cultural norms of the time.
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Dreimane, Jana. "The Genesis and Development of Children’s Libraries in the Independent Republic of Latvia (1918−1940)". Knygotyra 76 (5 de julho de 2021): 135–65. http://dx.doi.org/10.15388/knygotyra.2021.76.79.
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The article is dedicated to one of the “blank pages” in the historiography of Latvian libraries − the beginnings of children’s departments in public libraries and independent children’s libraries, from the idea, its implementation and the first twenty years of operation in the independent Republic of Latvia (1918−1940). As there are no academic or popular publications on this topic, the so-called historical method is used in the research, which allows the reconstruction of the emergence and development of Children’s departments in public libraries and children’s libraries in the context of the library sector’s development in Europe and the United States. The main base of the research: press articles and books of the respective period, as well as documents in the National Archives of Latvia on the children’s departments of Rīga public libraries.
The study shows that the ideological justification for free children’s libraries in Latvia was the same as in Russia and Sweden: the public’s desire to protect children and young people from the harmful effects of “pulp” literature (at that time even the term “dirty” literature was used) and to offer them “good” books instead. However, at the beginning of the 20th century, Latvia lacked the main precondition – a network of free public libraries, within which children’s departments in public libraries or independent children’s libraries could be organised. The first children’s department in a public library was only opened in December 1919 in Liepāja (the largest city in Latvia’s Kurzeme region), thanks to the enthusiasm of publicist and politician, library manager Voldemārs Caune and his conviction of the need for such a service. Until the Soviet occupation, it was the only children’s department at a public library in the province.
The situation in the capital Rīga was different. Here, the first children’s department aimed at reducing the “book famine” was established by the State Library of Latvia in February 1922, but soon other organisations became involved in the provision of library services to the younger generation. During the first period of independence of the Republic of Latvia, ten Children’s departments were opened in the public library system and at least ten more children’s libraries were opened by charity organisations in different city districts. The encouragement of Caune and like-minded enthusiasts, mostly members of the Latvian Social Democratic Workers’ Party (Hermanis Kaupiņš, Teodors Līventāls, Emma Kalniņa, etc.) also played an important role in their establishment, as did the municipality’s readiness to provide the necessary financial support.
Although the Liepāja and Rīga children’s libraries were used very actively, insufficient state and local government funding for libraries hindered the establishment of special library services for children in the rest of Latvia. Thus, until the Soviet occupation in 1940, a network of children’s departments at public libraries and children’s libraries was created only in Rīga. The Soviet occupation saw a new phase in the development of children’s library services, as the establishment of children’s departments at public libraries or separate children’s libraries became mandatory throughout Latvia.
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McGennisken, Jane. "Growing up Australian: The National Imaginary in School Readers". Papers: Explorations into Children's Literature 22, n.º 1 (1 de janeiro de 2012): 142–55. http://dx.doi.org/10.21153/pecl2012vol22no1art1133.
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During the first half of the twentieth century, School Readers were intended to propagate a national imagination. The symbolic association of the child and the nation is instrumental in this regard. Indeed, such an association is a familiar element in Australian children’s literature of the late nineteenth and early twentieth centuries. Invested in the innocence of the young and the child’s naïve adventurous spirit is the potential of a new nation. The sacredness associated with the figure of the child, in Western thinking more broadly, and in School Readers specifically, circulates around the child figure’s naturalised innocence. This paper considers the Readers’ literary and visual production of the child/nation. These school reading books present C. E. W. Bean’s Anzac prototype in ‘The Youngster’, but also, in performing anxieties about a preferred story of national growth, include stark illustrations of dead, abandoned and lost children. Where the child is read metonymically for the nation; the child is contradictorily asked to embody innocence (and therefore vulnerability) at the same time he or she appears confidently assured about the future.
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Baker, Kevin, Alice Maurel, Charlotte Ward, Dawit Getachew, Tedila Habte, Cindy McWhorter, Paul LaBarre, Jonas Karlström, Max Petzold e Karin Källander. "Automated Respiratory Rate Counter to Assess Children for Symptoms of Pneumonia: Protocol for Cross-Sectional Usability and Acceptability Studies in Ethiopia and Nepal". JMIR Research Protocols 9, n.º 3 (30 de março de 2020): e14405. http://dx.doi.org/10.2196/14405.
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Background Manually counting a child’s respiratory rate (RR) for 60 seconds using an acute respiratory infection timer is the World Health Organization (WHO) recommended method for detecting fast breathing as a sign of pneumonia. However, counting the RR is challenging and misclassification of an observed rate is common, often leading to inappropriate treatment. To address this gap, the acute respiratory infection diagnostic aid (ARIDA) project was initiated in response to a call for better pneumonia diagnostic aids and aimed to identify and assess automated RR counters for classifying fast breathing pneumonia when used by front-line health workers in resource-limited community settings and health facilities. The Children’s Automated Respiration Monitor (ChARM), an automated RR diagnostic aid using accelerometer technology developed by Koninklijke Philips NV, and the Rad-G, a multimodal RR diagnostic and pulse oximeter developed by Masimo, were the two devices tested in these studies conducted in the Southern Nations, Nationalities, and Peoples’ Region in Ethiopia and in the Karnali region in Nepal. Objective In these studies, we aimed to understand the usability of two new automated RR diagnostic aids for community health workers (CHWs; health extension workers [Ethiopia] and female community health volunteers [Nepal]) and their acceptability to CHWs in Ethiopia and Nepal, first-level health facility workers (FLHFWs) in Ethiopia only, and caregivers in both Ethiopia and Nepal. Methods This was a prospective, cross-sectional study with a mixed methods design. CHWs and FLHFWs were trained to use both devices and provided with refresher training on all WHO requirements to assess fast breathing. Immediately after training, CHWs were observed using ARIDA on two children. Routine pneumonia case management consultations for children aged 5 years and younger and the device used for these consultations between the first and second consultations were recorded by CHWs in their patient log books. CHWs were observed a second time after 2 months. Semistructured interviews were also conducted with CHWs, FLHFWs, and caregivers. The proportion of consultations with children aged 5 years and younger where CHWs using an ARIDA and adhered to all WHO requirements to assess fast breathing and device manufacturer instructions for use after 2 months will be calculated. Qualitative data from semistructured interviews will be analyzed using a thematic framework approach. Results The ARIDA project was funded in November 2015, and data collection was conducted between April and December 2018. Data analysis is currently under way and the first results are expected to be submitted for publication in 2020. Conclusions This is the first time the usability and acceptability of automated RR counters in low-resource settings have been evaluated. Outcomes will be relevant for policy makers and are important for future research of this new class of diagnostic aids for the management of children with suspected pneumonia. International Registered Report Identifier (IRRID) DERR1-10.2196/14405
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Baker, Carolyn D., e Peter Freebody. "Representations of questioning and answering in children's first school books". Language in Society 15, n.º 4 (dezembro de 1986): 451–83. http://dx.doi.org/10.1017/s0047404500011970.
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ABSTRACTChildren's first school books contain a considerable amount of reported talk among characters in the stories. This is a central aspect of the characterization of these books as transitional from the conventions of oral language to the conventions of written prose, that is, as introductions to literacy. The nature of the written representation of conversation in such books has not previously been examined. This paper presents a partial analysis of this feature of beginning school readers, focussing on “question-answer sequences.” We show how these representations of talk compare with naturalistic research on child-adult interaction at home and in classrooms, and we propose that the model of child-adult talk portrayed in “home” and “school” scenes in the books appears to endorse some of the conventions for participation in instructional talk, and in this respect is implicitly a source of socialization into classroom culture. At the same time, we find that the texts give child speakers far more initiative in conversation than typically obtains in classroom talk, and this is seen also to be a feature of the social constitution of the child in these texts. Thus an image of childhood which combines conversational initiative and conversational competence as a member of the classroom community is conveyed. The paper also points out possible difficulties for child readers in interpreting the talk-on-paper, arising both from textual formats and from the particular version of the child as conversationalist which the books describe (Child-adult conversation, question-answer sequences, first school books, literacy acquisition).
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Chaudhary, Monica, Suhail M. Ghouse e Omar Durrah. "Young Arab consumers: an analysis of family buying process in Oman". Young Consumers 19, n.º 1 (16 de abril de 2018): 1–18. http://dx.doi.org/10.1108/yc-07-2017-00720.
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Purpose Young children, often called as teenagers (13-14 years) and tweenaged (8-12 years), are the new potential game changers for the big corporate. This paper aims to analyze Arab children’s influence for various products and services and across different buying process stages. The primary survey was conducted to capture a child’s role in family decision-making by analyzing their consumer socialization, influencing strategies and their influence across various products and buying stages. Design/methodology/approach Based on the review and the research gap, a bilingual questionnaire in English and Arabic language was developed. The research study was organized in three stages. It commenced with a pilot study conducted with ten school students in the age group of 8-10 years. The second stage involved contact with the schools by telephone to brief them on the purpose of the study and to request the participation of their students. The last stage was based on the survey conducted in the time period of September-November 2016-17. Findings Almost 25 per cent of the children surveyed prefer to buy stationary and books after discussing with their parents. On the other hand, food/beverage is one particular item where children go ahead and buy theses item themselves even without discussing with their parents (42.50 per cent of the total respondents). As per children’s perception, they are most influential in the final decision stage (mean = 1.84 and SD = 0.499), followed by search and evaluation stage (mean = 1.80 and SD = 0.441) and start stage (mean = 1.79 and SD = 0.488). Research limitations/implications Further research is needed in Arab countries, especially with parents of different social status, as their shopping behaviour is expected to differ. Also, as this analysis is based on child’s perception, parents’ views must also be analyzed for better results. Practical implications The is the first-of-its-kind research in the Gulf region. This empirical research highlights the need for global marketers to understand the distinct features and identity of a young Arab consumer. Despite Oman being a very traditional culture which emphasizes on conformity to group norms and social acceptance and hence confirms to collectivistic culture, where kids are supposed to be obedient, there is this new wave of super energetic, more informed young kids who take their own consumer decisions. Originality/value After going through the extensive literature review of different countries/cultures, there has been very clear understanding that despite being an important family member, almost no research has been focussed on kids in gulf nations.
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Romanicheva, E. S. "“A picture book” and its educational potential". Literature at School, n.º 1, 2020 (2020): 96–107. http://dx.doi.org/10.31862/0130-3414-2020-1-96-107.
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The author has aimed at unleashing the educational potential of contemporary children’s and adolescent books and the possibilities of working with them in the class setting. The books (the ones mentioned in the research body are included in the first part of the bibliography) are inherently texts of a new nature, they suggest markedly different practices of working with them which allow to synthesize their verbal and visual components while reading them. For this very reason work with them should be included in the educational process – because while working like that a student will master close reading techniques, ways of checking one’s own understanding and will also fulfill creative tasks. Describing and analyzing the selected books, the author demonstrates which reading practices (reading with pauses, synthesizing a continuous and discontinuous text while reading, creative tasks based on the texts and others) are offered by the designer on the pages of the books and claims that mastering publishers’ strategies, if it becomes a professional goal, will considerably enlarge teachers’ methodological instrumentarium, will allow teachers to master new techniques of working with a multicode text and to include the former into the learning process. In the course of the research the author introduces and explains concepts that are new for the national methodology of teaching literature: text of a new nature, architecture of a book – and justifies the need for using them in the professional discourse. Generally, the article demonstrates the need for engaging ‘picture books’ at the lessons of literature as long as dealing with them will broaden the reading circle of a contemporary student and will prepare them for further independent reading of various texts and books.
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Vie, Inger-Kristin Larsen. "Sámi on Display: Sámi Representations in an Early Nonfiction Book for Children". Literature 4, n.º 3 (27 de junho de 2024): 147–59. http://dx.doi.org/10.3390/literature4030011.
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Lisbeth Bergh’s nonfiction picturebook En lappefamilie: tekst og bilder fra Nordland (A Lappish family: text and pictures from Nordland) from 1905 is one of the first Norwegian nonfiction picturebooks for children about the life of Sámi. It contains Bergh’s own illustrations and text passages in Norwegian, English, and German, which signals that the book addresses a national and international audience. Simultaneously, the book is published in an era characterized by an increasing interest in indigenous tourism, demonstrated through the popularity of world exhibitions and «human zoos». In this article, I explore Bergh’s nonfiction picturebook in the light of “human zoos” and “living exhibitions” at the beginning of the 1900s and how her book alludes to the depiction of the Sámi for entertainment and information purposes. My close reading shows how the book reflects the categorization and systematization of the world and of exotic ethnic groups at the time. Furthermore, the reading confirms the book’s very distinctive position in Norwegian children’s literature history, and how it may have acquired a particular role in the promotion of Norwegian tourism at the beginning of the 20th century.
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Freebody, Peter, Carolyn D. Baker e Jan Gay. "The use of expressive words in children's first school books". Language & Communication 7, n.º 1 (janeiro de 1987): 25–38. http://dx.doi.org/10.1016/0271-5309(87)90011-5.
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مجاهدي, صباح. "ضوابط وحدود حضور الصورة في ضوء التصور الإسلامي لأدب الأطفال". Traduction et Langues 12, n.º 1 (31 de agosto de 2013): 132–39. http://dx.doi.org/10.52919/translang.v12i1.656.
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Constraintsand limits of the presence of pictures in the light of the Islamic perception of children's literature
The picture or the drawings accompanying the narrative text occupy an important place in the complete process of literary and artistic creativity for children, as it contributes greatly to enhancing the child's visual sense and expanding his imagination and perceptions, especially in the stage prior to his learning to read. From here, most of the writers of the narrative text, through these drawings and pictures, send an indirect invitation to the child through which he tempts his inclinations and draws his attention to reading the narrative text and enjoying it. This is the case because the first thing that attracts the child in any literary work or book are the bright and charming drawings and colors. Writers specializing in children's literature, including drawings and pictures, are a suggestive language that carries in its forms and colors moral, educational, national and religious messages. It is facilitated by the presence of the ideas and meanings of the child. In view of the position occupied by the image in children’s literature, it was necessary to take into account in its presence a set of criteria and standards, in order to be acceptable and convincing, and in agreement with the nature of the target group (children). In accordance with its cultural and religious specificities, the call of the pioneers of Islamic children’s literature to the need to adhere to the principles of Islam and its teachings in stories directed to children. As a basis for building the child’s entity mentally, psychologically, and behaviorally, it adopted a set of visions, controls, and rules through which the truth of the picture accompanies the narrative text and its characteristics in the light of the Islamic conception.
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Myerson, Roger B. "Game Theory and the First World War". Journal of Economic Literature 61, n.º 2 (1 de junho de 2023): 716–35. http://dx.doi.org/10.1257/jel.20211571.
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Books by Scott Wolford and Roger Ransom show how economic theories of games and decisions can be fruitfully applied to problems in World War I. This vital application offers fundamental insights into the analytical methods of game theory. Public random variables may be essential factors in war-of-attrition games. An assumption that nations can coordinate on Pareto-superior equilibria may become less tenable when nations are at war. Interpreting a surprising mistake as evidence of an unlikely type can have serious consequences. The ability of leaders to foster consistent beliefs within a cohesive society can create inconsistency of beliefs between nations at war. (JEL C70, D74, D83, F51, N40)
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SABER, YOMNA. "Langston Hughes: Fringe Modernism, Identity and Defying the Interrogator Witch-Hunter". Journal of American Studies 49, n.º 1 (21 de janeiro de 2015): 173–79. http://dx.doi.org/10.1017/s002187581400190x.
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Langston Hughes (1902–67), the wondering wandering poet, has left behind a rich legacy of books that never grow dusty on the shelves. There seems to be no path that Hughes left untrodden; he wrote drama, novels, short stories, two autobiographies, poetry, journalistic prose, an opera libretto, history, children's stories, and even lyrics for songs, in addition to his translations. Hughes was the first African American author to earn his living from writing and his career spans a long time, from the 1920s until the 1960s – he never stopped writing during this period. The Harlem Renaissance introduced prominent black writers who engraved their names in the American canon, such as Countee Cullen, Claude McKay, Jean Toomer and Zora Neale Hurston, but Hughes markedly stands out for his artistic achievements and longer career. Hughes had been identified by many as the spokesperson for his race since his works dug deep into black life, and his innovative techniques embraced black dialect and the rhythms of black music. He captured the essence of black life with conspicuous sensitivity and polished his voice throughout four decades. His name also had long been tied to the politics of identity in America. Brooding over his position, Hughes chose to take pride in being black in a racist nation. In his case, the dialectics of identity are more complicated, as they encompass debates involving Africa, black nationalism and competing constructions surrounding a seeming authentic blackness, in addition to Du Bois's double consciousness. Critics still endeavour to decipher the many enigmas Hughes left unresolved, having been a private person and a controversial writer. His career continues to broach speculative questions concerning his closeted sexual orientation and his true political position. The beginning of the new millennium coincided with the centennial of his birth and heralded the advent of new well-researched scholarship on his life and works, including Emily Bernard's Remember Me to Harlem: The Letters of Langston Hughes and Carl Van Vechten, 1925–1964 (2001), Kate A. Baldwin's Beyond the Color Line and the Iron Curtain: Reading Encounters between Black and Red, 1922–1963 (2002), Anthony Dawahare's Nationalism, Marxism, and African American Literature between the Wars: A New Pandora's Box (2002), Bruce R. Schwartz's Langston Hughes: Working toward Salvation (2003), and John Edgar Tidwell and Cheryl R. Ragar's edited collection Montage of a Dream: The Art and Life of Langston Hughes (2007), among others.
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Fehmina Arif, Muzammil Shabana Ejaz e Waseem Jamalvi. "Malnutrition in Children: Analysis of Epidemiology, Risk Determinants and Advances in Management". ANNALS OF ABBASI SHAHEED HOSPITAL AND KARACHI MEDICAL & DENTAL COLLEGE 22, n.º 2 (30 de junho de 2017): 117–23. http://dx.doi.org/10.58397/ashkmdc.v22i2.110.
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Malnutrition in children is one of the major health challenges faced worldwide but more frequently in South Asian countries including Pakistan. The objective of this review is to analyse the situation of malnutrition, its risk determinants, assessment and management strategies. This review is based on information collected from PubMed, Google scholar, Medline, World Bank, World Health Organization (WHO), United Nations Children's Fund (UNICEF) websites and books. It is concluded that malnutri- tion status is improving but at a slower pace. Pakistan has a high prevalence of wasting, stunting, and micronutrient deficiencies.
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Yeniasır, Mustafa, Esra Karabacak e Safa Alpay Gümüş. "Perception by parents of characteristics that should be found in children’s books". LAPLAGE EM REVISTA 7, Extra-D (15 de julho de 2021): 323–31. http://dx.doi.org/10.24115/s2446-622020217extra-d1103p.323-331.
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Children reflect on life what they learn from their family, environment and teachers from an early age. For this reason, in order to ensure that children like books, first of all, mothers and fathers need to love to read books and to be able to choose the works suitable for their children; and for this, they need to know some characteristics of the books in question. The aim of the study is to reveal an understanding for the characteristics that should be found in children's books. The general survey model will be used in the study and the participants will be selected by random method. In line with the determined goal, participants will be asked to write the content, formal and linguistic characteristics that should be found in children's books. The findings obtained will be evaluated according to the scale prepared using different sources to determine the characteristics that should be found in children's books and some recommendations will be made.
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Sacerdoti, Yaakova. "Israeli Children's Literature about People with Disabilities". International Research in Children's Literature 13, Supplement (julho de 2020): 206–18. http://dx.doi.org/10.3366/ircl.2020.0347.
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In an open letter addressed to Israeli educators, Rabbi Shai Piron, then Education Minister, announced the theme of the 2013–14 academic year to be ‘Him Is Me’. As part of the implementation of Piron's programme, the Ministry published a list of recommended children's books about ‘the Other’, which is still used by educators. This article reflects upon and analyses books for ages four to eight included in this list that focus on children with disabilities. At first glance, it seems that the books call for full social inclusion of disabled children, thereby accomplishing the goals set by the ministry. However, a thorough textual analysis raises questions as to the true messages hidden between the lines of some of the works, questions about how far ‘otherness’ is embraced and acknowledged.
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Köhler, Ulrike Kristina. "Harry Potter – National Hero and National Heroic Epic". International Research in Children's Literature 4, n.º 1 (julho de 2011): 15–28. http://dx.doi.org/10.3366/ircl.2011.0004.
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Joanne K. Rowling's teenage wizard has enchanted readers all over the globe and Harry Potter can truly be called an international hero. However, as I will argue, he is also very much an English national hero, complying with the national auto-image of the English gentleman as well as with the idea of Christian masculinity, another English auto-image holding that outdoor activity is more character-building than book learning. I will also show that the series can be read as a national heroic epic in two respects. First, Harry Potter, alias Robin Hood, has to fight the Norman yoke, an English myth haunting the nation since the Norman invasion in 1066. The series displays as a national model an apparently paternalistic Anglo-Saxon feudal society marked by tolerance and liberty as opposed to foreign rule. Second, by establishing parallels to events which took place in Nazi Germany, the series takes up the idea of fighting it, which is a popular topos in British (children's) literature which serves to reinforce a positive self-image.
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Apriyanti, Chusna. "REVITALIZING THE ROLE OF MOTHERS AS CHILDREN'S FIRST SCHOOL". JURNAL EDUSCIENCE 8, n.º 2 (16 de dezembro de 2021): 23–30. http://dx.doi.org/10.36987/jes.v8i2.2259.
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This study aims to determine the mothers' role in family life in Pacitan Regency, East Java and the ways to revitalize the mother’s role. This is descriptive quantitative research. Data were collected by using a questionnaire of 74 women of childbearing age. This research was conducted in December 2020. In addition, the data were taken from interviews with respondents using a random sample technique. After being collected, the data is described in charts and conclusions drawn. The results showed that the mother has three main roles: fulfilling the children's needs, being a role model, and stimulating children's development. Criteria for fulfilling the children's needs is measured by indicators: mothers cook breakfast for children, pick up children from school, accompany children to play ; 2) Mother as a role model for children; and 3) Mothers provide a stimulus to the children's development seen from the time accompanying their children to study, buy children story books and stationery, time to play gadgets.Keywords: Career Woman, Double Role Mother, Mother’s Role
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White, Jenny B. "DAVID SHANKLAND, Islam and Society in Turkey (Hemingford Grey, U.K.: Eothen Press, 1999). Pp. 250. $55.00 cloth." International Journal of Middle East Studies 33, n.º 4 (novembro de 2001): 649–50. http://dx.doi.org/10.1017/s0020743801404077.
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This book serves two important functions. First, it gives a comprehensive overview of the many varieties of Islamic practice and organization in contemporary Turkey and sets these into the larger national context. Second, the author shares important insights into the manner in which the culture of the political process leads inevitably to certain kinds of accommodation with religion. The survey of Turkey's religious brotherhoods, associations, and political parties, while brief, is comprehensive without being superficial. Enough history, ideology, organization, and telling details are given for each to come alive in the larger context of Turkey's complex intersection of culture and political history. The book comes alive in the description of the Alevi, a religious minority that has been the subject of the author's own research for many years. There also is a particularly interesting discussion of the presentation of Islam in children's schoolbooks and the relationship of Islamic values to moral behavior and love for the nation. Although this is not new material, it is set within a larger discussion.
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Freebody, Peter, e Carolyn Baker. "Children's First Schoolbooks: Introductions to the Culture of Literacy". Harvard Educational Review 55, n.º 4 (1 de dezembro de 1985): 381–99. http://dx.doi.org/10.17763/haer.55.4.q7888022w0714036.
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One of the functions of education is to teach societal norms to those who are being educated. Textbooks used in schools may be important agents of socialization. In this article Peter Freebody and Carolyn Baker explore ways in which beginning reading books present cultural perspectives to young children. The children's textbooks, which are produced and selected by adults, present to children particular views of the world. The authors explore certain modes of thought, experience, and interaction prevalent in the child's preschool life in contrast to other types of experiences characteristic of the culture of formal and literate schooling.
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Crandall, Joanie. "Physicality, Landscape, Language … Home: Locating and Connecting to Place in David Bouchard’s ‘Cultural Books’". Language and Literacy 19, n.º 4 (25 de setembro de 2017): 96. http://dx.doi.org/10.20360/g29w9n.
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David Bouchard bridges cultures in his dual language oeuvre. Through notions of the physical and the Canadian landscape, and in First Nations, Michif, and European-descended languages, Bouchard is able to create narratives of place through poetry, storytelling, and descriptive chirography. The texts, which are complemented by prominent First Nations artists’ illustrations and music, embody Bouchard’s reclamation of his cultural heritages for himself and his daughter.
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Agmanova, Atirkul E., e Lyudmila E. Tokatova. "The Mission of Teaching: to the 100th Anniversary of R.B. Nurtazina". Polylinguality and Transcultural Practices 18, n.º 2 (15 de dezembro de 2021): 207–15. http://dx.doi.org/10.22363/2618-897x-2021-18-2-207-215.
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The article analyzes the role and significance of R.B. Nurtazina in the development of modern Kazakhstani linguodidactics. The reason for writing the article was the First International Pedagogical Readings School - Teacher - Innovations in the Modern World, held at Pavlodar Pedagogical University from March 1 to March 9, 2021. The co-organizers were Al-Farabi Kazakh National University (RK, Almaty), L.N. Gumilyov Eurasian National University (RK, Nur-Sultan), Peoples Friendship University of Russia (RF, Moscow), Kazakhstan Association of Teachers of the Russian Language and Literature (KAZPRYAL), Kazakhstan Public Association Graduates of Russian Universities, Academy of Childrens Books ALTAIR and a team of scientific educational project Epoch and Personality.