Bibliografias temáticas / Friendship dolls

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Literatura científica selecionada sobre o tema "Friendship dolls"

Autor: Grafiati

Publicado: 25 de julho de 2024

Última modificação: 31 de julho de 2024

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Artigos de revistas sobre o assunto "Friendship dolls"

Kita, Terry. "Unintentional Cooperation". Journal of Japonisme 3, n.º 2 (2 de junho de 2018): 129–86. http://dx.doi.org/10.1163/24054992-00032p01.

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Abstract This study of the Friendship Doll Mission of 1926-1927 shows how, in the United States, the Japanese doll was part of the inescapable image of a kimono-clad little Japanese girl, and functioned to further existing anti-Japanese implications of that image. It further shows how an American popular-culture mission to improve relations with Japan by having American children exchange dolls with Japanese children, created an official, Japanese government response that presented the United States with Japanese dolls that were objects of Fine Art. Despite the different views of the Doll Mission in Japan and the US, an interchange resulted that, now nearly a century later, continues. The article uses Japanese dolls to demonstrate how genuine cultural exchange can occur even when the methods, approaches, and the very intent of those involved in it differ, in order to highlight the importance of considering both perspectives to understand phenomena such as Japonisme.

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Jones, Siân E., Laura Dalnoki, Alicia Kaliff, William Muir, Kiia Uusitalo e Clare Uytman. "No strings attached: Using 2D paper dolls and 3D toy puppets to promote young children’s positive responses towards immigrants". Psychology of Education Review 44, n.º 2 (2020): 12–21. http://dx.doi.org/10.53841/bpsper.2020.44.2.12.

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Previous research indicates that imagining contact with someone who is an immigrant can reduce prejudice and promote positive friendship intentions. Much less is known about the optimal ways of effecting imagined contact. The reported research used an experimental design, where the status of a target-child toy puppet (immigrant versus refugee versus control) and the type of imagined contact (2D or 3D figures) was changed. Children aged 4–10 years, were tested for their responses towards immigrants and refugees, before and after a three-minute interactive play session with 2D or 3D toy puppet figures. Children were asked to show in the session how they would ‘have a really good time’ with the target-child toy puppet. Measures of children’s direct contact with immigrants were also taken. The results suggest that 3D figures have a similar positive impact as 2-D figures on friendship intentions following imagined play. It was in the 2D experimental conditions only that children’s friendship intentions were more positive with greater anxiety reduction.

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Kohiyama, Rui. "The 1927 Exchange of Friendship Dolls: U.S.-Japan Cultural Diplomacy in the Inter-War Years". Diplomatic History 43, n.º 2 (19 de dezembro de 2018): 282–304. http://dx.doi.org/10.1093/dh/dhy090.

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Gutiérrez Montañés, María. "Diplomacia de las muñecas japonesas en los siglos XIX y XX: prensa, intercambios y exposiciones". Mirai. Estudios Japoneses 3 (8 de julho de 2019): 165–76. http://dx.doi.org/10.5209/mira.63067.

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Muchos han sido los momentos de encuentro entre Japón y España, así como los objetos testigo de estas relaciones que este 2018 cumplen 150 años. Entre tales objetos, se encuentran las muñecas tradicionales niponas que fueron exportadas a España ya desde los períodos Meiji (1868-1912) y Taishō (1912-1926) y que hoy forman parte de los fondos de distintas colecciones públicas y privadas de nuestro país. Dejando aparte su coleccionismo, es objetivo de este articulo esbozar la historia de la presencia de estas de piezas en nuestro país a través de las noticias que nos brindan las revista ilustradas y la prensa española a lo largo estos 150 años de relaciones, tratando aspectos como intercambios, notas de prensa acerca de la historia y procedencia de estas piezas y textos que aluden a exposiciones; ya que las fuentes mencionadas nos informan de que las muñecas niponas han sido recurrentes en muestras desde mediados del siglo XIX hasta la actualidad, así como objeto de interés y estudio por parte de artículos y reportajes. Por otro lado, y en relación con esta presencia, incluimos también algunos intercambios, la mayoría de ellos pertenecientes a una vertiente diplomática, aunque citaremos otros ejemplos anecdóticos e igualmente interesantes. Como piedra angular, definimos el caso de las Friendship Dolls y el intercambio que tuvo lugar entre Japón y Estados Unidos para hablar de casos mucho más cercanos que van desde la boda del príncipe Chichibu hasta el hermanamiento de Pamplona con Yamaguchi, todo ello con estas piezas presentes.

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Rawashdeh, Mohammed A. "Friendship: Perspectives From Two Modern Plays". Theory and Practice in Language Studies 12, n.º 11 (3 de novembro de 2022): 2282–90. http://dx.doi.org/10.17507/tpls.1211.07.

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From ancient times until the nineteenth century, loyalty, trust, understanding, forbearance, and empathy were only some of the merits one expected to find as the foundation of true friendship in Western culture. For instance, Aristotle insists that friendship must be “reciprocal” and “must involve a wish for the good of the loved one as an end in itself”. Any friendship based on personal gains, whether tangible or not, would have been dismissed as false friendship. The transition from the relatively simple life of Aristotle’s time and the following centuries to the complex modern age has produced a dramatic change in the Western culture, a change that evidently encompassed the concept of friendship. Whereas the Industrial Revolution initiated a gradual change, shifting the world’s economy from an agricultural to an industrial one, the transition from friendships of ‘excellence’ to friendships of ‘utility’ and ‘pleasure’ was rather more accelerated, in the sense that what was viewed as superficial relationships became, over a short period of time, dominant in modern Western culture and recognized as manifestations of friendship. This study explores this cultural change as depicted in two modern dramas— The Cherry Orchard by Anton Chekhov and A Doll’s House by Henrik Ibsen.

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Morrison, Hope. "The Friendship Doll (review)". Bulletin of the Center for Children's Books 64, n.º 11 (2011): 528–29. http://dx.doi.org/10.1353/bcc.2011.0509.

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GUSSIN PALEY, VIVIAN. "Goldilocks and Her Sister: An Anecdotal Guide to the Doll Corner". Harvard Educational Review 77, n.º 2 (1 de julho de 2007): 144–51. http://dx.doi.org/10.17763/haer.77.2.q10951552664vq23.

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In 1986, the Harvard Educational Review published Vivian Gussin Paley's article "On Listening to What the Children Say," which detailed the beginnings of her career as a teacher and author. The article described Paley's methods of tape-recording and analyzing her students' daily engagement in the "the three Fs: fantasy, fairness, and friendship." Her careful analysis provided insight into how children understand the world through storytelling and imaginative play. Now, more than twenty years later, Paley's new essay, "Goldilocks and Her Sister: An Anecdotal Guide to the Doll Corner," revisits similar themes while reaching beyond the classroom into more public and private spaces (the post office or a living room) to show how children's imaginative play strengthens relationships and creates opportunities for social and cognitive development. We have included both essays in this issue in order to highlight the ways in which children, regardless of context, can be engaged in the world of imagination as a form of both pedagogy and play. These companion articles extend our understanding of children's storytelling, imaginative play, and intimacy as means of promoting learning both inside and outside of classroom settings.

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Bryden, Jennifer. "Autistic and peudo-autistic traits in ongoing complex trauma". BJPsych Open 7, S1 (junho de 2021): S241. http://dx.doi.org/10.1192/bjo.2021.644.

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AimsTo compare the neurodevelopmental profiles of Albanian street children to those predicted by the Coventry grid.BackgroundA street children's centre had requested help to meet children's emotional needs. No program exists for children experiencing ongoing complex trauma. With input from widely-experienced consultant psychiatrist and consultant psychologist, a very low-intensity program of coping skills was piloted. Extensive anonymised notes were taken as part of the piloting.The Coventry grid is a clinical tool comparing patterns of difficulties typically seen in autistic spectrum disorder (ASD) versus attachment difficulties. It's based on clinical experience and invites ongoing feedback.Method12 Children aged 5–12 years completed the two-week program. The notes were examined for their relevance to areas of the Coventry Grid.ResultThe children showed both traits typical of ASD and of attachment problems. Identifying emotions was impossible for the youngest group (5–7 years); while the older groups could say whether someone was likely to feel “good” or “bad” but struggled to differentiate further.Fantasy and symbolic play were hard for the younger children. If asked to imagine a situation, they replied “but that's not happening”. One child constantly hugged a stuffed doll, but couldn't use it for play. Both younger groups found it hard to imagine a safe-place, though they could say what they wanted in it (chocolate and a working lightbulb). The oldest group all chose a real place related to the centre.Generalising was difficult for all the children. The older children could say whether a story character was a good friend, but not apply this to real life. The youngest children were told a story about a dangerous stranger. Afterwards, the children said they would still go away with strangers as only the man in the story had said he wanted to harm children.The younger children were diffusely attached, but the boys’ eye contact, gesturing, and language were normal in all age groups. All children formed friendships easily, played in a group and were intensely loyal to siblings. They didn't show restricted interests, distress at changes to routine or sensory difficulties. They showed good awareness of the widely divergent social rules at the centre and at home.ConclusionThe children showed a mix of traits usually associated with attachment difficulties and those usually associated with ASD. They may be different from UK clinic samples as they continued to experience severe trauma.

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Scott, Stephen. "Introduction". Child Psychology and Psychiatry Review 3, n.º 2 (maio de 1998): 50. http://dx.doi.org/10.1017/s1360641798001555.

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Play offers children the opportunity to try out new ways of relating to the physical and social world. Through a range of encounters they can develop their imagination and skills, without incurring the material consequences of similar activities enacted ‘for real’. It is an essential and often joyful part of child development, and glum is the adult who does not retain some playfulness. It is a laboratory where children can develop different strategies to cope with the practical tasks of daily living and integrate themselves into a social network. Aberrant patterns of play may indicate a variety of difficulties and disorders in development, and may often provide important clues as to the problem. For example, a gross lack of imagination and rigid stereotyped play are found in children with autism; violent play with underdeveloped elaboration of emotional states is characteristic of children with conduct problems; repeated re-enactment of a single disturbing scene may be seen in children with post-traumatic stress disorder; and a disturbed pattern of emotional relationships is often exhibited in the doll play of children with attachment problems. As well as providing clues to the nature of a child's difficulties, play often offers an opportunity to engage with the child, and can provide a main avenue for therapeutic work, particularly with younger children who are not adept at talking about emotions and relationships.In this and subsequent issues, we shall be publishing a number of commissioned reviews exploring children's play from a number of perspectives. Anthony Pellegrini and Peter Smith start us off with a review of the development of play and its forms and functions. As well as covering the structure of play including fantasy and pretend elements, the authors go on to consider its benefits for the child, and include a rather novel approach of attempting a cost-benefit analysis. Then Peter Blatchford reviews the state of play in schools. Here the importance of a time for the child to develop peer relationships and friendships away from the watchful gaze of adults is stressed, not only from a theoretical viewpoint, but from the practical standpoint of how much supervision should be given in the playground. In future numbers of the Review, we will publish an anthropological perspective by Allison James, a child psychotherapist's view by Anne Alvarez and Asha Phillips, and a review of the importance of drama in play and therapy by Peter Slade. At all times we would welcome your reactions, agreements, and disagreements, plus comments on what you think has been left out. Please do write to the Review office.

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"Friendship Dolls – kiedy lalki stają się posłańcami". Gdańskie Studia Azji Wschodniej 13 (2018). http://dx.doi.org/10.4467/23538724gs.18.011.8730.

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Mais fontes

Livros sobre o assunto "Friendship dolls"

Larson, Kirby. The friendship doll. New York: Delacorte Press, 2011.

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Sullivan, Kiki. Midnight dolls. New York, NY: Balzer + Bray, an imprint of HarperCollinsPublishers, 2015.

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United Society of Friends Women International, ed. Ellen C, the friendly doll. [Richmond, Ind.?]: United Society of Friends Women International, 1986.

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Slate, Barbara. Hi, my name is Barbie. Racine, Wis: Western Pub., 1994.

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Lawrence, Rae. Jacqueline Susann's Shadow of the dolls. Waterville, Me: G.K. Hall, 2002.

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Lawrence, Rae. Jacqueline Susann's Shadow of the dolls: A novel. New York: Crown Publishers, 2001.

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Susann, Jacqueline. Valley of the dolls: A novel. London: Warner, 1997.

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Hiser, Constance. The missing doll. New York: Holiday House, 1993.

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1925-2000, Gorey Edward, ed. Fletcher and Zenobia. New York: New York Review Books, 2016.

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ill, Dooling Michael, ed. Straw sense. New York: Simon & Schuster Books for Young Readers, 1993.

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Capítulos de livros sobre o assunto "Friendship dolls"

Nadel, Ira. "“Psychoanalysis and Laxatives,” or Democracy in America". In Philip Roth, 366–404. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780199846108.003.0011.

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Roth and misogyny, highlighted by attacks by Vivian Gornick, Claire Bloom, and Carmen Callil initiate this chapter and its persistent question: did Roth treat women only as one-dimensional sex objects or as fully rounded personalities with agency and power? Roth’s response, in a series of private documents, argues that women, at least in his life, were always respected and treated equally. He itemizes the key women in his professional career, from his early agent Candida Donadio through such late friendships such as Janet Malcolm, Judith Thurman, Zadie Smith, and Nicole Krauss. The issue of Roth and his father and the writing of Patrimony and the function of writing in the midst of trauma expand the chapter, plus his unparalleled productivity in the 1990s. The focus is on Operation Shylock, Sabbath’s Theater, and the American Trilogy—all this against the background of untangling himself from Claire Bloom, complicated by illness and depression. The impact and misrepresentations in Bloom’s Leaving a Doll’s House, however, complicated by Roth’s contradictory behavior with Bloom, created difficulties, personally and professionally. The increasing presence of death in his writing noted in Sabbath’s Theater and I Married a Communist shape the final pages as Roth’s evolving American identity comes into focus.

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