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OALib Journal期刊

ISSN: 2333-9721

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匹配条件： “Children’s and juvenile literature” ，找到相关结果约1000条。
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Notes on “Feral y las cigüe as”, by Fernando Alonso, and “Historia del califa cigüe a” (Wilhelm Hauff, Sara Cone Bryant)
Hagedorn, H. C.
Ocnos , 2011,

Abstract: The present article deals with the sources ofthe version of the “Historia del califa cigüe a”included in the narration Feral y las cigüe as (1971), by Fernando Alonso. The analysis focuses on the original tale of the postromantic german author Wilhelm Hauff (“Die Geschichte von Kalif Storch”, 1825), and the adaption of this tale that Sara Cone Bryant wrote for her book How to tell stories to children (1905, spanish translation: El arte de contar cuentos, 1965).

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Death Shall Have No Dominion: Representations of Grandfathers’ Death in Contemporary Picturebooks* [PDF]
Konstantinos D. Malafantis
Advances in Literary Study (ALS) , 2013, DOI: 10.4236/als.2013.14009

Abstract:

The topic of death usually advocates the resistance of language, therefore creators search for linguistic or visual codes suitable for expressing the unutterable loss of beloved people in contemporary picture or illustrated books for children. For that reason, the meaning of death is portrayed in picturebooks with an immediate and symbolic way in both text and picture. Adopting a visual and textual approach, we examine the ways in which authors and illustrators portray the relationship between grandparent and grandchildren in picturebooks. Many stories in children’s literature deal with the archetypal pattern of death and present it in a way which enables young readers to come to terms with it. In such stories, young protagonists, and thus young readers, are introduced into questions of ageing and decay, and inevitably of death, through an imaginative “travel” in time and space which is engendered by the grandparent’s enchanting storytelling. Death comes to be viewed as simply a stage toward reunion with eternal nature in the hereafter. The grandparent’s death is pictured as a “justifiable” event, integrated in the life cycle. Bereavement and grief seem to rely on the principal motifs of nature-as-space and nature-as-knowledge, which eventually manage to negate the dominion of death upon life.

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The Effect of Adolescents’ Reading Children’s Literature to Their Younger Siblings on Their Book Reading Habits [PDF]
Miray ？z？zen Danac？, Zeynep ？etin, ？zcan Do？an
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.618206

Abstract: The purpose of this study is to evaluate the effect of children’s reading activities carried out by adolescents for their siblings on their reading habits. The study is an experimental study with a pretest-posttest model and experimental and control groups. Its sample included 56 adolescents aged 15-16 with siblings aged 4-5 in kindergarten (n: 56). As the pretest and posttest, Gomleksiz’s Attitude Scale on Book Reading Habituation (2004) was used. After the pretest, adolescents read to their younger siblings 2 days a week for 25 minutes during a 14-week period. The posttest data collected were examined, and no statistically significant difference was found between the experimental and control groups. These results indicate that adolescents reading for their siblings may support their potential for book reading habituation, but this practice alone is insufficient.

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Gender in Children’s Literature: Through or Beyond Conventions? [PDF]
Dimitrios Politis
Advances in Literary Study (ALS) , 2022, DOI: 10.4236/als.2022.102010

Abstract: Gender has always been considered as a basal issue in the field of Children’s Literature. Since children are receptive to the values and impressed by the ideas expounded in what they read, literary texts addressed to children are not just simply for entertainment; they also reflect positively all of society, especially the marginalized. Children’s Literature should inspire and enthuse its audience, while it could be a means of escape, a sanctuary from repression, and a “secret garden” within which children can identify with and rejoice in themselves. In order to illustrate how gender is used both negatively and detrimentally to the perception of the self, and then to examine whether the “sacrifice” of the story for socially correct writing is acceptable or desirable, we will examine in this paper indicatively, but representatively, the presentation of gender in various texts for children, from fairy tales and nursery rhymes to classic or modern novels and adolescents’ fictions. Finally, as this brief study shows, though Children’s Literature cannot on its own subvert ideology, gender definitions, or gender stereotypes, it could shape a new basis for thinking about individuality and humanity, by challenging children to question and to cogitate.

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Poetry in children's literature: development of a genre
Dixon, Ann
Library Student Journal , 2006,

Abstract: This literature survey traces the development of poetry for children, primarily in the United States and Great Britain. Poetry published for children is rooted in oral literature, such as lullabies, ballads, and nursery rhymes. Early poetry printed specifically for children was most often instructional, morally edifying, and rhymed in order to aid in memorization. As Puritanism waned and new ideas about childhood and education emerged, poets began writing not only to instruct children, but also to tell a story and entertain. The acceptance of fantasy in the 19th century paved the way for a blossoming of poetry for children in the 20th century, encompassing elements of storytelling, fantasy, humor, light verse, multiculturalism, and social change. Ongoing advances in printing technology also affected developments in illustration. More recent trends include an increasingly visual approach to poetry in children's picture books; novels in verse; a revival of young adult interest and participation in poetry; and the innovative use of electronic formats, sometimes in ways that reconnect poetry with its oral roots. Poetry for children continues to flourish and evolve because of the capacity for perception and imagination shared by children and poets.

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Children's Literature in Turkey Children's Literature in Turkey
Nilüfer Tuncer
Türk Kütüphanecili？i , 1995,

Abstract:

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Fifty Years in Curricula: The First Croatian Course in Children‘s Literature
Majhut, Berislav
- , 2012,

Abstract: Sa？etak The studying of literary techniques and methods in children’s literature started in the late 19th century, and the first accounts of the history of Croatian children’s literature appeared in this period. However, the awareness that it is necessary to include the teaching of children’s literature, based on the findings of scholarly research, into higher education curricula developed slowly. The paper describes the history of the process of gradual inclusion of children’s literature as a topic in the higher education. The first courses including the study of children’s literature appeared in teacher training institutions after WWII. The first course in which children’s literature was included to a substantial extent, while the course name also contained the term “children’s literature” was The Culture of Oral and Written Expression with Children’s Literature. Such a course was delivered for the first time at Croatian teacher training colleges probably in 1961

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Early Children’s Literature and Aging [PDF]
Sandra L. McGuire
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.717245

Abstract: Increased longevity is a worldwide phenomenon placing emphasis on the need for preparation for life’s later years and for maximizing the potentials of these years. Today’s children will be the older adults of tomorrow. A resource that can help to educate them about aging and prepare them for the long life ahead is early children’s literature (Preschool-Primary). This literature can provide children with a holistic view of aging, teach them about aging and the aging process, promote positive attitudes about aging, and promote positive aging. Selecting early children’s literature for aging content, resources for finding early children’s literature to promote positive aging, and examples of early children’s literature to promote positive aging are presented.

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2015~2024年儿童文学研究的动态趋势分析
Dynamic Trends in Children’s Literature Research (2015~2024) [PDF]
蒙蝶
Advances in Social Sciences (ASS) , 2025, DOI: 10.12677/ass.2025.14111050

Abstract: 本文基于中国知网(CNKI) CSSCI来源期刊中2015~2024年间的儿童文学研究文献，借助CiteSpace可视化图谱工具，从儿童文学研究的外部知识结构(高产作者、学科分布、机构)与内部语义网络(关键词)两个维度，对我国儿童文学研究的演化脉络进行了系统梳理。研究结果显示：近十年来我国儿童文学研究呈现出“快速增长–稳步扩张–平稳发展”的发展态势；儿童文学研究继承传统并突破，“儿童本位”转向实践落地，跨学科探索尚处表层；儿童文学研究受政策与民生需求双重驱动，以“原创”“传统文化”等彰显文化自信，增强儿童文化认同感。
Based on CSSCI-indexed journals of China National Knowledge Infrastructure (CNKI) database between 2015 and 2024, this paper systematically examines the evolution of children’s literature research in China through CiteSpace visualization tool. The analysis proceeds along two dimensions: the external knowledge structure (including prolific authors, disciplinary distribution, and institutions) and internal semantic networks (like keywords). China’s children’s literature research over the past decade has shown a trend of “rapid growth - steady expansion - stable development”. Inheriting traditions with breakthroughs, it sees “child-centeredness” move toward practice while interdisciplinary exploration remains superficial. Driven by policies and people’s livelihood needs, it demonstrates cultural confidence via “original creation” and “traditional culture”, and enhances children’s cultural identity.

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Er fagb ger en del af b rnelitteraturen?
Karlskov Skyggebjerg, Anna
Barnboken : Tidskrift f？r Barnlitteraturforskning , 2011,

Abstract: Is non-fiction also a part of children’ literature? In recent decades, children’s literature researchers have only considered fiction children’s literature (Maria Nikolajeva 1998 and Torben Weinreich 2004), and certain younger researchers has shown a tendency to write about experimental books by prize-winning authors (Bodil Kampp 2002). Very few researchers have shown an interest in non-fiction for children, and the consequence is that a great many publications for children have been overlooked. In the Nordic countries, Nina Goga’s doctoral thesis from 2008 is the only exception from this exclusive definition of children’s literature. In this article, I present a definition of children’s literature that includes non-fiction. In this definition, literature means something written’ after litera’ (Latin: letter). The purposes of the article are, on the one hand, to discuss different definitions and characteristics of non-fiction for children, and on the other hand to identify ways to analyze these books as literature for children. The article includes a discussion of a series of books about zoology by the Danish author Bent J rgensen and the illustrator Birde Poulsen. One book in particular is discussed as an example of contemporary non-fiction and that is Om natten (In the Night, 2005). This book is subjected to analytical tools from literature studies, and one of the points is that non-fiction should be interpreted and described through a textanalytical approach.

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