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Graded book list based on expressed reading interests of children in grades seven, eight, nine, and ten.Lohman, Dorothea Ann 01 January 1949 (has links) (PDF)
No description available.
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ON THE MYTHS OF CHILDHOOD: INNOCENT AND NAUGHTY CHILDREN IN 19TH CENTURY AND CONTEMPORARY CHILDREN’S STORIESCharendoff, Taylor January 2016 (has links)
Literature for children does more than simply entertain, or create fantastical spaces for children to occupy—children’s literature is instructive. I argue that didacticism in literary tales for children works according to the two main ideologies of childhood, which Marina Warner refers to as “myths” in her essay Little Angles, Little Monsters: Keeping Childhood Innocent (1995). This study analyzes the two main nineteenth-century attitudes regarding childhood and their presence in literary tales—childhood innocence and inherent naughtiness. I argue that these ideologies reveal the struggle to accurately and collectively define childhood. In particular, I discuss naughty children in selections from Heinrich Hoffmann’s Struwwelpeter (1845), and innocent/good children in Hans Christian Andersen’s fairy tales, including The Emperor’s New Clothes (1837), The Snow Queen (1844), Dance, Dolly, Dance (1871), etc... In addition, I argue that these attitudes from the Victorian era are still present in today’s discourse surrounding childhood and in the literature of today, which I demonstrate through Neil Gaiman’s The Graveyard Book (2008) and Alvin Schwartz’ In a Dark, Dark Room and Other Scary Stories (1984). / Thesis / Master of Arts (MA)
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An Investigation of Authenticity and Accuracy in Children’s Realistic Fiction Picture Books Set in AppalachiaValentine, Valerie D. 28 April 2008 (has links)
No description available.
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An Analysis of the Moral Content of Children's Literature from 1600 to 1940Boyd, Grace 06 1900 (has links)
It is the purpose of the present investigation to make an examination of the moral content of literature taught in the schools from 1600 to 1800, from 1800 to 1900, and from 1900 to 1940, and to draw conclusions as to the values of such literature. In the literature examined in this study, both the moral content and the methods used in presentation will be considered.
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"Come on powerful, come on my fresh green" : representations of the child and constructions of childhood in Rabindranath Tagore's writings for childrenKamal, Sabrina Sharmin January 2017 (has links)
The present study investigates Asia’s first Nobel Laureate Rabindranath Tagore’s (1861-1941) writings for children, situating his work in the tumultuous time of colonial India marching towards independence. The study makes an original contribution to Tagore scholarship and the field of children’s literature arguing that Tagore’s designated protagonist, the Bengali child, subverts social and political structures of power and authority, and is a vehicle for the author’s hopes for future. The discourse of Tagore’s literature for children posits, hopes for, and construes an implied child reader - the imagined nation’s future citizens. His constructions of childhood, the study claims, are symbolic, oscillating between the reflective and the transformative and synthesising the author’s intentions, fears, desires, values and attitudes towards childhood. In order to reach its overarching conclusions, the present study has considered the political and social contexts of the original production of the texts which is reflected in the study’s theoretical assumption - the historicist reading of childhood informed by postcolonial and power-oriented theories of children’s literature. Close reading of a selection of Tagore’s writings for children suggest that Tagore’s own ideologies about childhood were decisively shaped by the colonial time and the colonised place in which he lived, and his images of childhood concentrate on physical landscapes of the indigenous Bengal in order to construct an imagined decolonised landscape, and form consciousness of national identity. The present study has also argued that Tagore’s fictional world(s) of children are a result of restorative re-imagining and re-inventing, not just manifestation of his personal grief and experiences. Additionally, Tagore has employed fictive children for a variety of conflicting and complementary uses: mighty and empowered children in fantasy critique fascist regimentation, but their images are juxtaposed elsewhere with realistic portrayals of helpless and disempowered children who are unable to seek agency against societal oppression. Tagore’s persistent but persuasive portrayals of uninspired children in mechanised colonial education and of coercive teachers and teaching methods illuminate his educational ideologies and confirm a prescriptive authorial presence in the narrative. Yet, the present study has contended that Tagore’s imagined childhood is an empowered time and space in which fictive children are able to acquire agency and self-awareness through a variety of pleasurable and unpleasurable experiences, functioning as a democratic channel where child-adult power relations are constantly being negotiated.
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Coherence and historical understanding in children's biography and historical nonfiction literature : a content analysis of selected Orbis Pictus books /Wilson, Sandip LeeAnne, January 2001 (has links)
Thesis (Ed. D.) in Literacy Education--University of Maine, 2001. / Includes vita. Includes bibliographical references (leaves 304-318).
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Anticipating the audience an ethnographic study of a French-as-a-foreign-language class creative writing project compared with case studies in native language composition /Stiles, Laura L. January 1900 (has links)
Thesis (Ph. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.
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Translated children's books a study of successful translations and a comprehensive listing of books available in the United States, 1989-1990 /White, Elinor Maureen. January 1900 (has links)
Thesis (Ph. D.)--Texas Woman's University, 1990. / Abstract. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 142-152).
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A study of the First book seriesUnknown Date (has links)
The First Book of Airplanes, published in 1944 under the title The First Book of Flying and since revised three times, is the initial book issued by Franklin Watts, Inc., as a part of the prolific 'First Book Series.' Since that time, 99 more titles have been issued, bringing the total to 100. Although the publisher indicated 100 as the official number of books in the series as of May 15, 1959, this writer actually located 108 books published by Franklin Watts, Inc., with the title The First Book of ---. However, since the publisher includes only 100 titles in the series, the list of 99 titles in the Franklin Watts, Inc. catalog of books for spring and summer 1959 and 1 title listed in the Franklin Watts catalog in the Publishers' Trade List Annual and not included in the other list were chosen as the group of books to be discussed in this paper. The purpose of this extensive series is 'to create a group of individual non-fiction titles which would give a child both information and understanding on a subject when he first becomes interested in it.' The present writer intends to examine thoroughly the 'First Book Series' in terms of the claims made by the publisher and to determine by examination of a selected number of individual titles and analysis of reviewers' reactions the extent to which these claims are justified. / Typescript. / "August, 1959." / "Submitted to the Graduate School of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Louise Galloway, Professor Directing Paper. / Includes bibliographical references (leaves 57-64).
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An investigation into the availability and suitability of Zulu children's literature for lower primary school pupils of Mehlwesizwe Circuit as a prerequisite for the cultivation of a reading habitNhlanhla, Manana Margaret January 1987 (has links)
A dissertation submitted in partial fulfilment of the requirements for the degree of M. Bibl. in the Department of Library Science at the University of Zululand, South Africa, 1987. / Primary school children of the Mehlwesizwe Circuit, who are learning to read for the first time do not have sufficient reading material in Zulu. These books are essential to the formulation of proper reading habits and the stimulation of the desire to read.
An investigation was conducted with all lower primary schools of Mehlwesizwe Circuit, South African publishers, all local bookshops and libraries to ascertain whether any appropriate books in Zulu were available for purchase or loan.
Results indicated that few such books were available and of those found, 88 % were translations from other languages and were often unsuitable.1
Possible solutions and recommendations have been presented. / Human Sciences Research Council
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