In order to experience unconditional love, prejudices must be exposed and overcome. People often meet others with a disability or handicap and unknowingly treat these individuals negatively. As a middle school teacher, I have often witnessed students behaving cruelly towards those that are different. When my dog became a paraplegic I was inspired to develop a project to assist young readers in the development of conscientious actions towards individuals with disabilities. This document chronicles the development, procedures, and outcomes of the process behind that artistic endeavor. The artistic elements of this thesis project are a written children's storybook and an educational interactive Web site to further teach inclusiveness to young readers. The images are real photos that have been manipulated to look like illustrations that enhance elements that are visually appealing to children in order to increase the images' communication value. The site has been designed to integrate the look and feel of the book, complementing and referencing it

While over the years stakeholders such as publishers and academics have taken a keen interest in research into writing and publishing, they have been less concerned about research into indigenous children‟s literature. In this thesis a comprehensive examination of children‟s literature in the indigenous African languages of South Africa and in Zulu in particular, is presented. Qualitative research methods have been applied, using questionnaires and interviews to gain first-hand knowledge of problems and possible solutions to the dearth of original children‟s literature in the indigenous languages. The data obtained in this regard has proved invaluable to the researcher and, hopefully, will be so to others in the future. Oral folktales narrated before the influence of the missionaries qualify as children‟s literature. The transition from the oral performance of these folktales to the reading of written children‟s texts is discussed in detail. This is achieved by considering the milieu, themes, content, functions and values of this children‟s literature. The discussion of imilolozelo (lullabies) and izilandelo/izidlaliso (game songs) presents the genre of children‟s traditional oral poetry as a form of performance based not only on narrative but also on songs and/or chants interspersed with rhythmical movements to relay their message. Zulu school readers as modern literature for children are also examined by tracing their background and the development of original Zulu children‟s written literature since it was first recorded by the missionaries. Contents and themes of these early readers, dating from the 1800s, are examined and compared with a series of graded readers published in 1962 by C.L.S. Nyembezi. The sixth chapter of the thesis investigates Zulu children‟s picture books as contemporary literature. Various types of picture books and their functions are discussed. Research findings point to an urgent need for the training of African authors in the writing of age-appropriate books in indigenous African languages. Lastly, the study proves that it is feasible to regard traditional oral and modern indigenous texts as children‟s literature. / D. Litt. et Phil. (African Languages)

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-11-09T10:24:26Z No. of bitstreams: 1 Cássia Vianna Bittens dissertação.pdf: 1885839 bytes, checksum: 9e8b602cea34f17d3203872c923844b5 (MD5) / Made available in DSpace on 2018-11-09T10:24:26Z (GMT). No. of bitstreams: 1 Cássia Vianna Bittens dissertação.pdf: 1885839 bytes, checksum: 9e8b602cea34f17d3203872c923844b5 (MD5) Previous issue date: 2018-09-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / To contribute to the recent discussions about the relationship literature and infants, the present master thesis aims at answering the following research questions: (1.) Which are some of the main trends, in terms of graphic design, illustration, and text, in books that are preferably addressed to toddlers (zero to three years old) in Brazilian contemporaneity? (2.) How can the language's symbolic values contribute to the education of a child at such early age? To follow our course, we've selected, as a corpora of research, ten titles that compose the collection of 2014 PNBE, addressed to children between zero and three years old. As a hypothesis, we suggest that these books, addressed preferably to children who do not read yet, bring specific and particular elements that characterize trends on books for toddlers in terms of graphic design, illustration, and text, and that they are, therefore, amenable for literary analysis; and that, in contact with Literature, babies can learn the aesthetic language, which corroborates their individual and relational potential, providing a profitable environment for developing global skills. To pursue the present study – qualitative, exploratory, and descriptive – it was developed in three chapters. In chapter I, the reasons for approaching the subject are discussed, presenting the development of the young child and the encounter between Literature and toddlers, resorting on reflections by Bernard Golse, Antonio Candido, and Betina Kümmerling-Meibauer. In Chapter II, we present the corpora of this study and justify its choice. In addition, we address the PNBE program and its collection for early childhood, as well as the assessment criteria established in the present study for the analysis of the corpus, based, therefore, on the 2014 PNBE edict and the handbook that accompanies this specific collection. In chapter III, the books are analyzed in terms of graphic design, illustration, and text, using considerations by Rosinha, Sophie Van der Linden, and Ana Margarida Ramos on graphic design aspects; by Adriana Baptista and Annete Werner's regarding illustration; and by Antonio Candido, Octavio Paz, and Kathleen Ahrens's in terms of the literary text / No intento de contribuir com as discussões recentes acerca da relação literatura-bebê, o presente estudo tem como objetivo responder às seguintes questões direcionadoras: Quais são algumas das principais tendências, em termos de projeto gráfico, ilustração e texto, nos livros preferencialmente endereçados aos bebês (zero a três anos) na contemporaneidade brasileira? Como os valores simbólicos da linguagem podem contribuir para a educação da criança em sua tenra idade? Para efetuarmos esse percurso, selecionamos como corpus de pesquisa dez títulos que compõem o acervo do PNBE 2014, endereçados a crianças entre zero e três anos. Sugerimos, como hipótese, que estes livros, endereçados preferencialmente às crianças que ainda não leem, trazem elementos específicos e particulares que caracterizam tendências dos livros para bebês no projeto gráfico, na ilustração e no texto, sendo, portanto, passíveis à análise literária; e que, ao contato com a Literatura, os bebês apreendem a linguagem estética, o que corrobora com o seu potencial individual e relacional, proporcionando um ambiente profícuo às habilidades globais em desenvolvimento. Para tal, o presente estudo – qualitativo, exploratório e descritivo – foi desenvolvido em três capítulos. No capítulo I, entram em discussão as razões para a abordagem do tema na atualidade, apresentando o desenvolvimento da criança pequena e o encontro entre a Literatura e o bebê, recorrendo-se, para isso, às reflexões de Bernard Golse, Antonio Candido e Betina Kümmerling-Meibauer. No capítulo II, apresenta-se o corpora deste estudo e a justificativa de sua escolha. Em adição, aborda-se o programa PNBE e seu acervo para primeiríssima infância, bem como os critérios de avaliação estabelecidos no presente estudo para a análise do corpora, pautando-se, para tanto, no edital PNBE 2014 e no Manual que acompanha esse acervo em específico. No capítulo III, analisa-se os livros em termos de projeto gráfico, de ilustração e de texto, valendo-se das considerações de Rosinha, Sophie Van der Linden e Ana Margarida Ramos no que se refere ao projeto gráfico; de Adriana Baptista e Annete Werner no tocante à ilustração; e de Antonio Candido, Octavio Paz e Kathleen Ahrens nas reflexões acerca do texto literário

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-11-14T13:47:14Z No. of bitstreams: 1 Luis Carlos Barroso de Sousa Girão.pdf: 1361803 bytes, checksum: 0434a5a4b7e1c95b599ff15a169f0d27 (MD5) / Made available in DSpace on 2017-11-14T13:47:14Z (GMT). No. of bitstreams: 1 Luis Carlos Barroso de Sousa Girão.pdf: 1361803 bytes, checksum: 0434a5a4b7e1c95b599ff15a169f0d27 (MD5) Previous issue date: 2017-11-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present study aims to reflect about the narrative border in the works Shadow (2010), by the South Korean Suzy Lee, and O cântico dos cânticos (1992), by the Brazilian Angela Lago. Our main purpose is to contribute to studies on children’s literature’s theory and criticism, pointing out how the authors broaden up the interpretative potential for their picture-books, in its materiality and visuality, by exploring the use of the codex’s borders as structures for pictorial narratives. In addition to the theory focused on the specific critics of literature for children and young adults (Sarah Dowhower, Maria Nikolajeva, Sophie Van der Linden, Maria José Palo) and the studies on the book as an art form (Julio Plaza, Johanna Drucker, Maria do Carmo de Freitas Veneroso, Paulo Silveira), bibliographies on the concepts of the binding fold dialectics (Michel Melot) and the threshold (Walter Benjamin, Jeanne Marie Gagnebin, Georges Didi-Huberman) are also mobilized. This passage from literary criticism to the artistic philosophy about the book as an object, culminating in the interdisciplinarity of literature and art criticism, aims to re-present and re-know this artistic phenomenon, the picture-book, in the potential of its hybridity, occupying a threshold space between artist’s books and children’s books / A presente dissertação visa refletir sobre a margem que narra nas obras Sombra (2010), da sul-coreana Suzy Lee, e O cântico dos cânticos (1992), da brasileira Angela Lago. O objetivo dessa abordagem é contribuir com os estudos em teoria e crítica de literatura infantil e juvenil, apontando como as autoras ampliam o potencial interpretativo dos livros-imagem, em sua materialidade e visualidade, ao explorar o uso das margens do códex como estruturadoras de narrativas pictóricas. Além da teoria voltada para a crítica específica de literatura para crianças e jovens (Sarah Dowhower, Maria Nikolajeva, Sophie Van der Linden, Maria José Palo) e dos estudos do livro como forma de arte (Julio Plaza, Johanna Drucker, Maria do Carmo de Freitas Veneroso, Paulo Silveira), também são mobilizadas bibliografias sobre os conceitos de dialética da dobra (Michel Melot) e de limiar (Walter Benjamin, Jeanne Marie Gagnebin, Georges Didi-Huberman). Esta passagem da crítica literária para a filosofia artística acerca do objeto livro, culminando na interdisciplinaridade da literatura e crítica de arte, tem como meta re-apresentar e re-conhecer este fenômeno artístico, o livro-imagem, na potência de sua hibridez, ocupando espaço liminar entre os livros de artista e os livros infantis

This study, situated in classroom practice and grounded in pedagogic wakefulness (Clandinin and Connelly, 2000), explores the nature of young children’s sense of voice as indicated through sustained interactions and representations of experiences with picturebook literature. The naturalistic research site was a grade one classroom setting in a large urban school. Student engagement and interactions with read-aloud events and responses to literature through multi-modal representations perpetuated meaning making and personal relevance. Coding procedures exemplified the nature of young children’s sense of voice as falling into two broad conceptual categories: (1) Situated Nature and (2) Experiential Nature. The Situated Nature of young children’s sense of voice revealed developmental, exploratory, and social sites of student engagement to literature. The Experiential Nature of young children’s sense of voice described three specificities of narrativity in their responses to picturebook literature: Young children’s multi-modal responses were interpreted as representative of Self- Narrativity, Interpretive-Narrativity, and Aesthetic-Narrativity. The findings contribute to a reconceptualized literacy curriculum which illuminates personal, social, and cultural identities, especially young children’s awareness of their individual sense of voice, developed through picturebook literature in primary classrooms. / xii, 151 leaves : col. ill. ; 29 cm.

While over the years stakeholders such as publishers and academics have taken a keen interest in research into writing and publishing, they have been less concerned about research into indigenous children‟s literature. In this thesis a comprehensive examination of children‟s literature in the indigenous African languages of South Africa and in Zulu in particular, is presented. Qualitative research methods have been applied, using questionnaires and interviews to gain first-hand knowledge of problems and possible solutions to the dearth of original children‟s literature in the indigenous languages. The data obtained in this regard has proved invaluable to the researcher and, hopefully, will be so to others in the future. Oral folktales narrated before the influence of the missionaries qualify as children‟s literature. The transition from the oral performance of these folktales to the reading of written children‟s texts is discussed in detail. This is achieved by considering the milieu, themes, content, functions and values of this children‟s literature. The discussion of imilolozelo (lullabies) and izilandelo/izidlaliso (game songs) presents the genre of children‟s traditional oral poetry as a form of performance based not only on narrative but also on songs and/or chants interspersed with rhythmical movements to relay their message. Zulu school readers as modern literature for children are also examined by tracing their background and the development of original Zulu children‟s written literature since it was first recorded by the missionaries. Contents and themes of these early readers, dating from the 1800s, are examined and compared with a series of graded readers published in 1962 by C.L.S. Nyembezi. The sixth chapter of the thesis investigates Zulu children‟s picture books as contemporary literature. Various types of picture books and their functions are discussed. Research findings point to an urgent need for the training of African authors in the writing of age-appropriate books in indigenous African languages. Lastly, the study proves that it is feasible to regard traditional oral and modern indigenous texts as children‟s literature. / D. Litt. et Phil. (African Languages)

The portrayals of mothers and fathers in children's literature as companions, disciplinarians, caregivers, nurturers, and providers were documented in this research. The impact of time of publication, sex of author, award-winning status of book, best-selling status of book, race of characters, and sex of characters upon each of the five parental roles was assessed using descriptive statistics, cross-tabulation, and multinomial logistic regression techniques. A survey instrument developed for this study was completed for each of the 300 books randomly selected from the list of easy/picture books in the Children's Catalog (H.W. Wilson Company, 2001). To ensure all time periods were represented, the list was stratified by decades before sampling. It was expected that parental role portrayals would become more egalitarian and less traditional in each successive time period of publication. Male authors were expected to portray more egalitarian parental roles, and the race and sex of the young characters were not expected to influence parental portrayals. Award-winning books were expected to represent more egalitarian parental roles. Books that achieved the Publisher's Weekly all-time best-selling status were expected to portray parents in less egalitarian roles. Secondary analyses explored the prevalence of mothers' occupations, parental incompetence, and dangerous, solo child adventures. While the time of publication affected role portrayals, the evidence was unclear as to whether the changing roles represented greater egalitarianism. The race and the sex of the young characters significantly affected parental role portrayals, but the sex of the author did not influence these portrayals. While award winning and bestselling texts portrayed parents differently than books that did not achieve such honors, most did not provide enough information to adequately assess parenting roles. Half of the mothers who worked in the texts worked in conjunction with their husbands rather than independent of them. Over 10 % of mothers and fathers acted incompetently. The time of publication and the sex of the author was associated with the prevalence of solo, dangerous, child adventures. Subsequent implications and recommendations suggest the inclusion of stronger parental characters in children's books. Many of the parents are portrayed as inactive, incompetent, or neglectful. The concern is that children are exposed to these picture book portrayals during the primary years of identity acquisition.

In 2 experiments, I investigated the role of conditioned seeing on incidental bidirectional naming (Inc-BiN) for unfamiliar stimuli and reading achievement. In Experiment 1, I investigated the correlation, associations, and differences between conditioned seeing, Inc-BiN, and measures of reading achievement for 49 participants in kindergarten through second grade. Unfamiliar visual stimuli were presented with spoken words during a naming experience and participants’ stimulus control for conditioned seeing was measured by drawing responses in the absence of the target stimuli. Reading achievement measures included Winter and Spring diagnostic scores from the iReady® K-12 Adaptive Reading diagnostic (Curriculum Associates, LLC, 2017). Pearson’s correlation analyses showed that participants’ stimulus control for conditioned seeing was significantly correlated with all measures of reading achievement and the stimulus control for untaught listener responses (Inc-UniN), 𝘳 (47) = .440, 𝑝 = .002, and untaught speaker responses (Inc-BiN), 𝘳 (47) = .384, 𝑝 = .007. A Spearman’s rank correlation test showed that participants’ performance percentile for the iReady® reading diagnostic was also significantly correlated with participants’ stimulus control for conditioned seeing. Lastly, results from the independent sample t-tests showed that there were significant differences in participants’ stimulus control for Inc-UniN and Inc-BiN and reading achievement as a function of low and high stimulus control for conditioned seeing. Experiment 1 established the need to further investigate conditioned seeing and its effects on reading comprehension and Inc-BiN for students in kindergarten through second grade, thus in Experiment 2, I investigated the effects of a multiple exemplar instruction (MEI) across delayed selection and production responses intervention on the establishment of conditioned seeing for 6 kindergarten students. Furthermore, I investigated the effects of the establishment conditioned seeing on reading comprehension, conditioned reinforcement for books without pictures, and Inc-BiN. Results show that the MEI across delayed selection and production responses was effective in establishing conditioned seeing for all participants. Results further show that the establishment of conditioned seeing resulted in increases in measures for reading comprehension and the reinforcement value for books without pictures. Though the establishment of conditioned seeing did not establish Inc-BiN for participants, Experiment 2 demonstrates the need to further investigate the relation between conditioned seeing and Inc-BiN in young readers.