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).

Children’s literature might be considered the “holy well” providing healing refreshment and a direct path forward for the soul of every child: a troubled youngster, a young person experiencing a life trial, or a student seeking enlightenment. Whether folklore depicting animals congregating at the water hole at their time of need, learning to share and care; or realistic fiction presenting varying “time of drought” scenarios, and the resolution or healing necessary thereto; or even non-fiction revealing humanity’s dependence on clean water, and the knowledge necessary to help budding scientists, one-day, protect water sheds, these literary genres sustain children during their formative years and beyond. Without these literary selections, children founder and do not appropriately climb developmental ladders, in fact regress into unhealthy social, emotional or intellectual states of mind. This paper contemplates three categories of children’s literature carrying the theme of spiritual development /healing and/or intellectual enlightenment: folklore, realistic fiction, and non-fiction. Books carrying themes, images, and symbols associated with the healing and life-sustaining qualities of water will especially be highlighted within these categories to reveal how each title selected for interpretation either: 1) quenches a child’s thirst for the internationalization of a life lesson or moral; 2) provides a means of resolving a problem or healing a wound; or 3) delivers knowledge necessary to the perpetuation of safe drinking water on our planet. Titles selected for examination based in this theory of sustainability, this allusion to the Irish concept of a “holy well,” will be analyzed with regard to their ability to assist children on spiritual and intellectual levels, in a lasting, long-term fashion, providing wisdom, healing, and learning for the well-being of past, present, and future generations.

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).

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

Submitted in fulfilment of the requirement for the degree MASTER OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 1996. / The aim of this investigation was to determine the awareness and capability of house-parents in children's homes to meet the educational needs of the children who have been entrusted to their care. An introductory historical overview was provided of the origin and development of children's homes with specific reference to the Muslim Darul Yatama Wal Masakeen Children's Home, Lakehaven Children's Home and the Aryan Benevolent Home in KwaZulu-Natal. Attention was also given to the "idealized" task of these homes. The admission of a child to a children's home was described in terms of the Child Care Act, Act No. 74 of 1983. Aspects that need to be considered when placing a child in a children's home, such as the child's cultural and religious affiliation and the distance from his parental home, were discussed. The fact that the child is admitted to the children's home as an educationally neglected child, was considered. By adopting the education situation as point of departure, educational neglect as the outcome of the inadequate realisation of educative intervention, was elucidated. The non-accountable interventional assistance of the child's own parents who are incapable, causes the child to experience the education relationships as impaired. Arising from this, the education sequence structures and the education activity structures are inadequately actualized. As outcome of the non-accountable educative intervention the normative image of adulthood which is strived for as educational aim, is not adequately realised and is posed as a delayed education aim. An own parental home with both parents available, was scrutinised. The importance of a happy and normal family life for the becoming child was discussed by referring among others, to the significance of the father and the mother in the education of the child. The group situatedness of the child in the children's home, which entails both positive and negative educative lived- experiences, was addressed. Attention was given to the special educative task of the house-parents, which includes the physical, psychological and spiritual "re-education" of the child in the children's home. Sufficient physical care of the child is imperative for the creation of a basis for all other educative actions. The educationally neglected child's emotional education {affective education) shows a distorted image in becoming. The house-parents* unconditional acceptance of the child and their willingness to provide assistance, aid and guidance, are necessary to winning his confidence and enabling him to live-experience acceptance. Through mutual trust and acceptance, and authoritative guidance the child experiences security. Certain aspects of the educational task of the house-parents with regard to the cognitive education of the child, are highlighted. Through the support and guidance of the house-parents, the child must be assisted in learning how to cope with his emotions. The child can only pay full attention to his school work and studies when he experiences a stable emotional life. Attention is also given to the moral education, social orientation and religious guidance of the child in the children's home. For the purpose of the empirical investigation, self-structured questionnaires were used. The questionnaires were completed by the house-parents of the children's homes selected for the investigation. An analysis was done of questionnaires completed by house-parents and the data thus obtained was processed and interpreted by means of descriptive statistics. In conclusion, the findings emanating from the literature study and the descriptive statistics were presented. Based on these findings, the following recommendations were made: Urgent attention must be given to further training of house-parents and improved conditions of service for them. No house-parent must be responsible for more than ten children. Educational support services must gradually be incorporated in the assistance and control over the children in the children's homes.

This master's thesis is about how the primary school handles the Corona pandemic in school situations in Sweden, viewed from a children's perspective and child perspective. The empirical data is composed of observations and fifteen semi-structured interviews, with eight students and seven educators. Concepts that form the basis of the study are: being and becoming, children's perspective and the child perspective, children's participation, trust, risk and danger. Previous research shows that children have the right to participate in decisions that affect them. Some researchers advocate for children's right to participate in decision making, while others are critical of the claim. Whether children can participate in decision-making or not, is decisive for which perspectives are practiced, the children's perspective or the child perspective. The results show that children can participate in decision-making on smaller issues, such as when changing hand soap. Moreover, in larger issues, it is adults who make decisions based on what they consider to be children's best interests.

No description available.

The study is about the influence and participation of preschool children in the everyday life at the preschool. We try to find out if the preschool children have chances to participate actively and to influence the routines and content of their school. Furthermore, we want to find out how the teachers experience the influence and participation of the preschool children at their work in connection with democracy.We made observations in different preschools in Skåne and we spoke with preschool teachers in order to hear their opinions about our subject. We based our analysis on Dewey’s theory to help us understand the situations we observed. The result of our study is that influence and participation are terms with similar meaning some times in the swedish preschools. The conversation helps the children by expressing their ideas to have more influence and to be active in activities that they can organise with the teachers. Documentation give the children another chance to reflect over the things they see in pictures and to develop their speech abilities. Lastly, the preschool's material and environment has a very big impact on the children's influence and participation.

No description available.

No description available.