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A cross-cultural study of sex differences found in drawings by Canadian Inuit and American childrenCox, Marlene Joan. Hobbs, Jack A. January 1979 (has links)
Thesis (Ed. D.)--Illinois State University, 1979. / Title from title page screen, viewed Jan. 27, 2005. Dissertation Committee: J. Hobbs (chair), J. Gowen, D. Lee, R. Stefl, N. Whiting-Towner. Includes bibliographical references (leaves 113-116) and abstract. Also available in print.
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‘Great Minds Start Little’: Unpacking the Baby Einstein PhenomenonGothie, Sarah Conrad 06 November 2006 (has links)
No description available.
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The lore of childhood: subversion of gender socialization in certain examples of English and Hong Kong children's fiction since the 1860s.January 1998 (has links)
by Maggy Chan Mei Lan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 171-182). / Abstract also in Chinese. / Chapter Chapter One --- Introduction --- p.1 / Chapter Chapter Two --- Historical Background --- p.17 / Chapter 2.1: --- Whimsical Garden: A short Visit to the Realm of Children's Literature in the West / Chapter 2.2: --- Rejuvenated Roses: The Growth of Hong Kong Children's Literature and Its Tinge of Local Colors / Chapter 2.3: --- Magic Wand to the Future: Subversive Children's Literature / Chapter Chapter Three --- Undressing the Dressed: To Overturn Traditional Modes of Adornment --- p.68 / Chapter Chapter Four --- "If Adults Are Not Always Right, Who Is?" --- p.93 / Chapter Chapter Five --- Inverted Chalkboard: School of Subversion --- p.121 / Chapter Chapter Six --- Conclusion: A New Chapter --- p.140 / Appendix I´ؤBiographical Notes on Some HK Children's Writers --- p.147 / Appendix II´ؤNewspaper cuttings --- p.149 / Works Cited --- p.171
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Reading for equality: An examination of gender-bias in children's literatureRailsback, Diane Estelle 01 January 1993 (has links)
No description available.
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An Intersectional Approach to LGBTQ Children's Literature: A Case Study on Queer Women in Children's Picture BooksMirisen Ozpek (6633428) 02 May 2020 (has links)
In this study, I use critical discourse analysis to analyze how queer women are represented in 34 English-language children’s picture books distributed in contemporary U.S. markets. I consider how these books include and exclude particular types of queer women characters and incorporate or omit specific queer women experiences. I argue that, in children's picture books, many queer women identities are “othered” through the binary oppositions of (i) lesbianism and motherhood and (ii) lesbianism and being a woman of color. In addition, (invisible) lesbianism in these picture books is still presented as an “issue.” The binary opposition of lesbianism and motherhood is created by making lesbianism invisible in children’s picture books by emphasizing mothering through the prominence of caregiving activities, limiting queer physical intimacy, limiting queer verbal intimacy, utilizing naming practices based on motherhood labels, and directing homophobia disproportionately at queer characters without children. The binary opposition of lesbianism and being a WOC is created by primarily featuring white queer characters. (Invisible) Lesbianism is still presented as an issue by the representation of two-mom families/queer relationships as “incomplete,” “unnatural,” “special,” “just the same as non-queer families and relationships,” and homonormativity. Informed by these results, I offer (i) a toolkit to evaluate the representation of queer women characters in picture books and (ii) a creative response to the queer women representation gaps in children’s literature.
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Safeguarding the health of mothers and children: American democracy and maternal and children's healthcare in America, 1917-1969Traylor-Heard, Nancy Jane 10 August 2018 (has links)
This study examines major American maternal and children’s healthcare initiatives in the backdrop of international and national crises from 1917 to 1969. During these crises, maternal and child welfare reformers used the rhetoric of citizenship and democracy to garner support for new maternal and child healthcare policies at the national level. While the dissertation focuses on national policies, it also explores how state public health officials from Alabama, Mississippi, and New York implemented these programs and laws locally. The dissertation chapters study regional similarities and differences in maternal and child healthcare by highlighting how economy, culture, and politics influenced how national programs operated in different states. By utilizing White House Conference on Children and Youth Series sources, state public health records, and newspapers, this dissertation argues that by using rhetoric about protecting mothers, children, and American democracy, the Children’s Bureau (CB) members claimed and maintained control of maternal and child health care for over fifty years. CB leaders used World War I draft anxieties as a rallying call to reduce infant mortality and improve children’s health. In the following decades, maternal and children’s healthcare advocates met at the White House Conference on Children and Youth Series to discuss policies and influence legislation relating to maternal and child hygiene. The Sheppard-Towner Program, Title V or the Maternal and Children’s Health Section of the Social Security Act, and the Emergency Maternity and Infancy Care Program reflect policies debated at these White House conferences. By the 1950s, child welfare advocates associated mental health with a child’s overall health and the CB leaders and other child welfare reformers linked happy personalities to winning the Cold War. In the 1960s, the CB members and child welfare advocates’ attention shifted to focusing on low socio-economic mothers and children or children with intellectual disabilities. By 1969, the Children’s Bureau no longer managed national maternal and child healthcare programs and could not “safeguard the health of mothers and children.”
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Design aspects of a hospital playroom to aid the well-being of hospitalised oncology children - a case studyBurger, Y., Kenke, M., Aucamp, N., Le Roux, M. January 2013 (has links)
Published Article / The aim of this research was to identify the design aspects necessary to create an aesthetically appealing playroom environment to aid the well-being of hospitalised oncology children at a public hospital in Bloemfontein, South Africa. The methodology design is overall qualitative within the interpretivist paradigm with a triangulation methodology design with explanatory components. These components consisted of a literature review which was further explored by means of a qualitative questionnaire. The playroom was created as part of a community project according to the literature review and questionnaire after which semi-structured individual interviews were conducted with the children themselves.
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Socio-educative implications of children's rightsMaluleka, John Shebabese. January 2001 (has links)
Thesis (M. Ed.)--University of South Africa, Pretoria, 2001.
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Publishing, translation, archives : Nordic children's literature in the United Kingdom, 1950-2000Berry, Charlotte Jane January 2014 (has links)
This thesis uses a multidisciplinary approach drawing primarily on archival and bibliographical research as well as the fields of children’s literature, book history and translation to explore British translation of Nordic children’s fiction since 1950. Which works of Nordic children’s literature have been published in the UK during the period in question? And how were Nordic children’s authors and texts selected by British publishers, along with British translators and illustrators? Chapter One gives an overview of limited past research in this area, focusing on publishing and book history and Translation Studies (particularly Polysystem Theory). Chapter Two considers bibliographical research already undertaken in Children’s Literature Translation Studies and is followed by a detailed study of the British National Bibliography (1950-2000). This methodological approach has documented for the first time the depth and breadth of the corpus of British translations of Nordic children’s fiction since 1950, enabling key authors, publishers, translators and genres to be identified. A brief analysis is given of the Golden Age of Nordic children’s literature in British translation up to 1975, followed by a decline into the twenty first century. The thesis then goes on to examine the principles and practices of text and translator selection as its second major research element, with extensive use made here of archival sources. Chapter Three explores publishing archives as a research resource and details issues in their distribution and potential use. Chapter Four gives an overview of the key role of the editor as a centre pin in the process of publishing works in translation, drawing on a wide range of publishing archives as well as introducing the case study part of the thesis which examines an independent press and a major international academic publishing house. Chapter Five looks in detail at the role of author-educator-publisher Aidan Chambers in publishing Nordic children’s literature in the early 1990s through small press Turton & Chambers. Chapter Six examines the role of Oxford University Press in publishing Nordic authors from the 1950s to the 2010s, in particular Astrid Lindgren. This thesis aims to make a significant and unique scholarly contribution to the hitherto neglected study of the translation of children’s literature into British English, offering a methodological framework (bibliographical and archival) which has potential for use with other language systems and with adult literature in translation.
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Children's theatre : in search of an approach to theatre by children, for childrenWood, Margot 03 1900 (has links)
Thesis (MA)--Stellenbosch University, 2005. / ENGLISH ABSTRACT:
Children's Theatre, although appreciated by participants, has largely been
marginalized, even by practitioners in theatre. It is still viewed as a lesser form
oftheatre and as a dumping ground for resources from adult theatre.
There are two main areas of focus as far as the field of drama for children is
concerned. Both areas are based on the notion that play is an important and
beneficial part of child development and that dramatic play is a natural
development of free play. This study examines the similiarities and differences
between the two approaches. The one area concerns itself with creative or
educational drama where the child participates in drama activities, usually
within a classroom situation. The other area, which is, in fact, the main focus of
this study, concerns itself with theatrical presentation for children, i.e.
Children's Theatre.
Children's Theatre, with adults as the performers, is the most familiar form of
Children's Theatre and yet, the one form which directly influences most
children, in particular through participation in the school play, is Children's
Theatre where children are the performers themselves, in other words, a form of
participational theatre. This form of theatre has the potential for influencing
children's lives immensely and yet it is often left to persons with no expertise in
the field to lead such projects. The opportunity for truly enriching the
participants' lives is often lost through poor methodology.
Historically, the aims and values set for Children's Theatre have also
undergone development to the point where a synthesis has been reached where
equal emphasis is to be placed on the quality of the end product as well as the
process by which such end product has been reached.
A number of problems and issues specific to working in Children's Theatre are
examined as they occur in different settings. These include problems
concerning script, venue, the child audience and audience participation and
problems dealing specifically with the process of directing a cast of children.
Possible solutions to these problems are investigated.
An approach, based on the theories of practitioners in the field, as well as the
results of a number of practical projects, will be formulated. The practical
projects will be used to investigate certain viewpoints expressed by practitioners
in the field. The approach formulated should not only encourage work of a high
artistic standard but should also be based on sound educational principles.
Central to this is the approach and style of the director who, in Children's
Theatre, is far more than just a director of a theatrical presentation. The director
in Children's Theatre is always teacher and director at once. / AFRIKAASNE OPSOMMING:
Kinderteater, alhoewel gewild onder deelnemers, is grootliks gemarginaliseer,
selfs deur praktisyns in teater. Dit word steeds gesien as 'n mindere teatervorm
en 'n stortingsterrein vir hulpbronne van volwasse teater.
Daar is twee hoof fokusareas wat drama vir kinders aanbetref. Beide areas is
gebaseer op die idee dat spel 'n belangrike en voordelige aspek van
kinderontwikkeling is en dramatiese spel 'n natuurlike ontwikkeling van vrye
spel. Hierdie studie ondersoek die ooreenkomste en verskille tussen die twee
areas. Die een area fokus op kreatiewe of opvoedkundige drama waar die kind
deelneem aan drama aktiwiteite, gewoonlik binne 'n klaskamer opset. Die ander
area, wat die fokusarea van hierdie studie is, is gemoeid met
verhoogaanbiedings vir kinders, dus Kinderteater.
Kinderteater, waar volwassenes die spelers is, is die meer bekende vorm van
Kinderteater en tog is Kinderteater waar kinders die optreders is, die vorm wat
meer kinders beïnvloed, veral deur deelname aan die skoolproduksie. Hier is
kinders self die optreders in 'n vorm van deelnemende teater. Hierdie vorm van
Kinderteater het die potensiaal om kinders gewelding te beïnvloed en tog word
dit dikwels oorgelaat aan persone sonder die nodige kennis op die gebied om
sulke projekte te lei. Die geleentheid om kinders positief te verryk raak verlore
as gevolg van swak metodologie.
Histories het die waardes en oogmerke rondom Kinderteater onwikkeling
ondergaan tot die punt waar 'n sintese bereik is waar klem gelê word op die
kwaliteit van beide die finale produk en die proses waardeur die eindproduk
bereik is.
'n Aantal probleme en kwessies wat eie is aan werk binne Kinderteater sal
ondersoek word soos hulle voorkom binne verskeie opsette. Hierby word
ingesluit probleme met teks, speelarea, die kindergehoor en gehoordeelname en
probleme wat spesifiek handeloor die proses van regie vir kinders as spelers.
Moontlike oplossing vir hierdie probleme salondersoek word.
'n Benadering gebaseer op die teorieë van praktisyns op die gebied sowel as die
uitslae van 'n aantal praktiese projekte, sal geformuleer word. Die praktiese
projekte sal gebruik word om die menings van praktisyns op die gebied te
ondersoek. Die benadering moet werk van 'n hoogstaande artistieke gehalte
bevorder en moet gebaseer wees op deurgronde onderwysbeginsels. Sentraal tot
so 'n benadering is die aanslag en styl van die regisseur wat in Kinderteater veel
meer moet wees as bloot 'n regisseur van 'n verhoogopvoering. Die regisseur in
Kinderteater is altyd beide onderwyser en regisseur.
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