In this research I present a conceptual analysis of conceptions of child and childhood. These conceptions largely point to a worldview that sees childhood as a universal construct, and I argue that the conceptualisation of childhood differs in cultural, historical, political, philosophical and developmental psychology domains. I argue that what is common to many of these discourses is that concepts and conceptions of child and childhood reveal differences in how one views the dichotomy between adult-child. I also go on to discuss the implications of these conceptions of child, childhood and child’s voice in a school context. The many discourses of childhood are underpinned by beliefs and assumptions about the experience and purpose of childhood, and therefore inform policies and shape educational practice. How a community or society conceptualises childhood is implied in the practices and policies of that community or society. While some researchers agree there is a need to reconceptualise childhood, consensus dissolves around the diverse definitions of child and childhood and how child’s voice should be included in educational contexts. I explore the positioning of child in historical and contemporary constructs and discuss emerging trends of how child and childhood is conceptualised. I examine arguments with regards to opening up debates that suggest that if child and childhood is reconceptualised there is potential to move beyond normative policies, practices and pedagogies that remain entrenched in our current educational contexts. Drawing on my own experiences in working with children I use these experiences to argue that there has been a shift in my own thinking about child and offer through the literature that many authors suggest alternative constructions of child as a being, with capabilities of giving voice. To consider what the concept voice means in terms of including child’s voice in educational contexts, links emerge with the discourse of children’s rights and the diverse and complex conceptualisations of child and childhood. Researchers, educators and policy-policy makers need to examine their meanings of child and childhood and critically engage with the assumptions thereof in order to reconceptualise hegemonic dominance of policies and practices based on one definition of child. Children’s rights have been part of a legal framework, while understanding of what it means to be child run deeper into theories of childhood underpinned by moral, socio- economic and political agendas that are part of child’s world. Advocates of the children’s rights discourse argue that a contemporary crisis in childhood has emerged, causing a power struggle between adult-child relationships, as child is acknowledged as a powerful individual whose experiences are to be taken seriously.

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Thesis advisor: Margaret Cohen / Creative Writing is an area of study gaining much traction in English departments across the country. Many universities have writing workshops in genres such as fiction, creative nonfiction, magazine writing, business writing, and more. However, there is a glaring gap: the field of children’s literature. This work addresses the presence of this gap amongst university English departments and develops the syllabus for a course to remedy the problem: a creative writing workshop focusing on the study and writing of literature for children. / Thesis (BA) — Boston College, 2015. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Arts and Sciences Honors Program. / Discipline: Education.

Orientador: João Luís Cardoso Tápias Ceccantini / Banca: Alice Aurea Penteado Martha / Banca: Vera Teixeira de Aguiar / Banca: Maria do Rosário Longo Mortatti / Banca: Luciana Brito / Resumo: Esta tese propõe algumas leituras possíveis para cinco romances juvenis de Jorge Miguel Marinho (1947): A visitação do amor: uma história mágica em dó maior (1987); Sangue no espelho: histórias de Alices, vampiros e olhares (1993); Te dou a lua amanhã...: biofantasia de Mário de Andrade (1993); O cavaleiro da tristíssima figura (1996) e Lis no peito: um livro que pede perdão (2005), com o objetivo de compreender as singularidades do projeto estético do escritor, que tem produção regular desde os anos 1980, permanece em franca atividade e foi bastante premiado no segmento juvenil. Por ser um autor ainda pouco estudado no que concerne ao conjunto de sua obra, há, no primeiro capítulo, uma abordagem panorâmica que busca situá-la histórica e esteticamente, com fundamentação em Antonio Candido, Silviano Santiago, Tânia Pellegrini, Walnice Galvão, Flávio Carneiro e Beatriz Resende. No segundo capítulo, para o levantamento e discussão de sua fortuna crítica, a produção a esse respeito foi levantada a partir da década de 1980, tanto a disponibilizada em gêneros acadêmicos - teses, dissertações e artigos em revistas - quanto em livros. No ensejo das leituras sobre textos que tratam da obra jorgiana há uma breve reflexão sobre o específico juvenil com ênfase na presença da intertextualidade e da metalinguagem e o tipo de relação dos textos de Marinho com o segmento. Para tanto, o pensamento de pesquisadores mais experientes como Marisa Lajolo, Regina Zilberman, Edmir Perrotti... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This thesis was carried out to suggest reading possibilities for five young-adult novels written by Jorge Miguel Marinho (1947): A visitação do amor: uma história mágica em dó maior (1987); Sangue no espelho: histórias de Alices, vampiros e olhares (1993); Te dou a lua amanhã...: biofantasia de Mário de Andrade (1993); O cavaleiro da tristíssima figura (1996) e Lis no peito: um livro que pede perdão (2005). The objective is to understand the singularities of Marinho's aesthetic project, who has a regular production since the 1980s, remains writing, and has been highly awarded in the young-adult segment. In the first chapter, as the author is not widely studied, there is a panoramic approach that seeks to situate his work historically and aesthetically according to Antonio Candido, Silviano Santiago, Tânia Pellegrini, Walnice Galvão, Flávio Carneiro, and Beatriz Resende. In the second chapter, for the survey and discussion of Marinho's critical fortune, the production in this respect was raised from the 1980s on, both in academic genres - theses, dissertations, and articles in magazines - and in books. Considering these readings of this author's work, there is also a brief reflection about the specificity of the young-adult novels with an emphasis on the presence of intertextuality and metalanguage, and the type of relationship of his texts with this segment. To that end, the ideas of more experienced researchers like Marisa Lajolo, Regina Zilberman, Edmir Perrotti, João Ceccantini, and Alice Aurea Penteado Martha appear intertwined with considerations of Gabriela F.C. Luft, Larissa W.F. Cruvinel, Raquel C. de S. e Souza and other scholars which have joined the area more recently. In the third chapter, the analysis of the corpus, all this theoretical reference aforementioned is resumed with the contributions of Linda Hutcheon and... (Complete abstract click electronic access below) / Doutor

Conflict is an inherent part of human relationships and is ubiquitous within families. These disputes are not in themselves harmful to children. Rather, it is the strategies used to resolve conflict that have a bearing on children’s health and development, notably whether family members employ aggressive or violent tactics. The study examines evidence from a sample of 161 children, selected to be representative of children living in Dublin, Ireland. It explores children’s responses to different methods of conflict resolution in two family relationships and seeks to expand the understanding of how social problems, such as child maltreatment and domestic violence, occur within normative family processes. The study shows that the use of psychological and minor physical aggression to resolve conflict in the parental relationship and the parent-child relationship is typical. It occurs in 90 per cent of families over a twelve-month period. Severe physical force or violence between family members is less common. The study finds that while there is considerable variation in children’s responses to conflict resolution strategies, children who experience aggression in both the inter-parental and parent-child relationship are at elevated risk for behavioural and emotional problems. The frequency and severity of the aggression explains some of the variance in child well-being but not all. The study lends support to Bronfrenbrenner’s (1979) ecological theory by demonstrating empirically how the individual, family, neighbourhood, and potentially societal, contexts moderate the transmission of poor conflict resolution strategies to children's health and development. The findings suggest that while the child's age and gender play a small role, family and neighbourhood contexts are strongly implicated in outcomes for children exposed to risky conflict resolution tactics in the home. In particular, parental mental health problems, low socio-economic status and poor peer relationships increase children’s vulnerability to the effects of aggressive conflict tactics. The relevance of the evidence for policy and practice are drawn out. A distinction can be drawn between responses to pathological behaviour by parents and normative, yet harmful, conflict resolution strategies. Public health approaches to promote reasoning within families as well as prevention and early intervention strategies that support all families, not just economically disadvantaged parents known to child protection and domestic violence agencies, are required. In addition, greater sensitivity to children's gender and stage of development and more attention to policies that reduce stress on families and violence within communities are advocated.

The impact of test anxiety on children’s wellbeing is of increasing concern to educationalists (National Union of Teachers/Exam Factories, 2015). In addition, the impact of SATs on children’s well-being is currently at the heart of much media interest (refer to articles in The Guardian 30.4.17 and The Independent 1.5.17). Despite a growing research base, the focus has been largely on the experiences of secondary or college students, and has primarily been investigated using quantitative approaches. The aim of the current study was to develop an understanding of the emotional impact of national assessment on primary aged children, and to explore how the construction of children’s identities might relate to these experiences. Initially twelve children from two schools were identified with Special Educational Needs Coordinators (SENCOs) on the basis of them representing a range of social backgrounds, and emotional and cognitive abilities. A total of eleven children were interviewed twice. The data from five children from year six and a child from year two were then further analysed using Interpretative Phenomenological Analysis. Four superordinate themes emerged from analysis, each with a number of subordinate themes. The theme ‘Support from others’ illustrates the way in which the children’s learning was situated within a social context, from which testing created a rupture, as described in the theme ‘Tests create anxiety’. Children described a tendency to keep negative feelings about testing to themselves, creating a split between the private and the public self. Performance in tests informed children’s sense of value, beyond the confines of the target ability (‘Self-evaluation from feedback’). The theme ‘Who I want to become’ captures a process of negotiation as children became immersed in reflection on their identities, negotiating a compromise between self-evaluation on the basis of the tests and possible future selves. Due to the research method and size of this study, implications from the results have to be treated cautiously. However, it would seem advantageous for schools to address the potential negative effects of testing on emotional well-being, identity and aspiration. Suggested ways of achieving this are increased opportunities for children to express their private anxieties with regard to testing, including discussion with adults in non- teaching roles, and specific interventions that promote well-being and self-esteem in relation to test anxiety and the implications of results. In addition, policy and practice should consider ways to minimise the rupture to learning created by testing.

Typel diabetes mellitus can affect children of all ages and it is a life threatening life long condition which requires complex and demanding therapies in order to achieve the level of control needed to reduce long term complications. It is therefore important for healthcare professionals to understand, and be responsive to, the unique challenges that children and their parents experience as they live with this condition. The overarching aim of this qualitative study was to explore the experiences of children and their parents living with Type 1 diabetes mellitus and to develop a theoretical understanding of the meanings they ascribed. This aim remained consistent across Phases 1 and 2. However there was a shift from a broad exploration of experiences in Phase 1 to a more detailed exploration of the children's and parents' experiences around the more specific concept of normal in Phase 2. This shift in the aim between Phases 1 and 2 arose entirely from following the data. A phenomenological approach using conversational interviews was adopted. Fourteen children (aged 4-17 years) and their parents from different ethnic backgrounds and at differing lengths of time since diagnosis participated. Ten families participated in Phase One (10 children, 11 parents) and eight families in Phase Two (8 children, 11 Parents), with several participating in both phases. Data were thematically analysed over several cycles utilizing van Manen's phenomenology generating deep and meaningful insight into the experiences of children and their parents living with T1DM. The synthesis of Phase One findings identified 'normal' as being dominant in the lives of the children and their parents thus reflecting the position that diabetes makes families different and their pursuit of 'normal' more visible. 'Normal' was underpinned by four subthemes: transition, attachment, loss and meaning. Normal was a position that the children and their parents strove to attain and was the focus for the second phase of the study. The findings from Phase Two demonstrated the ways in which the everyday lives of the children and parents were shaped by the distinct and discrete understandings of the concepts of normal and different. This is best understood within the theoretical framework of the four phases of realisation which are an inextricable part of the children's and parents' lives. Further to this 'significance' and 'consequence' are crucial elements that influence the ways in which they live with diabetes. Significance and consequence are not fixed linear entities; they are dynamic, responsive and reactive. Although both children and parents experience the significance and consequence of diabetes, their individual focus and experience creates dissonance between them. The main source of tension occurs because children living with Ti DM from diagnosis onwards perceive themselves to be 'normal but different' whereas parents perceive that their child is 'different but normal'. The challenge facing health care professionals involved in the delivery of type 1 diabetes care for children is to move solely beyond the medical management and to understand the complex emotional and psychosocial demands that arise from the dissonance between the perceptions of children and their parents of Normal but Different, Different but Normal'.

Orientadora: Cleide Antonia Rapucci / Banca: Nilce Maria Pereira / Banca: João Luis Cardoso Tapias Ceccantini / Resumo: Este trabalho tem por objetivo apresentar uma possibilidade de leitura das obras Mopsa the Fairy (1869), "Amelia and the Dwarfs" (1870) e Speaking Likenesses (1874), escritas, respectivamente, por Jean Ingelow (1820-1897), Juliana Horatia Ewing (1841-1885) e Christina Rossetti (1830-1894). Essa leitura é feita a partir de um cotejo entre esses textos e seu hipotexto em comum: Alice's Adventures in Wonderland (1865), de Lewis Carroll (1832-1898). O enfoque metodológico para tal fundamenta-se na abordagem narratológica, e busca refletir acerca das revisões feitas por essas autoras em relação ao clássico em questão. Para melhor entendimento do contexto sociocultural em que os livros de Alice e seus hipertextos aparecem, o vitorianismo, discutimos inicialmente a "Era de Ouro da Literatura Infantil", período que vai de 1864 até a Primeira Grande Guerra. Ao longo do desenvolvimento da pesquisa, percebemos a necessidade da construção de uma biobibliografia das escritoras supracitadas, uma vez que não há qualquer material em língua portuguesa sobre Ingelow e Ewing. Para a consecução de nosso objetivo, tendo em vista a importância da redescoberta de vozes não-canônicas na expansão do conceito de cânone literário, fundamentamos essa seção de nosso trabalho a partir da teoria ginocrítica de Elaine Showalter. Essa mesma abordagem é utilizada no caso de Rossetti, embora haja mais material sobre ela em nosso país. Dessa forma, podemos afirmar que esse trabalho considera os seguintes tópicos para estudo: 1. o contexto de produção dos textos de Lewis Carroll e sua confecção; 2. a investigação acerca da vida e da obra das escritoras que compõem o corpus; 3. a discussão dos volumes literários selecionados tendo em vista seu hipotexto em comum / Abstract: This thesis was carried out to suggest one possibility of reading Mopsa the Fairy (1869), "Amelia and the Dwarfs" (1870), and Speaking Likenesses (1874), respectively written by Jean Ingelow (1820-1897), Juliana Horatia Ewing (1841-1885), and Christina Rossetti (1830-1894). We suggest a comparison between these texts and their common hypotext, Alice's Adventures in Wonderland (1865), by Lewis Carroll (1832-1898). The methodological approach we propose is based on narratology, and is intended to reflect on the revisions of this classic made by these authors. For a better understanding of the sociocultural context in which the Alice books and their hypertexts appear, the "Golden Age of Children's Literature" - a period that runs from 1864 to the First World War - will first be considered. Also, throughout the development of this research, we've realized the need to construct a biobibliography of the aforementioned women writers, as there is a lack of written sources and bibliographical and biographical information about Ewing and Ingelow in Brazilian Portuguese. In order to achieve our goals, considering the importance of the rediscovery of non-canonical voices in the expansion of the concept of literary canon, the section devoted to the authors posits Elaine Showalter's theory of gynocriticism as the basics for our discussion. This same approach is also used in Rossetti's case, even though there is a minimal literature about her in our country. Thus, this study is organized according to the following topics: 1. the context of production of Lewis Carroll's texts, and its writing process; 2. the investigation about the life and works of Jean Ingelow, Christina Rossetti, and Juliana Horatia Ewing; 3. the discussion of the selected texts and their common hypotext / Mestre

Este trabalho visou estudar a formação do símbolo. Num estudo teórico procuramos acompanhar a simbolização na história da filogenética, assim como a gênese da ação e da significação para Piaget. Verificar a continuidade do documento original / Not informed by the author