<p>Syftet med denna uppsats är att undersöka vad förskollärare anser om barnlitteraturens betydelse, hur barnboken används i verksamheten och hur detta kan kopplas till läroplanen. Undersökningen bygger på litteraturstudier och kvalitativa intervjuer. Undersökningsgruppen består av fem verksamma förskollärare, vars ålder och arbetserfarenhet varierar.</p><p>Resultatet visar att pedagogerna främst använder barnlitteratur vid högläsningsstunder, då barnen ska vila. Lässtunden bearbetas genom samtal eller uppföljande aktiviteter. Även barnen använder litteraturen, då de på egen hand tittar och ”läser” i böckerna, enskilt eller tillsammans med andra. Enligt pedagogerna har barnlitteraturen stor betydelse för barns språkutveckling, den stimulerar fantasin och fungerar som ett stöd vid bearbetning av problem. Den har också ett kulturellt värde samt en avkopplande funktion. Pedagogerna anser därmed att arbetet med barnlitteraturen kan kopplas till läroplanen. Respondenternas svar stämmer väl överens med litteraturen.</p> / <p>The purpose of this paper is to investigate what pedagogues think about the importance of children’s literature, how children’s books are used in daily activities and how this correlates to the curriculum. This is done through literature studies and qualitative interviews. The survey group consists of five preschool teachers, whose age and work experience vary.</p><p>The result shows that the pedagogues mostly use literature when reading to the children, when they shall rest. The story time is followed up by discussion and different activities. The children also use literature, when they “read” and look in the books, individual or together. According to the pedagogues the children’s literature has great influence on language development, it stimulates imagination and works as a support in problem solving. It has also a cultural value and a relaxing function. With that, the pedagogues consider that the children´s literature correlates to the curriculum. The result corresponds to the literature well.</p>

Syftet med denna uppsats är att undersöka vad förskollärare anser om barnlitteraturens betydelse, hur barnboken används i verksamheten och hur detta kan kopplas till läroplanen. Undersökningen bygger på litteraturstudier och kvalitativa intervjuer. Undersökningsgruppen består av fem verksamma förskollärare, vars ålder och arbetserfarenhet varierar. Resultatet visar att pedagogerna främst använder barnlitteratur vid högläsningsstunder, då barnen ska vila. Lässtunden bearbetas genom samtal eller uppföljande aktiviteter. Även barnen använder litteraturen, då de på egen hand tittar och ”läser” i böckerna, enskilt eller tillsammans med andra. Enligt pedagogerna har barnlitteraturen stor betydelse för barns språkutveckling, den stimulerar fantasin och fungerar som ett stöd vid bearbetning av problem. Den har också ett kulturellt värde samt en avkopplande funktion. Pedagogerna anser därmed att arbetet med barnlitteraturen kan kopplas till läroplanen. Respondenternas svar stämmer väl överens med litteraturen. / The purpose of this paper is to investigate what pedagogues think about the importance of children’s literature, how children’s books are used in daily activities and how this correlates to the curriculum. This is done through literature studies and qualitative interviews. The survey group consists of five preschool teachers, whose age and work experience vary. The result shows that the pedagogues mostly use literature when reading to the children, when they shall rest. The story time is followed up by discussion and different activities. The children also use literature, when they “read” and look in the books, individual or together. According to the pedagogues the children’s literature has great influence on language development, it stimulates imagination and works as a support in problem solving. It has also a cultural value and a relaxing function. With that, the pedagogues consider that the children´s literature correlates to the curriculum. The result corresponds to the literature well.

This analysis of children’s literature attempts to understand the relationship between social reproduction and ideology. This thesis argues that children’s literature written by Lynne Cheney is a cultural artifact that constitutes an ideological history. In addition, it argues that her books can be used by ideological institutions to strengthen socially accepted practices through the theory of social reproduction. Since there is a lack of theory regarding cultural artifacts in literary studies, an adoption from the field of pedagogy called the theory of hidden curriculum is used to explain social reproduction. The process of social reproduction reinforces socioeconomic structures put in place in order to reinforce social norms.

This study aims to find research relating to the use of children’s literature to promote vocabulary development in young children, particularly English language learners in Sweden. The main questions address how (methods) children’s literature can be used and why (reasons) children’s literature is often recommended for the teaching of vocabulary to young learners. The study also aims to explore reasons against the use of children’s literature in vocabulary teaching found in previous research. A systematic literature review was carried out, including results from five empirical studies. The studies involved native speakers, second language learners and foreign language learners from various backgrounds. The results suggest that while research has shown children’s literature to be a good tool to use with young learners, careful lesson planning needs to be carried out. Direct instruction and scaffolding using pictures, technology and gestures is recommended. Hence, the teacher plays an important part for the vocabulary development using children’s literature in the classroom.

The aim of the study is to analyse how the teacher’s teaching and relation to the pupils is presented in three children’s books for ages 6 to 9. Another aim is to compare how the image of teachers and relations to pupils agrees with how these are presented in literature in a historical perspective. The analysis applies a qualitative method used in comparative literature with the aid of narratological devices such as “narrative point of view” and “pattern of address”. The result of the analysis shows that the teacher is portrayed in many ways. In a historical perspective the presentation of the teacher both follows and breaks a pattern. Yet another finding is that the actual teaching is not considered to any great extent in children’s literature. Instead it is upbringing that receives most treatment in the literature.

Thesis advisor: Susan Roberts / The young adult fiction classification features a number of novels that center on the experience of chronic illness in children. This thesis examines the subgenre known as “sick-lit” and its use of illness and gender as themes. Through this study, a repetitive narrative of a beautiful teenage girl falling ill becomes clear. When examined in context, this trope can be traced through several of the most popular “sick-lit” publications. This project is comprised of four chapters, each of which focuses on a specific work, series, or author: Little Women, The Baby-Sitters Club, Lurlene McDaniel, and The Fault in Our Stars. Fleet argues that the representation of these characters is a complex narrative that does not align with the lived experience of chronically ill girlhood while still containing a degree of truth. / Thesis (BA) — Boston College, 2022. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: English.

The purpose of this study is twofold: first, to determine whether the Newbery Medal Books under consideration meet the commonly accepted requirements of children's literature; and second, if they do not, to determine wherein they differ from acceptable criteria.

This study delves into the integration of children’s literature in English language learning classrooms, aiming to clarify teachers’ motivations, challenges, and methods. Through semi- structured interviews with educators from the United States and Sweden, diverse perspectives and experiences are captured, enriching the understanding of this educational practice. The research identifies key factors influencing the selection process of children’s literature, including relevance, student interest, and language proficiency levels, while exploring various integration methods such as read-aloud sessions, comprehension activities, and writing extensions. Despite facing challenges such as limited access to appropriate children’s literature and district policies, teachers demonstrate a commitment to enhancing language skills, promoting global awareness, and fostering critical thinking among students. By exploring different types of children’s literature, including picture books, chapter books, and culturally diverse texts, educators create immersive learning experiences that engage students in meaningful interactions with children’s literature, ultimately cultivating a deeper appreciation for reading and its broader impact on learning and development. The results show the necessity of providing thorough training and support for teachers to address challenges effectively and fully leverage the advantages of incorporating children's literature into language instruction. The findings illuminate the diverse and significant roles of children’s literature in education, mirroring societal views on raising children and meeting the needs and comprehension levels of readers. Through a qualitative approach that empowers participants to contribute their perspectives, the study offers in-depth insights into the diverse instructional strategies for utilizing children’s literature in English language education. Overall, the results enhance our understanding of the educational benefits of children’s literature in enriching classroom instruction and facilitating language learning, highlighting the necessity of nurturing supportive learning environments conducive to the effective integration of children’s literature into educational practices.

This study was designed to answer the question: What are the similarities and differences between the portrayal of Mexican American females in realistic picture books published between 1998 and 2004 and such books published between 1990 and 1997? A content analysis was performed on 48 picture books published between 1998 and 2004 that feature Mexican American female characters, and the results were compared to a study of similar books published between 1990 and 1997. The study found that the portrayal of Mexican American females in the more recent time period is more authentic and less stereotypical than their portrayal in the earlier time period and that fewer Mexican American females are now depicted as submitting to gender subordination. However, the results show that the portrayal of Mexican American females in picture books does not yet fully reflect the nontraditional gender roles that these females often take on in contemporary society.

<p>The purpose of this project is to survey the presence of folk expressions, i.e. proverbs, proverbial expressions, wellerisms and familiar expressions, in some of the realistic children’s books by Astrid Lindgren. The purpose also includes the study of the contextual and pragmatic functions of the expressions as well as how the expressions are integrated into the text by the change of the formulaic standard structure. The contextual and pragmatic function concern when, how and why the expressions are used and who the users of the expressions are. The questions at issue are:</p><p>What kind of folk expressions occur in the children’s books by Astrid Lindgren?</p><p>What contextual and pragmatic functions do the expressions have?</p><p>How are the expressions integrated into the text?</p><p>To be able to answer the questions, folk expressions were excerpted from the books with the help of close reading. The contextual and pragmatic functions of the expressions were determined by analysing the communicative context, the senders and the receivers of the expressions, the senders’ purpose in using the expressions. Furthermore, the changes in the structure of the expressions were analysed in order to determine how the expressions were integrated into the text. The result shows that the 52 folk expressions found in general are used in dialogues between adults as senders and children as receivers. The senders use the expressions mainly to comment on anything or anyone with the purpose to explain, i.e. a didactic purpose. The majority of the expressions have not changed their formulaic standard structure, and the expressions that have changed are used as allusions, paraphrases or ellipses of folk expressions.</p>