How the Golden Age of Children’s Literature Influenced Storytelling Powerhouse Disney

Reviewed by: Between Generations: Collaborative Authorship in the Golden Age of Children's Literature by Victoria Ford Smith Donna R. White (bio) Between Generations: Collaborative Authorship in the Golden Age of Children's Literature. By Victoria Ford Smith. Jackson: University Press of Mississippi, 2017. Children play multiple roles in children's literature: fictional characters, real audience, inspirational muses, and, as Victoria Ford Smith proposes, active collaborators. Smith's goal in Between Generations is to resurrect a lost tradition of child-adult creative partnerships during the Victorian and Edwardian eras. These over-looked or forgotten collaborations show that child creators of the period exhibited more agency than we generally assume. Smith approaches these intergenerational collaborations through a historical lens, examining nineteenth-century theories of language acquisition and art education that challenged the perception of children as passive subjects, as well as actual creative partnerships such as that between Robert Louis Stevenson and his stepson, Lloyd Osbourne. One question that Smith never addresses is the difference between collaboration and influence. Her definition of collaboration, which she expresses only implicitly, is broad enough to include child muses such as Lewis Carroll's Alice Liddell and James Barrie's Llewelyn Davies boys. I question whether the Liddell sisters' begging for a story constitutes collaboration. The Llewelyn Davies brothers must have contributed ideas to the pirate tales that they enacted with Barrie, but the actual written words in Peter Pan are his. Does providing ideas for a story constitute collaboration, or does collaboration involve co-writing or illustrating the work? For Smith, collaboration apparently includes any kind of contribution from a real child, whether accidental (such as being born to a writer who uses him or her as creative fodder) or intentional (such as drawing a treasure map that inspires a novel). [End Page 348] However, Smith's main intention, which is fully realized in this volume, seems to be discussing how real children participated in the creation of real books, so I shouldn't quibble over the definition of one word. In her introduction, "A Child's Story," she states that children's literature scholarship since Jacqueline Rose's The Case of Peter Pan, or the Impossibility of Children's Fiction (1984) has ignored real children because of "a narrow focus on the figure of the child and its roots in adult desire" (11). Examining that constructed figure alongside children who are real historical beings opens up new avenues for scholarship, as Marah Gubar has demonstrated in Artful Dodgers: Reconceiving the Golden Age of Children's Literature (2009). Smith wishes to build on the work of Gubar and other critics who attempt to bring real children back into the discussions of children's literature scholarship. Examining what she calls "composition narratives"—historical texts and documents about the creation process of particular works—she organizes her chapters around different models of intergenerational authorship: "collaborations among storytellers and auditors, between coauthors, and between child illustrators and adult authors and educators" (20). In chapter 1, "Active Listeners: Child Auditors as Creative Collaborators," Smith claims that far from being passive listeners, the children listening to an adult tell a story help construct the meaning of the story and affect its pace, plot, and characterization. She ties the discussion to early theories of language acquisition that posited children as active agents capable of changing the language, just as the child audience changes the story. Using W. M. Thackeray's The Rose and the Ring as a case study, Smith shows how complex and ambiguous composition narratives can become as varying accounts and recollections compete for authority. Other story-tellers whom Smith examines in this chapter include the Brothers Grimm, Edgar Taylor, Mary Molesworth, Margaret Gatty, and Juliana Horatia Ewing. I was particularly intrigued by Smith's discussion of the child study movement at the end of the nineteenth century, especially its interest in language acquisition and children's secret languages. Chapter 2, "Family Dynamics: The Strange Case of Robert Louis Stevenson and Lloyd Osbourne," uses the fourteen-year collaboration between Stevenson and Osbourne as a paradigm of adult-child partnerships. Smith provides a history of the toy printing press, one of which initiated the partnership, as well as of...

"The Books We All Read":The Golden Age of Children's Book Illustration and American Soldiers in the Great War Vanessa Meikle Schulman (bio) After Kenneth Gow's (1889–1918) death on the battlefield, his former Sunday school teacher wrote to the fallen soldier's captain, who was compiling a book of letters and reminiscences on the young man's life. In thinking back on Gow's life, his teacher, W. Henry Grant, recalled of the teenaged Gow that, in addition to field trips to cultural and historical sites, he was "greatly stimulated by the books we all read: Men of Iron, Treasure Island, Robin Hood, Knights of King Arthur." This "playful and yet serious" student, who was drawn to "those things which interest boys," was killed in action at the Battle of the Selle in October 1918 (Letters of a Soldier 439). But in his earlier life as a schoolboy in Summit, New Jersey, he was reading the classic works of the American "Golden Age," an outpouring of high-quality illustration that peaked between about 1880 and 1910. The books cited by Grant as comprising the reading material of average teenage boys at the turn of the twentieth century had a powerful impact on those boys' socialization into manhood, their understanding of male bonding, and their interpretation of a shared Anglo-Saxon past inspired by myths and tales from British history. Images, stories, and themes from these books reinforced an ethos of masculine chivalry and a spirit of boyish adventure that enabled young American soldiers to find common cause with their allies during the war. Though readers may presume that the theme of this special issue includes only those works produced during or about the war, studying the books and illustrations that soldiers accessed in their formative years, prior to the outbreak of war, is equally important for understanding the relationship between literature and the Great War. The works Grant cited in his memories of the boys in Sunday school were part of the emergence of a more specific market for juvenile literature [End Page 204] in the late nineteenth century. The leader in the field of high-quality illustration for this literature was Howard Pyle, an artist and author who trained a second generation of American illustrators, a group that included N. C. Wyeth, Charlotte Harding, Frank Schoonover, and Stanley Massey Arthurs. Focusing on stories of pirates, knights, and adventurers, the members of this group created vivid illustrations for the emergent children's literature of the day. The books Grant referred to as forming the core reading material of New Jersey schoolboys in the first decade of the twentieth century were Men of Iron (1891), a tale of medieval knighthood written and illustrated by Pyle; the classic pirate story Treasure Island (1883), written by Robert Louis Stevenson and issued in a 1911 American edition illustrated by Wyeth; several versions of the Robin Hood story, notably Pyle's The Merry Adventures of Robin Hood (1883) and Eva March Tappan's Robin Hood, His Book (1903), illustrated by Harding; and many retellings of the Arthurian legends, including Sidney Lanier's The Boy's King Arthur (1880) with illustrations by Alfred Kappes, William Henry Frost's The Knights of the Round Table (1897), illustrated by Sydney Richmond Burleigh, and several volumes written and illustrated by Pyle beginning with The Story of King Arthur and His Knights (1903). In addition to these titles, Wyeth produced illustrated editions of Stevenson's Kidnapped (1913) and The Black Arrow (1916) and his own versions of Robin Hood (1917) and Lanier's The Boy's King Arthur (1917). As a group, these texts and their vivid illustrations appealed to readers over the period of roughly three decades that coincided with the formative years of most of the young men of the World War I generation. These works forged a visual and literary embodiment of chivalrous manhood that would be emulated by America's World War I soldiers, most of whom were born between 1880 and 1900. We may approach these books through the concept of readership, defined by Sarah Wadsworth as "large groups of readers joined through shared literacy practices" (9; see also Anderson 9–46...

The years stretching from the American Civil War to World War I are regarded as a 'Golden Age of Children's Books'. In this first ever book-length study of the classics of American children's literature, Jerry Griswold analyses twelve tales - including Little Women, The Adventures of Tom Sawyer, Pollyanna, The Wizard of Oz, and The Secret Garden - discovering that these secular parables all tell essentially the same story, and pointing out the extent to which they emphasize motifs that are distinctively American.

Journal Article Audacious Kids: Coming of Age in America's Classic Children's Books. By Jerry Griswold. (New York: Oxford University Press, 1992. xiv, 285 pp. $25.00, ISBN 0-19-505888-7.) Get access Mark I. West Mark I. West University of North Carolina, Charlotte, North Carolina Search for other works by this author on: Oxford Academic Google Scholar Journal of American History, Volume 80, Issue 4, March 1994, Pages 1488–1489, https://doi.org/10.2307/2080681 Published: 01 March 1994

<p><strong><em>Background:</em></strong><em> Stunting is defined as a short or very short body state caused by various factors. <strong>Objective</strong>: This article aims to review factors causing stunting, including mother`s knowledge and parenting style, nutrition intake, low birth weight (LBW), and family`s financial status. <strong>Method</strong>: This literature review was conducted through searching relevant evidences from electronic database (Google scholar) using the following keywords: "causes of stunting", and "factors of stunting" in Indonesian (Bahasa) and English. Twelve articles were selected based on the following inclusion criteria: the date of publication from 2009 to 2018, discussing the causes of stunting in the golden age of children, English and Indonesian articles, full text, open access, and academic journals. The articles were analyzed using matrix tables. <strong>Results</strong>: Knowledge of mother and parenting style, nutrition intake, LBW, and fincancial economic status are indicated as factors causing stunting in the golden age of children. <strong>Conclusion</strong>: The occurrence of stunting is very vulnerable at the golden age of children due to those mentioned factors. Programs designed to increase parents` knowledge such as antenatal care, nutrition intake for mother during pregnancy, nutrition intake for children, and parenting information are recommended. </em></p><p><strong><em><br /></em></strong></p>

The age of children 0-6 years is the age of development and growth that greatly determines the child's life in the future. Age 0-6 years is also commonly called the golden age or the golden age as well as the period or period of the child which will determine the next stage of development and growth of children. At this age is the right age for children to take education because at this time children experience an extraordinary process of development and growth. Early childhood is a period of exploration, a period of imitation, a period of sensitivity, a period of play, and a period of early defiance. However, on the other hand, when early childhood is at a critical period which is the golden age of children, it will not be repeated in the next period if its development and potential are not stimulated optimally. One of the disorders experienced by children during their development and growth and most often there is a speech delay (Azizah, 2018). In this dedication, the author provides graphic media activities to children who experience speech delays to stimulate their language development.

Language errors are closely related when someone starts learning a language. Language as a result of speaking has various functions in social life. Children aged 6-7 years are the golden age for children when they will absorb the information and lessons given. Many children aged 6-7 years already receive additional lessons outside of school hours, such as tutoring to enrich their knowledge and train children's language communication. The type of research is descriptive qualitative research, the research was conducted in Labuhan Maringgai, Lampung, the research data is the spoken and written language of children in tutoring courses. The research subjects were 6 year old Andara, 6 year old Gibran and 7 year old Raka. Data was collected by direct observation at the research location emphasizing listening and note-taking techniques. The method of observing and noting is used to analyze language errors spoken by children. The data obtained will be analyzed by reducing the data and drawing conclusions. The analysis is carried out based on the context of the discourse. The results of the research show that the subjects who were children aged 6-7 years old experienced errors in spoken language, that there were still pronunciation errors, foreign words that had just been heard caused pronunciation errors and non-standard words. Written language errors experienced by the subjects included the use of capital letters, errors in the use of hyphens and spelling errors.

Elementary school educators and AUD have an important role to improve the various abilities of children, especially in the golden age of children. The teacher himself maximizes the golden age phase which falls at the age of kindergarten using various teaching methods and involves parents in designing early childhood learning. The purpose of this study was to describe the role of teachers in designing local wisdom-based learning in Elementary Schools and Early Childhood Education in Bengkulu City. This study used descriptive qualitative methods. Research data were collected through observation, interviews and documentation and then analyzed using data reduction, data presentation, conclusion drawing and verification. The results showed that the preparation of learning based on local wisdom was carried out by noting the potential that existed in the surrounding environment, including the environmental conditions of the community, customs prevailing in the community, the language used, folk songs, special foods, local handicrafts and traditional games. In addition, it is carried out based on experiences carried out in Elementary Schools and PAUD in Bengkulu City and arranged based on the elements needed in a learning management, then integrated with the need for the introduction of local culture to students and love of local culture.

Early childhood is a period very sensitive to the environment. This period is referred as the golden age of children's development, the window of opportunity, and the critical time. Appropriate stimulus and good nutrition during this time is important for the child's growth and development in the future. One alternative to develop child's potential is the early childhood education, among which is the playgroup. This study was an observational analytic study with a retrospective cohort design. The study was conducted from April to June 2013. The data were collected using prescreening developmental questionnaires and observation. Sample consisted of 23 kindergarten children from playgroup whose mothers worked and control groups consisted of 23 kindergarten children not from playgroup whose mothers worked. The results of this study were presented descriptively. All kindergarten children not from playgroup had normal development, while from those not from the playgroup, 10 (43.5%) had abnormal development. However, this difference only applied to the sample and could not be generalized because the result of inferential statistical showed that playgroup had no effect on the development of children with p = 0.998. In conclusion, Playgroup does not affect child's development. However, children attending playgroup has potential to undergo normal development than those not attending playgroup. To analyze the influence of playgroup, it is suggested to undertake further study on the influence of play group on the development of pre-kindergarten.

Reviewed by: History and the Construction of the Child in Early British Children’s Literature M. Tyler Sasser (bio) History and the Construction of the Child in Early British Children’s Literature. By Jackie C. Horne. Burlington, VT: Ashgate, 2011. Children’s fiction of the Enlightenment provided its young readers with exemplar characters. During the late eighteenth and early nineteenth centuries, all fiction and history for children sought a moral purpose, explained in Sara Fielding’s The Governess (1749) as “the true Use of Books [being] to make you wiser and better.” These books provided flat characters whose clearly illustrated behaviors were to be either emulated or shunned by child readers; these sorts of characters were mostly a result of Romantic notions of childhood. This didacticism was the environment of children’s fiction before Alice arrived and ushered in the Golden Age of children’s literature precisely in 1865. Such, at least, is how critics and historians of early British children’s literature have tended to understand and explain their subject before Jackie C. Horne’s History and the Construction of the Child in Early British Children’s Literature. Originally hoping to identify how adventure novels published between 1800 and 1840 depict constructions of masculinity differently from their Victorian counterparts, Horne instead discovered that many of these early novels are experimenting with, rather than conforming to, conventions of gender, genre, and [End Page 237] character construction. This experimentation as it appears in adventure stories and historical fictions—as opposed to the more popular domestic story—drives her study. Horne begins with a question: “How did the ‘flat’ characters of eighteenth-century children’s literature become ‘round’ by the mid-nineteenth?” While previous studies have turned to Romanticism for an explanation, Horne finds a more convincing answer by situating adventure novels and fictionalized histories within the discipline of history. She is interested in the “Early-Victorian favorites,” texts that were published “after the rise of the moral tale but before the onset of mid-Victorian Golden Age fantasy” (21). But, as Horne explains, in order “to understand how children’s literature made the transition from idealized moral exemplar to sympathetically engaging characterization, it is vital to study the messy, conflicted texts that struggled to negotiate the often contradictory demands of the old exemplar character and the new, emotionally evocative one” (21). Critics have generally understood the shift away from exemplar characters toward realistic ones to be simultaneous with a shift away from didacticism; but Horne looks askance at such generalities, instead arguing that these early fictions depict the move from flat to realistic as being “entirely compatible with the goal of teaching children moral lessons” (24). Instead of discussing exemplarity and realism as a binary, then, she offers a more contiguous model that reveals the compelling ways in which the construction of both the “ideal” and “ordinary” child creates a bond between the reader and the protagonist that “foster[s] a desire for emulation” (24). Horne’s primary goal, however, is to articulate authors’ “means of achieving” such emulation (24). Each of Horne’s four chapters explores this “shift” from “exemplar to sympathetic identification in a different type of adventure story” (24). The first two chapters discuss children’s fiction set outside the domestic sphere—specifically, on deserted islands. These distant locations permit authors to experiment with the sort of gender and character construction that might otherwise threaten the realistic sphere. Interestingly, it is in these unrealistic settings that realistic characters begin to emerge. Chapter one, “The Emergence of the Ordinary: Parents and Children on the Deserted Isle,” traces the emergence of a new construction of childhood as it occurs in family robinsonade stories. Horne explores British robinsonades by Barbara Hofland and Ann Fraser Tytler within the context of Johann David Wyss’s The Family Robinson Crusoe (1814); she suggests that these texts use islands as the “ideal space for experimenting with a new construction of the child” that is not an idealized exemplar, but one combining good and bad qualities to render an “ordinary child” (25). In chapter two, “The Failure of the Ordinary: The Function of Death in the Family Robinsonade,” Horne turns to robinsonades by Frederick Marryat and...

Early Childhood Education is education given to children in the golden age of children (golden age). Education that is in accordance with its development is very important to pay attention to both in terms of process and outcome because it will affect how children's educational experiences at other levels. Attention in education can be viewed from how integrated quality assurance management or Total Quality Management. Research on Total Quality Management in this article was conducted at TKIT / Creative School Azzahra 1 Cisaaat, Sukabumi Regency. The research was conducted using a qualitative approach, data collection techniques using observation, interviews and documentation study. Based on a comprehensive data analysis on the Application of Integrated Quality Management Concept in TKIT / Creative School Azzahra 1 Cisaat, Sukabumi District starting from Planning, Organizing, Implementing, has been carried out well. This is influenced by supporting factors such as the existence of a clear vision and mission of the institution, structured learning objectives, adequate facilities and teachers. However, things that are considered obstacles include leadership and transparency of operational funds. The evaluation and success rate of the application of the concept of integrated quality-based management at TKIT / Creative School Azzahra 1 Cisaat, Sukabumi Regency are good but must be improved.

"The Golliwogg first entered childhood imaginations as a character in the Upton picture book, The Adventures of Two Dutch Dolls, 1895. Florence Upton’s own childhood toys, an old black doll and five wooden dolls became the inspiration for this first picture book. The success of this picture book led to the creation of other Golliwogg narratives for children from 1895 to 1909. This character became the first black protagonist in English picture books. Golliwogg narratives invited children to enter a world not their own; to identify with new characters and experiences that would awaken their imaginations. Thereby, Upton appeared to instinctively know that the child’s imagination could be enriched through picture books - the combination of word and image. The Golliwogg narratives were published in what has been referred to as the golden age of children’s books, the period of the latter half of the nineteenth and the early twentieth century. Upton’s contribution to children’s literature has been significant, yet she has not been recognised in the same manner as her contemporaries Caldecott, Crane and Greenaway. There is little correct published information about the much loved childhood character, Golliwogg, and his original identity has been misrepresented by subsequent childhood authors. In fact, a tension exists in our contemporary world in relation to the identity of the Golliwogg. These misrepresentations of the Golliwogg have led to him being labelled as a racist and politically incorrect image, due to his original character being caricatured. This change reflects the different social conditions under which many people appropriated the Upton Golliwogg and used his name and image in ways that reflected racism. However, the Upton Golliwogg was a character who brought a new kind of spiritual presence to childhood literature. Accordingly, the aim of this research was to reclaim the Upton Golliwogg as a spiritual character. This research study is located within broader research that has examined how spiritual nurturing in children may be addressed through the use of picture books. Spirituality is defined in this research as an individual’s relatedness or connectedness to oneself, others, and the world and beyond and this understanding has been applied to and understood as Golliwogg’s spirituality. Implicit in this research study was the notion that Golliwogg’s spirituality was communicated to children as a way of being in the world. Rhetorical narrative criticism and a visual analysis of picture books were used to investigate the spiritual qualities of the Golliwogg in the Upton stories. This methodology was also applied to Golliwogg stories by other childhood authors where the image and identity of the Golliwogg was often changed from the original character. The main findings from this research study identified two themes: freedom and a paradoxical way of being which were, both, further identified as spiritual traits thereby claiming the Golliwogg as a spiritual character. He invited children to embrace all of life’s experiences by drawing them into various adventures and creating characters with whom children could identify, thereby providing the potential to nurture their spirituality. His key spiritual qualities of kind-heartedness and imagination were legitimate ways of knowing and being in the world. A further finding from this research study pointed to the potential of picture books being a valuable resource to nurture children’s spirituality. Buttigieg"

In the first 5 years of children life, the brains develop connections faster. The age of 3-5 years is also known as the golden age of children, where in this period children experience accelerated development in aspects of gross motor, fine motor, language and social independence. At an early age, children need appropriate care to achieve their optimal development. The mother's role is identical to the main caregiver in the family, one of which is a very important role for golden age period. This study aims to determine the comparisons in the role of working mothers and housewives in the development of children aged 3-5th years in the Gamping Ist public health center working area This is a cross-sectional study with a convenience sampling to recruit participants with a sample size of 100 respondents. The inclusion criteria in this study were toddlers aged 3-5 years, mothers aged 23-35 years, and toddlers who were still active in posyandu activity. Bivariate analysis uses The T-test. Based on the result, role of mother's housewives showed better child development. This is shown by the majority of results being appropriate or normal for this group of children. While the role of working mothers showed no significat difference with child development . There are differences in the roles of working mothers and housewives. Research shows that housewives have children with better overall development

The golden age of children, which is often called the Golden Age, is when children are between 0 and 6 years old. At this stage of development, children grow and change rapidly. The aim of this community service is to improve students' fine motor skills through origami paper folding activities, including eye and hand coordination abilities, finger flexibility, and accuracy in carrying out fine movements. This project uses the ABCD (Asset Based Communities Development) strategy or method, which is a community development approach that emphasizes the assets and qualities that the community already has. In general, the results of the activity of improving fine motor skills by using origami for kindergarten students at Dharma Wanita Association 3 Tambak Lekok, namely the target of solving the problem in using origami paper to make carrots, are children who have never previously known and make ornamental plants from the material. origami paper, but in the activity of Improving Fine Motor Skills Using Origami for Kindergarten Students of Dharma Wanita Association 3 Tambak Lekok with enthusiasm to follow and learn together in making carrots from origami materials. Because with this creative activity, children of their age become increasingly curious about what they didn't know before, thus encouraging and encouraging them to learn together in paper folding activities.

So many children’s books were published during the Victorian and Edwardian eras that scholars refer to that period as ‘the Golden Age of children’s literature’. Several children’s authors of the period no longer considered children’s publications as a way to educate children but as a means to entertain them and, accordingly, adopted a conversational tone in their publications. Other Victorian and Edwardian authors of children’s fiction, however, took this ‘conversational turn’—employing talkative narrators or depicting congenial adult-child conversations—only to better constrain children and their reactions. The introduction and the eight contributions to this special issue of Cahiers victoriens et edouardiens are devoted to these intricate ethical and ideological questions underpinning some of the forms that adult-child conversations took in nineteenth-century juvenile publications. The case studies reveal that Victorian and Edwardian authors who resorted to conversations and conversational tones in their publications were very much aware of the power relationships they entertained with their child readers—whether they decided to exploit them in order to improve an audience they thought of or constructed as ‘deficient,’ or to empower young people they believed had, or would come to have, a sense of agency.