Children's Literature Research Articles

Языковая игра в ментальных пространствах произведений детской литературы

The aim of the presented study is to define the specifics of applying constructive principles and techniques of language game in modeling mental spaces in children's literature works. The research novelty lies in identifying the potential of language game in modeling denotative spaces of literary texts for children, particularly in creating occasional onyms and toponyms, modeling children's speech, including through the imitation of unintentional word formation in children's language. Language game is viewed not only as a means of modeling mental spaces but also as a tool to immerse a child into the system of language, introduce them to the laws of artistic texts, engage in linguistic creative activities, provoke children to engage in independent language creation, and linguistic experiments. The obtained results have shown that using language game techniques in creating mental spaces in children's literature serves both as a means of expressing the author's intention and as a method of creatively exploring children's language consciousness and mentality.

MOTIFS OF FAIRY TALES AND LEGENDS IN THE POEMS OF SAPARGALI BEGALIN

This article examines and analyzes the trace of legends and legends in the poems of the outstanding representative of Kazakh children's literature Sapargali Begalin. The purpose of the article is to separate the poet's poems from other works based on the plot of the legend, to study modernity in a new way, to popularize the creative aspect of the poet. Because the works of Sapargali Begalin, who made a significant contribution to Kazakh children's literature, are still classified by genre and are not considered separately. In the article, S. Begalina's poems Begalina «Kyran kegi», «Ur, tokpak», «Syrly kaynar», were analyzed and the specifics of the creation were determined. In the poet's poems, it was studied how he skillfully painted such scenes as the creation of images of characters, the disclosure of their spiritual world. Sapargali Begalin is a poet who has not gained a pen in all spheres of the literary genre. Having started his work by writing poetry, the writer, who also focused on heavy epic works, left behind prose works. The thematic area covering the creative heritage is very extensive, the genre character is complex, rich in artistic features, the main idea of his works, the elaboration of his work require many years of painstaking work. The works of this rich testator, which marked the beginning of today's scientific work, are part of a great work.

The impact of children's and young adult literature courses on teachers' selection of global and culturally diverse texts for the classroom

AbstractThis large‐scale survey study examined how teachers select and integrate global and culturally diverse children's and young adult literature for their classrooms. Results from the survey captured self‐reports of the selection process, suggesting if and how teachers were selecting and integrating this literature and reflecting possible influence from children's and young adult literature courses taken in teacher preparation programs. Taking general children's and young adult literature courses, and specific courses on diverse literature and global literature was found to be related to teachers' responses to questions centered on selecting, evaluating, and integrating global and culturally diverse literature. These courses may be pivotal to increase the needed integration of global and culturally diverse children's and young adult literature into secondary and elementary classroom instruction.

LGBTQ‐Inclusive Read‐Alouds in a Second‐Grade Classroom

AbstractAs more challenges occur to erase LGBTQ identities in the classroom, it is essential for educators to learn ways to become more inclusive. Using children's literature is a powerful way to include and center all identities. In this article, we share the journey and work of 1 s‐grade teacher on a path to become more LGBTQ‐inclusive with read‐alouds.

The Position of Children's Characters in Children's Animation Postcolonialism Studies

Children's literature has now begun to shift to digital media, known as children’s animation. Instead of children's literature being created for children, these works are written, edited and distributed by adults. This shows that adults (parents) have full power over the work that children will consume. Colonialism theory then questions what it means to write for children. This research appears with the real assumption of where the child is positioned in children’s cyber literature. The postcolonial approach is used to verify this assumption. The results show that children are treated as objects, a means to endure real problems faced by adults. It appears that writing for children in addition to exploring is also stuffing and imposing the will for the needs of adults: guiding children, training children through the process of reaching civilization which is again the power of adults to define it.

Empire's Nursery: Children's Literature and the Origins of the American Century by Brian Rouleau (review)

Empire's Nursery: Children's Literature and the Origins of the American Century by Brian Rouleau (review)

From the History of Publishing Children s Literature in Azerbaijan

The article is devoted to the historical study of the publication of children's literature in Azerbaijan. Among the Azerbaijani enlighteners in the development of children's literature, the important role of A. A. Bakikhanov, M. Sh. Vazeh, M. F. Akhundov, G. B. Zakir, H. B. Zardabi and S. A. Shirvani. It also systematizes information about the initiatives taken in the field of children's literature in the first half of the XIX century, in the second half of the XIX century, about the publication of books, albeit with great difficulty. The researcher also provides extensive information that the increase in the number of printing houses at the beginning of the XX century created favorable conditions for the publication of children's books. The article also provides detailed information about the books written by the intelligentsia of that time in different years, and the printing houses that published them.

Ecocriticism and Children's Literature: Dr. Seuss's The Lorax as an Example

Ecocriticism gained a growing interest from researchers and writers on different levels to examine the significance of this newly added area of literary studies. It enabled the readers to understand their society's environmental issues in a better way and encouraged them to deal with them positively. It also drew attention to the different negative behaviors and attitudes towards nature to the limit that may damage natural resources and affect future generations. Furthermore, ecocriticism played a vital role in restructuring a more balanced and harmonious relationship between human and non-human beings within society by building a peaceful coexistence among all members of society. This paper offers the necessary theoretical framework for ecocriticism and examines its mechanisms to analyze literary texts. The paper also testifies the relationship between ecocriticism and children's literature to show the best ways of using these children's books to build a robust background for those young generations and to form their attitudes toward natural resources for the betterment of all in a more sustainable society. Finally, the paper examines Dr. Seuss's The Lorax as an example of a children's book with many environmental references and educational lessons. The Lorax's story revolves around the Once-ler, who destroys the balance between nature and other factors through his insistence on mass-producing useless and environmentally harmful goods. Ecocritics used this story to expose different messages about environmental responsibility and the consequences of reckless attitudes toward natural resources. In this way, the paper encourages the importance of further studies on ecocriticism and the further enhancement of using children's books to increase environmental awareness.

Exploring Cross-Cultural Representations: French Children's Literature and Australian Indigenous Culture

Duncan’s article complements the work of Castejon with its analysis of the representation of Aboriginal art and culture in a selection of French books for children which often still reinforce colonial stereotypes.

La neurociencia como base para la mejora de las TIC educativas

The construction of gender identity in childhood is a topic of great importance, since it influences the personal and social development of boys and girls. Several investigations have shown that gender stereotypes present in society have a great influence on the construction of children's gender identity. In this sense, different aspects that can influence the formation of stereotypes have been analyzed, such as classic stories, children's advertising, television consumption, gender roles in play, toys and cartoons. In addition, social factors such as family and school have been identified that can influence the modification of gender stereotypes. Different strategies and classroom projects have been proposed to promote gender equality, foster education in values and avoid the transmission of gender stereotypes in children's education. Children's and young people's literature has also been analyzed as a means for theconstruction of gender identity in children, and educational proposals have been proposed to work on the elimination of gender stereotypes in children's and young people's literature. In general, it can be concluded that it is necessary to continue working on the elimination of gender stereotypes in education and society in general, in order to promote a more egalitarian and respectful education of gender differences.

Widening Teachers' Reading Repertoires: Moving beyond a Popular Childhood Canon

AbstractTo develop a love of reading in the young, teachers need rich repertoires of children's literature and other texts. However, the significance of this subject knowledge is rarely given the attention it deserves in policy, practice, or training contexts. This article, drawing on survey data from England and Finland, underlines these concerns. It reveals that in line with the surveys of practicing teachers, preservice teachers in the study also rely upon a narrow range of high‐profile authors, mainly from childhood, and that these very distinctly lack diversity. The authors reflect on the reasons for professional over‐reliance on this popular childhood canon and the potentially constraining consequences for child readers. They present key approaches to enable educators to develop diverse, in‐depth literary repertoires and argue for the development of Reading Teachers—informed reading role models who effectively deploy responsibility, rigor, and relevance: the three Rs of reading for pleasure.

Children's literature: reading strategies and receptivity in early childhood

To ensure students' mastery of reading and writing constitutes one of the biggest challenges currently facing Brazilian public schools. Data from the Progress in International Reading Literacy Study (Pirls, 2021) estimate that around 40% of Brazilian students in the 4th year of elementary school do not master basic reading skills. Despite the complex nature of the theme, when specifically dealing with young children, literary books play a very relevant role in this process, since research indicates that they constitute a kind of gateway to the world of literature and reading. In this sense, the present article presents the results of an action investigation that aimed to analyze the reception of children's literature books for preschoolers in the age range of 4 to 5 years old, from a preschool, in the city of Presidente Prudente/SP. For the development of the research, we provide children with high-quality literature books – awarded by the Jabuti Prize, which is the most prestigious literary award in Brazil. Group organization was utilized to have a bigger “control” of children's speech and press conferences with the purpose of understanding what criteria the children use when choosing the books. Reading circles were utilized as a methodology to initiate a dialogue within the group and the sharing of impressions about the chosen books. Three elements emerged as central in the choice of books by the children: the cover as the most decisive element, the illustrations and the connections that they made between the book, its characters and the pre-existing knowledge they already had. The work demonstrates that it is necessary to provide opportunities in schools for practices that involve children more, that encourage them to choose what they want to read.

Représentations de la dyslexie dans la littérature jeunesse : analyse d’un corpus francophone

IntroductionDyslexia is a neurodevelopmental disorder characterized by reading difficulties that still generate teasing from peers in the classroom. Children's literature depicting characters with dyslexia may facilitate the understanding of this disorder, and thus promote the successful inclusion of concerned students in school. ObjectiveThe present study aims to analyze for the first time the image of dyslexia conveyed by French-language children's literature. MethodA content analysis in light of the DSM-5 and ICD-11 was performed in 24 French-language books for children aged 3 to 12 years, in which one of the heroes has dyslexia. ResultsFrench-language children's books accurately describe dyslexia and the disorders and difficulties that may be associated with it. In addition, unlike the message conveyed by English-language books, the student-hero concerned is not held responsible for his or her disorder. ConclusionThese books help to inform students about the impact of dyslexia on the lives of those affected. Their use could be considered in the framework of awareness-raising program in order to promote the school inclusion of students with dyslexia.

Exposing Narratives in 21st Century Children's Literature for Holistic Development and Education in Strengthening Character Education for Elementary School Students

Children's literature serves as a catalyst for fostering creativity, a point emphasized by Norton, who underscores its vital part in nurturing and expanding youthful imaginations. This kidney plays a pivotal part in promoting the development of internal imaginative capacities in scholars. Beyond its part in individual growth, children's literature holds significant value in fostering personality and social development among youthful compendiums. The integration of children's literature into schoolteacher medication programs is purposeful, aiming to equip preceptors with the readiness to incorporate these textbooks into their classrooms. also, it seeks to empower preceptors to grease meaningful conversations on the motifs presented in these erudite workshops with scholars, academy administration brigades, and parents likewise. Achieving this requires schoolteacher preceptors to give ample openings for scholars to exercise the chops of opting, assaying, and agitating a different range of children's literature. In doing so, schoolteacher medication programs contribute not only to the professional development of preceptors but also to the broader educational geography by promoting the multifaceted benefits of children's literature in nurturing creativity and fostering holistic development in youthful minds.

Beyond Representation: Using Nonfiction Children's Literature to Address Ableism

AbstractEducators who take an inclusive, anti‐ableist stance value human variation. Teaching in pursuit of anti‐ableism requires open dialogue about aspects of human diversity, complex social identities, and the contributions of people with disabilities. In this column, we build from the rich work exploring ableism via children's literature in order to push beyond representation and into the critical work of directly confronting and disrupting ableism in the classroom.

Learning about America's Racial Issues: Beginning Difficult Conversations through Read‐Alouds

AbstractMultiple racial issues in America have been brought to the forefront by the recent deaths of African Americans, yet many teachers feel unprepared to engage with students around issues of race. Their discomfort is likely because traditional textbooks omitted the experiences of non‐dominant, marginalized groups, thereby denying readers an opportunity for a rich, multifaceted understanding of historical events. Education has also become politicized, resulting in educational gag orders and book bans. This article recommends using read‐alouds with children's literature to begin the complex conversations and learning around America's racial history and how it has led to contemporary situations. Using the book Let the Children March, we provide examples of how to prepare for discussion and instruction that recognizes the varied experiences of diverse Americans and honors their contributions to our democracy.

Argentinian Children's Literature and Independent Publishing Houses: Emerging Forms in the Re-editions of María Teresa Andruetto's Poems

This article addresses the relationship between children's literature and the ecosystem of independent publishing houses in Argentina. The first part of the article focuses on describing the editorial operations carried out by independent Argentinian publishers and, by virtue of the examination of their editorial practices, it is argued that their interventions (i.e., their re-editings of literary works) seek to introduce both textual and material innovations to Argentina's editorial landscape. It is also argued that the emergence of these editorial practices manages to resignify literary textualities and book materialities, as well as reading practices. The second half of the article offers an analysis of two works by María Teresa Andruetto that have been re-edited by independent presses in Argentina: Peras and Poesía a la carta. Both re-editions are analysed in view of their editorial kinship to their corresponding collections and catalogues. The analysis of these works (re-edited in picturebook and playbook formats, respectively) illuminates and acknowledges the existence of editorial gestures that, in their mediations/modulations of the canon, strive to challenge age boundaries and intended readerships, as well as conventions on literary genres and their materialities. Ultimately, these features profile the re-editions of Peras and Poesía a la carta as disruptive literary artefacts, insofar as they manage to challenge aesthetic and editorial orthodoxies.

Caribbean Children's Literature, Vol. 2: Critical Approaches edited by Betsy Nies and Melissa García Vega

<i>Caribbean Children's Literature, Vol. 2: Critical Approaches</i> edited by Betsy Nies and Melissa García Vega

Introduction: Latin American Children's Literature and Culture

Introduction: Latin American Children's Literature and Culture

초등학교 영어교과서 아동문학 비교 분석

Objectives The purpose of this paper is to compare and analyze all the children's literature books on primary English textbooks that are currently used in primary school English classes in Korea, and to discuss their current status, problems, and improvements.&#x0D; Methods Five types of primary English textbooks for each of 3rd, 4th, 5th, and 6th grades were collected. Children's literature included in each English textbook was compared and analyzed by dividing it into four criteria: type, subject matter, degree of original content modification, and teaching method by referring to previous re-search and related theories. The teaching method was subdivided into language function and learning time for comparative analysis.&#x0D; Results As for the types of children's literature, ‘traditional literature’ was the mainstream in the 3rd &amp; 4th grades while there were many ‘realistic literature books’ in the 5th &amp; 6th grades. For the subject matter, the 3rd &amp; 6th graders introduced ‘personal life’, the 4th graders introduced ‘public morality’, and the 5th graders introduced ‘cultural differences’ the most. In terms of the degree of adaptation of the original content of children's literature, 3rd, 4th, and 5th graders partially adapted the original children's literature work in the form of a script to review the learning goals and communication functions of the learned unit. Most of the 6th children's literature was newly created by the textbook writers so that students can review the lesson of the learned unit. The method of teaching children's literature focuses on speaking, listening, and some simple writing activities in the 3rd grade, and at-tempts were made to integrate speaking, listening, writing, and reading in the 4th, 5th, and 6th grades. Children's literature was organized so that most of the grades were simply taught as a single lesson.&#x0D; Conclusions Since the types of children's literature are limited to a few types in primary English textbooks, it is necessary to introduce more diverse types of children's literature. In addition, children's original literature was adapted so much to review the communication functions of learned lesson, depriving of students’ interest on the literature, so more careful consideration is needed when modifying children's literature. It is also needed to in-crease the lesson time of teaching children’s literature and to provide children's literature guidance with more di-verse and interesting activities.