Story For Children Research Articles

Defensa de la lectura quijotesca en El príncipe que todo lo aprendió en los libros

La obra maestra de Miguel de Cervantes, Don Quijote de la Mancha (1605, 1615) es una presencia recurrente en la literatura infantil desde el siglo XVIII hasta nuestros días. Además de ediciones adaptadas de la novela, es posible encontrar obras que reescriben el mito quijotesco de manera menos obvia. Es el caso de la obra de teatro El príncipe que todo lo aprendió en los libros (1909) escrita por Jacinto Benavente y estrenada en “El teatro de los niños” que él mismo había fundado. Este artículo propone que la reescritura del mito quijotesco que hace Benavente tiene como objetivo realizar una defensa de la imaginación de los niños. En concreto, explora cómo la afición a la lectura del príncipe no es corregida, sino alabada, y cómo el autor incorpora una plétora de referencias a cuentos populares para reivindicar el papel de la lectura de ficción en la formación de los niños. La obra de Benavente se perfila así como una historia para niños y adultos sobre el poder de la literatura y su efecto sobre los valores del público lector.

Kryminałki dla najmłodszych. O nurcie polskiej literatury kryminalnej adresowanej do dziecięco-młodzieżowego czytelnika po roku 1989. Rekonesans

Crime stories for the youngest. About the current of Polish crime novels addressed to children and teenagers after 1989: ReconnaissanceLiterature intended for children and teenagers has got a specific character because of the specificity of the reader. What attracts our attention is first of all the didactic level of texts addressed to young concerning both age and literary knowledge readers and the instrumentalism, understood as a flow of particular information which aim is exerting a pedagogical influence. Therefore, the criminal intrigue is not in the centre of reader’s attention. It does, however, play an important role as the fiction mode, which enables genealogical instantiation of a particular text. This property draws the crime story for children and teenagers near to the novel of manner which is addressed to the juvenile reader; in this novel, the central theme point remains the closest setting of a protagonist, who is modelled on the assumed reader and his or her relationship with surroundings. The criminal thread is then fulfilling a function of a background which allows boosting the plot of the novel. However, reading texts for children and teenagers can be treated as an introduction to adult-oriented novels, especially when the reader has an opportunity to solve the mystery together with protagonists and outrun them in uncloaking the killer.

PERANCANGAN KOMIK ANDHE ANDHE LUMUT BERDASARKAN RELIEF KISAH PANJI DI KOMPLEKS CANDI PENATARAN

Andhe Andhe Lumut is a folktale that derived from many versions of Panji tales. Andhe Andhe Lumut is the popular one amongst Indonesian, especially Javanese cultures. In popular culture, there are many works in various media that derived from Andhe Andhe Lumut story. Originally, as one of Panji tales, Andhe Andhe Lumut background story takes place at Kediri Kingdom era, but most of visual works like comics, picture story books, animations, drama costumes, etc use far more modern era style of traditional Javanese culture. Beside of that, from original text, Andhe Andhe Lumut folktale is designed for adult audiences, however most Indonesians have identified that folktale is a bedtime story for children. That’s why people can’t find visual works from Andhe Andhe Lumut story for adult audiences. As mentioned before, Panji tales have many versions. They are also already popular since Majapahit era. This is proven by carvings about some scene from Panji tales at Penataran Temple Complex which most of stuctures are built at Majapahit era. Panji tales themselves are semi fictional stories. Prince Panji or Inu Kertapati is inspired from King Kameswara II, seventh king of Kingdom of Kediri, and Princess Candra Kirana is inspired from Queen Kirana from Jenggala, but in Panji tales, their origins are opposite. Panji is from Jenggala and Candra Kirana is from Kediri. Ancient Javanese temple carvings could shows anything, but always showed environmental situations when the carvers live.”Teras Pendopo” building, where Panji tales carvings are located, was built at Majapahit era, when King Hayam Wuruk reigned. It is about 100 years after fall of Kediri, so the carvings are the closest visualization of Kingdom of Kediri daily life.Visualization of Andhe Andhe Lumut folktale based on original text and Panji tales characters at Penataran Temple Complex has never done before. Panji tales at Penataran Temple itself does not tell Andhe Andhe Lumut version of Panji. This comic design, if done properly can gives a new point of view about Andhe Andhe Lumut and can be the first comic of Andhe Andhe Lumut for adult audience with some historical accuracy.

Seeking Dignity, Voice and Story for Children in Our Child Protective Systems

Three principles: (1) revolve one’s representation around both the child-in-context and the theory of the case; (2) respect one’s child client whether present or absent; and (3) cultivate the right relationships with the child’s significant others – embody values central to representing children: dignity, voice, and story. At the same time, these principles both safeguard and imperil dignity, voice, and story, centrepieces of our service mission. Within each principle, dignity, voice and story collide with and contradict each other. These tensions, our determination to keep the child’s, not other adult concerns, paramount, and nonjudgment critically inform how we weigh children’s views in justice proceedings.

Ljudet som pusselbit: Multimodal auralitet i Martin Widmarks och Helena Willis Schlagersabotören (2012)

Title: The Sound as a Clue. Multimodal Aurality in Martin Widmark’s and Helena Willis’ SchlagersabotörenAbstract: Research on multimodal narration in illustrated children´s books and picturebooks have mainly focused on the relations between the text, the illustrations and the book itself as a medium. Relatively few studies discuss the importance of sound in this context. In this article, however, I examine what Irina Rajewsky refers to as a medial configuration presented by an illustrated book for children and an accompanying CD including the narrator’s voice, songs and music. Drawing on the concept of aurality and Lars Elleström’s model for intermedial analysis, I analyze how text, illustration, and sound mediate a detective story for children: Martin Widmark’s and Helena Willis’ Schlagersabotören (2012). The concluding discussion combines perspectives from both genre theory and intermediality studies: In which way can auditory text and non-verbal sound present the young reader with some of the clues needed in a detective story? Two major functions of sound as a medium can be identified. Firstly, non-verbal sound helps the reader distinguish between the different diegetic levels in the story, thereby focusing the locked room so typical of the detective story. Secondly, auditory text and vocal pitch help the reader perceive some of the anger and frustration among the suspects in that room. Sound, together with text and illustration, presents the reader with a mystery, but also with the cognitive tools to solve it.

PENGELOLAAN MEDIA CERTA ANAK DALAM PEMBENTUKAN BUDI PEKERTI PESERTA DIDIK DI SEKOLAH DASAR

Children's short stories are generally made by adults, contains a number of mandates that can be used as a tool of cultivation of character in students in primary schools. The intrinsic and extrinsic elements in the children's short story selected as teaching materials can be utilized as a medium of character teaching to the students in the elementary school. The best children's short story for children is a short story that gives children a place to look at their lives so as to broaden their insights and knowledge about the lives they live. Such short stories of children are included in the category of short stories that contain pedagogical values. Through the appearance of the characters, the children are enabled to identify the character and make the guidelines for behavior. Therefore, so that children are not wrong in identifying the characters in a story, it takes guidance and guidance from parents when at home and teachers when they are at school. However, sometimes teachers often find it difficult to choose a good child story. In choosing and presenting reading or stories for children, teachers must be selective. Teachers should be able to distinguish reading or a good story and worth reading or not by children.
 Keywords. Short Stories of Children, Teaching Materials, Manners.

My Grandmother Ironed the King's Shirts by T. Kove

Kove, Torill. My Grandmother Ironed the King's Shirts. Firefly Books, 2017.My Grandmother Ironed the King’s Shirts is based on Torill Kove’s Academy Award nominated short film of the same title. The book is Kove’s retelling of one of her grandmother’s stories. This book is a fictional story set in a historical period.It is about Norway’s first king in hundreds of years. Following the introduction of the King, it becomes immediately clear that this is a fictional story. The story explains that the new King’s public reputation was harmed by his inability to iron his own clothing. In reality, the King of Norway would have likely had staff to do this. Fortunately, after his first disastrous public appearance in wrinkled clothes, he found a store that was willing to do his family’s ironing. Kove’s grandmother worked at the store and soon realized that the clothes she was ironing belonged to the King. She proudly told everyone that she ironed the king’s clothes, up until the King was forced to flee Oslo during the Second World War. When the Germans invaded, Kove’s grandmother was tasked with cleaning and pressing their uniforms. She decided to join the Norwegian Resistance by sabotaging their uniforms. All of Norway’s shirt pressers joined the movement and in 1945, when the Germans left, they had to do so without clothes.The illustrations in this book are simple line work filled in with solid colours. They are drawn in a comical cartoonish manner and all were pulled from the original short animated film. Pre-war, the images are dominated with brighter colours and they fill the entire page. During the war, the images are smaller, only occupying parts of the pages, with a white background dominating. The illustrations were all pulled from the original short film, where the images always filled the screen, which makes this change to the small images from full-page illustrations seem like it serves no clear purpose.While this story provides a historical setting, and might encourage an interest in history, it may cause confusion in children because it is presented as historical while in reality it is overwhelmingly fictitious. It also makes use of the term “gypsy” which may have been appropriate in the historical period presented in the story, but is now considered a derogatory term (the preferred term is “Roma” or “Romani”) and therefore I would not recommend it for school libraries. That said, it is a quirky and fun story for elementary aged children that communicates a message of strength in adversity. As a result, I would recommend it for public libraries.Editor’s note: One of three new titles in the Firefly Books-National Film Board of Canada partnership.Recommended: 3 stars out of 4Reviewer: Laura HamonicLaura Hamonic is an Academic Library Resident at the University of Alberta’s Science and Technology Library. She has a passion for all things crafty and spends her days cross stitching, crocheting, and costume making.

Ada's Violin: The Story of the Recycled Orchestra of Paraguay by S. Hood

Hood, Susan. Ada's Violin: The Story of the Recycled Orchestra of Paraguay, illustrated by Sally Wern Comport. Simon & Schuster Books for Young Readers, 2016.Ada’s Violin is a picture book recounting the creation of the Recycled Orchestra in Cateura, Paraguay, particularly as it relates to the experiences of one member—Ada. The reader will be struck by Sally Wern Comport’s style of art which uses a form of mixed and recycled media—often resembling a scrapbook—that well reflects the nature of the orchestra as one made of recycled waste products. The motif of torn up musical manuscript paper floating through the pages visually connects the central role of music in the story. The colours are bright and saturated, lending itself to the multi-coloured world the story represents. The story presents strong positive values to children who may be beginning studies in music or are already involved. For example, the music teacher’s assertion that “It doesn’t matter if one is rich or poor, ugly, fat, thin—you cannot learn to play an instrument overnight,” is a powerful message to children who may be struggling as they learn an instrument. The whole of the story also gives the sense that you can make your way in the world and change your life even if you do not live in the best of circumstances.Despite these positive traits, the book does not seem like it would be entirely immersive for a child. While the story is clearly being written for a younger audience, the use of more difficult terms like “sweltering” and “nurturing” without good context clues could make the book difficult for children to read on their own. Additionally, words from the orchestra’s native language, Spanish, while effective for bringing the story into the context of Paraguay, are inconsistently glossed and may cause confusion for young readers. The story itself is not continuously engaging in that the titular character, Ada, is not consistently part of the story. There are times when the narrative of her experiences is broken by a narrative about the orchestra, and the story does not even end with Ada’s insights but rather, a general expression of the orchestra’s achievements. Furthermore, quotation marks are used to indicate direct quotes from Ada which the author gained from interviews with her—a decision that offers compelling material but makes the text feel more like an essay than a children’s story. These factors of language and narrative cause the book to sound like an adult writing about children rather than writing the story for children. Overall, this is an interesting book documenting an unusual subject, and for that reason it would be a good addition to school and public libraries.Recommended with Reservations: 2 stars out of 4Reviewer: Arwen ThysseArwen Thysse is a University of Alberta student in her final year of a Bachelor of Arts in History and English. She is also an avid musician who plays the violin, and enjoys children’s books.

Analysis of Values on Preschool Period Children Story and Tale Books

This study aims to determine which values to what extent are allowed in the story and tale books that are prepared for preschool period children This study aims to determine which values to what extent are allowed in the story and tale books that are prepared for preschool children. This study is a qualitative study with descriptive quality Two different data collection tools are used in this study. These tools are semi-structured interview forms and Value List consisting of 20 values. These values are chosen from UNESCO Value List, Living Values List and Rokeach Value Classification. The study group of the research is composed of 710 children, 192 parents, 50 teachers and 52 story and tale books. Based on the preferences of children, parents and teachers, 52 story and tale books were determined and content analysis was administered. As a result of the research; it is understood that story and tale books prepared for preschool children, stress mostly the values of happiness; at least the peace, solidarity and honesty. However, patriotic value doesn’t take place among these values. Whereas kindness, aesthetics, friendship, cleanliness and helpfulness values are emphasized frequently; humility, tolerance, hospitality and respect values are emphasized rarely. While aesthetic value is emphasized mostly in the books that preferred by children and parents; happiness is mostly emphasized in the books that preferred by teachers. The results of the research are expected to contribute to authors while preparing the content of the story and tale books for the preschool aged children, and also to teachers and parents for their book preferences.

Teaching English Fantasy in the Nineteenth Century Using Alice in Wonderland

This study introduces methods of teaching nineteenth century English fantasy novels using Lewis Carroll’s Alice in Wonderland by. Alice in Wonderland has become a part of English literary canon as criticism of life. This work, interesting but serious, is primarily considered as entertainment for children. The novel, however, is ripe with criticism of life that might well fascinate adult readers as well as childeren: conducting a literary experiment inspired by fairy tales, Carroll created an interesting story for children with an eye on human reality. Alice in Wonderland is thus a search for the conditions of human life and a delicate and humorous satire in fairy-tale form. This has enabled the novel to enjoy a large readership to this day and establish itself as a canonical work within the English literary tradition.

«Книги-то, чай, чернилами пишутся!» (К интерпретации одного рассказа для детей Д. Хармса)

«Книги-то, чай, чернилами пишутся!» (К интерпретации одного рассказа для детей Д. Хармса)

The Riddlemaster by K. Crossley-Holland

Crossley-Holland, Kevin. The Riddlemaster. Tradewind Books, 2015.The Riddlemaster is a picture book aimed at children between the ages of four and seven, although the story may interest readers of multiple ages. It tells the story of three children: Anouk, Ben, and Cara. Together, these friends seek to cross a harbour to a special island full of treasure. The children are offered passage on a boat with the mysterious old man known as the Riddlemaster, and many terrifying island creatures. Anouk, Ben, and Cara must answer seven riddles the Riddlemaster and island creatures ask them during the voyage, or be eaten alive. If they succeed, however, they will meet the rest of the islanders, who are well-beloved literary characters from around the world.The riddles within the story are generally drawn from classic mythology, and may be difficult to guess for young children. The story is told in approachable and masterful language, however, and is well-paced. The watercolour illustrations in the book match the text well, and add a layer of diversity, especially among the children, who come across as distinct in personality and culture. The setting is haunting, and reminiscent of coastal medieval European towns.The Riddlemaster presents a different story for children, with a lot of charm. It strongly celebrates literature and mythology, although some references may not be understood by younger children. The Riddlemaster is a rich read for families that naturally leads to new thoughts, questions, and conversations. It also serves as a good jumping board for further myths, legends, and literature.Recommended: 3 out of 4 starsReviewer: Colette LeungColette Leung is a graduate student at the University of Alberta, working in the fields of Library and Information science and Humanities Computing who loves reading, cats, and tea. Her research interests focus around how digital tools can be used to explore fields such as literature, language, and history in new and innovative ways.

Terapi Remedial Untuk Meningkatkan Kemampuan Membaca Dan Menyimak Pada Anak Dengan Disabilitas Intelektua

The children with intellectual disability have characteristics, such as significant disability in functioning whether it is intellectually or adaptively which is realised through the ability of conceptual, social, and practice. This situation appears before the age of 18 yeears old.In educational level as Elementary School, children are often emphasized in order to have reading ability. If children in early educational level do not have reading ability, they will have difficulties in learning such kinds of subject on next level. Other than obtaining the reading practice at school, children also obtain such lesson as gathering a story. In this case, children should be able to comprehend the story, memorize the character of the story, and comprehend the background and plot of the story. The activities of reading and gathering a story for children who are classified into intellectual disability will have more difficulties rather than those children who do not have disabilities and have education in regular school. The researcher design the modification program for those children like this which is known by remedial therapy. Remedial therapy is a healing or improvement effort, an enhancement of someone’s intellectual to be normal or near normal (Mangunsong, 2009).This research was quantitative research which used Wilcoxon analysis. The data were collected through experiment method with pre-experiment design. The technique used to obtain the sample was purposive sampling. The subject of this research were the children who have intellectual disability, in amount of three children. The result of this research showed that the probability of reading ability was 0.028 (p)<0.05, while the probability of gathering a story was 0.027 (p)<0.05. It means that there were effects of remedial therapy toward reading ability and gathering a story on children’s intellectual disability.Key words: Remedial Therapy, The Abilities of Reading and Gathering a Story, Intellectual Disability.

Childhood and the Early Irish Novel

This essay analyzes William Chaigneau’s The History of Jack Connor , a picaresque fiction for adults first published in London in 1752, and James Delap’s The History of Harry Spencer , a didactic story for children first published in Dublin in 1794. The varying constructions of childhood found in both texts generally mirror changing European attitudes to children while disclosing that the experience of childhood in Ireland was linked to the settlement history of the country, which resulted in a social order in which wealth and power were concentrated in the hands of the Protestant ascendancy. On an ideological level, the construction of childhood in these early Irish novels is concerned with reinforcing the hegemony of that ascendancy. Nevertheless, they also provide frequently verifiable insights into diverse, contemporaneous experiences of Irish childhood, illuminating issues including child poverty and the associated problem of begging, education in charity and Charter schools, and the availability of children’s books.

Game Concept for Seual Child Abuse Anticipation

Sexual child abuse are direct or indirect action from people who is older than children are. People whose close and known by children 90% of them are being sexual child abuse offenders. Sexual child abuse preventive measure delivered through sexual education by media such as pictures, comic, and video. Create this media as a tool to guide parents to teach their children to keep them safe from child sexual abuse.Parents could choose video that provide animation with stories detailing and watching together with their child, or accompany children and tells story through comic and spending time together. Alternatively, by playing education game, children play it and parent accompany them, explain the story in the game, and enjoy the animation on the game.This research will discuss about drafting a game as a media to prevent sexual child abuse. Formulate appropriates story for children and information that will be presented in the game. Reviewing literature and media that already exist about sexual child abuse and the way to prevent it are materials gathering process. Discussion also has done with psychologist and childrens sex education expert to confirm literature review results, also to formulate games for children.

Childhood Poverty and its Impact on Children’s Health

Dr Douge has disclosed no financial relationship relevant to this commentary. This commentary does not contain a discussion of an unapproved/investigative use of a commercial product/device. In 2014, the United States celebrated the 50th anniversary of the War on Poverty. Government policy and programs addressing poverty have decreased and the overall poverty rate has dropped for many Americans, with the elderly population benefiting the most. However, it is quite a different story for children. Although poverty rates for children have improved, decreasing from …

EL PRIMER CUENTO MARXISTA PARA NIÑOS EN EL PERÚ: EL CASO DE "PACO YUNQUE" DE CÉSAR VALLEJO

El objetivo de este estudio es demostrar que Paco Yunque, de Cesar Vallejo, es el primer cuento plenamente marxista para ninos de nuestra tradicion narrativa. Sustentamos esta tesis a partir del analisis del sistema ideologico presente en la historia, la fun-cionalizacion de los personajes y sus respectivos programas narrativos. Nuestro marco teorico comprende categorias propias del marxismo clasico. Finalmente, nos interesa problematizar el tipo de cuento que constituye Paco Yunque para sostener que, en su caso, estamos ante un relato que revoluciona el cuento infantil tradicional.

Intertextuality of C.S. Lewis’ The Last Battle

The Chronicles of Narnia has an established position in the canon of children’s literature. However, what on the surface is a fairy tale involving adventures and magic; with children, kings, talking beasts, and wood spirits as main protagonists; is, in fact, a set of stories deeply rooted in Christian and chivalric traditions, containing elements of beast fable and morality tale. The story, according to Madeline L’Engle, depending on the reader's cultural knowledge and experience, may be understood on various levels, from the literal one of an adventure story for children, through the moral and allegorical levels, eventually reaching the anagogical level. While reading The Chronicles, one is able to notice various references to other written works, interwoven into the text, with the Bible, chivalric romances and beast fables being the most prominent sources of intertextual allusions. In The Last Battle Lewis attempts to answer John Donne’s question, “What if this present were the world’s last night?" (Holy Sonnet XIII) and presents a comprehensive image of Narnian apocalypse and life after death in Aslan’s country. The following paper will present the most noteworthy intertextual references in the final volume of The Narniad.

“No place like home”: the facts and figures of homelessness in contemporary texts for young people

The most common story for children is one in which a central character leaves home in search of an adventure or is pushed out of an originary home, journeys to an unfamiliar place, and, after a series of exciting and/or dangerous experiences, either returns home, or chooses to claim the unfamiliar space as a new home. Whether as historical novel, domestic fiction, or fantasy, this story finds its happy ending in the agreement of the child to be secure (and secured) inside. The turn of the millennium, however, has seen an increasing number of narratives for young readers that challenge the earlier pattern. Using three Canadian novels for young people (published in 2004, 2006, and 2007) as examples, I demonstrate that, while these narratives may locate themselves within the context of a social-justice pedagogy and are concerned to teach young people the facts of homelessness and to promote thoughtful reflections on the underlying social causes of which homelessness is the symptom, readers are also invited to understand the young characters in the text more abstractly, as figures that represent possible ways of being in the world. Indeed, many of the recent narratives for young people replicate, almost uncannily, the metaphors and rhetorical turns of the theorists of globalization. Keywords: children’s literature; street kids; globalization; mobility; figuration; Canadian literature; award-winners (Published: 24 May 2013) Citation: Nordic Journal of ChildLit Aesthetics, Vol. 4 , 2013 http://dx.doi.org/10.3402/blft.v4i0.20605

The language of Evaluation: paralinguistic features as a phonological domain for appraisal

In this paper we explore the relationship between the language of evaluation and the use of paralinguistic features in reading aloud, relating Eggins & Slade's (1997) categories of appraisal with Brown's (1990) taxonomy of paralinguistic features. We mainly concentrate on two categories of appraisal: (1) affect, that is the expression of emotional states, and (2) amplification, that is the reader's aloud grading of attitudes and emotions. We present an analysis of part of The Story of Tilly, a story for children beautifully read aloud by Jackie Torrence. It seems to us that this association between paralinguistic features and appraisal may constitute a phonological domain for the description of the language of evaluation beyond the lexico-grammatical level.