scholarly journals Talking About Maternal Breast Cancer With Young Children: A Content Analysis of Text in Children's Books

2014 ◽  
Vol 40 (6) ◽  
pp. 609-621 ◽  
Author(s):  
X. Huang ◽  
S. Lee ◽  
Y. Hu ◽  
H. Gao ◽  
M. O'Connor
Keyword(s):  
Breast Cancer ◽  
Content Analysis ◽  
Young Children ◽  
Children's Books ◽  
Children’S Books

A content analysis of gender representation in Malaysian children's literature

2008 ◽  
Vol 5 (2) ◽  
pp. 49
Author(s):  
Ramesh Nair
Keyword(s):  
Content Analysis ◽  
Children's Literature ◽  
English Language ◽  
Children’S Literature ◽  
Children's Books ◽  
Children’S Books ◽  
Minor Characters ◽  
And Gender ◽  
Mental Schemas ◽  
Selection Of

Children's literature serves as a powerful medium through which children construct messages about their roles In society and gender Identity is often central to this construction. Although possessing mental schemas about gender differences is helpful when children organize their ideas of the world around them, problems occur when children are exposed to a constant barrage of uncompromising, gender-schematic sources that lead to stereotyping which in turn represses the full development of the child. This paper focuses on how gender is represented in a selection of Malaysian children's books published in the English language. Relying on the type of content analysis employed by previous feminist social science researchers, I explore this selection of Malaysian children's books for young children and highlight some areas of concern with regard to the construction of maleness and femaleness in these texts. The results reveal Imbalances at various levels Including the distribution of main, supporting and minor characters along gendered lines and the positioning of male and female characters In the visual Illustrations. The stereotyping of these characters In terms of their behavioural traits will be discussed with the aim of drawing attention to the need for us to take concerted measures to provide our children with books that will help them realize their potential to the fullest.

scholarly journals What do we read to our children? Messages concerning ethnic diversity in popular children’s books in the Netherlands

2021 ◽  
Vol 1 (8) ◽  
Author(s):  
Ymke de Bruijn ◽  
Rosanneke A. G. Emmen ◽  
Judi Mesman
Keyword(s):  
Critical Race Theory ◽  
Young Children ◽  
The Netherlands ◽  
Ethnic Diversity ◽  
White Supremacy ◽  
Children's Books ◽  
Children’S Books ◽  
Cultural Authenticity ◽  
Cultural Specificity ◽  
Cultural Details

AbstractChildren’s books can create opportunities for children to see themselves as well as others in different settings and stories, but cultural details and specificity within these stories can play an important role in the messages that children take away. Therefore, the present study aims to provide insight in the messages concerning ethnic diversity and various cultures in a subset of popular books that Dutch young children are likely to be exposed to. Books aimed at young children that were sold or borrowed most often or were awarded between 2009 and 2018 in the Netherlands are examined through the combined lens of critical race theory and critical multicultural analysis. Specifically, books including a protagonist or secondary character of color were selected. The study provides insight in the degree of cultural specificity and cultural authenticity, as well as prevailing power relations between characters and ideologies that are portrayed within the books. Results indicate that while cultural stereotypes and ideologies including White supremacy and eurocentrism are found only in a few books, cultural details are generally lacking and colorblindness is common in books aimed at young children. The study therefore underlines the particular need for books that are culturally specific and include authentic cultural details, to improve the reflection of various cultures and experiences of characters of color.

Farmhands and Factory Workers, Honesty and Humility: The Portrayal of Social Class and Morals in English Language Learner Children's Books

2009 ◽  
Vol 111 (11) ◽  
pp. 2560-2588 ◽  
Author(s):  
Joelle Sano
Keyword(s):  
Content Analysis ◽  
Social Class ◽  
English Language Learner ◽  
English Language ◽  
Language Learner ◽  
Read Aloud ◽  
Children's Books ◽  
Children’S Books ◽  
Caldecott Medal ◽  
Ell Students

Background/Context Although much research has evaluated children's books for depictions of gender, little has centered on the portrayal of immigrants and social class. This investigation utilizes Bourdieu's theory of capital reproduction in education, Durkheim's conception of collective conscience and morals, and Bowles and Gintis's critique of schooling to evaluate these depictions and to investigate the functions of English language learner (ELL) education. Focus of Study This analysis investigates the representation of immigrants and class in children's books read aloud in ELL classrooms. Research Design Using lists provided by a leading school of education, the investigation uses a content analysis of 50 books often read aloud to ELL students based on five economic and cultural capital indicators. Additionally, the research included a content analysis of the morals presented by these books and by the past 20 Caldecott Medal-winning books. Findings Findings suggest strong differences in class portrayals and morals between ELL classroom and Caldecott Medal-winning books. Additionally, the evidence shows that the ELL books portray various ethnic immigrant groups differently, often supporting popular stereotypes about these ethnicities. Conclusions and Recommendations The study provides possible implications of the findings on the educational and career aspirations of ELL students and suggests that future researchers focus on participant-observation to expand these findings.

scholarly journals The Very Hungry Caterpillar in Tuscany

2013 ◽  
Keyword(s):  
Action Research ◽  
Young Children ◽  
Picture Books ◽  
Children's Books ◽  
Children’S Books ◽  
Very Young Children ◽  
Specific Goal ◽  
Level Of Understanding

The volume publishes some essays illustrating experiences which attempted to promote reading with very young children in nurseries and infant schools, as part of a project on the picture books by Eric Carle, a well-known American illustrator of children's books. In particular, this initiative took place during the 2009-2010 and 2010-2011 school years, in a large number of nurseries and infant schools in some areas of Tuscany (Pistoia, Firenze, Grosseto, Livorno, Lucca, Viareggio, and the Empolese area). The main aim of the project, carried out as action-research, was to present the books of Eric Carle and investigate the level of understanding of the stories proposed by the famous illustrator. The specific goal of the project was to introduce teachers, educators, librarians and parents to the picture books written and illustrated by Eric Carle and translated into Italian.

eye brings you another batch of the latest products and books on offer101 Games to Play Before You Grow Up: Exciting and fun games to play anywhere! ISBN 97816332233370 £8.99. Paperback Publisher Walter Foster Jr Orders Tel: 020 77006700 https://www.quarto.com/ Review by Neil HentyBeginning Teaching, Beginning Learning In Early Years and Primary Education (Fifth edition) Edited by Janet Moyles, Jan Georgeson, Jane Payler ISBN 9780335226962 £28.99. Paperback Publisher Open University Press Orders Tel: 0203 4293400 [email protected] www.mheducation.co.uk Review by Neil HentyBuilding Positive Momentum for Positive Behavior in Young Children: Strategies for success in schools and beyond Lisa Rogers ISBN 978 785927744 £19.99 Publisher Jessica Kingsley Publishers Orders Tel: 02078332307 www.jkp.com Review by Neil HentyAfter the Fall: How Humpty Dumpty Got Back Up Again by Dan Santat [£6.99 from Andersen Press; ISBN: 9781783446353]How Does My Fruit Grow by Gerda Muller [£10.99 from Floris Books; ISBN: 9781782504726]Juniper Jupiter by Lizzy Stewart [£11.99 from Frances Lincoln Children's Books; ISBN: 9781786030238]Rainforest by Julia Groves [£6.99 from Child's Play International; ISBN: 9781846439353]Baby Bird by Andrew Gibbs and Zosienka [£11.99 from Frances Lincoln Children's Books; ISBN: 9781786030122]Rowan the Red Squirrel by Lynne Rickards and Jon Mitchell [£6.99 from Picture Kelpies; ISBN: 9781782504771]Using Film to Understand Childhood and Practice Sue Aitken ISBN 9781474274555 £19.99. Paperback Publisher Bloomsbury Orders Tel: 01256 302699; www.bloomsbury.com/uk Review by Neil HentyReflective Playwork: For all who work with children (Second edition) Jacky Kilvington and Ali Wood ISBN 9781474254038 £19.99. Paperback. Publisher Bloomsbury Orders Tel: 01256 302699; www.bloomsbury.com/uk Review by Neil HentySchool Readiness and the Characteristics of Effective Learning: The essential guide for early years practitioners Tamsin Grimmer ISBN 9781785921759 £14.99 Paperback Publisher Jessica Kingsley Publishers Orders Tel: 02078332307 www.jkp.com Review by Neil Henty

2018 ◽  
Vol 19 (12) ◽  
pp. 46-48
Keyword(s):  
Young Children ◽  
Primary Education ◽  
Early Years ◽  
Positive Behavior ◽  
Children's Books ◽  
Children’S Books ◽  
Red Squirrel ◽  
Effective Learning ◽  
Child's Play ◽  
Humpty Dumpty

scholarly journals What might books be teaching young children about gender?

2020 ◽  
Author(s):  
Molly Lewis ◽  
M. Cooper Borkenhagen ◽  
Ellen Converse ◽  
Gary Lupyan ◽  
Mark S. Seidenberg
Keyword(s):  
Young Children ◽  
Gender Stereotypes ◽  
Large Scale ◽  
Children's Books ◽  
Children’S Books ◽  
Large Scale Data ◽  
Occurrence Data ◽  
Gender Biases ◽  
Scale Data ◽  
Early Source

We investigate how gender is represented in children’s books using a novel 200,000 word corpus comprising 247 popular, contemporary books for young children (0-5 years). Using human judgments and word co-occurrence data, we quantified gender biases of words in individual books and in the whole corpus. We find that children’s books contain many words that adults judge as gendered. Semantic analyses based on co-occurrence data yielded word clusters related to gender stereotypes (e.g., feminine: emotions; masculine: tools). Co-occurrence data also indicate that many books instantiate gender stereotypes identified in other research (e.g., girls are better at reading and boys at math). Finally, we used large-scale data to estimate the gender distribution of the audience for individual books, and find that children tend to be exposed to gender stereotypes for their own gender. Together the data suggest that children’s books may be an early source of gender associations and stereotypes.

Theorizing a Critical Race Content Analysis for Children’s Literature about People of Color

2020 ◽  
pp. 004208592096371
Author(s):  
Lindsay Pérez Huber ◽  
Lorena Camargo Gonzalez ◽  
Daniel G. Solórzano
Keyword(s):  
Content Analysis ◽  
Children's Literature ◽  
Critical Race Theory ◽  
Children’S Literature ◽  
People Of Color ◽  
Children's Books ◽  
Children’S Books ◽  
Critical Race ◽  
Critical Content ◽  
Critical Content Analysis

Concerns from scholars about the exclusion of People of Color in children’s literature began in the early 20th century and continues today. The lack of children’s literature about People of Color is even more alarming in the contemporary moment, when Children of Color comprise a significant proportion of urban schools throughout the U.S. Only since the 1990’s have scholars begun to critically examine the portrayals of People of Color in children’s books. More recent research offers frameworks and methodologies for critical analyses of children’s books, namely a Critical Content Analysis that offers strategies for the examination of discursive power in literature for youth. This conceptual article theorizes how Critical Race Theory (CRT) in Education can be utilized with a Critical Content Analysis to provide a new framework for the examination of race, class, gender, (and other intersectionalities) in children’s books about People of Color— A Critical Race Content Analysis. We provide guiding principles of a Critical Race Content Analysis and analytical questions as tools for researchers and educators interested in conducting their own critical analyses of books about People of Color. Finally, we illustrate how this analysis is conducted with an example of a children’s book about immigration. This article makes important contributions to the literature on urban education that call for providing educators with tools to develop “racial literacies”.

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