scholarly journals Nastoletnia krucjata przeciwko dorosłym i kulturze popularnej w „Los poseídos de Luna Picante” Martína Sancii

2021 ◽  
Vol 27 ◽  
pp. 51-62
Author(s):  
Karolina Stępień
Keyword(s):  
Adult Child ◽  
Research Problem ◽  
Cognitive Poetics ◽  
Child Interaction ◽  
Childhood And Youth ◽  
Youth Literature

The paper focuses on an Argentinian book for children by Martín Sancia titled Los poseídos de Luna Picante [The Possessed from Pungent Moon] from 2014. The research problem revolves around the expectations about childhood and youth literature that the analysed text appears to challenge. Tools employed in this work come primarily from cognitive poetics. The study explores the ways in which the text touches upon the place of children’s discourse in relation to the adults’ one within the system. Among these the most engaging seem to be an image of the child as an abject, metafictional techniques, the gothic, and the gore effect. In its conclusions, the study shows that all the strategies used in the analysed texts aim to blur the boundaries between child and adult discourses and, consequently, provide a space for a non-disempowering author–reader/adult–child interaction.

Aspects of adult-child communication: the problem of question acquisition

1975 ◽  
Vol 2 (2) ◽  
pp. 251-260 ◽  
Author(s):  
Svenka Savić
Keyword(s):  
Adult Child ◽  
Direct Communication ◽  
Dizygotic Twins ◽  
Child Interaction ◽  
The Subject ◽  
Early Acquisition ◽  
Children First

This note attempts to clarify the early acquisition of the interrogative system, with data from Serbo-Croatian. The subject is approached from an angle that has hitherto not received sufficient treatment: adult-child interaction in direct communication. The process of question acquisition was observed in a first-born pair of dizygotic twins – a girl, Jasmina, and a boy, Danko – between I; I and 3; 0, the observation beginning a month prior to the time when the children first began to produce questions. The material was transcribed during weekly two-hour sessions in the home of the subjects.

scholarly journals "Pedagogy of Listening" vs. "Pedagogy of Listening to Educators": Ethnographic Research on Child Autonomy in Kindergartens in Montenegro

2020 ◽  
Vol 29 (4) ◽  
pp. 575-597
Author(s):  
Jovana Marojević ◽  
Katarina Todorović ◽  
Saša Milić
Keyword(s):  
Power Relations ◽  
Adult Child ◽  
Self Determination Theory ◽  
Ethnographic Study ◽  
Constructivist Theory ◽  
Educational Institutions ◽  
Child Interaction ◽  
Personal Epistemologies ◽  
Child Autonomy ◽  
Motivational Style

The paper discusses the phenomenon of child autonomy from the perspective of educators' personal epistemologies and power relations in the adult-child interaction in the practices of institutional education in Montenegro. The construct of child autonomy is approached from the standpoint of critical-constructivist theory and the self- -determination theory, as a socio-cultural product shaped by ethnopedagogies and personal epistemologies of educators. The main goal of the ethnographic study conducted in three preschool educational institutions in Montenegro was to explore the epistemological theories of educators through the analysis of institutional educational practices, given that "the ways of thinking about childhood fuse with institutionalized practices" (Prout & James, 2005, p. 22). We conclude about the existence of an objectivist epistemological theory of educators and the dominance of normative power relations in educator-child interactions, and discuss a special type of epistemological "over-power". The comparability with the results of similar research in the region is stated, and it points to a possible explanatory connection between collectivist culture and the controlling motivational style and authoritarianism in education.

Adult-child interaction in children’s learning from “Sesame Street”

ECTJ ◽  
1984 ◽  
Vol 32 (4) ◽  
pp. 217-223
Author(s):  
Robert A. Reiser ◽  
Martin A. Tessmer ◽  
Pamela C. Phelps
Keyword(s):  
Adult Child ◽  
Sesame Street ◽  
Children’S Learning ◽  
Child Interaction ◽  
Children's Learning

scholarly journals Catechizing at Home, 1740–1870: Instruction, Communication and Denomination

2019 ◽  
Vol 55 ◽  
pp. 256-273 ◽  
Author(s):  
Mary Clare Martin
Keyword(s):  
Early Modern ◽  
Religious Education ◽  
Adult Child ◽  
Early Modern Period ◽  
Rote Learning ◽  
Child Interaction ◽  
Modern Period ◽  
Wide Range ◽  
Asking Questions ◽  
Eighteenth And Nineteenth Centuries

Catechizing played an important part in domestic religious education in Britain in the eighteenth and nineteenth centuries, as well as in the better documented early modern period. However, its significance has been neglected in comparison with family prayers (often deemed to be an expression of patriarchy), Sunday observance or even private prayers. This article analyses the incidence of catechizing across religious denominations in Britain from 1740 to 1870, and within selected overseas missionary families. Drawing on a wide range of personal memoirs, the article analyses the range of contexts and relationships within which catechizing could occur. These included not only household worship (which could be conducted by women) but also relationships between siblings. It demonstrates that catechizing could provide opportunities for asking questions and spending ‘quality time’ with parents and / or children, rather than embodying an alienating form of rote-learning. The article therefore challenges many stereotypes relating to family domestic education, relating to themes such as patriarchy, denominational difference and adult-child interaction.

Sign language transcription at the level of meaning components

2001 ◽  
Vol 4 (1-2) ◽  
pp. 63-104 ◽  
Author(s):  
Dan I. Slobin ◽  
Nini Hoiting ◽  
Michelle Anthony ◽  
Yael Biederman ◽  
Marlon Kuntze ◽  
...  
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Adult Child ◽  
Linear Representation ◽  
Gaze Direction ◽  
American Sign ◽  
Communicative Acts ◽  
Transcription System ◽  
Child Interaction ◽  
Role Shift

The Berkeley Transcription System (BTS) has been designed for the transcription of sign language videotapes at the level of meaning components. The system is based on efforts to transcribe adult-child interactions in American Sign Language (ASL) and Sign Language of the Netherlands (SLN). The goal of BTS is to provide a standard means of transcribing signed utterances, meeting the following objectives: –compatibility with CHAT format and CLAN programs (CHILDES) –linear representation on a continuous typed line, using only ASCII characters –representation at the level of meaning components –full representation of elements of polycomponential verbs –representation of manual and nonmanual elements –representation of gaze direction, role shift, visual attention –representation of gestures and other communicative acts –notation of characteristics of adult-child interaction (child-directed signing, errors, overlap, self-correction).

Turn Exchange Characteristics of SLI Children's Simultaneous and Nonsimultaneous Speech

1989 ◽  
Vol 54 (3) ◽  
pp. 334-347 ◽  
Author(s):  
Holly K. Craig ◽  
Julia L. Evans
Keyword(s):  
Adult Child ◽  
Nonverbal Behaviors ◽  
Language Impaired ◽  
Child Interaction ◽  
Normal Language ◽  
Structural Levels ◽  
Verbal And Nonverbal Behaviors

The specifically language impaired (SLI) child's turn exchange behaviors were examined in adult-child interaction and compared to those of children of similar chronological ages or language structural levels. Videotaped language samples were analyzed for verbal and nonverbal behaviors associated with the children's production of simultaneous and nonsimultaneous speech. The results indicated qualitative differences from those of the normal language children in terms of turn errors, interruptions, interactive attention, responsiveness, and turn switch times, as well as variability related to SLI subtype.

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