Children's Stories & the Quantum Administrator

Public Voices ◽  
2016 ◽  
Vol 7 (1) ◽  
pp. 13
Author(s):  
Alexander Dawoody
Keyword(s):  
Public Policy ◽  
Children's Literature ◽  
Public Administration ◽  
Children’S Literature ◽  
Complex World ◽  
The World ◽  
Analogous Relation ◽  
Children's Stories

This article examines the analogous relation between children's literature and the complex (quantum and chaotic) world of public administration. Public policy and public administration interact with every aspect in our lives and leave their mark on how we perceive reality.  One of the formats that express these realities is children's literature.  Through the narratives of children's literature, we reflect our experiences and conscious outlooks toward life.  Children's literature is a fertile arena for our interactions with the world, and it bridges our past, present and future by extending itself beyond time and place, enabling us to understand and reflect on the complex world in which we live.  By understanding children's literature through the complexity lenses of chaos and quantun theories, we are able to liberate ourselves from the artificial constraints imposed on us by the mundane adulthood, and return once again with the same energy and curiosity to questioning the world.

Children's Literature about Africa

1965 ◽  
Vol 8 (03) ◽  
pp. 61-70
Author(s):  
Nancy J. Schmidt
Keyword(s):  
South Africa ◽  
Children's Literature ◽  
Mass Media ◽  
Children’S Literature ◽  
African History ◽  
Age Group ◽  
Children's Books ◽  
Library Users ◽  
The World ◽  
School Curricula

Although the quantity of children's literature about Africa has been increasing rapidly in recent years--probably more has been published since 1960 than in the preceding three decades--the total volume is small and mediocre. Children's literature in this discussion refers to books written especially for children up to twelve or thirteen years of age. Somewhat over half the books which have been written for this age group are geographies, animal stories, and factual compendia with titles like First Book of Liberia, Getting to Know Tanganyika, Land and People of South Africa, and so on. Young persons are likely to use such books in connection with school assignments or purely for pleasure (in the case of animal stories), but they will gain little understanding of African peoples and cultures from them. The smaller segment of children's books about Africa is comprised of storybooks and factual presentations of African history and contemporary African life. Some of these books are sufficiently attractive to catch the attention of library users and of children whose parents are affluent enough to buy books for them. But do these books help create an understanding of the peoples and cultures of Africa? This question is especially pertinent since school curricula still devote relatively little attention to Africa, despite its increased importance on the world scene, and television, radio, movies, and other mass media to which children have access often do little or nothing to promote an understanding of Africa and its people.

scholarly journals Die ontwikkeling van 'n paradigma vir die skryf van 'n kinderverhaal

Literator ◽  
1994 ◽  
Vol 15 (3) ◽  
pp. 21-40
Author(s):  
L. Theron ◽  
H. Du Plessis
Keyword(s):  
Children's Literature ◽  
Creative Writing ◽  
Children’S Literature ◽  
Oral Narrative ◽  
Six Elements ◽  
Children's Stories

The American linguist, William Labov, distinguished six elements underlying a well-structured oral narrative. These elements are, in the course of this article, developed into a paradigm which can he used in the writing of a children's story. Against the background of the sociolinguistics of Labov’s analysis the elements are further placed within Mary Louise Pratt's narratological approach. The elements are then applied to children's literature. Published and unpublished children's stories are analysed with reference to the elements indicated by Labov. On the basis of the analysis the elements are developed into a paradigm in the Creative Writing sense of the term.

Traveling the World with Outstanding International Children’s Literature

2007 ◽  
Vol 35 (4) ◽  
pp. 371-375 ◽  
Author(s):  
Jeffrey C. Brewster
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
The World

Children’s literature and libraries around the world

1969 ◽  
Vol 1 (1) ◽  
pp. 119-129
Author(s):  
Marguerite Bagshaw
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
The World

scholarly journals LA LITERATURA INFANTIL Y SU APORTE A LA SOLUCIÓN DE PROBLEMAS MATEMÁTICOS SENCILLOS EN LAS PRIMERAS EDADES

2018 ◽  
Vol 3 (3) ◽  
pp. 109
Author(s):  
Yanet Samada Grasst
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Daily Practice ◽  
Research Approach ◽  
Teaching Resources ◽  
Palabras Clave ◽  
Mathematical Problems ◽  
Life Itself ◽  
Investigación Cualitativa ◽  
Children's Stories

La capacitación del hombre para la solución de problemas es un tema muy discutido en el mundo, pues se considera una actividad de gran importancia en la enseñanza. Esta caracteriza una de las conductas más inteligentes del hombre, ya que la vida misma obliga a resolver problemas continuamente. La práctica diaria nos muestra que no todos los niños saben resolver problemas sencillos, si bien se trabajan contenidos referente a esta temática se carece de alternativas y recursos didácticos de cómo llevarlos a pensar, razonar y qué vías utilizar para llegar al resultado. Ocuparse de cómo razonan los niños pudiera ser una de las posibilidades de comprender y organizar de forma racional y efectiva el proceso de enseñanza de la matemática y en particular la solución de problemas. Desde un enfoque de investigación cualitativa, el presente estudio plantea el aporte de la Literatura Infantil en la solución de problemas matemáticos sencillos en las primeras edades, basado en una revisión teórica que responde a las potencialidades de los cuentos infantiles como recursos didácticos en la adquisición de destrezas y habilidades. PALABRAS CLAVE: Literatura Infantil; solución, problemas; matemática; cuentos infantiles. CHILDREN'S LITERATURE AND ITS CONTRIBUTION TO THE SOLUTION OF SIMPLE MATHEMATICAL PROBLEMS IN THE FIRST AGES ABSTRACT The training of man to solve problems is a subject that is much discussed in the world, because it is considered an activity of great importance in education. This characterizes one of the most intelligent behaviors of man, since life itself forces us to solve problems continuously. Daily practice shows that not all of our children know how to solve simple problems, although content related to this topic is worked on, there are no alternatives and teaching resources on how to take them to think, reason and what routes to use to reach the result. Dealing with how children reason could be one of the possibilities to understand and organize in a rational and effective way the teaching process of mathematics and in particular the solution of problems. From a qualitative research approach, the present study raises the contribution of Children's Literature in the solution of simple mathematical problems in the first ages, based on a theoretical review that responds to the potential of children's stories as teaching resources in the acquisition of skills and abilities. KEYWORDS: Children's literature; solution, problems; mathematics; children's stories.

scholarly journals Stories in Children’s Literature. An Analysis of Transcendent Language

2018 ◽  
Vol 10 (2) ◽  
pp. 1018-1020
Author(s):  
Cristina Guarneri, Ed.D.
Keyword(s):  
Children's Literature ◽  
Essential Role ◽  
Reading Skills ◽  
Life Experiences ◽  
Children’S Literature ◽  
Real Life ◽  
New Words ◽  
Children's Book ◽  
The World ◽  
Source Of Information

Children’s literature plays an essential role in their development through the use of characters that they become familiar with, which become like friends. Stories have become a useful source of information for increasing reading skills, which are necessary for the development of new words. It is through the fiction literature that is based on real-life where children are able to understand traumatic events and complex ideas. They are able to understand life experiences and diversity of the world that they live in. Even with increased learning through literature, the National Literary Strategy conducted a study of words to show that children need 100 words in order to read a “real” children’s book. It is essential to distinguish between ‘restrictive texts,’ which allow for fewer perceptions to take place for active reader judgment of text that enables critical and thoughtful responses.

scholarly journals TOWARDS A WELCOMING SOCIETY: AN EXAMINATION OF STEPHEN ALUMENDA’STHE GIRL WHO COULDN’T DANCE AND ANANI THE ALBINO BOY

Imbizo ◽  
2017 ◽  
Vol 5 (1) ◽  
pp. 23-33
Author(s):  
Anna Chitando
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Literary Analysis ◽  
Disadvantaged Children ◽  
Ideological Commitment ◽  
Children's Stories

Children’s literature is a useful resource for transforming society for the better. In this study, I pay attention to Stephen Alumenda’s ideological commitment to disadvantaged children. I undertake a literary analysis of his works that focus on marginalised children in order to establish how he puts forward a proposal for a new society. The study examines how Alumenda’s children’s stories address disability and albinism. It critiques Alumenda’s approach, while appreciating his commitment to marginalised individuals and groups. The study highlights his sensitivity towards children living with disability and albinism. However, it questions his tendency of granting happy endings to his children’s stories. Overall, the study appreciates Alumenda’s willingness and cour­age to address neglected individuals and themes.

PENERAPAN MODEL PEMBELAJARAN PETA PIKIRAN UNTUK MENINGKATKAN KEMAMPUAN MENULIS CERPEN ANAK BERBASIS KARAKTER MAHASISWA PENDIDIKAN BAHASA DAN SASTRA INDONESIA UNIMED

2012 ◽  
Vol 18 (3) ◽  
pp. 102
Author(s):  
Mursini .
Keyword(s):  
Short Stories ◽  
Children's Literature ◽  
Short Story ◽  
Descriptive Analysis ◽  
Children’S Literature ◽  
Learning Model ◽  
Test Results ◽  
Average Value ◽  
Mind Maps ◽  
Children's Stories

The research was motivated by the success of the Children's Literaturecourse. During this time students taking courses in children's literature lessinterested in writing children's stories, because they think children's literature isnot interesting. The use of a less appropriate learning model is very influential inteaching and learning smooth and therefore can not meet the Unimed passingstandards  specified in Children's Literature Lecture Events Unit. Lecturers whoteach the exact learning model is expected to improve the ability of students to writea short story based on the character of the child. Many models can be applied in thelearning process, one of which is a model of learning Mind Map. Learning isproving an increase in the ability of students to write a short story based on thecharacter of the child's learning model implemented Mind Maps. Analysis of thedata used is descriptive analysis that describes the direction of change, improvementchanges, and understanding of concepts. The results of this study began beforeimplementing the learning cycle that initial test results with an average value of69.3. After the first cycle of the pretest is then performed by applying learningmodels with Mind Maps average value of 84.7. These results are considered to beless satisfactory then continue the cycle II conducted by applying the  model oflearning  Mind Map  with the average value of 91.8 were categorized as verycompetent. Furthermore concluded that the model of learning Mind Map canenhance the ability to write short stories character based child student in theDepartment of Indonesian.

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