scholarly journals Children's Literature in School Libraries

2021 ◽  
pp. 122-129
Author(s):  
Glória Bastos
Keyword(s):  
Children's Literature ◽  
School Library ◽  
Children’S Literature ◽  
Literary Work ◽  
School Libraries ◽  
Intercultural Education

To recognize differences between equals, to accept and retain diversity implies the intervention of school, in particular in if S practices. In this context, children's literature - in particular one Portuguese book analyzed here in relation to a school library experience - gives the possibility to work on the topic of diversity. That book is an interesting literary work that may develop intercultural education and conviviality in a society with a plurality of cultures. In this presentation the intercultural messages presented by the book and analyzed through young children's reaction to the story.

scholarly journals The Effect of Reading Programmes on Turkish School Libraries

2021 ◽  
pp. 230-237
Author(s):  
Inci Önal
Keyword(s):  
Children's Literature ◽  
School Library ◽  
Children’S Literature ◽  
School Libraries ◽  
Original Research ◽  
Current Profile ◽  
Literature Reading ◽  
History Of ◽  
Complex Relationships ◽  
Different Cultures

Reading programmes - everyone talks about them, but few Turkish school libraries provide enough of them. The literature consistently points to improved use of them in school libraries, but less than quarter of the librarians feel well prepared to use reading programmes. Many school library collections have insufficient foreign literature and limited representation of different cultures. In order to explore this problem this presentation will include: the history of Turkish children's literature; the children's literature products in Turkish school libraries; the current profile of Turkish school libraries related to reading programmes; and the evaluation of changing needs and increasing demands for books and information. A combination of comprehensive literature review and original research on Turkish children's literature, reading programmes and Turkish school libraries provides the basis for a fresh and in-depth discussion of the increasingly complex relationships between these factors and children's needs.

Faulkner Upside Down: On The Wishing Tree – the Writer’s Only Children’s Story

Tekstualia ◽  
2016 ◽  
Vol 1 (44) ◽  
pp. 111-122
Author(s):  
Maciej Skowera
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Literary Work ◽  
Bakhtinian Theory

The paper discusses selected aspects of The Wishing Tree, William Faulkner’s only published children’s story. It presents the circumstances of publication and the subsequent reception this literary work. Then it examines the key themes and the plot of The Wishing Tree in the light of the Bakhtinian theory of carnavalization as it applies to children’s literature. The Wishing Tree displays the quality of carnivalesque oddity; it is ridiculous, unserious, and facetious in comparison with Faulkner’s works for adults.

scholarly journals INTELEKTUAL ARENA PADA KKPK NEW BESTIES KARYA ORYZA SATIVA APRIYANI

2017 ◽  
Vol 2 (1) ◽  
pp. 90
Author(s):  
Rizky Dian Merpati
Keyword(s):  
Oryza Sativa ◽  
Children's Literature ◽  
Children’S Literature ◽  
Literary Work ◽  
Descriptive Study ◽  
The Novel ◽  
Sociological Approach ◽  
Developmental Age ◽  
Qualitative Descriptive ◽  
At Home

Children's literature can be said that a literary work isinnya appropriate language and developmental age and the child's life, both written by authors who are already adults, adolescents or children themselves. The literary work is not only in the form of poetry and prose, but also the form of drama. This study examines the intellectual arena in the novel "New Besties work Oryza Sativa Apriyani". Data obtained by the intellectual arena in school and at home experienced by Dhilla figures. This study uses a sociological approach. This type of research is qualitative descriptive study. The technique used to collect data that is read engineering and technical notes.

scholarly journals A literatura infantil na alfabetização: a formação da criança leitora

Perspectiva ◽  
2016 ◽  
Vol 33 (1) ◽  
pp. 77
Author(s):  
Lilane Maria De Moura Chagas ◽  
Chirley Domingues
Keyword(s):  
Children's Literature ◽  
School Library ◽  
Children’S Literature ◽  
Reading Practices ◽  
National Program ◽  
De Se ◽  
Literacy Process ◽  
National Pact ◽  
Child Reader ◽  
Educación Primaria

<p>http://dx.doi.org/10.5007/2175-795X.2015v33n1p77</p><p>O presente texto aborda algumas formas de se pensar a literatura infantil no ciclo de alfabetização do Ensino Fundamental. Tem-se, ainda, a pretensão de apresentar algumas possíveis formas de aproximação da literatura nesse nível de ensino. Acredita-se que, ao integrar ativamente a literatura infantil no processo da alfabetização (conhecimentos da oralidade e da escrita, das diversas formas verbais e não verbais de se compreender e descobrir o mundo) e na aquisição e ampliação da linguagem, estaremos contribuindo para a formação literária das crianças. Assim, em um primeiro momento, e sem esgotar o tema, desenvolvem-se algumas questões teóricas em relação à literatura Infantil, à leitura e à criança. No segundo momento, são tecida algumas reflexões sobre as práticas de leitura que as crianças do ciclo de alfabetização estão vivenciando a partir do contato com o Acervo Complementar do Programa Nacional do Livro Didático (PNLD) e do Programa Nacional de Bibliotecas Escolares (PNBE) incluídos no material distribuído pelo Programa Nacional de Alfabetização na Idade Certa (PNAIC) no Brasil. Ressalta-se uma antiga e permanente preocupação quando se trata da relação literatura e educação no que diz respeito a como tem sido trabalhada a literatura produzida para as crianças. Dessa forma, que implicações têm a literatura inserida nos programas de formação de professor? Finaliza-se o texto dando destaque para os programas de incentivo à leitura como uma contribuição significativa para a formação da criança leitora.</p><p> </p><p><strong>Children’s literature in literacy: the formation of the child reader</strong></p><p> <strong>Abstract</strong></p><p>The present text discusses some ways of thinking children’s literature during the fundamental education literacy cycle. It also aims to introduce some forms to approach literature at this educational level. We believe that by integrating children’s literature in both the literacy process (knowledge of orality and writing, of the several verbal and non-verbal forms of understanding and discovering the world) and the acquisition and expansion of language, we are contributing for the children’s literary formation. So, firstly, but not exhaustively, we will develop here some theoretical questions regarding children’s literature, reading and childhood. Our second aim is to reflect on reading practices the children are experiencing in the literacy cycle from their contact with the Complementary Collection of the Didactic Book National Program (Acervo Complementar do Programa Nacional do Livro Didático – PNLD) and the School Library National Program (Programa Nacional de Bibliotecas Escolares – PNBE), included in the handouts distributed by the National Pact for Literacy at the Correct Age (Programa Nacional de Alfabetização na Idade Certa – PNAIC) in Brazil. We emphasize here an old and permanent concern regarding literature and education when it approaches on how the literature produced for children has been handled. What are the implications that literature has on the teacher´s tranining  programs? We conclude by highlighting the programs that motivate children to read as a significant contribution to form the child reader.</p><p><strong>Keywords:</strong> Children Literature. Reader training. Literacy cycle.</p><p> </p><p><strong>La literatura infantil en la alfabetización: la formación de los niños lectores </strong></p><p> <strong>Resumen</strong></p><p>El presente texto aborda algunas formas de pensar la literatura infantil en los primeros años de la educación primaria. Interesa presentar, en este texto, algunas formas posibles de aproximación a la literatura en este nivel de la enseñanza. Creemos que al integrar activamente la literatura infantil en el proceso de alfabetización (conocimiento de la oralidad y de la escrita, de las diversas formas verbales y no verbales de comprender y descubrir el mundo) y en la adquisición y ampliación del lenguaje, estaremos contribuyendo para la formación literaria de los niños y niñas. Así, en un primer momento, y sin agotar el tema, desarrollamos algunas cuestiones teóricas en relación al tema: literatura infantil, lectura y los niños. En un segundo momento, realizamos algunas reflexiones sobre las prácticas de lectura que los niños y niñas del ciclo de alfabetización (primeros años de la educación primaria) están vivenciando a partir del contacto con el Acervo Complementar do Programa Nacional do Libro Didáctico (PNLD) e con el Programa Nacional de Bibliotecas Escolares (PNBE) que están incluidos en el material distribuida por el Programa Nacional de Alfabetización en la Edad Cierta (PNAIC) en Brasil. Resaltamos una antigua y permanente preocupación cuando se trata de la relación de la literatura y educación en relación como ha sido trabajada la literatura producida para los niños. ¿De esta forma, que implicaciones tiene la literatura dentro de los programas de formación de docentes? Finalizamos el texto otorgando destaque para los programas de incentivo a la lectura  como una contribución significativa para la formación de los niños lectores</p><p><strong>Palabras claves:</strong> Literatura infantil. Formación del lector. Ciclo de Alfabetización.</p>

scholarly journals EDUCATIONAL VALUES IN CHILDREN LITETARY WORKS BY MURTI BUNANTA

2017 ◽  
Vol 2 (3) ◽  
pp. 203-212
Author(s):  
Roy Raja Sukmanta Meliala ◽  
Sahid Teguh Widodo ◽  
Slamet Subiyantoro
Keyword(s):  
Children's Literature ◽  
Character Education ◽  
Children’S Literature ◽  
Literary Work ◽  
Hard Work ◽  
Religious Values ◽  
Educational Values ◽  
Dominant Character ◽  
The Subject ◽  
Descriptive Qualitative

 This study aims to see the value of any character education found in children's literature entitled “The Youngest Frog”, “Si Molek”, “Masarasenani and Sun”, and “Tiny Boy” by Murti Bunanta. Children's literature is a literary work written by adults and intended for children. This study used descriptive qualitative intends to understand the phenomenon of what is experienced by the subject of research. This study revealed that the use of dominant character education values can be seen in the value of love peace, hard work, communicative, creative, and curiosity with the amount of data 4 or 13 percentage. Values of character education are manifested in the democratic and religious values.  

THE SYSTEM OF IMAGES IN THE STORY OF M. S. SULIMANOV «THE BLACK CAVE»

2021 ◽  
pp. 68-72
Author(s):  
Aygul Muratovna Bekeeva
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Literary Work ◽  
Image System ◽  
Work Of Art

The article considers the system of images in the story «The Black Cave» by the Avar writer Magomed Sulimanov based on the means of a literary work. The concepts of «children's literature», «image», «system of images» in a work of art are interpreted theoretically. The article examines the artistic world of the story with an emphasis on the analysis of images and their interpretation.

THE PECULIARITIES OF RENDERING PHONETIC AND GRAPHICAL STYLISTIC DEVICES IN CHILDREN'S LITERAURE TRANSLATION

2021 ◽  
Vol 2021 (32) ◽  
pp. 53-62
Author(s):  
Ilona Derik ◽  
Yevheniia Savchenko
Keyword(s):  
Children's Literature ◽  
Cultural Differences ◽  
Fairy Tale ◽  
Children’S Literature ◽  
Literary Work ◽  
Figures Of Speech ◽  
Young Readers ◽  
The Subject ◽  
Belles Lettres

The article is dedicated to the issue of possible difficulties of rendering phonetic and graphical stylistic devices in translating English belles-lettres texts into Ukrainian. The survey of the existing theoretical works on this topic has revealed the relevance of the sound imitation and other ways of sound instrumentation in the general stylistic and pragmatic effect of the literary work. It has been proved that typological discrepancies on one hand, and ethnic and cultural differences on the other hand result in additional challenges for belles-lettres literature translators. In this respect children's literature requires special techniques in translation as young readers' perception is more dependent on the translator's skill. The research was carried out on the basis of K. Grahame's fairy tale «The Wind in the Willows» and its Ukrainian translation by A. Sahan «Вітер у вербах». The phonetic and graphical stylistic devices and the mechanism of their functioning in English children's literature served as the object of the research, the subject being the peculiarities of rendering these devices in Ukrainian translation. The objective of the research was to provide the most efficient ways of rendering the phonetic and graphical stylistic devices in translation into the typologically different language. It has been concluded that onomatopoeic words are more aptly rendered by means of the search for the analogue, while in preserving assonance and alliteration losses in rendering are more inevitable due to the typological discrepancies on the phonetic and lexical levels. However, the employment of translation transformations allows to optimize the quality of translation. The perspective is seen in the study of the figures of speech of other linguistic levels and the ways of their rendering in Ukrainian translation.

scholarly journals Ruch jako kategoria dziecięcego odbioru literatury

2019 ◽  
pp. 19-26
Author(s):  
Alicja Ungeheuer‑Gołąb
Keyword(s):  
Children's Literature ◽  
Reader Response ◽  
Developmental Psychology ◽  
Children’S Literature ◽  
Literary Work ◽  
Child Reader ◽  
Literary Reception

The text raises the question of movement as a crucial category in the process of a child’s literary reception. The article reflects on the kinetic aspects of a text and a reader as well as on the perspective of a child’s subjective reception as dependent on personal predispositions of a child‑recipient. The author is interested in the intersections of the components of a literary work and the capabilities of a child‑recipient, that is, in the phenomenon called “reader response.” Referring to achievements of developmental psychology, the researcher introduces the figure of a child reader. Next, on the example of Jan Brzechwa’s poem “Stonoga,” she presents its mobility in language, pointing to the existence of “dynamic images,” created in a recipient’s imagination. In this way, she indicates the kinesthetic value of children’s literature.

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