The Relationship between Children’s Literature and Gifted Children’s Creativity

2018 ◽  
Vol 37 (3) ◽  
pp. 171-198
Author(s):  
Ji-Eun Kang ◽  
◽  
Kyung-Seok Shim
Target ◽  
2011 ◽  
Vol 23 (1) ◽  
pp. 77-91 ◽  
Author(s):  
Judith A. Inggs

The study of translation and censorship is of particular interest in the context of Russia and the Soviet Union. With the aim of stimulating further discussion, particularly in relation to recent developments in the sociology of translation, this article takes the example of L. Frank Baum’s The Wizard of Oz (1900) and its adaptation by Alexander Volkov as The Wizard of the Emerald City (Volshebnik izumrudnogo goroda) (1939) in order to explore the relationship between the multiple forces at work in the translation of children’s literature under conditions of censorship. By means of an analysis of the differences between the two texts I conclude that censorship is a complex phenomenon which provides fertile ground for the creative manipulation and appropriation of texts and can be considered as an active participant in the creation of an image of a foreign body of literature and its location in a particular literary field.


2020 ◽  
Vol 10 (1) ◽  
pp. 40-50
Author(s):  
Justyna Sztobryn-Bochomulska

Philosophy in literature may also be found in children’s books, especially those concerning such serious subjects as death. The authors of these books often introduce the philosophy of life and the meaning of death by showing them through the prism of a meeting of a child and an elderly person. What results from these meetings and what other qualities, apart from the context of familiarizing with death, can be found in these literary meetings? The reference point in the paper is Andrzej Nowicki’s philosophy of a meeting, i.e. incontrology.


Author(s):  
Jenniliisa Salminen

Who Needs Whom? The Relationship between Children and Adults in Vladislav Krapivin’s Complicated Worlds The article discusses how the structure of the worlds in Vladislav Krapivin’s children’s fantasy novels written in the 1980s and early 1990s is connected to the central theme of the works, the complicated relationship between children and adults. The novel Deti sinego amingo (1981) is based on a two-world structure that supports a description of a binary relationship: children are seen as essentially good and adults as their oppressors. Krapivin’s pentalogy V glubine Velikogo Kristalla (1988–91) is situated in a complex multiverse described as a crystal: every facet of the crystal is a complete world of its own. Likewise, the relationships between adult and child characters in the series are complicated. Children are often seen from the viewpoint of adult characters, and children and adults are presented as mutually dependent on each other. The article also investigates the audience of Krapivin’s novels. Despite their status as children’s literature, the texts address a dual audience consisting of both children and adults. The texts are seen in the context of Soviet perestroika literature. In the spirit of perestroika, also children’s authors were able to write about topics that were not accepted before and thus it was possible for Krapivin to discuss the problematic relations between children and adults.


2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Ika Lestari Damayanti ◽  
Nicke Yunita Moeharam ◽  
Firly Asyifa

Studies in the field of semiotics and children’s literature have described the relationship between the verbal and visual texts in picture books as both complex and subtle. These relationships are named differently across theories, yet they still note two possibilities, whether they support or are against each other in conveying meanings to the readers. This study seeks to explore the relations between visual-verbal modes depicted in a children’s picture book entitled Just Ask (author/illustrator by Sotomayor Lopez, 2019), viewed from the perspective of multimodality as proposed by Unsworth (2006). The analysis between the visual and verbal modes in the picture book is focused on ideational concurrence and ideational complementarity. The results indicate that meanings in Just Ask are negotiated through verbal and visual texts which may be complementary or have divergent relationships to one another. It is through such strategy that the suggested theme of the picture book, in this case accepting diversity, is consistently conveyed to the targeted readers.  Since picture books are used vastly in EFL/ESL classrooms to enhance students’ reading experiences, this study may help teachers develop students’ ability to make meaning from verbal and visual texts and inspire their visual thinking strategies.


2018 ◽  
Vol 7 (2) ◽  
pp. 410
Author(s):  
Mustafa Yeniasır

<p><strong>Abstract</strong><strong></strong></p><p class="ocEdzetmetni">The literature plays a significant role in the development and education of children. The children's literature is the literature created by considering the developmental characteristics of children and a number of spiritual needs. The stories have a wide coverage among the children's literature works showing a rapid development in the last forty years in our country.</p><p class="ocEdzetmetni">The stories play a significant role in the education of the children. The relationship between the story and child always leads us to the good, beautiful and right things. Therefore, we should choose the literature works according to the age group of the children by placing the necessary importance on stories in education.</p><p class="ocEdzetmetni">The Western Thracian Turks placed importance on the literature for the healthy development of the children in spite of all the impossibilities and attempted to create literature works for children’s worlds of emotion and thought. The Western Thracian writers contributed to the development of their minds by enriching their imaginary worlds in stories they have written for the children.</p><p><strong>Öz</strong></p><p class="ocEdzetmetni">Çocukların gelişim ve eğitiminde edebiyatın çok önemli bir rolü vardır. Çocuk edebiyatı, çocukların gelişim özellikleri ve birtakım ruhsal ihtiyaçları göz önünde bulundurularak oluşturulan edebiyattır. Ülkemizde özellikle son kırk yılda hızlı bir gelişme gösteren çocuk edebiyatı ürünleri içerisinde hikâyeler geniş bir yer tutmaktadır.</p><p class="ocEdzetmetni">Çocuk eğitiminde hikâyelerin çok önemli bir yeri vardır. Çocuk ile hikâye arasındaki ilişki çocuğu  her zaman iyiye, güzele ve doğruya götürür. Bundan dolayı eğitimde hikâyelere gereken önemi vererek, çocukların yaş grubuna uygun eserleri titizlikle seçmeliyiz. </p><p class="ocEdzetmetni">Batı Trakya Türkleri de bütün imkânsızlıklara rağmen çocukların sağlıklı gelişimi için edebiyata önem vermişler, onların duygu ve düşünce dünyasına yönelik eserler ortaya koymaya çalışmışlardır. Batı Trakyalı sanatçılar, çocuklara yönelik olarak yazmış olduğu hikâyelerde onların hayal dünyalarını zenginleştirerek düşüncelerinin gelişmesine katkı sağlamışlardır.</p>


Author(s):  
Dafna Zur

The child-heart became a salient concept in Japan and Korea in the 1920s, and in Korea it drove fresh and diverse content in conjunction with the emerging visual turn in print media. This chapter explores the mechanisms of the child-heart concept that served as the foundation of children’s literature in Korea, and it argues that texts and images in children’s magazines worked together to create a natural and affectively privileged child. The concept of the child-heart made the child visible for the first time, and facilitated the building of a cultural literacy of text and image. At the same time, the manner in which it hinged on the relationship between child and nature reflected a certain degree of nostalgic yearning that coded future aspirations at a time when the colonization of Korea made such dreams uncertain at best.


Humanities ◽  
2019 ◽  
Vol 8 (2) ◽  
pp. 105
Author(s):  
Lindsay Myers

Children’s literature has always been heavily influenced by the local and national climate in which it is produced, the birth of this literature having coincided in many places with the formation of the nation-state. Over the last 50 years, however, the effects of globalization have radically transformed the relationship between authors and their markets, and a new tension has arisen in children’s texts between the local and the global. Celebrating commonality across boundaries while simultaneously safeguarding the tutelage of cultural heritage can be particularly difficult, especially when (as is the case with Venice) that heritage has been singled out by UNESCO as being under threat. This essay undertakes a close reading of three 21st-century fantasies for children set in Venice: Mary Hoffman’s Stravaganza: City of Masks, Laura Walter’s Mistica Maeva e l’anello di Venezia, and Michelle Lovric’s The Undrowned Child, all of which have been translated into other languages and reached audiences far beyond their places of origin. It asks what we mean when we speak about cultural heritage conservation in children’s literature today and the extent to which the preservation of Venice’s cultural heritage is being depicted in this literature as a transnational phenomenon.


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