Childhood Revisited: On the Relationship between Childhood Studies and Children's Literature

Christensen, Nina

doi:10.1353/chq.0.1314

Cited by 7 publications

(3 citation statements)

References 8 publications

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“…5. For a more thorough discussion on the relationship between literature and childhood studies in Scandinavia (Denmark), see Christensen (2003b). 6.…”

Section: Discussionmentioning

confidence: 99%

Competence and citizenship in picturebooks: a reading of Lisa Aisato's Fugl ( Bird )

Samoilow

2015

BLFT

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Since the beginning of the 21st century, the picturebook market has been flooded with books about children's emotions and psychological reactions to traumatic events. This psychological turn has been connected with the notion of the competent child. The Nordic countries in particular have become famous for viewing the child as a competent actor, a view that is substantially integrated into early years education legislation and curriculums for early childhood education. This article discusses the idea of the competent child in relation to an ever-growing discourse on children's citizenship. A thorough analysis of Lisa Aisato's picturebook Fugl (Bird 2013) will lie at the center of this discussion.

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“…5. For a more thorough discussion on the relationship between literature and childhood studies in Scandinavia (Denmark), see Christensen (2003b). 6.…”

Section: Discussionmentioning

confidence: 99%

Competence and citizenship in picturebooks: a reading of Lisa Aisato's Fugl ( Bird )

Samoilow

2015

BLFT

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“…It thus explores, among many other considerations, the diverse ways that writers and other creative artists represent and have represented childhood. ( 22) Christensen (2003) suggests that scholars should "have an awareness that children's literature, like literature in general, is created and shaped under certain conditions and exists within a certain reality influencing the final product" (230). Bader (1976) had expressed this idea rather more poetically:…”

Section: Chapter One the Ready To Read Seriesmentioning

confidence: 99%

“…The Ready to Read series as New Zealand children's literature Christensen (2003) reminds us that children's literature "is created and shaped under certain conditions and exists within a certain reality influencing the final product" (230). This thesis has investigated the "conditions" that have created and shaped the Ready to Read series and how, in turn, the Ready to Read series has created its own place in the canon of New Zealand children's literature.…”

Section: Chapter Twelvementioning

confidence: 99%

Along Came Greedy Cat: Exploring the “Ready to Read” instructional reading series 1963-1988 as New Zealand children’s literature

Hancock¹

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<p>Ready to Read is a graded instructional reading series that has been provided free-of-charge since 1963 by the New Zealand government for students in the first three years of school. It has therefore been a key part of the reading experiences of New Zealand children for over fifty years. There is a commonly held belief that there is a distinction between instructional reading materials (the materials that are used to help children learn to read) and children’s literature – that the manipulation of text involved in developing instructional materials necessarily detracts from their literary appeal. The Ready to Read instructional reading series, however, was developed with the dual aims of helping children learn to read and want to read. The series also reflects the vision of the Department of Education of “New Zealand materials for New Zealand students.” The Ready to Read materials were (and are) written and illustrated by New Zealanders, and trialled in New Zealand schools before publication, meaning that teachers and children have input into the materials. The materials include contributions by some of New Zealand’s leading writers for children, including Margaret Mahy and Joy Cowley. They have a unique status in the history of New Zealand children’s books as being among the first picture books for young New Zealand readers, and the very first that acknowledged Māori children as part of the reading audience. Moreover, as a “home-grown” reading series, seeking to reflect the interests and experiences of New Zealand children, the materials provide a unique insight into New Zealand society and changes in social attitudes, in particular the emergence of biculturalism. While there is a significant body of research into the New Zealand School Journal, little attention has been paid to the Ready to Read materials (which are for younger readers). Price (2004) has written a short history of the early years of the Ready to Read series and McLachlan (1996) has investigated the visual representation of Māori in Ready to Read and the School Journal. This research seeks to fill this significant gap. This thesis explores how and why the series developed as it did from 1963-1988. It investigates the cultural and educational contexts, the literary aspects of the materials, and the beliefs about children as readers that underpinned its development. The “home-grown” nature of the Ready to Read materials, their literary qualities, their depiction of children’s lives, and the place of the series in the early reading experiences of New Zealand children make it indisputably a significant aspect of New Zealand children’s literature. It is hoped that this examination of the first twenty-five years of the Ready to Read series will be of interest to a wide audience, including educators, publishers, and researchers, and that it may serve as a starting point for further investigation. While this research is of immediate significance to a New Zealand audience, it also has international relevance in its description of an approach to the development of meaningful, engaging instructional texts for beginning readers that is unparalleled in the world.</p>

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My Feelings: Power, politics and childhood subjectivities

Tesař

2013

Educational Philosophy and Theory

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Childhood Revisited: On the Relationship between Childhood Studies and Children's Literature

Cited by 7 publications

References 8 publications

Competence and citizenship in picturebooks: a reading of Lisa Aisato's Fugl ( Bird )

Competence and citizenship in picturebooks: a reading of Lisa Aisato's Fugl ( Bird )

Along Came Greedy Cat: Exploring the “Ready to Read” instructional reading series 1963-1988 as New Zealand children’s literature

My Feelings: Power, politics and childhood subjectivities

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