Picturebooks and representations of childhood

Christensen, Nina

doi:10.4324/9781315722986-35

Cited by 3 publications

(1 citation statement)

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“…A multi-informant approach would maximize the validity of children's assessments to obtain valid research results for studies that include children's outcomes. Outcome variables should always be measured at the teachers’ and child's levels to verify and confirm the effectiveness of the intervention (Christensen & James, 2017), and this should be adopted even with younger children. The younger the child, the more important it is to identify methods that encourage their active participation in the research, enabling them to express their authentic perceptions and contribute to the original data (Paryente & Kalush, 2020).…”

Section: Discussionmentioning

confidence: 99%

Universal crisis psychoeducational interventions in schools: A scoping review

Capurso

Stasio²,

Ragni

2022

School Psychology International

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In times of crisis, schools are expected to help students deal with the situation and any help offered should consider the social and emotional problems arising from the critical event. Therefore, school-based activities enabling children to recognize the experience and work through it are essential to sustain their normal development and prevent academic and mental health problems. This paper provides an overview of the literature on universal school crisis interventions. We performed a scoping literature search in Scopus, ERIC, and Psych Info for articles published between January 2000 and May 2021 and identified 32 universal school-based crisis interventions based on three main crisis types (armed conflict, natural disaster, and Covid-19). Analysis of the methodologies and theoretical backgrounds generated six key psychoeducational factors commonly adopted. Comparing the different programmes in terms of topics, course content, duration, and methodology can help administrators and educators select the most appropriate crisis intervention for their school and situation. We also discuss the collaboration between mental health care specialists, school teams, and other important factors needed to implement these programmes and ensure their effectiveness under real-life conditions.

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Section: Discussionmentioning

confidence: 99%

Universal crisis psychoeducational interventions in schools: A scoping review

Capurso

Stasio²,

Ragni

2022

School Psychology International

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Geschichte des Bilderbuchs und seiner Gattungen

Kümmerling‐Meibauer

2022

Das Bilderbuch

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Ye azali mwána moke néti ngai

Malanda

2024

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L’enfance est un concept qui varie d’une époque (Ariès 1962 ; Cunningham 2017) et d’une culture à l’autre (Boyden 1990 ; Twum-Danso Imoh et al. 2; Hollindale 76-79). Cet article examine la sociopoétique de l’enfance dans la littérature de jeunesse congolaise (RDC). Il analyse, d’une part, les représentations textuelles et picturales de l’enfance dans un corpus de 16 ouvrages pour enfants d’auteurs et illustrateurs congolais et, de l’autre, examine quelles conceptions du jeune lectorat implicite se dégagent à travers les choix formels de ces derniers. On y trouve l’idée de l’enfant comme être en devenir, nécessitant le guidage d’adultes détenteurs du savoir, ainsi que la conception de l’enfant compétent, autonome et débrouillard. On trouve enfin l’image de l’enfant innocent et vulnérable ayant besoin de protection. Ces différentes conceptions de l’enfance peuvent être liées à l’origine culturelle du lectorat visé – certains de ces ouvrages étant publiés en Europe et d’autres en RDC – mais également au genre dans lequel s’inscrivent ces livres. Ainsi la représentation de l’enfant comme être innocent et vulnérable est surtout retrouvée dans les ouvrages sur les enfants en situation de crise sociale, et doit donc être reliée à l’idée de l’enfance construite par la Convention des droits de l’enfant de l’ONU et au discours humanitaire. L’article conclut également que les conceptions de l’enfance dans une partie des ces ouvrages congolais varient de celles transmises dans les livres européens pour la jeunesse traitant d’enfants subsahariens.

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Picturebooks and representations of childhood

Cited by 3 publications

References 1 publication

Universal crisis psychoeducational interventions in schools: A scoping review

Universal crisis psychoeducational interventions in schools: A scoping review

Geschichte des Bilderbuchs und seiner Gattungen

Ye azali mwána moke néti ngai

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