The cultural determinants of play — free participation, separation and closure within a defined s... more The cultural determinants of play — free participation, separation and closure within a defined spacetime, uncertainty, unproductiveness, conformity to norms or fictionality — center on the following vital elements: agon (competition), alea (destiny), mimicra (imitation), and linx (stupefaction). Are these elements reflected in children’s play and its literary renderings? According to Swiss psychologist Édouard Claparède (1873-1940), the child exists to play. To paraphrase this statement, does the child exist to read or to be read to? Does literature addressed to children fulfil their ludic expectations? Does it compete with toys, computer games and other kinds of entertainment that do not demand fluent reading skills or the ability to interpret texts? How does it function within the economies and consumption of children’s culture? The conference will be organized by the Faculty of Philology, the University of Wrocław, under the auspices of the Department of Polish Studies. It will be closely related to the celebration of the 100th anniversary of the birth of Professor Jerzy Cieślikowski (1916-1977), a longtime employee of the Department of Polish Studies at the University of Wrocław. Jerzy Cieślikowski was the most distinguished Polish scholar in the field of children’s literature and the author of The Great Play: Children’s Folklore (1985). According to Cieślikowski, “play is the purpose of all the best things that children have taken from adults, what adults invent for them, what children create themselves, and what adults write for them. This is the seminal project encompassing children’s play, i.e. their creative efforts and re-creative endeavors, as well as their fascination and play with the word as such.”
The cultural determinants of play — free participation, separation and closure within a defined s... more The cultural determinants of play — free participation, separation and closure within a defined spacetime, uncertainty, unproductiveness, conformity to norms or fictionality — center on the following vital elements: agon (competition), alea (destiny), mimicra (imitation), and linx (stupefaction). Are these elements reflected in children’s play and its literary renderings? According to Swiss psychologist Édouard Claparède (1873-1940), the child exists to play. To paraphrase this statement, does the child exist to read or to be read to? Does literature addressed to children fulfil their ludic expectations? Does it compete with toys, computer games and other kinds of entertainment that do not demand fluent reading skills or the ability to interpret texts? How does it function within the economies and consumption of children’s culture? The conference will be organized by the Faculty of Philology, the University of Wrocław, under the auspices of the Department of Polish Studies. It will be closely related to the celebration of the 100th anniversary of the birth of Professor Jerzy Cieślikowski (1916-1977), a longtime employee of the Department of Polish Studies at the University of Wrocław. Jerzy Cieślikowski was the most distinguished Polish scholar in the field of children’s literature and the author of The Great Play: Children’s Folklore (1985). According to Cieślikowski, “play is the purpose of all the best things that children have taken from adults, what adults invent for them, what children create themselves, and what adults write for them. This is the seminal project encompassing children’s play, i.e. their creative efforts and re-creative endeavors, as well as their fascination and play with the word as such.”
Helen Oxenbury(Ipswich, Anglaterra, 1938) es una de les il·lustradores actuals de mes renom inter... more Helen Oxenbury(Ipswich, Anglaterra, 1938) es una de les il·lustradores actuals de mes renom internacional. Ha publicat en vint-i-cinc paisos i en vint llengues diferents, i alguns dels seus llibres han esdevingut obres canoniques de la literatura infantil. Es el cas de l'album Anem a cacar un os (Ediciones Ekare), del qual s'han venut mes de vuit milions d'exemplars. Tambe fou pionera en la creacio de contes per a bebes, amb la conegudissima col·leccio "Els llibres del nen petit" (Editorial joventut). hem tingut el plaer de coneixer-la a Barcelona. En la conversa, descobrim que aquesta dona espigada, de cabells grisos i volatils, plena d'energia i amb un talent innat, de jove havia competit tornejos de tenis tan importants com Wimbledon. Confessa que no ha il·lustrat mai cap text que no li agrades i que se sent molt afortunada d'haver arribat on ha arribat. Recollim aqui alguns fragments de l'entrevista que li hem fet.
This book is the result of a research project carried out by the research group GRETEL from the U... more This book is the result of a research project carried out by the research group GRETEL from the Universitat Autònoma de Barcelona (UAB) on children’s and adolescents’ digital literary education. It offers some of the outcomes of this project and combines them with other contributions from internationally renowned authors to address the three pillars of digital literary reader training: the texts themselves, the responses they generate in children and adolescents and digital reading practices at home and at school. This work is intended as a contribution to international research on digital literature for children and young adults and its impact on the teaching practices of literary education. Its main goals are to guide the inclusion of this training in classrooms and to investigate strategies for accessing multimedia, interactive and hypertextual messages and products that form a part of fictional products today. The volume begins by contextualising electronic literary reading and specifying the new research framework of digital literature for children and adolescents. It then provides an overview of the relationships between the electronic medium and children and young adult production on the one hand, and of the digital works and their features on the other, to reflect on their potential for literary education. Subsequently, it tackles the effective contact of children and adolescents with this literature in order to determine what happens when different electronic works are made available to children readers without eliminating printed literature from their environment. Finally, the floor is given to two leading creators.
This report presents the results of a qualitative study made over seventeen countries exploring h... more This report presents the results of a qualitative study made over seventeen countries exploring how children between zero and eight engage with digital technologies, how far parents mediate this engagement and their awareness on the risksopportunities balance. It concludes on recommendations to parents, schools, industries and policymakers. Title Young children (0-8) and digital technology, a qualitative study across Europe How digital technology is used by young children today? • Today, young children between o and 8 acquire their digital skills mainly in the home context. • Young children learn quickly by observing and mirroring the behaviour of the adults and older children close to themparents and older siblings following a trial and error strategy not exempt of risks. • Yet young children lack of agency and of clear representation of the tools they use daily such as the Internet, Wi-Fi or social networks. • Young children diversify their digital skills and are more aware of ris...
The study is a part of a larger qualitative study carried out across 16 European countries aimed ... more The study is a part of a larger qualitative study carried out across 16 European countries aimed at exploring experiences with digital technologies during the COVID-19 lockdown, e. g. smartphones, tablets, computers, TVs, video-games, etc. of children aged between 6 and 12 years and their parents' perceptions of these. The overall research questions are: How did children engage with digital technologies during the lockdown and how did this impact their well-being? and What were the parents' attitudes and behaviors towards the use of technology and how did the lockdown change these? These were addressed in five areas: uses, perceptions, changes and impact for the future. This national report of Spain is written based on data generated interviewing 10 families who have at least one child between 6 and 12 years of age, and the fieldwork was conducted in the Autonomous Communities of Madrid, Castilla-La Mancha, Galicia and Catalonia between June and December 2020. Although literature regarding technology in the life of children 6-12 is emerging in the Spanish context as a key focus as such, it is still very scarce, and the unforeseen nature of the lockdown provides a new area of research regarding the digital practices of children. We hope, therefore, that the presented results from the study will serve as a basis for larger EU studies on related topics and policy recommendations in Spain and beyond.
This article offers a brief, diachronic panorama of illustration in Catalonia and the Balearic Is... more This article offers a brief, diachronic panorama of illustration in Catalonia and the Balearic Islands through the most iconic children’s picture books from the turn of the twentieth century to the present day.
Helen Oxenbury(Ipswich, Anglaterra, 1938) es una de les il·lustradores actuals de mes renom inter... more Helen Oxenbury(Ipswich, Anglaterra, 1938) es una de les il·lustradores actuals de mes renom internacional. Ha publicat en vint-i-cinc paisos i en vint llengues diferents, i alguns dels seus llibres han esdevingut obres canoniques de la literatura infantil. Es el cas de l'album Anem a cacar un os (Ediciones Ekare), del qual s'han venut mes de vuit milions d'exemplars. Tambe fou pionera en la creacio de contes per a bebes, amb la conegudissima col·leccio "Els llibres del nen petit" (Editorial joventut). hem tingut el plaer de coneixer-la a Barcelona. En la conversa, descobrim que aquesta dona espigada, de cabells grisos i volatils, plena d'energia i amb un talent innat, de jove havia competit tornejos de tenis tan importants com Wimbledon. Confessa que no ha il·lustrat mai cap text que no li agrades i que se sent molt afortunada d'haver arribat on ha arribat. Recollim aqui alguns fragments de l'entrevista que li hem fet.
La literatura infantil digital supone un nuevo paradigma literario que requiere criterios específ... more La literatura infantil digital supone un nuevo paradigma literario que requiere criterios específicos de valoración. A pesar de los avances académicos, no se ha desarrollado ni implementado aún una herramienta práctica de evaluación y selección de esta literatura en el ámbito social. Con el objetivo de llenar este vacío, el presente artículo parte de los estudios más recientes para diseñar una ficha de sencilla pero efectiva destinada a los mediadores. La explicación de cada uno sus componentes (organizados en dimensiones, parámetros e indicadores de valoración) se complementa con ejemplos que permitan su comprensión en profundidad para garantizar el uso adecuado del instrumento.
Entrevistem Concepcio Zendrera, una de les editores de llibres per a infants mes representatives ... more Entrevistem Concepcio Zendrera, una de les editores de llibres per a infants mes representatives del segle XX al nostre pais. va ser responsable de la seccio infantil de l'Editorial Joventut durant els anys mes durs de la postguerra fins ja ben entrada la democracia. Tambe coneguda amb el nom de Conxita- o lta pels quatre fills, cinc nets i cinc besnets-, el seu gran olfacte, l'entusiame i el taranna van permetre la publicacio d'obres emblematiques com Pipi Calcesllargues, Tintin o els albums de Mitsumasa Anno, entre molts d'altres. Mentre l'entrevistem, el seu somriure i la seva passio literaria quan parla de llibres i de gran autors l'alliberen dels noranta-vuit anys de vida. A mes, les seves paraules ens revelen alguns passatges de la historia de la literatura infantil catalana del segle XX i del passat d'aquesta protagonista, que fou membre d'una saga d'editors il·lustres de Catalunya
The model of didactic sequences (DS) in the shape of projects has an undeniable prestige in the f... more The model of didactic sequences (DS) in the shape of projects has an undeniable prestige in the field of literature didactics in the Spanish-Latin American ambit, but there are few studies on its applications in early childhood education. This article offers clues to design and implement literary projects in the classrooms of under seven year-old children and thus it provides teachers with practical tools for their literary education. To do so, we describe and contextualize the basic concepts and methodology of DS, their chances in early childhood education for literary education, and the axes to conceptualize and program literary projects. Two examples (developed in the framework of the initial training of the Early Childhood Education Degree at the Universidad Autonoma de Barcelona between 2013 and 2016) are finally included in order to clarify how to effectively carry out these projects.
This article focuses on fantasy in literature for early childhood to show when and how this genre... more This article focuses on fantasy in literature for early childhood to show when and how this genre unfolds in books addressed to up to six-year-old readers. Departing from a far-reaching notion based on the classical distinction between the realistic and the fantastic in children’s literature, we analyse a selection of texts of increasing complexity in light of the specifi c modes in which fantasy enters them. Our ultimate aim is to present the ways in which the fantastic is constructed in these texts and gives them shape with regard to plots, characters, scenarios, symbology and temporality on the one hand; and on the other, the way in which this changes with respect to how the audience grows in age. As fantasy provides children not only with pleasure and fun but also with a means of literary education via a genre-based path, this paper simultaneously —and explicitly—proposes a progressive fantasy tour for young children. Th is tour has three main visiting areas: 1) ethnopoetics, fa...
This study belongs to the field of literary education. The overall objective of this thesis is to... more This study belongs to the field of literary education. The overall objective of this thesis is to characterise twenty-first-century children’s books for early readers, as well as to establish the evolutionary trends and changes during the period 1977-2013. The corpus is based on the books most recommended by specialist critics, with the understanding that these are works of high quality which best reflect the educational and literary assumptions to which children’s literature responds as a cultural product and which most clearly mark the evolutionary tendencies in the production of children’s books. The characterisation is divided into six areas: editorial and formal production, the literary depiction of the world, narrative fragmentation, narrative complexity, interpretive complexity and the relationship between the text and the images in contemporary fiction. The results obtained are compared using the characterisation of the works according to by Colomer (1995b) in order to identify the evolution of children’s literature and the literary competence of the implicit reader presumed by the works of the new millennium.
Múltiplas interfaces: livros digitais, criação artística e reflexões contemporâneas, 2018
Correro, C., (2018). Panorama de la literatura infantil digital en España. En R. Barbosa da Silva... more Correro, C., (2018). Panorama de la literatura infantil digital en España. En R. Barbosa da Silva, P. Gobira e F. Marinho (Eds.), Múltiplas interfaces: livros digitais, criação artística e reflexões contemporâneas. Belo Horizonte: Scriptum [ISBN: 978-85-9494-019-3].
Digital children's literature supposes a new literary paradigm that requires specific evaluation ... more Digital children's literature supposes a new literary paradigm that requires specific evaluation criteria. In spite of academic advances, a practical tool for evaluation and selection of this literature in the social field has not been developed or implemented yet. In order to fill this gap, this article starts with the most recent studies to design a simple but effective assessment form addressed to mediators. The explanation of each of its components (organized in dimensions, parameters and indicators) is complemented by examples that allow its in-depth understanding to ensure the proper use of the instrument.
This chapter offers a general panorama of digital literature for young children and analyses a si... more This chapter offers a general panorama of digital literature for young children and analyses a significant corpus of apps in order to determine if they are disruptive or imitative with regard to children’s printed books. It considers the differences digitality makes in literary constructions, reading experiences and literary education to discover to what extent apps break away from print tradition or remain linked to it. The analysis shows that the distinguishing features of apps and the learning affordances they provide show creative innovation as well as interesting qualities, but also display relevant limitations in terms of the actual potential of the digital medium for literary production and literary education.
Desde la más temprana edad, la necesidad de historias y el contacto con los
libros es necesario ... more Desde la más temprana edad, la necesidad de historias y el contacto con los
libros es necesario para que los más pequeños puedan desarrollar y estructurar
su pensamiento, progresar en la adquisición del lenguaje y crear un vínculo con
los adultos y con el universo cultural que les rodea. Sin embargo, no todos los
hogares fomentan este hábito y es únicamente la escuela quien puede
democratizar este derecho. Este trabajo describe algunas de las experiencias
literarias elaboradas en la Escola Bressol de Can Caralleu de Barcelona, un centro
que acoge a menores entre seis meses y tres años y en donde la literatura tiene
un papel fundamental. El objetivo final es ofrecer a maestros propuestas
concretas de movilización a través de unas experiencias interdisciplinarias que
tienen en los libros y en los niños su eje principal. Estas lecturas, planificadas y
organizadas a través de proyectos literarios con libros que comparten un mismo
eje o temática y con unos objetivos de aprendizaje concretos, permiten el inicio
Aquest llibre està pensat per a les persones que es dediquen a l’educació infantil i necessiten r... more Aquest llibre està pensat per a les persones que es dediquen a l’educació infantil i necessiten recursos per a la formació de petits lectors literaris. El volum té l’origen en les sessions del Grup de Treball Art i Literatura de l’Associació de Mestres Rosa Sensat (AMRS). S’articula en cinc capítols, centrats en els grans components que la integren (els infants, el currículum, l’educació literària, els llibres i les pràctiques escolars) amb la voluntat d'enllaçar els principis teòrics de l’educació literària infantil amb pràctiques efectives d’aquesta educació.
Este libro tiene su origen en las sesiones del grupo de trabajo Arte y Literatura de la Associaci... more Este libro tiene su origen en las sesiones del grupo de trabajo Arte y Literatura de la Associació de Mestres Rosa Sensat (AMRS). Se plantea la educación literaria para los niños de 0 a 6 años, por lo que es fundamental la selección de diversas obras de calidad, de diferentes géneros y estilos, además de la dinamización de los momentos y ambientes con gusto lite-rario, estéticos, accesibles y estimulantes. También se habla del vínculo que se establece entre los pequeños y los adultos, una interacción comu-nicativa y social, respetuosa y amable a la vez, que viene acompañada del descubrimiento y el crecimiento literarios, y desvela y aviva la imaginación y la curiosidad. En la segunda parte del libro, las experiencias muestran vivencias de los niños con la literatura y de qué modo la educación literaria en la prime-ra infancia se convierte en un instrumento de disfrute, representación y aprendizaje. Las familias y los maestros conocemos la importancia de las manifes-taciones literarias en el desarrollo de la creatividad y en la adquisición y apropiación de la lengua oral y escrita. Un proceso literario motivado es fuente de ilusiones, emociones y sueños, que debemos seguir fomentan-do. Pues, dando protagonismo a las ilustraciones, las narraciones, los re-latos y las palabras, promoveremos pequeños grandes lectores literarios. in-fan-cia Cristina Correro (Manresa, 1974) y Neus Real (Barcelona, 1968) son miembros de GRETEL (Grup d'
Aquest llibre està pensat per a les persones que es dediquen a l'educació infantil i necessiten r... more Aquest llibre està pensat per a les persones que es dediquen a l'educació infantil i necessiten recursos per a la formació de petits lectors literaris. El volum té l`origen en les sessions del Grup de Treball Art i Literatura de l'Associació de Mestres Rosa Sensat (AMRS). S'articula en cinc capítols, centrats en els grans components que la integren (els infants, el currículum, l'educació literària, els llibres i les pràctiques escolars) amb la voluntat d'enllaçar els principis teòrics de l'educació literària infantil amb pràctiques efectives d?aquesta educació.
MooC d'educació literàrial que ofereix claus per saber mirar llibres per a infants i joves, crite... more MooC d'educació literàrial que ofereix claus per saber mirar llibres per a infants i joves, criteris per triar-los i valorar-los i, per extensió, que permet un apropament a la lectura i al món del llibre.
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this article starts with the most recent studies to design a simple but effective assessment form addressed to mediators. The explanation of each of its components (organized in dimensions, parameters and indicators) is complemented by examples that allow its in-depth understanding to ensure the proper use of the instrument.
libros es necesario para que los más pequeños puedan desarrollar y estructurar
su pensamiento, progresar en la adquisición del lenguaje y crear un vínculo con
los adultos y con el universo cultural que les rodea. Sin embargo, no todos los
hogares fomentan este hábito y es únicamente la escuela quien puede
democratizar este derecho. Este trabajo describe algunas de las experiencias
literarias elaboradas en la Escola Bressol de Can Caralleu de Barcelona, un centro
que acoge a menores entre seis meses y tres años y en donde la literatura tiene
un papel fundamental. El objetivo final es ofrecer a maestros propuestas
concretas de movilización a través de unas experiencias interdisciplinarias que
tienen en los libros y en los niños su eje principal. Estas lecturas, planificadas y
organizadas a través de proyectos literarios con libros que comparten un mismo
eje o temática y con unos objetivos de aprendizaje concretos, permiten el inicio
de la educación literaria.
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