Teaching Children Literature: Literature, Historical, Educational Context in the Folk Tales / Fairy Tales across Nation

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F16%3A73579977" target="_blank" >RIV/61989592:15410/16:73579977 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.vedeckekonference.cz/library/proceedings/epf_2016.pdf" target="_blank" >http://www.vedeckekonference.cz/library/proceedings/epf_2016.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Teaching Children Literature: Literature, Historical, Educational Context in the Folk Tales / Fairy Tales across Nation

Popis výsledku v původním jazyce

The notion of teaching children literature involves some of interconnected aspects. It cannot discuss separately, like the scaffolding some of the aspects intertwining and supporting each others. The aspects such literature, history, and education are essential in the teaching of children literature because discussing children literature is consequently discussing the symbol, figurative language, theme, setting, plot, tradition, literary history, biography history together with its pedagogical values. This paper examines the children literature interaction with historical and educational values as well as its literary devices. The observation probes the role of tradition and culture in the history of children literature across nation. It also depicts the process of the readers using their cultural and tradition experiences to engage with the children literature. The terms of engagement is derived from Nikolajeva cognitive criticism, it is the ways of readers how to understand the children literature from inside and outside communication.

Název v anglickém jazyce

Teaching Children Literature: Literature, Historical, Educational Context in the Folk Tales / Fairy Tales across Nation

Popis výsledku anglicky

The notion of teaching children literature involves some of interconnected aspects. It cannot discuss separately, like the scaffolding some of the aspects intertwining and supporting each others. The aspects such literature, history, and education are essential in the teaching of children literature because discussing children literature is consequently discussing the symbol, figurative language, theme, setting, plot, tradition, literary history, biography history together with its pedagogical values. This paper examines the children literature interaction with historical and educational values as well as its literary devices. The observation probes the role of tradition and culture in the history of children literature across nation. It also depicts the process of the readers using their cultural and tradition experiences to engage with the children literature. The terms of engagement is derived from Nikolajeva cognitive criticism, it is the ways of readers how to understand the children literature from inside and outside communication.

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2016

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Evropské pedagogické fórum 2016. Reflexe pedagogiky a psychologie

ISBN

978-80-87952-16-0

ISSN

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e-ISSN

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Počet stran výsledku

6

Strana od-do

382-387

Název nakladatele

Magnanimitas

Místo vydání

Hradec Králové

Místo konání akce

Hradec Králové

Datum konání akce

28. 11. 2016

Typ akce podle státní příslušnosti

EUR - Evropská akce

Kód UT WoS článku

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