Provides articles covering children's literature from around the world as well as biographical and critical reviews of authors including Avi, C.S. Lewis, J.K. Rowling, and Anno Mitsumasa.

This book explores what the CLPE′s Reflecting Realities teaches us and empowers teachers to take positive to ensure classroom libraries are truly representative.

Having a good working knowledge of children′s literature is vital for primary teachers; the best way to develop switched-on young readers is to ensure they get access to high-quality age-appropriate material that engages and inspires them. This book explores the rich and varied world of children′s literature and how it can be used in teaching to promote reading for pleasure and create lifelong readers. This new edition has been completely updated to include: - 5 brand new chapters covering Knowledge & skills, Classics, Illustrated fiction & graphic novels, Non-fiction, and Humour - New expert voice features providing commentaries from educators, literary experts and authors such as Lucy Worsley - Up to date book lists featuring recent and more diverse literature and authors - New practical activities and case studies show casing children′s books and how to use them in the classroom - Further reading links to take students further

Exploring the ethical questions posed by, in, and about children’s literature, this collection examines the way texts intended for children raise questions of value, depict the moral development of their characters, and call into attention shared moral presuppositions. The essays in Part I look at various past attempts at conveying moral messages to children and interrogate their underlying assumptions. What visions of childhood were conveyed by explicit attempts to cultivate specific virtues in children? What unstated cultural assumptions were expressed by growing resistance to didacticism? How should we prepare children to respond to racism in their books and in their society? Part II takes up the ethical orientations of various classic and contemporary texts, including 'prosaic ethics' in the Hundred Acre Wood, moral discernment in Narnia, ethical recognition in the distant worlds traversed by L’Engle, and virtuous transgression in recent Anglo-American children’s literature and in the emerging children’s literature of 1960s Taiwan. Part III’s essays engage in ethical criticism of arguably problematic messages about our relationship to nonhuman animals, about war, and about prejudice. The final section considers how we respond to children’s literature with ethically focused essays exploring a range of ways in which child readers and adult authorities react to children’s literature. Even as children’s literature has evolved in opposition to its origins in didactic Sunday school tracts and moralizing fables, authors, parents, librarians, and scholars remain sensitive to the values conveyed to children through the texts they choose to share with them.

Issues for Apr. 1971- include separately paged section: Children's book review: occasional list, no. 1- .

This document summarizes published and grey literature on conceptual framework on the link between child nutrition and economic growth, determinants of child undernutrition, types of investments to enhance maternal and child nutrition, and linkages between urbanization and child nutrition. Several in-sights emerge from the review. First, and despite progresses over the last several decades, maternal and child malnutrition is still prevalent in developing countries and the progress has been uneven. While the percentage of chronically malnourished (stunted) children declined across the developing world, the number of stunted children in Africa increased due to slower reduction in stunting prevalence and population growth. Many developing countries are experiencing the coexistence of different forms of malnutrition including undernutrition, micronutrient deficiency, and overnutrition. Second, child undernutrition, especially stunting during the first 1,000 days of life, has several short- and long-term effects on individuals and economies that include impaired cognitive and non-cognitive development, poor educational performance, low productivity and earnings, and higher healthcare costs. Third, the determinants of child undernutrition are broadly classified as the immediate determinants including dietary intake and diseases; the underlying determinants that include household food security, quality of care and household living environment, and access to healthcare; and the basic determinants that include access to productive resources, stock of capital, as well as socioeconomic, political and cultural factors. Investments to enhance child nutrition can target either the immediate determinants (known as nutrition-specific investments) or the underlying determinants (known as nutrition-sensitive investments). Fourth, the effect of urbanization on child nutrition is mostly determined by the extent to which urban settlements offer their residents with better economic opportunities (e.g., better paying jobs and markets for nutritious food) and services (e.g., healthier living environments). Fifth, given the multilayer causes of child undernutrition, a multi-sectoral approach is needed to address the various determinants of undernutrition to improve maternal nutrition, promote optimal infant and young child feeding practices, enhance household food security, as well as improve healthy living environment and access to quality health care.