Shiraz UniversityJournal of Children's Literature Studies2008-864715120240822Paratextuality's Functions in Teenage Novel "This Weblog Is Being Turned over" by Farhad HassanzadeParatextuality's Functions in Teenage Novel "This Weblog Is Being Turned over" by Farhad Hassanzade132707610.22099/jcls.2023.33167.1673FAFatemeJafariDepartment of Persian Language and Literature, Faculty of Farsi and Foreign Languages, Allameh Tabataba'i UniversityZohrehAllahdadidastjerdiDepartment of Persian Language and Literature, Faculty of Farsi and Foreign Languages, Allameh Tabataba'i UniversityJournal Article20190413Paratextuality is one of the types of Gerard Genet's transtextuality. The French theorist, with the theory of transtextuality, examines every form of communication of a text with other texts in a broad and structured way; in this theory, the text is examined in five dimensions: paratextuality, Intertextuality, hypertextuality, metatextuality, architextuality. This category includes any relationship of a text with a non-self-contained text; the relations of a text with its surrounding elements, relationships based on coherence, criticism and interpretation, longitudinal and genre relations, and relationships based on adaptation. In this regard, the elements of the paratextuality are all elements that, although they are not part of the text, are present in the text, they surround it and accompany it and affect the reader's reading; elements such as: the cover design, the author's name, the publisher, Introduction, posters, promotion posters, presentations, etc. In this research, we try to rely on this theory to examine the elements of the pre-roman novel of the teenage novel "This Weblog Is being turned over" by Farhad Hassanzade and identify its functions. It is worth mentioning that the elements of paratextuality are widespread in this novel, and because of the special way of narratives of this work, it is present on all pages, thus helping and guiding the text with the reader.Paratextuality is one of the types of Gerard Genet's transtextuality. The French theorist, with the theory of transtextuality, examines every form of communication of a text with other texts in a broad and structured way; in this theory, the text is examined in five dimensions: paratextuality, Intertextuality, hypertextuality, metatextuality, architextuality. This category includes any relationship of a text with a non-self-contained text; the relations of a text with its surrounding elements, relationships based on coherence, criticism and interpretation, longitudinal and genre relations, and relationships based on adaptation. In this regard, the elements of the paratextuality are all elements that, although they are not part of the text, are present in the text, they surround it and accompany it and affect the reader's reading; elements such as: the cover design, the author's name, the publisher, Introduction, posters, promotion posters, presentations, etc. In this research, we try to rely on this theory to examine the elements of the pre-roman novel of the teenage novel "This Weblog Is being turned over" by Farhad Hassanzade and identify its functions. It is worth mentioning that the elements of paratextuality are widespread in this novel, and because of the special way of narratives of this work, it is present on all pages, thus helping and guiding the text with the reader.https://jcls.shirazu.ac.ir/article_7076_f71128e5800050b4f76c8ce1b0c1ca04.pdfShiraz UniversityJournal of Children's Literature Studies2008-864715120240822Investigation of Adolescents' Understanding of Hafez Poems and Their View of his Personality and PoemsInvestigation of Adolescents' Understanding of Hafez Poems and Their View of his Personality and Poems3362722110.22099/jcls.2023.43950.1931FAKavoosHassanliProfessor of Language and Literature / Shiraz UniversitySamanehAssadiResearcherJournal Article20220603Divan –e- Hafez (poem collection) is one of the most precious literary and cultural treasures of Iranians. The main audience of this work are adults; But can teenagers relate to some of Hafez's poems and have an understanding of them? The most suitable way to get an answer (albeit relative) to this question is to ask the teenagers themselves; Therefore, in order to know the level of familiarity and understanding of teenagers with Divan –e- Hafez and to know their point of view about his personality and poems, a research was organized in the form of a post-doctoral research, of which this article is one of the achievements. This study is performed with the aim of measuring the teenagers’ knowledge and understanding of Hafez's divan and to knowing their views about the poet and his poems. In this regard, a questionnaire was constructed based on the objectives of the research, its validity and reliability were reviewed and approved, and was distributed among 401 adolescents from different regions of Iran. Findings show that these teenagers understand verses with the theme of friendship better than other selected poems of Divan Hafez, and the most popular poems of Hafez in their opinion are the poems written with the theme of love and friendship. They are interested in the character of Hafez and his divan and would like to know more about him, his thoughts, and his poems. 95% of the participants considered Hafez's selected poems as suitable works for their peers, and 72.81% of them counted the usefulness of these poems for teenagers as high and very high. The most important reasons given by the teenagers for their interest in Hafez's poems are: the variety of subjects, sweet language, pleasantness and calmness of the poems, simple meaning of many verses, ... .Divan –e- Hafez (poem collection) is one of the most precious literary and cultural treasures of Iranians. The main audience of this work are adults; But can teenagers relate to some of Hafez's poems and have an understanding of them? The most suitable way to get an answer (albeit relative) to this question is to ask the teenagers themselves; Therefore, in order to know the level of familiarity and understanding of teenagers with Divan –e- Hafez and to know their point of view about his personality and poems, a research was organized in the form of a post-doctoral research, of which this article is one of the achievements. This study is performed with the aim of measuring the teenagers’ knowledge and understanding of Hafez's divan and to knowing their views about the poet and his poems. In this regard, a questionnaire was constructed based on the objectives of the research, its validity and reliability were reviewed and approved, and was distributed among 401 adolescents from different regions of Iran. Findings show that these teenagers understand verses with the theme of friendship better than other selected poems of Divan Hafez, and the most popular poems of Hafez in their opinion are the poems written with the theme of love and friendship. They are interested in the character of Hafez and his divan and would like to know more about him, his thoughts, and his poems. 95% of the participants considered Hafez's selected poems as suitable works for their peers, and 72.81% of them counted the usefulness of these poems for teenagers as high and very high. The most important reasons given by the teenagers for their interest in Hafez's poems are: the variety of subjects, sweet language, pleasantness and calmness of the poems, simple meaning of many verses, ... .https://jcls.shirazu.ac.ir/article_7221_2bf34b2c3f8a8ecf60d9ad0243b59844.pdfShiraz UniversityJournal of Children's Literature Studies2008-864715120240822A Comparative Analysis of Female Protagonists’ Life Skills in The Romances of Jonah in the Fish’s Belly and A Night DividedA Comparative Analysis of Female Protagonists’ Life Skills in The Romances of Jonah in the Fish’s Belly and A Night Divided6386723110.22099/jcls.2023.47161.1982FAFatemehRahmanifardDepartment of Persian Language and Literature, Faculty of Literature and Humanities, Isfahan University, IsfahanAminIzadpanahassistant professor of the School of Education and Psychology, Shiraz University, Shiraz, IranJournal Article20230416This research aims to compare the actions of female protagonists in the two novels <em>The Romances of Jonah in the Fish’s Belly</em> by Jamshid Khanian and <em>A Night Divided</em> by Jennifer A. Nielsen, based on the main components of life skills. Sara, in Khanian's novel and Gerta in Nielsen's, are both 12-year-old teenage girls who are trying to overcome complicated situations and unusual conditions around them. Exploring these two characters and their deeds, behaviors and interactions makes it clear that all the life skills in Sarah, compared to Gerta' are weaker, and she is less skilled regarding different areas of life skills. Also, representation of the use of life skills by the main character in Khanian's novel is less frequent than in Nielsen’s Although Gerta is more capable of handling the situations and uses her life skills to tackle or cope with difficult situations, Sara seems to be a more believable, tangible teenage girl. In other words, while Gerta has more heroic aspects, Sara is more human with her flaws and mistakes. However, interacting with Jonah, Sara learns to develop her life skills. It could be concluded that each of these novels can empower their teenage audience as they engage both their protagonists and their readers in different life situations which demand life skills and learning how to develop a more integrated personality.<br /> <br /> This research aims to compare the actions of female protagonists in the two novels <em>The Romances of Jonah in the Fish’s Belly</em> by Jamshid Khanian and <em>A Night Divided</em> by Jennifer A. Nielsen, based on the main components of life skills. Sara, in Khanian's novel and Gerta in Nielsen's, are both 12-year-old teenage girls who are trying to overcome complicated situations and unusual conditions around them. Exploring these two characters and their deeds, behaviors and interactions makes it clear that all the life skills in Sarah, compared to Gerta' are weaker, and she is less skilled regarding different areas of life skills. Also, representation of the use of life skills by the main character in Khanian's novel is less frequent than in Nielsen’s Although Gerta is more capable of handling the situations and uses her life skills to tackle or cope with difficult situations, Sara seems to be a more believable, tangible teenage girl. In other words, while Gerta has more heroic aspects, Sara is more human with her flaws and mistakes. However, interacting with Jonah, Sara learns to develop her life skills. It could be concluded that each of these novels can empower their teenage audience as they engage both their protagonists and their readers in different life situations which demand life skills and learning how to develop a more integrated personality.<br /> <br /> https://jcls.shirazu.ac.ir/article_7231_7b17bc1bfa6086bb2df1c3d1b89a167f.pdfShiraz UniversityJournal of Children's Literature Studies2008-864715120240822Studying the Adaptive Methods from Archaic non-Fiction Texts for Teenagers in Three Plays by Shokrekhoda GoudarziStudying the Adaptive Methods from Archaic non-Fiction Texts for Teenagers in Three Plays by Shokrekhoda Goudarzi87114724210.22099/jcls.2023.46796.1976FANaser-GholiSarliDepartment of Persian Language and Literature, Faculty of Letters and Humanities, Kharazmi University, Tehran, IranHabibAbbasiProf of Persian Language and Literature of Kharazmi UniversityJamilehSanjariKharazmi UniversityEsmatKhoeini GhezeljehAssistant Prof of Persian Language
and Literature Kharazmi UniversityBehroozMahmoodi BakhtiariَAssociate University of TehranJournal Article20230211Adaptation is one of the common methods in creating artistic, literary and dramatic works for children and teenagers. One of the rich sources for adaptation in Persian is archaic non-fiction texts. Knowing the methods of adaptation and analyzing adapted plays based on these methods can be helpful in comprehending the dramatic art and the narrative functions of adapted plays. For adapting a play from these texts, one must know the adaptive methods. This research has been conducted with the analytical-descriptive method and considering the definitions of adaptation and its types and also considering the characteristics of the media from the point of view of Linda Hutcheon. By applying theoretical perspectives in the analysis of the three plays by Shokrekhoda Goudarzi including "ḴᵛĀJA NEẒĀM-AL-MOLK", "ḴᵛĀJA NAṢIR-AL-DIN" and "Sohravardī ", we came to the conclusion that Gouderzi has deployed various artistic methods and devices such as the application of different types of adaptation, implementing a dramatic plot and structure in non-fiction texts, changing the content, the language, the tone and the topics, and creation of various rhythms in language and scenes, removing and adding new and imaginary characters to the play, the use of folkloric literature poems and ballads. Each of these methods and devices in the narration of the play have aesthetic and artistic functions and make the play attractive. The authors of this article believe that in all these three adapted plays three adaptive modes are simultaneously involved: telling, showing and interactive modes, and alternately use all three modes to narrate the play.Adaptation is one of the common methods in creating artistic, literary and dramatic works for children and teenagers. One of the rich sources for adaptation in Persian is archaic non-fiction texts. Knowing the methods of adaptation and analyzing adapted plays based on these methods can be helpful in comprehending the dramatic art and the narrative functions of adapted plays. For adapting a play from these texts, one must know the adaptive methods. This research has been conducted with the analytical-descriptive method and considering the definitions of adaptation and its types and also considering the characteristics of the media from the point of view of Linda Hutcheon. By applying theoretical perspectives in the analysis of the three plays by Shokrekhoda Goudarzi including "ḴᵛĀJA NEẒĀM-AL-MOLK", "ḴᵛĀJA NAṢIR-AL-DIN" and "Sohravardī ", we came to the conclusion that Gouderzi has deployed various artistic methods and devices such as the application of different types of adaptation, implementing a dramatic plot and structure in non-fiction texts, changing the content, the language, the tone and the topics, and creation of various rhythms in language and scenes, removing and adding new and imaginary characters to the play, the use of folkloric literature poems and ballads. Each of these methods and devices in the narration of the play have aesthetic and artistic functions and make the play attractive. The authors of this article believe that in all these three adapted plays three adaptive modes are simultaneously involved: telling, showing and interactive modes, and alternately use all three modes to narrate the play.https://jcls.shirazu.ac.ir/article_7242_4532bb193e269360a24eea224f9fed06.pdfShiraz UniversityJournal of Children's Literature Studies2008-864715120240822Content Analysis of the Reading and Thinking Section of the Second Period Persian Elementary School Books from the Perspective of Authority and FreedomContent Analysis of the Reading and Thinking Section of the Second Period Persian Elementary School Books from the Perspective of Authority and Freedom115135706910.22099/jcls.2023.45272.1965FAAliShiravani ShiriEducational Group, Farhangian University, P. O. 14665- 889, Tehran, IRAN.MajidKowsariEducational Group, Farhangian University, P. O. 14665- 889, Tehran, IRAN.AbbasAbbasi ChelcheleM A StudentJournal Article20221201The purpose of the current research is to analyze the content of the reading and thinking section of the second period persian elementary school books from the perspective of authority and freedom. This research is applied in terms of purpose and descriptive-analytical in terms of method. The content analyzed in this research included 18 stories from the reading and thinking section of the second period persian elementary school books, i.e. the fourth, fifth and sixth grades in the academic year of 1400-1401. The sampling method was purposeful and included the reading and thinking section of the second period persian elementary school books and 18 existing stories were analyzed. Content analysis list was used for data collection and content analysis form and descriptive statistics were used for data analysis. The findings showed that among the 104 cases (the way of presenting story elements) identified in the studied books, 64.4% emphasized the freedom components. Also, among the 104 cases (the way of presenting story elements) identified, 35.6% emphasized authority components. The results of the research show that the authors of the stories have paid more attention to the components of freedom, which is the basis for the child's movement from dependence to intellectual independence and decision-making power of children.The purpose of the current research is to analyze the content of the reading and thinking section of the second period persian elementary school books from the perspective of authority and freedom. This research is applied in terms of purpose and descriptive-analytical in terms of method. The content analyzed in this research included 18 stories from the reading and thinking section of the second period persian elementary school books, i.e. the fourth, fifth and sixth grades in the academic year of 1400-1401. The sampling method was purposeful and included the reading and thinking section of the second period persian elementary school books and 18 existing stories were analyzed. Content analysis list was used for data collection and content analysis form and descriptive statistics were used for data analysis. The findings showed that among the 104 cases (the way of presenting story elements) identified in the studied books, 64.4% emphasized the freedom components. Also, among the 104 cases (the way of presenting story elements) identified, 35.6% emphasized authority components. The results of the research show that the authors of the stories have paid more attention to the components of freedom, which is the basis for the child's movement from dependence to intellectual independence and decision-making power of children.https://jcls.shirazu.ac.ir/article_7069_cc9e3d0e589049f5f713a761d14fbb6e.pdfShiraz UniversityJournal of Children's Literature Studies2008-864715120240822How the Identity of Children and Teenagers is Formed in the Children's Stories of "Mohammed Hossein Mohammadi" Based on the Views of "Erikson" and "Giddens".How the Identity of Children and Teenagers is Formed in the Children's Stories of "Mohammed Hossein Mohammadi" Based on the Views of "Erikson" and "Giddens".137165707410.22099/jcls.2023.46631.1972FASaraAbdoliDepartment of Persian language and literature, Central Tehran, Islamic Azad University, Tehran, IranAliehYouseffamDepartment of Persian Language and Literature, Central Tehran, Islamic Azad University, Tehran, IranShervinKhamsehDepartment of Persian Language and Literature, Central Tehran, Islamic Azad University, Tehran, IranJournal Article20230123The topic of this article is to investigate how the identity of children and adolescents is formed in the children's stories of "Mohammed Hossein Mohammadi" based on the views of "Eric Erickson" and "Anthony Giddens", which was investigated with the descriptive-analytical research method. Children, with the experience of poverty, institutionalized shame and hiding their feelings, will never achieve an organized set that can make a unit consisting of their personality and identity, which can be the origin of their crisis in the future.In this research,the stages of growth were studied in three stories and the following results were obtained: The first stage is the lack of basic trust in the child, the result of living in societies with defective infrastructures, behavioral challenges and identity crisis. The second stage is the child's lack of familiarity with himself in the form of his reflection in the game due to the absence of his father and mother's employment and economic problems. The third stage, modeling and striving towards libido to find the professional and sexual identity of teenagers in traditional societies, despite the limitations of the emergence of "multiple selves", is unable.The topic of this article is to investigate how the identity of children and adolescents is formed in the children's stories of "Mohammed Hossein Mohammadi" based on the views of "Eric Erickson" and "Anthony Giddens", which was investigated with the descriptive-analytical research method. Children, with the experience of poverty, institutionalized shame and hiding their feelings, will never achieve an organized set that can make a unit consisting of their personality and identity, which can be the origin of their crisis in the future.In this research,the stages of growth were studied in three stories and the following results were obtained: The first stage is the lack of basic trust in the child, the result of living in societies with defective infrastructures, behavioral challenges and identity crisis. The second stage is the child's lack of familiarity with himself in the form of his reflection in the game due to the absence of his father and mother's employment and economic problems. The third stage, modeling and striving towards libido to find the professional and sexual identity of teenagers in traditional societies, despite the limitations of the emergence of "multiple selves", is unable.https://jcls.shirazu.ac.ir/article_7074_bb09d3500696aca74e1c8820335f55cb.pdfShiraz UniversityJournal of Children's Literature Studies2008-864715120240822A Comparative Study of Didactic Themes in Children’s Poetry of Ibrahim Abu Talib and Naser KeshavarzA Comparative Study of Didactic Themes in Children’s Poetry of Ibrahim Abu Talib and Naser Keshavarz167194706610.22099/jcls.2023.46421.1967FAAtiAbiatدانشگاه فرهنگیان -تهران-ایرانFaridehSalamatniyaدانشگاه فرهنگیانJournal Article20221224Children’s and young adults’ literature, a subset of didactic literature, plays a crucial role in helping young audiences understand the world around them and educating those with less life experiences. This genre is vital for character building and preparing children for the future, as it supports their spiritual, psychological, and intellectual development during their formative years. Researchers trace the roots of children’s literature to the stories told by mothers and grandmothers. In Arabic literature, the first contemporary works for children emerged during the translation movement led by Rafa Tahtawi in Egypt. In Iran, significant literary developments occurred after the constitutional decree in 1324 A.H., which also saw a rise in children’s literature alongside social, political, and cultural changes. This research offers a comparative and interdisciplinary analysis of didactic themes in the works of Ebrahim Aboutaleb, a notable children’s poet from Yemen, and Naser Keshavarz, a renowned contemporary Iranian children’s poet.Children’s and young adults’ literature, a subset of didactic literature, plays a crucial role in helping young audiences understand the world around them and educating those with less life experiences. This genre is vital for character building and preparing children for the future, as it supports their spiritual, psychological, and intellectual development during their formative years. Researchers trace the roots of children’s literature to the stories told by mothers and grandmothers. In Arabic literature, the first contemporary works for children emerged during the translation movement led by Rafa Tahtawi in Egypt. In Iran, significant literary developments occurred after the constitutional decree in 1324 A.H., which also saw a rise in children’s literature alongside social, political, and cultural changes. This research offers a comparative and interdisciplinary analysis of didactic themes in the works of Ebrahim Aboutaleb, a notable children’s poet from Yemen, and Naser Keshavarz, a renowned contemporary Iranian children’s poet.https://jcls.shirazu.ac.ir/article_7066_0d5a9c4bdfe8bf72ebe9c657ab91051d.pdfShiraz UniversityJournal of Children's Literature Studies2008-864715120240822Embodiment, Philosophy with Children, and The TunnelEmbodiment, Philosophy with Children, and The Tunnel195230728410.22099/jcls.2023.48249.2004FAAtiyehFirouzmandDepartment of Educational Administration and Planning
Faculty of Education and Psychology
Alzahra University
Tehran, IranMaryamBanahanDepartment of Educational Administration and Planning, Faculty of Education and Psychology, Alzahra University, Tehran, IranSeyed MahdiSajjadiDepartment of Education
Faculty of Humanities
Tarbiat Modares University
Tehran, IranJournal Article20230902Posthumanism has opened up a new paradigm shift towards philosophy for children (P4C) in order to provide a liberating response to the dominance of mind over body, adulthood over childhood, and formation over emergence. Concurrently, Mark Johnson has added his three proposed Es: emotional, evolutionary, and exaptation, to the already cognitive sciences’ 4Es: embodied, embedded, extended, and enacted. Johnson believes that these 7Es are fundamental features of cognition. The convergence of these two perspectives (posthumanism and Johnson's theory) can lead to ten concepts: critique of dualistic logic, critique of hierarchical structure in anthropocentric ontology and epistemology, non-human agency, relational onto-epistemology, human and non-human bodies, imagination, emotion, intra-action (instead of interaction), philosophy of animism, and metaphor. Thus, the relationship between children's embodied experiences with other beings within the world shapes their perception of the world. This phenomenon is reflected in some contemporary picturebooks. This study employs interpretive-abstract and comparative methods to investigate how embodiment is represented in The Tunnel by Anthony Browne. By considering the ten aforementioned concepts and their intra-actions, this research aims to explore how meaning is constructed through embodiment representation in this picturebook and in philosophical inquiry with children. In this study, embodied co-thinking with the picturebook is discussed in four sections: images, audience participation in shaping the work, verbal-visual-motion intra-actions in the work as a whole, and the use of hypertext. This study proposes that PWC facilitators pay attention to the ten proposed concepts and employ them as criteria for selecting appropriate picturebooks to accompany their philosophical inquiries with children. In doing so, it is hoped that by providing liberating responses, the circles of philosophical inquiry with children will move toward more empowerment.Posthumanism has opened up a new paradigm shift towards philosophy for children (P4C) in order to provide a liberating response to the dominance of mind over body, adulthood over childhood, and formation over emergence. Concurrently, Mark Johnson has added his three proposed Es: emotional, evolutionary, and exaptation, to the already cognitive sciences’ 4Es: embodied, embedded, extended, and enacted. Johnson believes that these 7Es are fundamental features of cognition. The convergence of these two perspectives (posthumanism and Johnson's theory) can lead to ten concepts: critique of dualistic logic, critique of hierarchical structure in anthropocentric ontology and epistemology, non-human agency, relational onto-epistemology, human and non-human bodies, imagination, emotion, intra-action (instead of interaction), philosophy of animism, and metaphor. Thus, the relationship between children's embodied experiences with other beings within the world shapes their perception of the world. This phenomenon is reflected in some contemporary picturebooks. This study employs interpretive-abstract and comparative methods to investigate how embodiment is represented in The Tunnel by Anthony Browne. By considering the ten aforementioned concepts and their intra-actions, this research aims to explore how meaning is constructed through embodiment representation in this picturebook and in philosophical inquiry with children. In this study, embodied co-thinking with the picturebook is discussed in four sections: images, audience participation in shaping the work, verbal-visual-motion intra-actions in the work as a whole, and the use of hypertext. This study proposes that PWC facilitators pay attention to the ten proposed concepts and employ them as criteria for selecting appropriate picturebooks to accompany their philosophical inquiries with children. In doing so, it is hoped that by providing liberating responses, the circles of philosophical inquiry with children will move toward more empowerment.https://jcls.shirazu.ac.ir/article_7284_b549dc058b5e28378cc163e776b974e8.pdfShiraz UniversityJournal of Children's Literature Studies2008-864715120240822Analysis of Educational Teachings in Stories Taken from Kalila and Demaneh and Marzbannameh
In the Collection of Azarizdi's WorksAnalysis of Educational Teachings in Stories Taken from Kalila and Demaneh and Marzbannameh
In the Collection of Azarizdi's Works231260706110.22099/jcls.2023.46533.1970FAVajihehKarimiAssistant Professor, Department of Educational Sciences, Payam Noor University, Tehran, IranFarzanehHasanpouranMaster's student in Educational Psychology, Payam Noor University, Tehran, IranHamzehMohamadi DehcheshmehVisiting lecturer at the Department of Persian Language and Literature, Payam Noor University, ،Tehran, Iran.Journal Article20230108The purpose of the present research is analyzing the educational teachings of the stories taken from Kalila and Demeneh and Marzbannameh in the most popular Persian retelling of it by Mehdi Azarizdi; since these stories in storytelling for children and teenagers are widely used in Iran. The research method, in terms of practical purpose and based on nature was applied interwoven. Also qualitative and quantitative content analysis was parallel and convergent for a total of 46 stories “Kalileh and Demaneh” and “Marzaban Nameh” in the 8-volume collection “Good Stories for Children Good “were done. The qualitative content analysis is comparative summary type, and the dimensions and sub-components of literature were identified by reviewing the research literature and after confirming 61 components by experts, a checklist was used to match the content with the mentioned areas. In order to understand the themes, coding was done after repeated reading of the text, and the examples were placed in the seven dimensions of education based on common features with each of the primary categories. The findings indicated the identification of 390 educational teachings in the seven dimensions of education in these stories, and the Chi-do test confirmed the existence of a difference between the amounts of attention paid to educational teachings in the stories. The growth and strengthening of rationality and wisdom, social, moral, emotional and economic education are the most important educational teachings in the content respectively, and also are suggested for education in these dimensions; But due to the lack of content about sexual education and then political education, these stories are not recommended for educating children in these two dimensions.The purpose of the present research is analyzing the educational teachings of the stories taken from Kalila and Demeneh and Marzbannameh in the most popular Persian retelling of it by Mehdi Azarizdi; since these stories in storytelling for children and teenagers are widely used in Iran. The research method, in terms of practical purpose and based on nature was applied interwoven. Also qualitative and quantitative content analysis was parallel and convergent for a total of 46 stories “Kalileh and Demaneh” and “Marzaban Nameh” in the 8-volume collection “Good Stories for Children Good “were done. The qualitative content analysis is comparative summary type, and the dimensions and sub-components of literature were identified by reviewing the research literature and after confirming 61 components by experts, a checklist was used to match the content with the mentioned areas. In order to understand the themes, coding was done after repeated reading of the text, and the examples were placed in the seven dimensions of education based on common features with each of the primary categories. The findings indicated the identification of 390 educational teachings in the seven dimensions of education in these stories, and the Chi-do test confirmed the existence of a difference between the amounts of attention paid to educational teachings in the stories. The growth and strengthening of rationality and wisdom, social, moral, emotional and economic education are the most important educational teachings in the content respectively, and also are suggested for education in these dimensions; But due to the lack of content about sexual education and then political education, these stories are not recommended for educating children in these two dimensions.https://jcls.shirazu.ac.ir/article_7061_bb90eb6358ba72d278e922e1ef095343.pdfShiraz UniversityJournal of Children's Literature Studies2008-864715120240822A Corpus-based Study of Lexicon and Classic Classification of the Main Themes of Children’s Poetry Books of the 90SHA Corpus-based Study of Lexicon and Classic Classification of the Main Themes of Children’s Poetry Books of the 90SH261290712810.22099/jcls.2023.44238.1941FAZeinabLavafipourshiraz university. faculty of literature and humanities. department of foreign languages and linguistics. shiraz. IranJalalRahimianDepartment of linguistics and foreign languages. Shiraz university. Shiraz. IranJournal Article20220704Corpus and corpus studies today play an important role in literary studies. Corpus and corpus software, in addition to providing multifaceted studies of a language, enable quantitative and qualitative analysis and increase the speed and accuracy of a research compared to intuitive methods. In the Persian language, a corpus of children's poetry books has not been made so far, and most of the poetry studies have been done in small volumes and researches have been done with methods other than corpus-based methods. This study examines the structure of the most widely used and underused words in children's poetry in the 90s, published by the CIDCA, as well as the classic analysis and classification of words and the main themes of the poems. This study, using AntConc (2019) software, has examined and analyzed words in a corpus consisting of 62 children's poetry books with 38,000 words in three age groups: A, B and (A and B). The findings of this study indicate that the thematic diversity of words in group A is more than group B and (A and B) and group (A and B) has more thematic diversity than group B. Educational themes in group A and socio-moral themes in group B are in a higher position than other poetic themes. The results of this study showed that words related to nature were used with a frequency of 21.90%, numbers with 15.32%, family with 13.68% and places with 12.52%, and most of these words are simple and concrete that the child has been in contact with since birth. Naturalistic and entertaining themes are among the most widely used poetic contents in the 90s. In general, poets have shown more interest in using simple and tangible words appropriate to the age of the child with a positive and happy semantic load.Corpus and corpus studies today play an important role in literary studies. Corpus and corpus software, in addition to providing multifaceted studies of a language, enable quantitative and qualitative analysis and increase the speed and accuracy of a research compared to intuitive methods. In the Persian language, a corpus of children's poetry books has not been made so far, and most of the poetry studies have been done in small volumes and researches have been done with methods other than corpus-based methods. This study examines the structure of the most widely used and underused words in children's poetry in the 90s, published by the CIDCA, as well as the classic analysis and classification of words and the main themes of the poems. This study, using AntConc (2019) software, has examined and analyzed words in a corpus consisting of 62 children's poetry books with 38,000 words in three age groups: A, B and (A and B). The findings of this study indicate that the thematic diversity of words in group A is more than group B and (A and B) and group (A and B) has more thematic diversity than group B. Educational themes in group A and socio-moral themes in group B are in a higher position than other poetic themes. The results of this study showed that words related to nature were used with a frequency of 21.90%, numbers with 15.32%, family with 13.68% and places with 12.52%, and most of these words are simple and concrete that the child has been in contact with since birth. Naturalistic and entertaining themes are among the most widely used poetic contents in the 90s. In general, poets have shown more interest in using simple and tangible words appropriate to the age of the child with a positive and happy semantic load.https://jcls.shirazu.ac.ir/article_7128_a57ce29ef06534b2e09f5efee68ee573.pdfShiraz UniversityJournal of Children's Literature Studies2008-864715120240822Manifestations of Responsibility and Independence in the Kurdish Story “Hapeli-Hapaw” from the Perspective of Donald Winnicott's Theory of Dependence and Psychological TransformationManifestations of Responsibility and Independence in the Kurdish Story “Hapeli-Hapaw” from the Perspective of Donald Winnicott's Theory of Dependence and Psychological Transformation291310713210.22099/jcls.2023.47623.1990FAMohammadMoradi-NesariMA in Persian Language and Literature, IlamJournal Article20230612Folk children's stories are considered valuable sources for interdisciplinary analysis -especially psychoanalytical readings. These stories are very frequent in Kurdish language. This provides an opportunity for psychological readings. Hapeli-Hapaw is one of the Kurdish oral stories in which the relationship between the mother and the child comes under attention. In this article, the manifestations of responsibility and independence in the story are investigated using a descriptive-analytical method based on Winnicott's theories regarding the psychological development of the child. This study provides a review of Winnicott’s ideas and then analyzes the story based on these ideas. It is argued that this story is a symbolic expression of the three stages of dependence, i.e. absolute dependence (staying at home), relative dependence (going to the market) and moving towards independence (getting married and going on a journey) and it emphasized the importance of a suitable interaction between the parent and then child in order to reach the third stage.<br /> Folk children's stories are considered valuable sources for interdisciplinary analysis -especially psychoanalytical readings. These stories are very frequent in Kurdish language. This provides an opportunity for psychological readings. Hapeli-Hapaw is one of the Kurdish oral stories in which the relationship between the mother and the child comes under attention. In this article, the manifestations of responsibility and independence in the story are investigated using a descriptive-analytical method based on Winnicott's theories regarding the psychological development of the child. This study provides a review of Winnicott’s ideas and then analyzes the story based on these ideas. It is argued that this story is a symbolic expression of the three stages of dependence, i.e. absolute dependence (staying at home), relative dependence (going to the market) and moving towards independence (getting married and going on a journey) and it emphasized the importance of a suitable interaction between the parent and then child in order to reach the third stage.<br /> https://jcls.shirazu.ac.ir/article_7132_93f5f7ba174b4390a325cd627cf8e56d.pdfShiraz UniversityJournal of Children's Literature Studies2008-864715120240822An analysis of the Titling Method in Moslem Naseri’s “Twelve Stories from the Lives of the 14 Immaculate” Story BookAn analysis of the Titling Method in Moslem Naseri’s “Twelve Stories from the Lives of the 14 Immaculate” Story Book311336718310.22099/jcls.2023.46988.1981FAMahboubehHemmatiyanAssistant Prof of Persian Language and Literature,Faculty of Literature and Humanities,University of Isfahan,Isfahan.IranMahdiehKazemzadehPHD Student of Persian Language and Literature,Faculty of Literature and Humanities,University of Isfahan,Isfahan.IranJournal Article20230409Titling gives an insight into the identity of the text and as part and parcel of its meaning structure is not to be overlooked. The titling technique is among the major strategies of storytelling. In choosing the stories’ titles, the internal elements of the text including the narrative elements and rhetorical ones, as well as external elements like historical and mythical figures, beliefs and attitudes, and intertextuality play an important role. This article studies the 14-Volumed series of “Twelve Stories from the Lives of the 14 Immaculate” rated as teenagers’ book and evaluates the method and basis of titling each book to see how it impresses the reader’s mind about the main character and the main theme. The whole collection comprise of 14 main titles and 168 subtitles. In addition, this article attempts to explain the structure of titles and the role of elements internal and external to the text in their choice. Often, the titles in this collection are internally oriented with descriptive implications; it means that they concern the content of the story rather than an external element. The structure of titles is rather compound than simple; and due to the realistic nature of religious stories, concrete titles are better favored than abstract ones. At times, though, enigmatic titles are seen. The intertextual (co-present) relationship has been there in some cases.Titling gives an insight into the identity of the text and as part and parcel of its meaning structure is not to be overlooked. The titling technique is among the major strategies of storytelling. In choosing the stories’ titles, the internal elements of the text including the narrative elements and rhetorical ones, as well as external elements like historical and mythical figures, beliefs and attitudes, and intertextuality play an important role. This article studies the 14-Volumed series of “Twelve Stories from the Lives of the 14 Immaculate” rated as teenagers’ book and evaluates the method and basis of titling each book to see how it impresses the reader’s mind about the main character and the main theme. The whole collection comprise of 14 main titles and 168 subtitles. In addition, this article attempts to explain the structure of titles and the role of elements internal and external to the text in their choice. Often, the titles in this collection are internally oriented with descriptive implications; it means that they concern the content of the story rather than an external element. The structure of titles is rather compound than simple; and due to the realistic nature of religious stories, concrete titles are better favored than abstract ones. At times, though, enigmatic titles are seen. The intertextual (co-present) relationship has been there in some cases.https://jcls.shirazu.ac.ir/article_7183_f1104154b78ff1e64b7b10512b0f77bd.pdf