جستجوی مقالات مرتبط با کلیدواژه « کودک » در نشریات گروه « ادبیات و زبان ها »

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.

Philosophical thinking is a category that helps children to become social human beings and at the same time, people of thinking and analysis, and removes the existing cognitive barriers to a great extent. In fact, by familiarizing children with the components of philosophical thinking, the amount of knowledge and scope of their personal and social understanding grows. Literary texts, especially works written for children, have a tremendous impact in explaining concepts related to philosophical thinking. In the field of Persian literature, many works have been created that have used the components related to this category to explain various human-building and developmental content. In the meantime, Nasrollah Monshi in Kelila and Demneh has taken advantage of these tricks. In the present research, the main and most frequent methods of Nasrollah Monshi in the chapter on milk and cow from the book Kelila and Demneh, which led to philosophical thinking, have been explored in order to answer the question of what were the methods of philosophical thinking in the mentioned chapter of Kelila and Demneh?

This research was done based on library sources and descriptive-analytical method.

The author has tried to understand various components of philosophical thinking such as: "decision making; Problem solving; analyze; comparison and measurement; questioning; discovery skills; "Argument" and develop these characteristics in the audience, especially children.

The mentioned book has the necessary capacities to represent various individual and group issues for general and special audiences (children) and it is possible to use the intellectual layers hidden in it to indirectly teach philosophical thinking to children.

"Reciprocal behavior analysis" is a collection of modern psychotherapeutic theories in response to people who are searching for subtle and incomprehensible facts regarding the nature of "interpersonal" exchanges. The present article is based on the ideas of "Eric Byrne". Psychiatrist who owns a school and prominent theorist according to the behavior analysis system and based on how to change internal states under the title "parent, adult, child" which are known as the sides of the pyramid of data and basic mental payments. He has discussed the components of behavioral exchange and confrontation in the works of "Shahriar Mandanipour". Examining the interactions of the characters and estimating the performance of the emotional states of "parent, adult, child" shows how the information of the conscious and unconscious mind is transferred, and it is important that the highest frequency in "intra-individual" and "inter-individual" relationships is specific to the field. is "parent" and the two components "adult" and "child" have a lower frequency compared to the dominant component. The present research is analytical-descriptive and in response to the question, what are the psychological components of exchange and confrontation in the fictional works of Shahriar Mandanipour? It examines the characters of the mentioned works based on the theory of "Eric Burn" behavior analysis. In the contemporary period, the conceptual connection of many sciences, including literature and psychological science, shows the link between the literary framework of the novel and the interactions of the characters with the new theories and indicators of contemporary psychiatry. After extraction, the data of this research was analyzed in accordance with the theory of "Bern" behavior analysis, what was obtained in the present interdisciplinary research and based on the analysis of relationships based on the behavior analysis system, commonality, thematic fit and the integration of infrastructures. novel with The new psychological components of contemporary schools are important, and it is important that in behavioral exchanges, the state of "parent" was recognized as the starting point, and the highest frequency was identified in the analysis of relationships in the form of "parent-child".

Archetypes have specific position in children literature and play significant role in decoding their suggestive meanings. This study aims at analyzing the picture book, Bohlool Anecdotes (2020), in order to determine the role of archetypes in self-actualization of children and young adults. This research is conducted by using descriptive-analytic methodology. Analysis of data is made by using SPSS software. Through “Authentic Creative Research Method", the researcher will combine Jung’s theory of “Individualism” with Lotfabadi’s theory of “Religious-Moral Development” for conducting archetypal criticidm of the selected text. The findings indicate that“Sage” among Yungian archetypes and “Humor” within moral teachings have the highest frequencies. To conclude, the familiarity of the painter and writer with children’s world has led into the correct relationship between image and text. For scrutinizing the impacts of archetypes on moral development of the eastern children, it is better to mix the ideas of native psychologists rooted in human nature with the western psychological theories.

Pirang is the structure and main design of a story, in which, in addition to the chronological sequence of the story, cause and effect relationships must be observed. Yaqub Sharoni is one of the prominent writers in the field of children's fiction, who was able to write valuable works by using the technical principles of Pirang. One of his works is called "Saral Lahiyyah Al Bayda", which in this research we have analyzed and examined this work from the point of view of Pirang to further prove the capabilities of this great writer.Therefore, the plot mentioned in this story can reveal an example of the author's skill. From the results of this research, we find out that although the stories were used according to the technical principles of story writing and the chronological sequence of stories was respected, but the method of connecting two stories at the end of the story complicates the story and understanding it for the child. It makes it a little difficult. It should be mentioned that the research method in this article is analytical-descriptive.

Mehdi Azaryazdi is among the most influential authors in the field of children's and adolescents’ literature and one of the pioneers in the field of rewriting and recreating old Persian tales. He translated stories from ancient works such as Qabus-Nameh, Marzban-Nameh, Sindbad-Nameh, Kalileh and Damneh, Bustan, Golestan, and especially Mathnavi, into the contemporary language, and in this way, laid the ground to accurately transfer human concepts to the today's generation. He rewrote and recreated these works based on the principle that every child's literary work inevitably reveals a view about childhood and every author has a child created by his own mind (Khosrownejad, 2010: 26).This research aimed to investigate three important rewritten stories from Mathnavi, i.e., the story of the merchant and the parrot, the disagreement over the qualities and the shape of the elephant, and the condemning by Moses -may peace be upon him- of the shepherd's devotional prayer, using the documentary study method and based on Genette's theory of narrative temporality. These stories are presented in the book Good Stories for Good Children under the titles of "The Merchant and the Parrot", "The Elephant in the Dark", and "Moses and the Shepherd".

Study and textual criticism of Persian based on the theory of contemporary psychologists opens a new window for the reader and discloses linking literary works with psychological science. According to this approach in Molavi ’s psychological approach, the identity and independent personality of the child according to the outer and inner surface of man, in two dimensions, psychological growth and intellectual growth are mentioned together that stopping the child’s abnormal growth in each of these two dimensions will cause the deficiency of the other dimension. Therefore, this article explains the theoretical principles and stages of Piaget’s development in Molavi ’s Masnavi with a descriptive and analytical method and with an approach to Piaget’a theory of cognitive development and puts on the audience a new psychological understanding of primary emotions, the non-verbal language of crying, symbolic creation, the schemas of physical actions and internalization process,play, vivid perception of things and child imitation.

One of the most important and obvious features of children is asking countless questions in various fields. This characteristic of the child, which is rooted in his curiosity and truth-seeking, is one of the general human characteristics that is more evident in childhood. The purpose of this article is to reflect on the nature of child questioning and how to nurture and direct this ability through storytelling. Children's stories are a good platform for cultivating the power of creativity and thinking, as well as strengthening and directing the child's questioning characteristics. This research uses a qualitative approach, and by examining documents, to collect data and uses the method of deductive qualitative content analysis to analyze the data. The subject of this study is the story of "Truth and the Wise Man", which is analyzed from this angle. Findings show that some children's stories, by creating a form and experience of life, expose the child to a set of opportunities and situations, although artificial, but carefully designed. Give. Some other stories, by inviting the child to participate in creating the meaning of the story, on the one hand involve him in the process of creating the story in a questioning, active and participatory manner, and on the other hand focus on him having the concept, meaning and They disrupt a certain form of life. In addition, the type of characterizations, perspective, events and happenings, the way the theme is displayed, the background color, etc. can create a mental challenge and encourage the child to ask questions and invite him to participate. Actively influence the process of constructing meaning in the story or his passive accompaniment.

Literature is a particular method of creating and producing meaning. This aesthetic logic field divulges a vast range of knowledge, concepts, proportions and new systems. In fact, it is able to affect audience as profoundly as possible. Like adults' literature, children's literature has such logic and capacity. Here, the literary mechanism initiates to produce suitable meaning for children, and it is essential to have aesthetic power, to be steady and coherent, and to find an undoubted response for their passionate and emotional requirements. Analyzing the Persian books from the first to the third grades reveals that the authors have ignored the great capacity of making meaning and the pedagogical and training effects of literature. Further, they have considered Persian books as a means of conveying scientific, religious and social implications. This research aims to deliberate the lack of the principles of children's literature in the aforementioned books. Literature is actually a specific aesthetic system embracing meanings, schemes and training patterns in it. Naturally, it cannot be considered as a shell and carrier for thoughts and content outside of oneself. Therefore, in the last century, much attention has been given to the origin and nature of literature, and new capacities of it are revealed and analyzed in literary discussions and theories. The main question is that have authors heeded these principles and literary theories in writing primary school text books?! From the development of new schools to the one or two decades ago, the elementary school Persian text books have just included poetic texts and sweet and attractive stories. These books are only concerned with teaching Persian alphabets in the first grade and reading and learning words and writing in the second and third grades. The fact is that there has not been a comprehensive concept to be innovate taught through literature. Within the recent decade, the authors of Persian text books have attempted to scientifically teach the language along with the change of the global patterns of teaching children. . For this purpose, the structure of these books has been extended to chapters, texts, pictures, questions and exercises, and teaching language skills (listening, reading, writing and speaking) and meta-linguistics and the power of analysis and creative learning to children has been the foundation of work. Undoubtedly, if this method is exactly and scientifically done, it will contribute to expand the childhood concept. It will also profoundly affect the inception, emotions and learning of children. Nevertheless, it seems that there are obstacles on this way and the unique position of literature has been remarkably ignored in teaching. It seems that the authors of books have considered literature as a decorative means that its only feature is to hyperbolically convey educational, moral, health and religious contents and has no other mission. However, they did not basically differentiate between pure children's literature and low literary level. Anyway, we are going to elucidate these errors and mistakes in order to pave the way with the contribution of the ideas of other researchers. Notably, we have considered the Persian text books from aesthetic and literary aspects including poetic texts and prose books not illustrations, practices and questions. Even though the authors have used a suitable mechanism in compiling and detailing Persian books based on language teaching models, they were not capable of using the potential of literature, especially children's literature, in the finest way. However, narration and rhythm of music has been poorly covered in text books. Literature has this vast and aesthetic capacity to both motivate the inception of children and improve their seeing, listening, reading and writing skills. It also tries to make children learn the literary and artistic techniques. Furthermore, most of the concepts and contents of these books are not childish like. It is mostly descriptive and controlling rather than reflecting children's feelings and removing their mental burden.

Believing that parables carry people's lived experiences and their beliefs and attitudes about various topics, including children and childhood, their study leads to a greater understanding of different communities' attitudes toward these subjects. Therefore, this research aimed to analyze the attitude towards children and childhood in the common parables of Bakhtiari culture, using content analysis method. Issues such as the status of children (the importance of having children, the number of children and gender preference), educational issues (the parent's resposiblity for raising the child, factors affecting the child's upbringing and gender stereotypes) and parent-child relationship (child's obedience, benevolence of parents and expectations), are among the topics explored in this research. The results of the analysis revealed that, in Bakhtiari culture, the attitude towards children and childhood is influenced by Iranian and Islamic teachings. Within the studied examples, most issues related to a child's upbringing, such as the role of hereditary and environmental factors on the formation of their personality, have been highlighted—including the idea that the child will resemble their mother or maternal uncles physically and behaviorally. Gender preference is a function of the number of children in the family in this culture, and in terms of stereotypes, girls have been described as more loyal and resourceful compared to boys. Additionally, children are expected to respect their parents, while parents are also reminded not to expect too much from their children.

Shahnameh is considered as one of the noble and valuable works of Persian literature and it is always mentioned as a document of Iran's national and cultural identity. Introducing national and mythological figures in rewriting the stories of the Shahnameh is necessary for the children's age group. It helps the child audience to well identify national and epic heroes. The interesting point in these rewritings is that although Ferdowsi's art of storytelling and illustration is one of the prominent features of Shahnameh; Is it necessary to illustrate Shahnameh stories for children and teenagers with various images and methods? How can the audience find out their true character and identity among the different and diverse images of the heroes? And imitate them? In the rewritten stories of the Shahnameh, various depictions of national and mythological heroes have been presented; but they have not been able to introduce them to the audience as befits the Shahnameh and the mythological characters. Presenting the faces and physical and internal characteristics appropriate to the mythical characters is an important issue that should be more addressed in the rewritings. The purpose of this research is to review the rewritten story of Zal and Roodabeh from the perspective of text and image by analyzing the content of the text and examining library documents. The results of the research showed that the type of clothing, the color of the clothes and the design of the appearance of the characters do not match the original text and illustrations of the Shahnameh, and the children's audience is faced with different images of Zal's character in the stories.

The "interaction behavior analysis" system is a theory of contemporary psychological schools in response to how the mind works, why we decide to do something, and how we stop something from being done. The present article, based on Eric Byrne's theories and how the inner states of "parent,adult,child"change,examines the components of "mental empowerment" in"Traveling". What is reflected in the exchanges and interactions of the"winners and losers" of the "traveling" characters is the power of "mental empowerment"on each side of the pyramid. According to the component analysis, the "parent" mode has a higher frequency than the "adult and child" and determines the power of the "parent"to negotiate and exchange mental and behavioral exchanges between individuals. The present study is an analytical-descriptive method and in response to the question "What are the components of psychological analysis as a result of"Traveling"by"Mahshid Amirshahi"?"Has studied the characters of the novel based on the psychological theory of behavior analysis by Eric Byrne. In the contemporary period, the conceptual connection of many sciences such as literature and psychology reveals the connection between the literary framework of the novel and fiction with new psychological theories and perceptions. It has a wider scope and the "parent" mode plays the most important role in data processing and decision-making process.The result of examining the components is the poor performance of "adults"and "children"against "parent"decisions, and that "parent" decisions are not based on the quality and appropriateness of solutions, but on the basis of institutionalized information and high data capacity in the field.

The Philosophy Program for Children or Fabak, known worldwide by the acronym (P4C) to improve children's thinking, was presented in 1962 by Lipman, who is a professor at Columbia University. With regard to the components of philosophy for the child and the three literary, intellectual, and psychological competencies, there can be found anecdotes in Persian literature in which at least one or two philosophical themes and concepts appropriate to indigenous culture have been used. Since, according to the objectives of the Philosophy Program for the Child, there must be selected anecdotes that are in line with the standards and principles of Fabak, the two books of Siyasat-Nameh written by Khajeh Nizam al-Molk Tousi and Qaboos-Nameh from Onsor al-Maali Keykavus can be a prominent example of Persian literature in this field. These two books are valuable Persian works, full of ethical concepts and educational teachings expressed in the story. By examining the stories, in line with the features of the Fabak stories, we find that most of the stories in the two books are both engaging and child-friendly in terms of processing as well as themes. In this essay, he has attempted to explain the philosophy program for the child according to the founder of the program, Lipman, and others such as Philip Kam, and to explain the characteristics of intellectual stories. Therefore, content analysis and deductive analysis have been used to do this and to explain the underlying data.

Teaching classical literature, especially Shahnameh, is very important for children. The main question of this research is how to introduce Shahnameh to children in an attractive way so that in addition to their benefiting from this huge treasure, their cognitive abilities are also developed. To design this method, we have combined knowledge and methods from three areas: learning theories, methods of promoting creativity, and Sabotsky's findings about the benefits of using magical reality for children. By analyzing this knowledge, we found that using magic games, most of the indicators of active teaching are achieved, such as the child's enjoyment of the educational process, the development of problem-solving ability, creativity, and multiple intelligences. Finally, we named this method "Game and Shahnameh". The games in this method are classified under four headings based on the chronology of performances and their role in the realization of the goals of this method background games, review games, visual games, and finally, theatrical/story games.

One of the items effective on children’s living conditions in each era and society is the consideration and expectation which is expected from children by adults. Among adults, on one hand, governors and governments and on the other hand intellectuals have undeniable effects on both child and childhood. Each of them can move a child between an obedient, passive one or a rebel, active one by means of their position and the bases they own. Knowing a child and the childhood era and paying attention to this issue, which had been started since the Nasseri era, in 1340 (Solar Hijri) (1960s) became more important by settling and establishing children’s organizations and institutes. Establishing Children’s Book Council (1341 S.H, 1962 A.D), an NGO, along with two governmental institutes, i.e. Educational Publications (1341 S.H, 1962 A.D) and Children and Teens’ Intellectual Development Center (1344 S.H, 1965 A.D), shows children’s identity gaining and more attention to children’s issue than before. These institutes and organizations rise up, with those activities and attempts performed by authors and intellectuals, either right-wing or left-wing, under the predominance of discourses and ideologies, caused a novel, different – in some ways, and even conflicting definitions about children and childhood to be created. By the time of Reza Shah’s government coup, paying attention to the childhood was kept on. Reza Shah’s militarism had led to a disciplined and punctuated army from one side, and from another side, to establishing military-like schools with the same style, discipline and arrangement. This kind of disciplinary technique took all army, corps to other organizations and institutes under its predominance. Although establishing school s in the form of the modern ones was one of the elements of progress and development promising a change in the attitudes towards children and new era entry, it would be carrying uniformity, silence and declutter and being obedient as the heritage of the past as if they were promising the schools for training future’s obedient soldiers in the age of dictatorship.In 1340s (1960s), a variety of intellectual mainstreams appeared and thus, various voices could be heard through this; left-wing intellectuals are one of the most impressive intellectual mainstreams in that era, however. The effect of this group on the type of look over children and childhood period is undeniable.Studying the discourse of resistance – which was advertised and followed by these intellectuals – from one side, and the discourse of strength and traditions from another side, is necessary to find today’s children’s descent. The intention point of this study is the confrontation point of these two discourses regarding the children and childhood, their method of confrontation, sociability, and their education. Gholam Hossein Saedi is one of the style-owner, left-wing intellectual artists of the 1340s era. Since his adolescence, he expressed his enthusiasm in politics – or literally, escaping from incuriosity – when he joined the Toodeh party (Communist party in Iran), wrote articles and published different reviews. DIKTEH in 1340s and after that he was paid lots of attention and received lots of criticism by critics; however, there has been no research and studies with the present research approach on this drama. In this study, the disciplinary techniques as well as children’s method of resistance against that shall be investigated and reviewed by means of the inductive qualitative context method and employing Michel Foucault’s opinions. The current study has been trying to find an answer to these questions: What disciplinary and criticism techniques are seen in this drama? What is its result? How does the child resist against it? Does the confrontation and line-up of these two thoughts and mentality seen in this drama release the child from the adults’ subduing string?Studying the connection between the subject and strength is one of Foucault’s main discussions. Foucault has been trying to show that applying strength will be possible by means of a mechanism which can be checked and classified as the disciplinary and its techniques and Foucault believes that the strength acts and moves on by marginalization, rejection, encouragement and punishment, permanent care and observation, and a pyramid hierarchal way. In DIKTEH drama, these points can be seen as well. It shows a part of a student’s life who is supposed to be apparently assessed via an exam by teachers and schoolmaster for his literacy, science acquisition while in fact, he is examined for his/her obedience. But the child / student does not obey and do whatever they order him/her to do. In traditional discourse obedience was the survival condition in the society; if someone started to disobey, rejection was the least consequence. To persuade a child to be obedient and subdue him/her different techniques were used. In an overall view, the dialogues in this drama show two intellectual mainstreams which are developed based on the marginalization between the two concepts of the good student and the bad student. The destiny of such a confrontation can be found in both traditional and strength discourses. In these discourses, the child must be obedient to his/her teachers and older people and even to the punishment as well and keep silent. Obedience considered essential and vital for the student’s success in these two discourses. In DIKTEH drama, these two mentalities and thoughts about the childhood are lining up and glowing. The first one, is the representative of the not-released-from-tradition strength discourse and the lateral is risen up from the left-wing intellectual discourse. In this confrontation, the strength discourse enjoys disciplinary techniques like marginalization, frightening from the bad consequence and rejection, threatening, and encouragement to make the child obey and on the other hand there is a child against the strength who is endorsed by the intellectual mainstream and attempts to insecure the authority of the strength side by resisting. On this path, he/she uses ways like silence and disobedience, questioning and rebellion, laughing and ridiculing.In this drama, Saedi tries to consider them superior one to another by creating two mutual images. In these images, the rebel and disobedient child is superior to the obedient child. Although this image shows a perceptible distance from the traditional thought which means that the child has moved from margin to the context and is no more obedient as he/she used to be, he/she is collapsed into the encrypted ideologies of the day. Therefore, it can be concluded that Saedi’s represented child has not gotten rid of the adults’ string yet.

In the National Curriculum of the Islamic Republic of Iran eleven areas of teaching and learning are defined, one of which is "Persian language and literature". In this document, the approach to teaching of this area is "communicative" which not only orients the classroom teaching and learning, but also pervades other mediators such as elementary school Persian textbooks, wherein the communicative approach is more outstanding than other textbooks; because they mainly deal with literature, which is the manifestation of language. From Bakhtin's point of view, language essentially addresses, that is "all language is addressed to someone, never uttered without consciousness of a relationship between the speaker and the addressee" (Guerin et al, 2005: 362).  Therefore, any media dealing with language (whether oral, written, or visual) always forms a relationship with the audience, so does the elementary school Persian textbooks. It is therefore impotent to address how Persian textbooks communicate with their audiences through their stories, as this communication plays role in the child's construction of subjectivity.

literature and the research purposeThis research is qualitative. The samples are fourteen stories of elementary school Persian textbooks (the first three-years). Data analysis method is deductive-inductive content analysis in terms of which I analyze the samples based on the components of Aiden Chambers' theory of "the reader in the book", namely, style, point of view, taking sides and tell-tale gaps, as well as the criterion of " taking sides of children and adolescents as the fictional characters" as proposed by the picturebook group of SUCCLS.The literature review reveals that the issue of implied reader in textbooks has especially been taken as a theoretical framework in mathematics and geometry, but it is understood and applied differently from what Chambers conceptualizes. As far as the objective of this research is concerned, it purports to investigate the implied reader of the stories of elementary school Persian textbooks (the first three-years) based on Aiden Chambers theory of "the reader in the book". In this connection there are three objectives:1. Investigating the ability of stories used in Persian textbooks in drawing the readers in to the text 2. Discerning the embedded child in the stories 3. Examining whether these stories can be considered as children's works.

In this section, I investigate Chambers' components of implied reader in the stories. StyleIn the analysis of style, plot, tone, figures of speech, imagery, choice of words, omissions occurred in the process of retellings, simplification and compression of stories in the retellings are considered. The main weakness of plot in most stories is underdeveloped obstacles the protagonists face to conquer. In other words, the plot is devoid of serious challenges or they are very superficial in that a character rather than the child solves the problems quickly; while no space of inquiry, problem-solving, decision-making and constructing subjectivity is left for the child. Imageries are weak too. The words are very formal and adult-like and sensory verbs are rarely used. The tone of speech is serious, cold, and distant from the child. It is used in an abstract and descriptive way. The omission of parts of the story and fading the humor are stylistic changes in retellings that has reduce the aesthetics of the work. point of viewThe omniscient and limited third person point of view are the two dominant points of view for narrating these stories. Surprisingly, no stories are narrated in first peson and the child is not the narrator. Taking sideDue to strict educational goals, most of the stories do not take side of children as much as they should, and hence, didacticism leaves no space for being child-likeness, and experiencing childhood. The tone of the narrator in these stories is warning and cautionary; The child has obey  the adult's warnings about the consequences of her/ his actions and not transgressing them, otherwise s/he will be faced with the result of her/his behavior. Tell-tale gapsRegarding tell-tale gaps, there are deep deficiencies. The stories do not call for the ambiguity and not allowing the reader to have different interpretations so that the reader cannot participate in meaning-making. It seems that the reason for this is the tendency towards strong didacticism, in that the priority is the message transmitted, not giving space to the audience to create meaning.

In this research, I have investigated three questions: 1. Can the stories used in the elementary school Persian textbooks draw the child into the text? How do these stories establish relationship with the child? 2. What concept of the child is embedded in these stories? 3. Can these stories be considered children's work or not? The answer to the first question is negative.  the concept of child embedded in these stories is a static child who does not participate in meaning-making and imagination. The stories do not "halve this matter amicably". S/he is an ignorant and cognitively incomplete being whom, under the heavy shadow of adult authority, must submit to intense didacticism in order to reach the adulthood developmental endpoint. Given the findings, the answer to the third question seems negative. But what is the solution? I suggest that the textbook policymakers and authors need to benefit from existing children's literature which can both meet the goals of literacy and language learning intended by formal education and establish a democratic relationship with the child by taking her/him into account.

Children’s literature originates from the human’s instinct need and it has been emerged in different versions throughout history. It is noteworthy that children’s literature has been accompanied with children since they were fetus through the mother’s whispers to her baby. This literary type should freely nurture children without any obligation. It should simultaneously give the enjoyment of informal training. This type of training has been heeded within the last few decades and independent journals have been published for different age groups. Obviously, these works are not separated from the traditional clichés. Roshd monthly journals is one of them supervised by the teaching and training department as the first and the main source extra-text book that providing children with useful information. The present research aims to scrutinize the effects of both male and female writers from the clichés and traditional beliefs in Roshde Noamuz Journals. It also presents the probable damages and the suggestions. The stories published in these journals have been chosen and considered from gender clichés and the gender of writers. This research aims to dissect the statistical outcomes so as to achieve the hypotheses. Eventually, it tries to present solutions to reduce such traditional clichés.

War is one of the most violent and harmful phenomena for societies and nations. In addition to the violence and psychological damage of war, the issues of stability and defense of national unity and patriotic values ​​are among the important and obvious issues of war. The transfer of values, stability, resistance of the warriors and the brave men of Iran during the eight-year Iran-Iraq war, provide valuable experiences for children and adolescents. The history of Sacred Defense literature begins and continues from the first days of the war because the events of that time are present today and its memories and effects have remained in the minds, consciences and inside and outside of the generation that has reached the text of the events today. The resistance literature seeks to convey to the audience the human meanings of war or Sacred Defense. But, the main issue in this transition is to determine how the audience relates to these works because children and adolescents are far from the imposed war, at least in terms of time. Resistance literature commits itself to acquainting them with the sacrifices and resistances of warriors and to institutionalizing values, ​​such as endurance, self-sacrifice, empathy, etc. in them. The literary genre of poetry is a good platform for conveying the values ​​and concepts of war and resistance literature. Child and adolescent poets have made many references to war and the issue of resistance in their poems. It seems necessary to provide beautiful and objective images of war events and issues for this age group who do not have a complete experience and understanding of war events.                                                                            

The research method in this research is descriptive and includes content analysis. The method of collecting information is also in the form of library documents. Masoomeh Mehri's collection of resistance poems has been analyzed and studied in terms of rhetorical functions of the image.

The purpose of this study is to represent the war and its events to adolescents in the poetic illustrations of Masoomeh Mehri’s poems, one of the young poets in the field of resistance. The importance of presenting images related to the war, reflecting the sufferings, courage and perseverance of the brave men of Iran for the generation of children and adolescents and institutionalizing these concepts in the form of appropriate and imaginative images is a significant issue. The use of deep and inner imageries to connect the audience with the poems and internalize the concepts of war has required the poet to present and use effective images. Poetic images have been criticized based on the principles of rhetoric and imagery levels (introversion or extroversion of images, depth or superficiality of images).The research questions are: 1. what kind of images has the poet used to acquaint the adolescent audience with the concepts of war? 2. In addition to conveying the concepts of sustainability, have the poetic images been able to present an attractive and different image of war (reducing the burden of war violence) to the audience? And what is the function of each type of image in the poet's poetry?In the category of extraversion and introversion of images, the issues of superficial and deep images are studied and analyzed. The importance and application of this type of images in attracting the audience and institutionalizing the concepts of resistance and war for the audience including children and adolescents. In her collection of poems, the poet has paid attention to both types of images (deep and superficial). The poet's ability to use superficial and deep images appropriate to the situation of the child's audience is remarkable and thought-provoking. As the age of the audience increases, the poet increases the depth of the images. This can be seen in the book My Mother Iran Banoo. To be more effective, the poet deepens her poetry in terms of images and emotion. Another type of rhetorical images is the random image. Images that are formed through a deep and imaginative connection between phenomena in an abstract course and are exciting for the audience.

The results of the research showed that Masoomeh Mehri has used pristine and fresh images to represent and reconstruct the war and its events. All kinds of images of surface and depth, incidental and positive can be seen in her poetry. He has used positive images to express his national belief and patriotism, images that have both an element of imagination and emotion within them. It uses superficial images to describe the ugliness and cruelty and violence of war. Images whose emotional load reduces the violence and horror of war. In the collection My Mother Iran Banoo, Mehri depicts the beginning, the peak and the end of the war in 15 beautiful literary paintings. The poet's avoidance of stereotyped and repetitive images is the most important feature of this collection. The deeper we move the images from the beginning of the boards to the middle and the end. To the extent that it leads to the creation of amazing and random images. The sum of random and deep images has been used more than positive and superficial images. The reason for this is the poet's attempt to provide deep images of the war and to avoid repetitive and clichéd images. Using myths, historical sites (Alamut Castle), historical events (Mongol and Alexander invasions of Iran, burning of Persepolis) and referring to these events in the background, in addition to deepening the image, the poet provides the presence and participation of the audience in the poems.

In children's literary works, mystical thoughts are at times presented to the audience in such a compact and attractive manner in the form of a story, which not only increase the pleasure of reading the work, but also immortalize the literary work. In these stories, intuitive concepts are written in simple language for children. If we want to choose mystical stories for children, from among children stories, or if we want to choose such stories from the perspective of a researcher, what features can be considered for children mystical stories? Is it possible to provide a general definition of mystical literature specific for children including mystical stories? The theoretical framework of this research for studying children's mystical stories is Hasheminejad's classification of adult mystical stories (the only research available in this field). In addition, in the analysis of the three fictional works, the theory provided by Matthews in Philosophy for Children program, which highlights the importance of children's stories in philosophical imagination, is also partially included. This may aid to find a way to the mystical imagination of children and its cultivation. In the present study, conducted through a descriptive-analytical approach and deductive method, first, the what and how of childlike mysticism is briefly discussed; then, a five-component definition of children's mystical literature is provided; and last, in accordance with the features of adult mystical stories, features set for children mystical stories are presented.

"Shahnameh" is a literary masterpiece in which Ferdowsi, with the knowledge of the natural differences between children, young and old, examines the different dimensions of didactic literature; In this way, he can express his desired concepts and goals, which are full of pure educational points, to his readers in the best possible way. Understanding the characteristics and features of different generations can show the important and practical role of didactic literature that the difference in educational topics arises from differences in life, intellectual, physical strength and knowledge resulting from their experience in society. In this article, the researcher tries to analyze the effect of didactic literature and its characteristics from the perspective of generational differences in Epopee . Topics such as: unwillingness, good name, charity, courage, foresight, virtue of science and knowledge, advice, etc were examined and thus it was determined how Ferdowsi has used educational themes in relation to each generation. Relying on the educational teachings, Ferdowsi invites children to learn art, young people toawareness training and advisability , the elders to be wise, prudent, counseling and guidance.