جستجوی مقالات مرتبط با کلیدواژه "children’s literature" در نشریات گروه "ادبیات و زبان ها"

The purpose of this research is to compare and review Persian primary school books published in the 40s and 90s with regard to their educational aspects. In this regard, the components that have been considered for comparison, analysis and review of books are: religious, moral, national teachings, social interaction, creativity and self-confidence, knowledge of Iran and the world, preservation of the environment. The research method of this research is descriptive-analytical with a statistical analysis approach. The obtained results indicate that the most attention of the authors in both periods was focused on moral teachings. In the next order, the content of Persian primary school books of the 40s is mostly emphasized on teachings related to social interaction, and the Persian primary school books of the 90s emphasize more on the teachings of creativity and self-confidence. The biggest change is related to the significant growth of religious teachings and beliefs from the forties to the nineties, which statistics show double.

Due to the temporal gap between the author's childhood and that of the child reader, children's literature defies age limits and thus exemplifies crossover literature. Post-structural criticism and deconstruction are amongst critical approaches that can spotlight such contradictory gaps in a text. Mohammad-Reza Shams is a distinguished and influential icon in contemporary Iranian children's literature. In this research, a selection of his works has been examined by using Derrida's deconstructive approach. This research has applied a descriptive and interpretive method with purposeful sampling. Deconstructive features such as binary oppositions, indecidability, aporia, intertextuality, deauthorization, and iterability have been traced in Shams' works. Intertextuality seems to be the dominant deconstructive feature in his fictional world. The findings of this research indicate that Shams' works expose readers to multiple meaning and confront them with the unending chain of signifiers. Intertextual fluidity and multiple layers of meaning in Shams' fiction reveal that the implied reader of his works far from being a passive consumer of the text, is actively involved in the process of meaning construction.

What makes "children literature" different from "adult literature" is the role and position of the audience in children's literature. The creators of literature that is characterized by the childishness of the audience are adults who maintain their authoritative relationship in the work unintentionally. This point will inevitably lead to two-sidedness of children's literature. One of the methods that can provide a proper analysis of children's literature texts and respond to the dual confrontations of children's literature and at the same time show its depth is Derrida's deconstruction.
Using the method of deconstruction in the analysis of literary texts does not mean the destruction of meaning, but the concept of describing the instability and pluralism on which the foundations of the texts are formed. In this research, we intended to examine the selected works of Mohammad Reza Shams, with a poststructuralist reading and Derrida's deconstruction approach. He is one of the prominent authors in the field of children's and adolescent literature. Mohammad-Reza Shams has tried to write differently in his creative works by avoiding stereotypes.

In this research, we examine Derrida's poststructuralist and deconstructionist concepts, including binary oppositions, indecidability, aporia, intertextuality, deauthorization, and iterability and recognize these features and concepts in the selected works of Mohammadreza Shams' works. Mohammadreza Shams has implemented some of Derrida's theories in his creative works.
For this purpose, after the explanation of post-structuralism and Derrida's deconstruction, we have studied the poststructuralist reading of four works written by Mohammad Reza Shams for the teenage age group, from the two perspectives of indication and narrative, in order to show how they deconstruct themselves. These works, which are well attuned to the criticism of Derrida's deconstruction, include: Divāneh and Chāh; Sobhāne-ye Khiāl; Man, Man-e Kale Gonde; Man Zan-Bābā o Damāq-e Bābā.

The post-structuralist reading of texts can be done from the two perspectives of indication and narration. In the deconstruction of signification, the endless reference of signifier brings about the plurality of meaning and the birth of meaning; therefore, it includes the components of binary oppositions, indecidability, aporia, all of which indicate the absence of ultimate meaning. The deconstruction of binary oppositions questions the concepts derived from metaphysical thinking and creates a new interpretation. In the studied works of Shams, the author has tried to present a different and new interpretation by collapsing the opposites of sane/insane, man/his shadow, death/life, text/margin and man/woman.
indecidability opens the way for any decision and gives it the possibility to be different. In the works of Shams, there are many characters who are stuck in their affairs and do not have the ability to make decisions, and this inability sometimes involves the narrator as well. Aporia are the blind spots that prevent definitive meaning, and the text remains uninterpretable, like secrets that remain unsealed and questions that are never answered. In the works of Shams, there are many behaviors that have no reason and relationships whose nature is ambiguous. There are many questions that remain unanswered.
In the deconstruction of the narrative, the narrative is just one of the infinity of narratives that are being built and destroyed one after another. Shams usually does not use linear narration and cause and effect logic in his works, and the circular structure is usual in his works. In his works, we are usually faced with several narratives, and sometimes a part of the narrative can be removed without adversely affected the entire narrative; the seeming insignificance of the story itself and the importance of its plot and how to narrate it by choosing a non-linear, complex and irregular method are some of the features that perceived in some of Shams' narratives. The components that are investigated in this context are intertextuality, de-authorization and iterability.
In general, intertextuality means that no speech or writing creates meaning by itself, but its meaning is created by referring to other speeches and writings. The intertextuality in Shams' works are generally references to proverbs, folk tales, stories of prophets, characters from the Shāhnāmeh and other literary works, sometimes they refer to other works of the author himself.
In de-authorization, attention is directed from the author to the text. Therefore, it is no longer possible to claim that the text has a center or a point that can be considered the origin; the text is a combination of pre-existing fragments of text. The existence of this point of view in post-structuralism degrades the position of the author. Sometimes, by leaving the work of art incomplete or expressing the inability to create, the artist himself attested the invalidity of the author's role; In this situation, the text ends in a way that gives the reader the opportunity of different readings, or in the text, different endings are put in front of the reader to choose from. We see both modes in the works of Shams. In all these stories, we are facing an open ending. Sometimes this open ending is clearly stated in the text.
Iterability is the repetitions that are both similar to the repeated sign and different from it and make the reader continue reading; each repetition produces a difference. It can be said that Shams intends to establish a link between the scattered pieces of the narrative by bringing the repeated scenes, dialogues or events in his long stories. In addition to recurring factors in a story, some scenes or themes are repeated in several works of Shams, which is a sign of infinity. The existence of this feature keeps the narratives from being straightforward and definiteness.

The temporal gap between the author and the audience leads to two-sidedness of children's literature and adds to its complexity; however, this duality itself can cause binary oppositions and multiple meanings. One of the approaches of literary criticism that can show this duality is post-structuralism and Derrida's deconstructive approach. In this way of reading, new meanings and interpretations of the text show themselves and it leads to pluralization and generation of meaning. Mohammad-Reza Shams, one of the prominent writers in the field of children and adolescence literature, has tried to write differently in his authored and creative works by avoiding stereotypes.
In addition to the fact that the presence of components of deconstruction in the works causes multiplicity, discontinuity, and birth of meaning, the structure of the stories is also generally in a form that allows the reader the possibility of different readings. Sometimes the author gives several endings for the stories and gives the reader the right to choose. In the most cases, by leaving the narrative unfinished, he gives the reader the chance to determine the end of the narrative at his own will.
The plurality of meanings in Shams' works provides the possibility of several different interpretations for the reader. In fact, the works of Mohammad-Reza Shams directs the reader towards the plurality of meanings and the continuous generation of meanings by taking advantage of these indicative and narrative features. The intertextual fluidity and multiple layers of meaning in these works indicate that the hidden audience of the text is not a static consumer, but plays an effective and dynamic role in constructing the meaning of the text.

The emergence of comparative literature of children and adolescents in the sequence of time is a clear proof of the effectiveness of specialization over time. Arab countries, like Iran, have paid attention to childrens and adolescents literature, and its theoretical foundations are taught in some university courses. In this way, comparative studies help any kind of scientific synergy. The works selected for research belong to the researchers of childrens and adolescents literature: Soraya Ghezel Ayagh, Aliakbar Shoarinezhad and Anvar Abdolhamid Almousa. The lack of research resources in this field has been the first motivation to deal with the present comparative research. Analytical review of the theoretical sources of childrens and adolescents literature in a comparative way makes the path of this field and the modern trend smoother for further academic research.

The article has been done in a descriptive and analytical way and the following comparative studies have been done.

Discuss:

In this research, three books have been selected for comparative analysis as follows:Literature for children and teenagers and promotion of reading (2012), which is the result of thirty years of personal experience of Soraya Qezel Ayagh in the field of children's literature. As a teacher, with more than 25 years of teaching in the fields of librarianship, education and art, and four years of continuous experimental work with teenagers, the author has looked at children's literature. This book consists of three parts and fifteen chapters, and the whole of the author's writing is based on national and western theories. The second book of children's literature (1975) is written by Ali Akbar Shoarinezhad. It has a preface and ten chapters. Practical topics combined with theoretical topics are included in this book. The third book of Adab al-ataf Fan Al-Mustghbal written by Anvar Abdol Hamid AlMousa has an introduction, a preface and five chapters. This book was published in 2010. In this research, similar and different parts of the works have been extracted and compared.

Various books have been authored and translated in the field of theoretical foundations of childrens literature in Iran and the world. New critical works in the field of childrens and teenagers literature, especially theoretical and historical works, have logically shown that research in the field of childrens and teenagers literature cannot be considered easier than other fields. According to the research questions, the findings show that the common topics in the books were focused on the history of childrens literature, defining childrens literature, what is childrens literature and promoting reading. Some topics such as story-telling methods, philosophy for children and reading aloud for children are among the topics that only Shoarinezhad has paid attention to them. In addition, practical exercises are seen in the book of Al-Moosa and Shoarinezhad, and such a point is not evident in the book of Ghezel Ayagh. The book "Adab Alatfal Fan Al-Mustghbal" written by Abdol Hamid Al-Moussa has a variety of topics compared to the other two books, and the references are completely scientific based on new topics. It is natural that the book of Abdol Hamid Al-Mousa and Ghezel Ayagh covers various theoretical topics because it is close to the last decade. In all three works, the history of children's literature is written under the influence of world literature; But in explaining things and promoting reading, national views prevail over the works.

In contrast to previous centuries, where children and their literature were not considered important, they are now recognized as significant. Meanwhile, literature, as one of the contexts that connect children to the world around them, is now more intertwined with their childish feelings, pleasure, and desires. In literature, poetry holds a special place, and when it comes to children's poetry, it requires a delicate approach due to its specific standards.  The present study aims to analyze children and childhood stages in two poetic works for children, while evaluating their poetic characteristics according to the theoretical standards of children's poetry. The research method employed in this study is analytical, and data is collected through library research. The findings of the study suggest that the analyzed works do not take into account children's feelings and desires. Instead, adult themes are imposed upon children's texts. The works also disregard the standards of children's poetry, lacking in children's poetic language and imagination in both content and form. Additionally, the use of multiple symbols, ironies, and didactic language are among the characteristics observed in the two poetic works published in Southern Kurdistan.

Children's literature is any text written or composed with the help of specific technical and literary principles and content appropriate to the child's age group so that the child can communicate with it well. As a result, the works written or composed for children must follow certain technical principles. In terms of emotional and psychological aspects, they must be such that they affect the child's seeking-beauty soul and arouse his emotions and feelings. In Arabic literature, "Suleiman Al-Issa" and in Persian literature, "Mustafa Rahmandost" are among the poets who devoted a large part of their poems to children's issues and left valuable works in this field. The present research, written with a descriptive-analytical method and using library resources, has investigated the manifestations of the divine and earthly nature in the children's poems of the two mentioned poets. It is concluded that both poets paid attention to phenomena such as the sky, rain, wind, sea, river, and tree in their poems and, while drawing them, also expressed some appropriate moral and educational principles for children.

All over the world, translated books make up a significant part of children’s literature. Therefore, studying the linguistic structure and features of these books, and also the factors based on which children, their parents, and Children’s Books Council approve of a book, is essential. One of the most crucial linguistic aspects of children’s books translation is choosing the appropriate set of vocabulary since the translator is supposed to select proper equivalents from kids’ limited vocabulary to facilitate conveying the content and hence, their comprehension of the book. The current research is mainly concerned with how different these word choice methods are through the framework of natural morphology theory as well as how successfully translators have managed to select the proper set of vocabulary using this theory. concerning the aim, this is applied research involving mixed methods. The data were extracted from PLDB. The inferential statistics findings indicated that the principles of natural morphology (iconicity, transparency, binarity, and word length), no significant difference was observed between the words in authored versus translated books, Although, based on descriptive statistics, authored books have a more natural rate in the parameters of iconicity and word length. Thus the results indicate that overall, the translators & authors of children’s books have successfully managed to select the right set of vocabulary.

In this article, two approaches have been used in the criticism of children's literature to examine the narratives and stories of the fourth-grade textbooks of Persian language: first, the theory of reader-oriented criticism; and second, the approach of combining pleasure and education in children's literature. It is necessary to explain these two categories on which this research was formed.It was Chambers, the great English researcher, who for the first time applied the basics of reader-oriented criticism and theory in the field of children's literature and tried to establish a link between reader-oriented criticism and language studies in the fields of literature and aesthetics, considering language and writing style. Based on this model, Chambers proposed the study of children's and adolescents’ stories based on the separation of three categories of narratology, stylistics, and telling gaps in the story.The second approach is the necessity of pleasure in children's literature, which was discussed by Perry Nodelman. The principle of this theory is based on a delightful approach to education in children's literature. According to Nodelman, the amusement of the text has various forms and the child can take pleasure in the text with the help of the trainer and the teacher. By preparing the student's mind, she/he can be made aware of the pleasures that the texts provide, so that she/he becomes interested in reading and distinguishes between useful and harmful texts.

Research in the field of children's literature with the premise of the audience - children has unique characteristics that are due to its different nature which can affect the research in this field. Understanding these features requires paying attention to the effects of children's expressions in the field of knowledge and then researching children's literature. Writers and critics of children's literature should pay special attention to linguistic features and the ability to understand their audience. This statement confirms the importance of the "audience-centered" theory among the three literary theories, namely "author-centered", "text-centered" and "audience-centered". By examining the characteristics of the linguistic elements and the content of children's works and matching them with the characteristics of the audience, and from the point of view of revising the function of literary criticism approaches based on the aforementioned three literary theories, the researcher seeks to find an answer that shows , the "audience-oriented" theory is especially important among the three literary theories in children's literature and this theory can be a criterion for the researcher to criticize children's literature by using it. In this research, the function of literary criticism approaches in children's literature has been investigated and analyzed by descriptive-analytical method and using library data. The results of this research prove the importance of the "audience-centered" theory, and the adaptation and examination of the works produced by children based on the above literary theory will determine and introduce the appropriate criteria of criticism for the authors of this field.

Fiction has a very important role in the development of children's personality. Children through stories and good stories, discover the many moral values. Through analyzing the elements of the story children can be helped to improve the quality of this kind of literary writers in order to most effectively rely on the strengths of the elements of the story. The aim of this research in the first phase, introduction to children's literature, and introduce these two important writer and Iranian, Egyptian, Youssef Mustafa Abdel Tawab Rahmandoust and also introduce elements of the story and the story of the clever rabbit and the wolf and rabbit effect Egyptian writer Iranian author's work. To achieve this goal, the analytical method used. The result of this was that the two writers in the field of art and story elements are similar and the difference between them is very small.Keywords: Story elements, Mostafa Rahmandoust, Yousef Abdel Tawab, children's literature, comparative literature.

The two novels “House of Ghosts” and “Ostourah Al-Naddaha” from the “Supernatural” series by the Egyptian writer Ahmed Khaled Tawfik are the most famous and popular works of horror and fantasy among children and adolescents, where readers pay special attention to them in the eighties and nineties of the last century. This study aims to shed light on the study of the language component in these two novels on three levels: linguistic, grammatical, and rhetorical, in order to determine its basic features. The presence of verbs that indicate movement, the use of words that indicate ambiguity and doubt, the repetition of short and simple sentences, the lengthening of letters at the end of words, description, image, quotation and inclusion are the most important linguistic features in these two novels. The analysis of these features shows that their artistic employment in the context of the two novels has been successful, consistent with the elements of the story such as the subject, content, characters, space, etc., and it has a positive impact on the two novels.

An important factor that can influence the lives of children and teenagers - is literature. This has been reflected in a considerable and valuable bulk of research. Mahmoud Shoukair is a famous Palestinian writer and a pioneer in the field of children's literature. He was born in Jerusalem in 1941 AD. After primary and secondary education, he went up for a bachelor’s degree in philosophy and social sciences from a Syrian university. Choukair has literary and artistic skills in many areas such as novels, short stories, anecdotes, movie–scenarios, travelogues and stories, as well as children and adolescents’ literature. His writing job began in 1962 began with a number of magazines such as Alafaq el-Jadid – which published his works in the field of children and adolescents’ literature.Style: Chambers looked at a wide genre, beyond the usual boundaries of words and sentence structure and has his own stylistic features and the use of language. The author and reader can elicit their own information because the text conveys any desired meaning. Point of view: A way of attracting the audience’s attention and setting up communication between the reader and the text is to select a proper point of view. In children’s literature, this feature can establish a better relationship between the author and the audience. A certain point of view passing everything through the filter of perspectives and thus more audience's sympathy can be gained with the work.Advocacy: One of the common beliefs in the childishness of any work is that the child is the central character of the story or that the child is at the center of the story. According to Chambers, the principle and element that can help to communicate with a low-age audience and draw him into the text is the principle of companionship and empathy with the child and support him. According to this theory, however, the author does not need to support exaggerations of the latent reader, or to show himself openly in favor of the child, or to go so far as to place the child in front of the adults.Another method –to affect the audience is to stimulate his thoughts and imagination. This helps to fill the gaps in the text of the story. So there is no problem to sometimes use blanks and dotsin the text. According to Chambers, a skilled author can leave certain points to be guessed or imagined by the reader, which is gives the audience a chance of participation in the story.
In this study, we try to analyze the stories of Mahmoud Choukair "from the perspective of Aidan Chambers’ theory and and answer the following questions:
Which-of the four tenets of Chambers’s theory is involved more?
What is the point of view of the story according to the theory of Chambers?
How are the wordsstructured in the storyof Mahmoud Choukair for children?
What isthe author's view of the world of children and adolescents?

This study is based on the descriptive - analytical method and the theory - of Aidan Chambers. The data have been collected through valid library websites.

The ups and downs of the story are very attractive, and the ambiguities in it are solved reasonably.  The story of Anna and Jamana has a coherent and orderly evolutionary course, and the events are tied to the main character of the story. The characters Anna and Joumana –are the most important elements of the story. Its features, positive and beautiful ethics and values are powerful and influential in the society, and the vocals are impressive. The language of the author in this story is far from any otnament, ambiguity and complexity. Simple, fluent, pleasant, understandable, concise and useful sentences and words have been selected. Pictures in the heart of the story are flexible. Angle viewing is associated with a childlike look, and theories postulate a child in the world inside and outside the ruling. The use of angle as a childish vision sets the stage for more reading, which provides a connection with the text. Joumana element in the story of Anna and advocacy is bold and well expresses the author's curiosity and mischief and shows the active participation of the reader. The main feature of this element isthe protagonist's imaginary world view .The story of Anna and Joumana is in the context of adventures. There is decentralization and ambiguity in most of the storytelling techniques of this story.

a. The fans in the story have sympathy with children and young people.Although the stores have been written for children, it involves the participation of adults as well.Mahmoud Choukair uses simple and understandable terms appropriate to the children's level of knowledge.
Theauthor of the story elaborately depicts kids’ world view.

Nowadays, the concepts useful for children and teenagers are provided to them in literary formats indirectly, many of which have been presented in the form of translation, and among them, satirical works such as Shel Silverstein's works have a special place for audience. Razi Hirmandi is one of the very well-known and prolific translators in the field of children's and youth literature in Iran, who has focused on the translation of Silverstein's works. In this research, the classification of eco-cultural concepts of Newmark (1988) and Ivir’s (1987) model of translation have been used as a framework for examining Hirmandi's translations of Silverstein's two selected works in a descriptive-analytical way. Analyzing the descriptive statistics of the data in this study shows that the translator has benefited mostly from borrowing as a translation strategy, and literal translation and substitution are the next options. Interpretation of findings and implications of the study are presented in the final part.

  Myth is one of the original sources of children's stories. Every child's imagination contains all the experiences that human beings have had in their history. The scope of this reflection is especially evident in the fantasy genre. Fantasy also has an essential affinity with myth. The direction of both implies something beyond reality. Myth should be considered as a Minoan story, the origin of which is usually unknown, and is a description of a natural action, belief, institution, or phenomenon that is inextricably linked to religious mirrors and beliefs. In children's stories, elements of myth and fantasy are widely used. 

The present study aims to investigate the connection between the fantasy stories of children and adolescents with myths in a descriptive-analytical way by studying the fantasy stories of the eighties. In our opinion, these aspects are the origin of fantasy stories. The aspects studied in this article are: plant-human characteristics, mythical characters such as giants and fairies, magic, the archetype of the hero's journey and sculpting, and animism. The stories studied in this research have been selected from the authors of the field of children and adolescent literature. DiscussionUsing mythical elements is not a goal for a fantasy writer, it is a very effective tool. With these elements, he can create a new world full of surprises for the audience. Because the child is a myth and the subconscious layers of his mind are still connected to the mythical world and its connections; So he will enjoy the story the most.The story of 6,000-year-old Green Man by Fariba Kalhor is based on the ideas of plant-human myths. This story is a description of a green human life that is six millennia old. He has been the companion of many people and scientists. Even the title of the eleventh chapter of the book is human-plant. The six-thousand-year-old green man, like the legend of Gil the Lost, seeks the mystery of immortality.Another story in which human-plant features are evident is the famous pea story of Qasemonia. This story is rooted in the Persian myth of the plant growing from tears. In chickpea stories, which have been rewritten based on ancient stories, we encounter the birth of a plant from human eyes.The story of the grove fairy by Hossein Fattahi uses mythical characters such as the fairy. In creating the unreal characters of the story, in addition to the capacities of those characters, the author has also paid attention to their mythological aspects, such as pigeons and crows. The important point is that the author pays attention to the ecology of the southern region. The author has chosen the characters of his story from the birds and plants of the same area. The grove fairy, who is one of the most important characters in the story, is originally a palm tree.   Animals are often used in children's stories; As we saw in this story or in the story of autumn on the train, written by Mohammad Kazem Mazinani, part of the story is based on the relationship of the child's character with animals.     The magic object expresses one of the most important human needs. Many fantasy stories are based on the pattern of the magical object, and we will confine ourselves to the story of the three magical whistles. In this story, too, the child character of the story takes refuge in a magical whistle in the face of danger and insecurity.The fantasy world is also a world of wonders. Some of these creations are in the form of animal-shaped sculptures in fantasy stories. The two stories of the boy who became a crow by Mohammad Kazem Mazinani and the wolves do not cry are written by Mohammad Reza Yousefi based on metamorphosis. Rebellion against oneself and against one's false traits can be the basis for writing a beautiful educational story. To do this, the author has resorted to symbolism, the wolf is a symbol of the ugly and predatory aspect of man.A large part of the texts produced for children and adolescents deal with the issue of animism in different forms, which, in addition to representing the mythical mentality of their creators and their audiences, in addition to poems, poems, anecdotes and poems. Are also important from an aesthetic point of view. The animation of objects is very evident in the story of autumn on the train. 

Mythology is the source of inspiration for children's stories. Because every child in his imagination provides the seeds of all the experiences that human beings have gone through in their history. The child discovers fire like a primitive human. There is no way that the early man walked and the child did not walk in his childhood world and his games. The subconscious layers of the child's mind are still connected to the mythical world and its connections, and therefore the poet and writer of children and adolescents in the moment of composing poetry for them, especially poetry in which the dominance of consciousness is less, inevitably Myths take refuge in their mentality and communicate with that audience through that part of their mind.   Many aspects of mythic insight are influential in children's stories, especially children's fantasy stories. But in the meantime, mythical characters, the re-creation of mythical stories, the archetype of the hero's journey, and animism have an undeniable effect. Applying myth to a fantasy writer is not a goal but a very effective tool. Using mythological elements, he can create a new world full of surprises for the audience. It can be said that any story that has benefited the most from the myth has been more welcomed by children and teenagers.    The space that pervades fantasy stories is highly dependent on mythological elements, especially animism and discernment. Diagnosis in fantasy stories is not cross-sectional; It can be seen throughout the text of the story. As it turns the story into a whole. The use of these recognitions has helped a lot in instilling a special fantasy space that is an expression of wonder.

The purpose of the current study was to identify features of national identity in translational and non-translational children’s literature and analyze the contribution of these texts to identity formation of Iranian children. For the purpose of this study, 16 translational and non-translational realistic young adult novels, 8 translational and 8 non-translational, that were published in Iran were scrutinized thoroughly to extract instances of national identity. The instances were extracted based on ethnic-civic categorization of national identity features which is a combination of two taxonomies of the civic and ethnic features of national identity provided by Smith (1991). The extracted instances were carefully analyzed and compared to reach a conclusion. The results of the study revealed that Iranian children’s exposure to features of non-Iranian national identity is twice the number of their exposure to features of Iranian national identity. Furthermore, only some of the aspects of national identity are introduced to children through novels. In fact, the low frequency of some elements of national identity, including economic, ideological, political and legal features, shows that the more complicated aspects of national identity are marginalized in these texts. The study showed that young adult novels have modest contribution to Iranian children’s national consciousness.

Within history, the prose of children and adolescents has been fundamentally changed. Negare Danesh, Eghbal Naseri, Doreye Raalimate Momtazieh, Anisolodaba Valatfal, Sad Dars, Aghe Valedein, Taadibolatfal, Dsture Danesh, Ashaloltaalim: Nasayeholatfal, Badayealadab, etc   7+  7+9  ' ' _   the late of Qajar dynasty. However, children’s literature has been heeded within the next periods related to the first and second periods of Pahlavi. In fact, many books on children’s literature have been issued during these periods. The purpose of this article is to examine the linguistic features of the text such as using specific words, different terms, new compounds, using verbs in terms of frequency, omissions made, refinement, study of the dominant thought in terms of education, moral, social or Psychologically, as well as examining the rhetorical features and literary terms of the knowledge writer Abolfazl Alami, we can gain a correct understanding of the stylistic features of the books of children and adolescents of the constitutional period. The findings of this research indicate that in this book, like most of the books of this period, there is no trace of Arabicization of words, but the intensification is used only in some words. Furthermore, there are not punctuations and no full stop is detected at the end of the sentences. Thus, it is hard to read the text. The dictation of many of the words has been changed and the frequency of the verbs extinct is abundant. Syntactic changes are found in some sentences. It is a book teaching ethical concepts. This manuscript has been extracted from the Ph.D. declaration, which is in progress, and it is being done under the supervision of Ahmad Khatami, the professor of Persian language and literature.

The use of "allegory" and "symbols" to better understand the concepts, particularly abstract and rational concepts, is one of the ways in which children's literature is very important and it can be examined from multiple views one of which is semiotic structure or meaning of the symbols that can open the way to new issues in literature. Therefore, this article uses qualitative and quantitative mixed research methods and the semiotic pattern of symbols of Ogden and Richards to explore the semiotics of meaning of symbols in children's literature in the eighties. Semiotic symbols of this period show that the ideas that have changed signs in stories this decade are more religious and moral. In addition, the study of data, based on the above model, shows that thought alone cannot be considered the main factor in changing the signs of the symbol, but other components such as the multiple characteristics of a case and its semantic evolution over time must be considered.

The journey of the hero is one of the fascinating topics of world fiction. Children's literature is no exception. The present article has a comparative study of the stages of the hero's journey in the two stories of the Little Black Fish and the Flying Mouse. For a comparative study of the stages of the journey of the original character in two works, the model of Pearson and the and Mar (2014) was used, which includes twelve stages: innocent, orphan, warrior, patron, seeker, lover, destroyer, creator, ruler, Wizard, sage, and clown. The two stories deal with the category of mythical journey and perfectionism in simple and childish language. Despite the fact that these two stories belong to two different eras and cultures, there are many similarities between them. Among them, the following points can be mentioned: common genre, the same audience, the hero's disgust with everyday life, breaking the hero's norms and arousing the opposition of his contemporaries, the hero's solo journey, the hero's determination and will not give up in the face of challenges, the hero's hope , Seeking help from a mentor and guide, questioning and perfectionism, and the presence of negative and positive characters in both stories. The root of similarity and adaptability of the two works can be considered as common human concerns in drawing the path of perfectionism, truth-seeking and achieving the utopia.

Women and their role in literature is one of the topics that is very much considered by writers. Areas of female presence include children's fiction. The study of female schemas in children's literature is of great importance because children become familiar with society and social maps and schemes and the realities around them by reading the story, and identify with the characters of the story. The story "The Golden Palace Princess" by the Egyptian writer Muhammad Atiyah al-Ibrashi as an example of children's fiction literature, it was examined with the aim of of female schemas. Therefore, the descriptive-analytical study of this story shows that women have a small presence in the text and masculine writing is clearly seen in the text and the story revolves around male characters. The female characters in the story are portrayed with negative schemas; Which can be referred to schemas such as female beauty and charm, objectification and marginalization, neglect and extreme view of women in gold. Muhammad Atiyah al-Ibrashi, by expressing old and patriarchal ideas in the form of negative schemas, intentionally or inadvertently teaches his mental schemas to his audience indirectly. And since these schemas are often negative, they have an adverse effect on the child's mind that will be irreversible.

Lullabies, as the primary whispers of adults and children, have become a platform for research in the field of children and adolescent literature due to their thought-provoking content and diverse capacities. One of the practical fields of lullabies is to strengthen the spiritual intelligence of the audience. Spiritual intelligence and its strengthening in children is one of the issues in modern science. Based on this approach and focusing on the text of lullabies, components to enhance spiritual intelligence have been extracted from the text of lullabies and these components have been studied in a descriptive-analytical manner in the text of lullabies. The results of several components have been found in the texts of lullabies and the components of "sense of mission" and "self-awareness" have been among the most rewarding components