A Warm Death Trip——An Interpretation of The Great Blue Yonder from the Dead Children Narrative Perspective

When it comes to the death,it can be gruesome or be dolente.However,the death also can be warm and be a new start of life.It is because we regard the death from different perspective that we show different attitude to the death.The novel The Great Blue Yonder which described the experience of the little protagonist died as a ghost wandering in the mortal world interpreted the death by fairy tale.In his wandering trip,he experience not only tears but also laughter.The more important experience he realized was that he took a new look at love and comprehended the significance of life.Because of the dislocation between narrative perspective and narrative contents,the abnormal narrative perspective owns the unique artistic charm.This thesis aims to interpret the Great Blue Yonder by taking the abnormal narrative perspective as the point of view from the dual narrative perspective of the ghosts and the children.The abnormal narrative perspective is endowed with the unique aesthetic effect because of its own aesthetic properties.It will make a great fresh aesthetic feast to readers.

A Study on Teacher-Child Interaction from the Perspective of Children

Children’s perspective is based on their own cognitive level in understanding objective things.The study of children’s perspective is a bottom-up research process under the premise of having a full respect for a child’s view.With the change of views about children in recent years,“children’s perspective”has become a new research direction.At the same time,teacher-child interaction,as an important means of evaluating the quality of kindergarten education,requires a bottom-up perspective from children.This study hopes to understand children’s emotional experience in the process of teacher-child interaction as well as their understanding and evaluation of their own experience by exploring their perspectives on the interaction,so as to better improve the quality of teacher-child interaction in kindergarten.

“In Kindy You Don’t Get Taught”: Continuity and Change as Children Start School

Over the last decade,there has been increasing awareness of the importance of engaging young children in research about their experiences and considering ways in which children’s experiences,expectations and perceptions influence both their interactions and those of others.This has resulted from recognition of young children as active citizens,with rights to be consulted about matters that affect them and from the principles underpinning the sociology of childhood,which emphasizes children’s capabilities and agency.This paper explores young Australian children’s perceptions of school and learning,as expressed through drawings and conversations about school.Data from children in preschools and the early years of school highlight children’s expectations and experiences of school,including the importance of play,friendships,children’s dispositions,and academic expectations of school and teachers.Drawing on previous research that notes the long term importance of children’s attitudes and approaches,as well as their sense of belonging and identity,at the start of school,this paper has implications for adults engaging with children as they make the transition to school.