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- Al- Mutawa, N.(1996)- Attitudes of Kuwaiti society towards introducing English as a foreign language at primary schools (EFLPS). The ERC Journal, University of Qatar.9 (5), 7-37.
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Council of Europe Report on Workshop 8B: Foreign Language Education in Primary Schools (age 516-10111). Velm bei Himberg, Austria, 7-13 May. PP 48-54.
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2- Ramzi, N. (1979) Television viewing habits of Egyptian Children. In Children and Television: Discussion papers based on themes related to International Year of the
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10- Wartella, E. (1980), Children and Television: The development of the child's understanding of the mehum. In Wilhoit and deBeck "'Mass Communication review handbook", Beverly Hills, Sage. Vol. 1.
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16- Friedrich, L.K. and Stein, A.H. (1975) Prosocial television and young children:
The effects of verbal labeling and role playing on learning behavior. Child
Development, 46,(1) 27-38.
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. 0, J~~ -+I + -r \ JX; p JiUl -&W igK 2 & d l LhW :b2 *I JL, -TY . - - wi . a + a b a1+1 z+ g - hj+ a9+~,, JLYI g ~ v ~
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Journal of Abnormal and Social Psychology 66 (I), 3-1 1.
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23. Silverman, T.L. and Spranfkin, J.N. (1980), The effects of Sesame Street's prosocial spots on cooperative play between young children.
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s How to Teach Your Child Compact, authoritative and charmingly illustrated,
this book is chock-full of information on teaching your child at home. Even if you've never thought about it before, How to Teach Your Child can make supplementing classroom education at home easy,'fun and rewarding. It's a curriculum guide, textbook and teaching aid combined. You'll be amazed at what this book can do for you and your family.
ISBN#: 0-931613-08-6 11
a12 Effective Ways to Help Your AddlAdhd Child : Drug-Free Alternatives for Attention- Deficit Disorders by Laura J. Stevens Paperback - 288 pages (August 31, 2000) Avery
Pub Group; ISBN: 1583330399
Book Description
A parent's guide to effective techn~ques for combating the difficulties faced in raising a child wlth ADDIADHD.
Helping a child with ADDIADHD can be a frustrating process that requires an understanding of the various biochemical and nutritional factors involved. This comprehensive guide offers the information parents need to recognize these factors. Included also are dietary suggestions and tips for avoiding allergens.
Webster's New World Children's Dictionary (Webster's New World Children's Diction- ary, 2nd Ed) IDG Books Worldwide; ISBN: 00286331250;
Designed as transition dictionary for readers in late-elementary school, Webster's New World Children's Dictionary bridges the gap between simple, picture-based dictionaries and the dull-but-necessary ones we all reach for when faced with unknown words. The medium-sized text, example sentences that accompany most definitions, and tbe miniature pronunciation guide on every page all work nicely together to ensure that kids will understand correct usage without getting overwhelmed with detail. Also included are maps, history and geography pages, and an introductory thesaurus.
Kids On Stirke! by Susan Campbell Bartoletti Reading level: Ages 9- 12
Hardcover - 208 pages (October 1999)
Houghton Mifflin Co. (Pap).
ISBN: 0395888921
Each chapter of this well- designed book recounts an important laber battle of the nineteenth or early twentieth century and explores the role that child workers played in it. Liberally illustrated with black-and-white archival photographs, the compelling text documents these events through the involvement of specific children who were empowered by their quest for civil rights.
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ENGLISH BOOKS
Beyond Rhetoric: Anew American Agenda for Children & Families.- Washington: National Commission on child, 199 1 .
Biology of agoraphobia1 James c. Bal1enger.- Washington: American Psychiatric press, 1984.
Caring for children: Int Perspectives on pastoral card Peter Lang.- London : Cassell, 1994.
Children & Families in the Social Environment1 James Garbxino.- New York: Aldine Gruyter, 1992.
Children in Danger: Coping the consequences of community1 James Garbwino.- San Francisco: lossy-Bass Pub., 1992.
Civil Society in the arab world1 Amani Kandi1.- Egypt: Cairo National Library, 1995.
Classroom-Based Assessment: Evaluating InstructionaV Gerald A. Tinda1.- Columbus: Menill Pub. Comp., 1990.
Clinical Manual of Chemical Dependence1 Domenic A. Cirau1o.- Washington: American Psychiatric press, 199 .
Concise Guide to child and adolescent Psychiatry/ Mina K. Du1can.- Washington: American Psychiatric Press, 1991.
Day care: A source Book/ Kathleen Pullan Watkins - New York: Garland Pub., 1987.
Diagnosis & Treatment of Anxiety Disorders: A Psychician'd Thomas J. Mc. G1ynn.- Washington: American Psychiatric press, 1989.
Early child care in Sweedenl Ragnar Berfenstam.- New York: Gordon and Breach Pub., ..
Economic development of the Arab Countries1 Said EL- Naggar .-
Washington: international Monetary Fund, 1993.
Ellis Island: Gateway to the American Dream/ Pamela Reeves.- New York : Dorset Press, 1991.
Enhancing the skills of early childhood trainers1 kate Torking to.- Paris: Unesco, 1994 .
For the children: Lessons from a visionary principal1 Madeline Cartwight.- New York: Bantam Books, 1993.
Fundamentals of child and Adolescent Psychopathology I Syed Arshad Husain.- Washington: American Psychiatric Press, 1991.
In Wartime: the state of children in Lebanon/ Jennifer W. Bryce.- Beirut: American University of Beirut, 1986.
Inside the Arab World I Michael Field.- Cambridge: Harvard university press, 1995 .
Lines in the sand: Desert storm and Remaking of the ...I Deborah Amos.- New York: Simon & Schuster ,1992.
No Place to be a child: Growing up in a war zone I James
Garbarin0.- Lexington: Lexington books, 1991.
Optimizing Early child care and education.. New York: Gordon and Breach Pub., 1990 .
Psychosocial Treatment of Alcoholism/ Marc Ga1anter.- Washington: American Psychiatric press, 1984.
Testing and your child1 Virginia McCu1lough.- New York: Penguin Group, 1992.
The Psychologically Battered child1 James Garbarion.- San Francisco: Jossy-Bass Pub., 1989.
The Spiritual life of children, Robert Co1es.- Boston: A peter Davison Book, 1990.
Working with children in art therapy1 Caroline Case.- london: Tavistockl Routledge, 1989.
ABSTRACT Effect of Foreign Language on the Mother
Tongue of the Arab Child
Najat Al-Mutawa Kuwait University
The paper deals with the impact of FL on the mother tongue of the Arab chid. Two contradicting claims as discussed. First, some educationists argue that learning FL in addition to the mother tongue is likely to lead to interference resulting in a negative effect on the child's ability to absorb his mother tongue (Arabic). Others, however, hold an opposite claim.
The conflict between the two views persists for a number of reasons, namely the nature of the foreign language, the optimal age, the educational ladder. Other reasons include the method of teaching, and whether FL is taught as a subject or used as a medium of instruction for other subject-areas.
The paper concludes by recalling some factors that can be utilized in order to reduce the negative impact of FL on the child's mother tongue. This involves defemng the commencement of FX to the stage where the pupil has mastered his mother tongue. Another factor focuses on Arabic language curriculum and developing the competency of those who teach it. Such measures are likely to lay foundation for the mother tongue so that it goes beyond the stage where fears can arise from the interference of another language.
ABSTRACT
Kuwaiti Children's Share of Toys
and its Relationshios to some Variables
Dr. Ali A1 Habib Kuwait University
T h ~ s study aims to identify the perceptions of parents believes toward toys that were bought for their children with respect to some variables, the questions were:
1- Which kind of toys that Kuwaitian Family concentrate for their children? 2- What is the Kuwaitian child's share from those toys? 3- What are the differences between the children share according to their rank in
the family? 4- What are the differences between the children's toys according to mother's
education level? 5- What are the differences between the children's toys according to the
famlly income? 6- What are the differences between the children's toys according to the
educational area? The researcher followed the descriptive and analytical approach to analyze the
results. The sample consisted of 944 mothers and were chosen randomly from different areas in the state of Kuwait. The results were:
1- Distinguished toys were concentrated by the family comparatively with other toys. 2- The child's share of the social toys was five times of the other toys. 3- The ldst chid gains the less responds comparatively with first and middle children. 4- There is a correlation between the mother's educational level and the child's
share from the educational toys and math toys. 5- No significant difference was found between the child's share of all the kind
of toys and the family income. 6- There is a signifigant difference between the family educational area and
social, educational toys only. Some recommendations were given for future studies.
Imagination, spurred by spontaneous play and merriment has limits, it encompasses mischief, boldness, unconditional friendships, generosity, kind-heartedness and bravery . In Villa Villekulla, the children experience all these aspects and so does the child reader. As adults, we should understand and safeguard these aspects regardless of whatever annoyance they may cause us. The mischievous child's cry in I am not naughty cannot be ignored. For it is a cry of fear of punishment for damage which the mischievous child has caused unintentionally. This child, like Tommy and An& , needs to go to Villa Villekulla to get rid of his fears, comforted and fulfilment of his dreams; to exercise his creativity in a happy-go-lucky period before he enters the well kept gardens adulthood.
The two boys rouse the dormant child in Nils, who, until then, has not been allowed to wander out of the home for fear that he get lost. As he goes out with the boys to celebrate his imagined birthday the day becomes the day of his real rebirth. We hear him telling the nurse mischievously" ... today is my birthday ", after which he joins the boys in climbing a cheny tree: his favourite childhood mischief rekindled. He sits on a branch, dangles his legs " as a small boy does ....." and fills his hat with the biggest and sweetest cherries".
Nuss Nsais is a traditional folk-tale recently published as a picture hook. The protagonist is a fictitious hero" .... He was born very tiny - the size of a fist...", nick-named "Nuss Nsais". And while the neighbour's children grow up fast, Nuss Nsais stays little, and his voice remains that of a child even though he gets a tiny mustachio.
But " Nuss Nsais " grows in determination, will, courage , wit, perception and resourcefulness. Even though the village people make fun of his size, he and his " super-goat" achieve for them what no man has ever achieved. One day he had his friend go deer-hunting . His friend is on horseback and himself is on his super-goat that can fly . Nuss Nsais catches a few deer while his friend fails to catch any. Nuss Nsais willingly gives the deer to his disappointed friend who fears the scorn of the village people . The villagers who do not know the truth, praise the friend and mock Nuss Nsais . Nuss Nsais pays no attention.
The next day they go hunting again. They meet a ghoul who claims to be their aunt . Nuss Nsais recognizes her but his friend believes her and does not heed Nuss Nsais' warnings. Nuss Nsais decides to protect his friend, for he " never forsakes a friend in times of need " . He plays tricks on the ghoul all night until she gets tired and falls asleep. The two friends escape with the help of the flying goat . Later Nuss Nsais , disguised as a peddler of sweets, goes back to the ghoul. He tricks her into one of the boxes, locks it and takes her to the village. At last he grows in the eyes of the village people for his great courage and ingenuity.
This story does not deal with the child and his world which is full of spontaneous play, mischief and imagination. Furthermore the span of childhood is reduced to just a few words: " Nuss Nsais grew up very fast as children in stories do ......"
The story encourages heroism, an adult's heroism in the face of danger, a
good will created b his sense of humour and the kind heart he reveals at times is i forfeited when he s olds Dakdouk for his mischief and accuses him of being lazy and foolish. After e ch reproach Dakdouk shrinks in size and withdraws," he bends his head and sits in comer".
The reader gets he feeling that Abu Sameh is impatient and unable to cope. This complicates th problem and drives Dakdouk to do such serious mischief that it almost kills h' . Anxiety arising from jealousy has changed Dakdouk's behaviour, as anxie and fear from the unknown changed Alfons. Ignoring such
the opposite.
/ mischief, or - wors punishing it, can lead to really reckless behaviour instead of
What happens Dakdouk also sheds light on famiha1 and social discrimination. naturally stands for the unproductive, " unimportant" child, hut also whose role in society is not tangible and thus not duly
the writer, the artist.
3. THE C D IN THE MAN AND THE MAN IN THE C H n D
In can you Whi tle Johanna by Ulf Stark spontaneous childhood mischief merges with the do ant "child in the man " - mischief, to carry the reader's soul to the peak of literary exultation when old Nils, sitting on a cherry tree branch, declares that " sittin here is like sitting in Heaven " This expression is typical of children and here it i uttered by an old man, soon expecting death. This short but simple sentence hol s the essence of the story which however does not deal directly with inischi f. The motif appears in various forms, which enhance the theme of the story. 1
It all starts when Berra a boy of say ten, decides to "adopt" a grandfather since he hasn't one. A Andfather is an asset, his friend Ulf ( the narrator) assures him. The old man is sp+ding his last days lonely and isolated, and willingly agrees to enter the innocent game. He introduces his " grandson" to his fellow residents in the old people's home and indulges in his new role which makes him happy and energetic. He makes a kite for the boys and teaches them how to whistle. He confesses to them how much he enjoyed, as a child, sneaking into gardens of others and picking cherries, like the teacher admitted her childish fright in the Alfon's story. Thus both stories reveal that the " child in the manlwoman " can be kept alive.
routine . He mostly pretends to have washed his hands before meals, and secretly reads in bed with the help of a torch. Alfon's obedient and orderly behaviour worries the father, which makes the reader understand that the father knows that mischief and merriment are natural characteristics of children Alfon's age. An obedient orderly and quiet child is a frightened and insecure child who should be given proper attention and care by adults around him.
The story shows that adults have an important role in eliminating womes and fear of the unknown. Only when Alfon's father tells his son that there are hundreds of children his age experiencing fear and anxiety for the same reason, can Alfons relax and go to sleep. The next morning the teacher confesses to the children that she was worried and couldn't sleep last night in anticipation of her first day with a new class. Alfons then feels much better and returns to his normal self, meny and mischievous.
Alfons is a round character, realistic and convincing. He reacts credibly in different situation. His father sees the change in him and takes it seriously. He deals with the problem with love, care and understanding. He can cope with and accept Alfon's mischief and at the same tune make efforts to teach him the regulations of daily life. We can eawly imagine the Wild Baby turning into Alfons when he becomes Alfon's age, ready to go to school .The mother in the former story, and the father in this story share the understanding of children's mischief as a flow of innocent merriment and they both accept it even though it can, at times, be troublesome, risky, and annoying.
The corresponding Palestinian story, Dakdouk, is also about a sudden change in behaviour. Dakdouk is the farm's rooster who does not feel any recognition from the farmer Abu Sameh. He responds by doing mischief, he does foolish and even dangerous things m order to draw attention to himself. His longing for appreciation, and his reactions, can easily be recognised by any child.
Dakdouk's action are a logical consequence of jealousy. They are signals meant to make Abu Sameh aware of his partiality. Dakdouk allows Abu Sameh ample time to make him change his approach. Abu Sameh notices Dakdouk's change of behaviour and is womed but not enough to take it seriously, in fact he ignores it, where he should, l i e Alfon's father, try and find the reason and help his ward.
As a reader you can't understand Abu Sameh's behaviour towards Dakdouk. The
cover. The nature of small children is characterised by continuous activity in order to explore the world around. The author and the illustrator show us that the child does not listen to h ~ s mother's warnings and instructions, and that it is only natural for a child to try the forbidden in order to discover and leam by himself. Children acquire knowledge by imitating adults and through play, they leam about the world without the interference of adults. Unaware of its dangers the wild baby even lights a fire- and manages to quench it as well.
The illustrations show the mother as a good-natured woman, not very young. Since she is fond of childhood she can cope with her mischievous child. Consequently, when the child is quiet, the mother suspects he must be ill. Based on her instinct and daily observations, she knows that a calm and silent child is not a healthy one. Her baby's normal mischief is certainly more tolerable to the mother than the possibilities of the child gemng lost or falling ill. Thus, there is never a hint of rebuke or physical punishment. The mother does not take an authoritarian role. She is aware that mischief is a healthy characteristic of childhood that should be met with patience and love.
The pictures in full colours enhance the text. They help draw the characters and reveal setting Moreover, they cany the reader into the child's environment with its warmth and familiar deta~ls; sometimes funny and amusing Such atmosphere softens dramatic incidents and helps the reader in accepting innocent mischief. We must sympathise with the mother and appreciate her tender tolerance.
The tune as revealed by the illustrations is contemporary (there 1s electricity, a car, a tractor, a telephone etc). The importance of play for healthy growth of the child is a modern concept
1 am not naughty is an episodic first personal narrative with ten illustrations each covering two pages. The 170 words of the book are scattered on the illustrations and form part of them. The setting is revealed by the illustrations which add to the episodes and carry the reader beyond the limited text, into the pace of action the physical world of a 6-7 year old child, his home, school and garden. Like in the Swedish book the time is contemporary, which is important since the story deals with a problem confronting young Palestinian children nowadays.
The author choice of a child narrator enables him to deal with the theme
The Concept of Mischief in some Swedish and Palestinian Children's Books :A comparative Study
Samih Abboushi
INTRODUCTION Is mschief a childhood characteristic? If so, why is it insufficiently dealt with
in Palestinian children's literature?
I have reviewed some modem Swedish and Palestinian children's books in an attempt to compare "The Universal and the Particular "and to investigate whether Swedish writers of children's stories have been able to rise from the local to the universal. In the process the concept of "mischief', as a universal characteristic, caught my attention. Though apparently ubiquitous, it is dealt with quite differently by the Swedish and Palestinian writers, thus reflecting the divergent cultures of each.
An appropriate start, I reckoned, would be consulting some Arabic and English dictionaries to find synonyms and definitions of the word "shaquawa", the best Arabic equivalent of the English "mischief. My first suspicion of a perceivable cultural gap was reinforced.
According to Arabic dictionaries shaquawa is "The cause and source of harm, an act that annoys and provokesW(Al Mawrid), or "an act harm, hurt, insult, offence, annoyance" etc.(Hans Weir)
Compare this to the English: Mischief "Foolish or thoughtless behaviour that may cause trouble, playing tricks , do naughty things (children) innocent or light-hearted merriment."(The Advanced Learners Dictionaty of Current English ), or : "Conduct or action that is annoying but playful especially by children (The Random House Dictionary).
Thus it is clear that Arabic meaning of the word does not Imply innocence and memment, whereas the English meaning is not l~mited to harm and annoyance but includes playfulness.
The following study will point to this by comparing a few modem, illustrated children's books that deal with mischief as the main theme, or reflect mischief in order to throw light upon the main theme.
Finally a Palestinian fok-tale is also matched to the phenomenon of the
