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Little Miss Brainy (Little Miss Classic Library)

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Wood, L. A., Hutchison, J., Aitken, M., & Cunningham, S. J. (2022). Gender stereotypes in UK children and adolescents: Changing patterns of knowledge and endorsement. British Journal of Social Psychology, 61(3), 768–789. https://doi.org/10.1111/bjso.12510. Lewis, M., Cooper Borkenhagen, M., Converse, E., Lupyan, G., & Seidenberg, M. S. (2022). What might books be teaching young children about gender? Psychological Science, 33(1), 33–47. https://doi.org/10.1177/09567976211024643. Mulvey, K. L., & Killen, M. (2015). Challenging gender stereotypes: Resistance and exclusion. Child Development, 86(3), 681–694. https://doi.org/10.1111/cdev.12317. Little Miss Curious always wanted to know the how and why and what of everything. Are you as curious as Little Miss Curious? Muntoni, F., & Retelsdorf, J. (2019). At their children’s expense: How parents’ gender stereotypes affect their children’s reading outcomes. Learning and Instruction, 60, 95–103.

Little Miss Late | Mr. Men Wiki | Fandom Little Miss Late | Mr. Men Wiki | Fandom

Wagner, L. (2017). Factors influencing parents’ preferences and parents’ perceptions of child preferences of picturebooks. Frontiers in Psychology, 8, 1448. https://doi.org/10.3389/fpsyg.2017.01448. Rudman, L. A., Phelan, J. E., & Heppen, J. B. (2007). Developmental sources of implicit attitudes. Personality and Social Psychology Bulletin, 33(12), 1700–1713. https://doi.org/10.1177/0146167207307487 Nonesenseland was holding the Nonsense Cup again, this time for the dottiest idea of the year. And Little Miss Dotty was sure she would win. Will Little Miss Dotty come up with the dottiest idea in Nonsense Land. One day Little Miss Trouble was causing trouble, again. Telling lies about Mr Small. Then Mr Small and Dr Makeyouwell came up with an idea to show Little Miss Trouble that too much trouble is no fun.Study 1 used a content analysis approach to investigate the contents of the Mr. Men/Little Miss books. Content analyses have been used consistently to assess gender stereotyping in books (e.g., Diekman and Murnen, 2004) and is a useful method to establish patterns across qualitative or mixed-modality datasets. This approach is also broadly aligned with other relevant research that investigates the gendered content of children’s books (e.g., Crabb & Bielawksi, 1994; Tetenbaum and Pearson, 1989) and the presence of gender stereotypes in other forms of media (e.g., advertisements; Sandhu, 2019; graphic t-shirts; Lapierre et al., 2022). The aim of content analysis is to establish and interpret meaning from textual or visual content. Directed content analysis was chosen for this study, given its utility with large qualitative datasets (Hsieh & Shannon, 2005). Directed content analysis also allows researchers to be attentive to inductive codes, while staying grounded in the literature (Assarroudi et al., 2018) and is, therefore, suitably flexible. Coding Procedure Rudy, R. M., Popova, L., & Linz, D. G. (2011). Contributions to the content analysis of gender roles: An introduction to a special issue. Sex Roles, 64(3), 151–159. https://doi.org/10.1007/s11199-011-9937-0. Bargad, A., & Hyde, J. S. (1991). Women’s studies: A study of feminist identity development in women. Psychology of Women Quarterly, 15, 181–201. https://doi.org/10.1111/j.1471-6402.1991.tb00791.x. Little Miss Brainy knew an awful lot of things, and people came from far and wide to ask her questions. But the questions were too simple. So she travelled to a place called Cleverland, where she hoped everybody would ask her difficult questions.

Little Miss Brainy: The Brilliantly Funny Classic Children’s

Mr. Miserable · Mr. Right · Mr. Thrifty · Mrs. Thrifty · Little Miss Penny · Little Miss Prudence · Wilfred the Wizard · Mr. Careless · Little Miss Nobody · Mr. Mean's brother · Little Miss Bump · Mr. Beefeater's Family Applicability of cancellation rights: Legal rights of cancellation under the Distance Selling Regulations available for UK or EU consumers do not apply to certain products and services. Little Miss Whoops is the 33rd of the Little Miss series. Little Miss Whoops goes to visit her brother, Mr. Bump. Unfortunately, disasters happen. Occurrence of Direct Speech. The occurrence of direct speech from the title character of each book was counted and recorded on a spreadsheet. Direct speech was defined as any text, including slang words and words of expression, displayed in speech marks (“”). Only the direct speech of the titular characters was recorded.

Evans, L., & Davies, K. (2000). No sissy boys here: A content analysis of the representation of masculinity in elementary school reading textbooks. Sex Roles, 42(3), 255–270. https://doi.org/10.1023/A:1007043323906. Apparala, M. L., Reifman, A., & Munsch, J. (2003). Cross-national comparison of attitudes toward fathers’ and mothers’ participation in household tasks and childcare. Sex Roles, 48(5), 189–203. https://doi.org/10.1023/a:1022865002992. Mr. Cheeky · Mr. Christmas · Mr. Birthday · Little Miss Jealous · Little Miss Christmas · Little Miss Birthday · Little Miss Stella · Mr. Moustache · Little Miss Explorer · Little Miss Valentine · Mr. Bolt · Little Miss Waste Less · Mr. Octopus Charles Roger Hargreaves was an English author and illustrator of children's books, notably the Mr. Men and Little Miss series, intended for very young readers. He is Britain's third best-selling author, having sold more than 100 million books.

Little Miss Brainy/Gallery | Mr. Men Wiki | Fandom Little Miss Brainy/Gallery | Mr. Men Wiki | Fandom

Sandhu, N. (2019). Fueling gender stereotypes: A content analysis of automobile advertisements. Business Perspectives and Research, 7(2), 163–178. https://doi.org/10.1177/2278533719833815. Neuendorf, K. A. (2010). Reliability for content analysis. In A. Jordan, D. Junkel, J. Manganello, M. Fishbein (Eds). Media messages and public health (1st ed., pp. 85–105). Routledge. Little Miss Bossy liked to boss everybody around, which nobody liked. When the wizard named Wilfred saw how bossy she was, he decided something ought to be done and he introduced her to something even bossier than her. Our results should also be interpreted in the context of our chosen sample. Our core research question in Study 3 was investigating the factors that affect (counter-) stereotypical book selection, in the context of a mother selecting a book to read to her daughter. Most of our participants in this study were mothers, which contextualises some of the findings. Research has shown, for example, that generally fathers have more traditional views about gender (Apparala et al., 2003; Kollmayer et al., 2018). However, work also suggests that there are no differences in mothers’ and fathers’ endorsement of gender stereotypes in toy selection (Fisher-Thompson, 1993) and activities (Lytton & Romney, 1991). Moreover, research should also test this in relation to boys whose experiences when learning about gender likely differ from girls. Additionally, the Mr. Men/Little Miss collection is an apt sample for this kind of work, as the characters are clearly gendered in a binary way and have a high level of consistency in the narratives. While this is arguably a methodological strength, future research is needed to test how well these findings apply to a broader range of children’s books. Bazzini, D., Curtin, L., Joslin, S., Regan, S., & Martz, D. (2010). Do animated Disney characters portray and promote the beauty–goodness stereotype? Journal of Applied Social Psychology, 40(10), 2687–2709. https://doi.org/10.1111/j.1559-1816.2010.00676.x.Diekman, A. B., & Murnen, S. K. (2004). Learning to be little women and little men: The inequitable gender equality of nonsexist children’s literature. Sex Roles, 50(5), 373–385. https://doi.org/10.1023/b:sers.0000018892.26527.ea. Cherney, I. D., & Dempsey, J. (2010). Young children’s classification, stereotyping and play behaviour for gender neutral and ambiguous toys. Educational Psychology, 30(6), 651–669. https://doi.org/10.1080/01443410.2010.498416. Little Miss Greedy was greedy, indeed. It was her cousin, Mr Greedy's, birthday and he invited her to tea. What did Little Miss Greedy get her cousin for his birthday?

Little Miss Books - List Challenges Little Miss Books - List Challenges

Cvencek, D., Meltzoff, A. N., & Greenwald, A. G. (2011). Math–gender stereotypes in elementary school children. Child Development, 82(3), 766–779. https://doi.org/10.1111/j.1467-8624.2010.01529.x. Cherney, I. D., & London, K. (2006). Gender-linked differences in the toys, television shows, computer games, and outdoor activities of 5-to 13-year-old children. Sex Roles, 54(9), 717–726. https://doi.org/10.1007/s11199-006-9037-8. Little Miss Fun loved to have parties. Come along to one of her parties and see all the fun things that she and the Mr Men do. McFadden, K. E., Puzio, A., Way, N., & Hughes, D. (2021). Mothers’ gender beliefs matter for adolescents’ academic achievement and engagement: An examination of ethnically diverse US mothers and adolescents. Sex Roles, 84(3), 166–182. https://doi.org/10.1007/s11199-020-01157-7.Therefore, this work has two broad aims: (1) to understand the gender stereotype messaging present in the full collection of Mr. Men and Little Miss books and (2) to investigate how parents make decisions about gendered stereotypes in book choices. These aims fill an important gap in the literature; in particular, while much work has investigated the gender stereotyping of children’s books, no published work to date has assessed this series specifically. We then assessed how parents make decisions about book choice, when faced with the prospect of selecting a Little Miss book to read to their daughter. This is the first research we are aware of that directly tests how parents might utilize gender content when choosing books for their child to read. The lasting appeal of these classic books will ensure this collection takes pride of place on any child's nursery bookshelf. Perfect for toddlers and children aged 2+. Mr. Clever was having a bad day, he couldn't tell Mr. Sneeze the cure for a cold, Mr. Small how to get bigger, Mr. Jelly the secret to being brave, or Mr. Topsy-Turvy how to speak the right way round. Mr. Clever didn't feel clever anymore, so he decided to go home, two worms see him, but one said he was going the wrong way. This is not intended to be a full statement of all your rights under the Distance Selling Regulations. Full details of your rights under the Distance Selling Regulations are available in the UK from your local Citizens' Advice Bureau or your Local Authority's Trading Standards Office.

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