This field aims to promote innovative educational authorship for children, spreading the culture of child education and protection widely among teachers, educators, and specialists in pedagogy, psychology, counseling, and related fields.  Educational Authorship for children aims to ensure that this category is a form of education, culture, and literature and, therefore, a priority in the educational, pedagogical, and social structure.

This field focuses on various aspects of children’s literature, including its impact on different groups within the local, Arab, and international social environment. This may involve examining the effects of specific educational or therapeutic programs on children, such as children with disabilities, gifted kids, or kids with behavioral issues. Additionally, the field projects may involve the development of educational programs for parents or teachers to enhance their ability to interact with children. The works must also be original, with human effort playing a key role in its completion, and not rely entirely on artificial intelligence. Furthermore, a focus must be placed on applied research, which utilizes artificial intelligence technologies to solve educational and learning problems and can be applied in other Arab environments.

Target Categories

• Individuals: Educational Personnel
• Institutions: working in the educational field

Nomination fields: Innovative Authorship in Children Literature

1. Stories and Novels
2. Books of Games and hobbies
3. Child Innovative Educational and TV Programs as well as Literature-based innovative social media modules for children
4. Educational and Musical Plays /Musical Drama
5. Collections of Poetry for Children

Nomination Conditions: Educational Authorship for Children Field – Educational Innovations Category

1. The nominated work should be composed in the Arabic language.
2. The nominee shall present an electronic soft copy of the work in a (PDF format) and, consequently, a hard copy in case of winning
   the Award to be edited by concerned departments.
3. If submitted work makes it to the final stage, the nominees shall abide by the recommendations of the arbitration Committees
   and adjust changes accordingly.
4. The creative work should not have been previously submitted for a promotion or job upgrading, academic degree (such as
   Bachelor’s, Master’s, or Ph.D. degrees or equivalent), or prepared under the instructions of the author’s employer or any other
   authority.
5. The nomination of an unpublished work manuscript is acceptable, regardless of the year it was written in. The date of the creative
   work has to be stated on the cover.
6. Creative works must include images and illustrations that are consistent with the theme and idea of ​​the work, and it is preferable if these were not generated by artificial intelligence.
7. The size of the innovative authorship should ideally conform to the kind of work presented and as per the following criteria:

First: The field of stories and novels:

–Short story: (age group 8 years and under):

• The number of pages should not exceed (50-60) pages, including illustrations, and the paragraphs on one page should not exceed three
• The story series in the book itself: the number of pages should not be less than (100) pages, including illustrations.
• The story series that comes in the form of volumes: the number of pages for each volume must not exceed (25-35) pages, as the short story, and it is preferable that the series do not exceed five
• Novel for ages under 12 years old: pages NOT to exceed (100) pages, including illustrations.
• The novel is directed to young Adults aged (12-18): its pages should be between (150-200) pages, including illustrations.

– Short story directed to the age group 8-12 years: 

• The number of pages should not exceed (50-60) pages, including illustrations, and the paragraphs on one page should not exceed three
  paragraphs.
• The story series in the book itself: the number of pages should not be less than (100) pages, including illustrations.
• The story series that comes in the form of volumes: the number of pages for each volume must not exceed (25-35) pages, as the short
  story, and it is preferable that the series do not exceed five volumes.
• Novel for ages under 12 years old: pages NOT to exceed (100) pages, including illustrations.
• The novel is directed to young Adults aged (12-18): its pages should be between (150-200) pages, including illustrations.

Second: Works related to poetry and poems:

– Topics must be closely related to childhood needs and interests throughout all their developmental stages. Content such as patriotism,
environmental consciousness, nature appreciation, parental love, kinship, and other educational topics must be highly significant.

• Poems directed to the age group 4-8 years:
  • The poem should have a positive and suggestive energy, and its word count should not exceed 20 words for easy memorization.
  • The language’s simplicity and smoothness are enriched with excitement and imagination.
  • The poem should include one clear and specific idea.
  • Lovely and exciting musical timbre.
• Poems directed to the age group 8-12 years: 
  • Use of vocabulary that enriches the children’s linguistic and perceptual dictionary, with a special selection of harmonic words.
  • The pronunciation must be consistent with the meaning, i.e., the pronunciation is soft in gentle situations and serious in harsh situations.; The pronunciation fits and fulfills the meaning without wordiness that jeopardizes the essence.
  • Poetry at this stage should incorporate rhythm and music to convey deeper meanings beyond the words themselves.
  • Clarity of the poem idea.
  • The number of poems in one collection should not exceed (30), and the word count in one poem should not exceed (40).
  • That the poems and their topics fit with the tendencies and needs of the age group 8-12 years, especially the emotional, psychological, and emotional aspects.
• Poems directed to the age group 12-18 years: 
  • The same standards of poetry for adults are applied to poems and collections of poetry directed to this category, considering the topics and interests of children of this category.
  • The number of poems in one collection does not exceed (40), and the number of words and pages should be balanced with the child’s memorization abilities.

Third: Theatrical works

Theatrical works include (shadow theatre, puppetry, sticks, educational theatre, school theatre, children’s poetic or prose theatre, etc.…).
Plays, in general, should include the following:

• A complete and accurate explanation of theatrical performance techniques and elements (lighting, clothing, decoration, make-up,
  sound, music, and any other effects).
• The existence of a technical structure for the play that includes the external structure of the play and the elements of the internal
  composition of the play in an integrated manner (the idea, the subject, the characters, the dialogue, etc…).
• Considering the selection of the stage to which the theatrical work is directed and constructing it according to the developmental
  stages (the following theatrical work):
• The stage of realism and limited imagination (3-5 years)
• Imaginative stage (6-8 years)
• Championship stage (9-12 years)
• The ideal stage (13-16 years)
• Considering the length of the play and the number of its chapters in accordance with the level of the age group to which the work
  is directed: one act for the category less than five years old, two acts for the category 6-8, and so on.
• Attach a full description of the characters, the values included, a live recording, if it exists, for at least one act or clip, or a link to the
  play if it is previously recorded.

Fourth: educational creations – educational programs, games & skills development, and Social media works:

• This category includes educational programs, digital games, and skills developmental games, and they must include clear and
  specific goals suitable for age groups, which are divided into three parts:
  • Games and programs for six years old and under
  • 6-12 years stage
  • 12-18 (young adults) stage.
• These works must be based on a clear educational philosophy consistent with the goals and programs of education and
  socialization and in accordance with strategies and programs for childhood development. It must also be original and innovative
  and not imitated or duplicated.
• Programs and games must include clear evidence that includes procedures and steps to implement the program and the game, in
  addition to the existence of standards for application and evaluation, and their topics must be related to the life of the child and
  his psychological, emotional, mental and social needs, and the game or program must develop various mental and cognitive skills
  such as understanding Thinking, problem-solving, creativity, cooperation, competition, teamwork, and others.
• Technology must be employed in a way that is fun and appropriate for the child, and the program or game must have the ability
  to enhance and improve the child’s academic achievement in all its stages and levels according to the goal and subject of the game
  or program and the content.

Criteria for Differentiation and Distinction – (Educational Innovations Category – Stories and Novels):

1. The extent to which the characteristics and needs of childhood stages are considered, whereby these characteristics contribute to the
   child’s social, mental, and emotional growth.
2. The extent to which the work is considerate of the inclusive as well as the sustainable growth of the child.
3. The extent to which the work is dedicated to the main educational objectives essential for the child’s character-building.
4. The extent to which the plot is coherent, unified, appealing, and exciting.
5. Applying modern technology and techniques.
6. The extent to which characters truly reflect the reality of our daily life and its authentic experiences.
7. The ability of the author to characterize the setting to serve the plot.
8. The ability of the writer to employ the time or period of events to serve the context and flow of the latter.
9. The extent to which the narration flow and mechanism serve the writer’s objectives and reflect his ideas easily and clearly in passing
   the message or moral of interest without verbiage.
10. The extent to which the work’s illustrations, drawings, and pictures are appropriate to the child’s age, interests, and benefit.
    Moreover, it fits the development of the child’s imagination, behavior, actions, aesthetic sense, and artistic taste.
11. The style employed should be appropriate to the child’s mental, psychological, and linguistic growth.
12. The commitment of the work to easy Classical (Formal) language and to indirectly enrich the child’s language with a selection of new
    vocabulary words and expressions. Away from using the approach of direct advice.
13. The extent to which the work presents information, advice, morals, and experience in an indirect style. 
14. The extent to which the work expresses a viewpoint that develops in the child a sense of patriotism and an awareness of our religious,
    empathetic, and civilized values and strengthens the child’s understanding of their Arab and Muslim nation.
15. The extent to which the subject is appropriate to the child’s age, environment, and surroundings. The writer’s ability to familiarize
    the child with these surroundings is also important.
16. The extent to which the book’s cover, shape, design, colors, layout, binding, size, paper, and printing are attractive. 

Criteria for differentiation and distinction for the category (educational Innovations – poetry and poems):

1. The extent of the clarity of moral values and the ability of the poem to convey a moral message that is easy for children to understand and relate to.
2. The extent and the degree of ambiguity in the poem: Is the poem or poetic verses overly simplistic? or does it allow some ambiguity and complexity in the characters and situations presented?
3. The poem’s extent and level of realism in terms of the poet/author’s reliance on a realistic picture of the world or whether the poem presents unrealistic or idealized images of characters or situations.
4. The ability of the poem(s) to help children develop critical thinking skills.
5. The extent to which the poems contain vivid images that stimulate contemplation and reflection.
6. The availability of appropriate levels of rhythm and rhyme in the poems and their contribution to the development of the sense of music and aesthetic taste.
7. The availability of a distinctive level of originality in the poems, their diversity, the level of creativity and innovation, and the departure from the traditional style.
8. The extent and level of emotional impact of the poems and the author’s ability to evoke a range of emotions, from joy and wonder to sadness and insight.
9. Availability of dramatic content that contributes to achieving fun, entertainment, and play aspects.
10. The poet’s ability to embody the child’s personality and his ability to include elements of mental and psychological excitement in poems that encourage children to explore language and imagination in new and creative ways.
11. The extent to which the poems have an appropriate level of semantic conditioning, in terms of the words having suggestive energy that attracts the child.
12. The extent to which the number of words, verses, and poems corresponds to the age and level of children (from the age of 4-8, the number of words is 20 words, then it increases for higher levels)
13. How easy and simple the language is, smooth and devoid of complexity.
14. The clarity of the idea so that the poem does not carry more than one idea.
15. The extent to which the poems’ topics are compatible with the child’s needs, world, feelings, and ability to memorize poems and intonations.

Criteria for differentiation and distinction for the category (educational creations – theatrical works):

1. The originality of the text and whether it is derived from other works or innovative.
2. The extent to which the text/work presents new ideas or perspectives on its subject matter.
3. Extent/level of organization: Is it well organized in terms of presentation and has a clear beginning, middle, and end appropriate to
   the child’s age and knowledge?
4. The extent to which the text includes literary devices and their level of effectiveness, such as metaphor, symbolism, and images, to
   convey themes and ideas.
5. The availability of plot, suspense, and excitement elements and the level of artistic and technical output in terms of colors, lighting,
   movement, means, equipment used during the show, and audio-visual effects.
6. Extent of treatment of the text/subject, level of processing: deep or superficial.
7. The extent/level of the emotional impact of the text and the topic on the child.
8. The extent to which the work can bring about a change in the child’s behavior.
9. The availability of technical competence in the text in terms of good preparation and consistency and whether the text is closed or
   open-ended.
10. To what extent is it free from errors or inconsistencies? And typical clichés or stereotypes?
11. The extent of the work’s ability to provide a new and in-depth interpretation of its subject matter.
12. Availability of a distinct level of dialogue and conversation revolves around the characters.
13. The extent to which there is a diversity of personalities in terms of the role of the personality and its attributes that differ from other
    personalities.
14. The clarity of the relationship and roles of the main characters, such as the hero and secondary characters supporting the hero, and
    the quality of the relationships that bind the characters.
15. The appropriateness of the time of the play and the level and age of the target group (theatrical action for children exceeds one hour
    and for adults more than two hours).

Criteria for differentiation and distinction for the category (Educational Innovations – educational programs, games, and skills
development):

1. The extent and clarity of the philosophy and purpose of the educational program / educational programs and educational games (in
   terms of displaying the title of the game clearly to make it easier for the learner to choose the content to be learned).
2. The extent of clarity of guidelines and instructions: Setting directions and instructions clearly for the student to be followed by the learner.
3. The extent to which the rules of the game/program are defined: The rules of the game/program are defined before they are applied.
4. The extent to which individual differences are thought after defining the target group and the appropriate level of the game/program.
5. The extent and level of attracting attention and suspense: Considering the suspense factor in presenting the educational material to
   increase the learner’s motivation.
6. Ease of use: Considering the ease of linguistic formulation of the game/program and the method and implementation procedures.
7. The extent to which the game/program can foster interaction, participation, and interaction with activities within the game or
   program.
8. The ability of the game/program to develop memory and speed of thinking, develop a sense of initiative and planning, and stimulate
   focus, attention, problem-solving, understanding, analysis, and synthesis.
9. The ability of the game/program to help the child develop life skills and contribute to the development of creativity and innovation.
10. The extent of the efficiency of employing technology in use and its suitability with different learning styles (visual, auditory, sensory)
    and the formation of positive attitudes towards the computer.
11. The ability of the game/program to improve academic achievement.
12. The extent to which there is content commensurate with the educational curricula and its outputs for each of the stages directed to
    it (theoretical and applied).
13. Extent and clarity of evidence for application and implementation of activities and evaluation criteria.
14. Existence and availability of human, scientific, and technical resources.
15. The extent to which precise mechanisms are in place to follow up on implementation and achievement of goals.

Nomination requirements for the field of Educational Authorship for Children for the category (Children’s Literature Studies):

1. The candidate should submit an electronic copy of the research in (PDF format) File. If the candidate wins, the original copy
   of the winning research will be submitted in (Word) file format.
2. The nominee shall provide a research copy brief not exceeding one page. The style following is: “simplified Arabic” font; the
   font size is (14), and the line spacing is (1.0)”.
3. The educational research should be in Arabic, whether unpublished or was authored, printed, and published in the year of
   nomination for the award or just prior to it.
4. The research page numbering must begin after the cover page and introduction. The research date, however, must be shown
   on the cover page of the research paper. The submitted research under this category must not be less than (50) pages and
   must not exceed (200) pages, excluding the cover page and references section
5. The documentation should follow the American Psychological Association (APA) guide.
6. The research should be delivered in the following style: The font is Simplified Arabic, and the font size should be (14) with
   (1.0) line spacing.
7. If there is more than one researcher, the nomination is made for the work team’s category so that the number of participants
   does not exceed two. (The application on the E-Candidature system must be submitted under the main researcher’s name.).
8. The research should not have been prepared to obtain a university degree, master’s thesis, doctorate, or equivalent academic
   certificates, and it should not have used master’s and doctoral theses or equivalent certificates in the submitted research.
9. The research should not be assigned to the researcher by an official administration, such as universities, research centers,
   institutes, or ministries.
10. The research must have NOT been accepted for publication or published in a book, a peer-reviewed magazine, or any website
    or electronic platform on the Internet.

Criteria for Differentiation and Distinction – Children’s Literature Study Research Category

• Researcher’s criterion.
• Academic research criterion.
• Criterion for Book Introduction.
• Book’s content and implications criterion.
• Presentation of academic material criterion.
• Book’s End/ Closure.
• Book’s Design and Format Production.

Award Components

• Khalifa Award for Education Trophy
• Certificate of Excellence (field/ Category)
• Financial Prize