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Childhood and Youth in India: Engagements with Modernity (Studies in Childhood and Youth)
by Anandini Dar Divya KannanThis edited volume advances the conceptual framework of the 'everyday urban' to unpack the ways in which processes of modernity in India shape young subjects and, in so doing, centers the analytical categories of childhood and youth. In rejecting simplistic binaries of agency, and teleological logics of development and modernity, the authors focus on the complex pathways of negotiation and conflict that mark the lives of young people across various historical and contemporary contexts in urban India. Chapters are organized across two key themes: Shaping Modern Subjects and Being Modern Subjects, while spanning multiple disciplines including anthropology, history, sociology, disability studies, and psychology. Together, the contributions aim to advance the field of childhood and youth studies in South Asia and beyond.
Childhood and Youth Studies (PDF)
by Mrs Paula Zwozdiak-MyersThis book introduces the inter-disciplinary study of childhood and youth and the multi-agency practice of professionals who serve the needs of children, young people and their families. Exploring key theories and central ideas, research methodology, policy and practice, it takes a holistic, contextual approach that values difference and diversity. It examines concepts such as identity, representation, creativity and discourse and issues such as ethnicity, gender and the 'childhood in crisis' thesis. Furthermore, it challenges opinion by exploring complex and controversial modern-day issues, and by engaging with a range of perspectives to highlight debates within the field.
Childhood Bereavement: Developing the curriculum and pastoral support (PDF)
by Gill Frances Nina JobUsing case studies and drawing on best practice and expertise from across the Childhood Bereavement Network, this resource aims to help teachers and those working in schools to address death, dying and bereavement. It provides practical ideas for how to achieve this through the curriculum, as well as through pastoral care.
Childhood Disability, Advocacy, and Inclusion in the Caribbean: A Trinidad and Tobago Case Study (Palgrave Studies in Disability and International Development)
by Beth HarryThis book presents an ethnographic case study of the personal motivations, advocacy, and activation of social capital needed to create and sustain the Immortelle Children’s Centre, a private school that has served children with disabilities in Trinidad/Tobago for four decades. Based on narratives by parents from the 1980’s, current parents, teachers, community advocates, and the author, who was the founder of Immortelle in 1978, the study views the school within the context of a nation standing in a liminal space between developed and developing societies. It argues that the attainment of equity for children with disabilities will require an agenda that includes a legal mandate for education of all children, increased public funding for education, health and therapeutic services, and an on-going public awareness campaign. Relating this study to the global debate on inclusion, the author shows how the implementation of this agenda would have to be adapted to the social, cultural, and economic realities of the society.
Childhood, Education and Philosophy: New ideas for an old relationship (New Directions in the Philosophy of Education)
by Walter KohanThis book explores the idea of a childlike education and offers critical tools to question traditional forms of education, and alternative ways to understand and practice the relationship between education and childhood. Engaging with the work of Michel Foucault, Jacques Rancière, Giorgio Agamben and Simón Rodríguez, it contributes to the development of a philosophical framework for the pedagogical idea at the core of the book, that of a childlike education. Divided into two parts, the book introduces innovative ideas through philosophical argument and discussion, challenging existing understandings of what it means to teach or to form a child, and putting into question the idea of education as a process of formation. The first part of the book consists of a dialogue with a number of interlocutors in order to develop an original conception of education. The second part presents the idea of a childlike education, beginning with a discussion of the relationships between childhood and philosophy, and followed by a critique of the place of philosophical experience in a childhood of education. Instead of asking how philosophy might educate childhood, this book raises the question of how childhood might educate philosophy. It will be of key value to researchers, educators and postgraduate students in the fields of education and the human sciences.
Childhood, Education and Philosophy: New ideas for an old relationship (New Directions in the Philosophy of Education)
by Walter KohanThis book explores the idea of a childlike education and offers critical tools to question traditional forms of education, and alternative ways to understand and practice the relationship between education and childhood. Engaging with the work of Michel Foucault, Jacques Rancière, Giorgio Agamben and Simón Rodríguez, it contributes to the development of a philosophical framework for the pedagogical idea at the core of the book, that of a childlike education. Divided into two parts, the book introduces innovative ideas through philosophical argument and discussion, challenging existing understandings of what it means to teach or to form a child, and putting into question the idea of education as a process of formation. The first part of the book consists of a dialogue with a number of interlocutors in order to develop an original conception of education. The second part presents the idea of a childlike education, beginning with a discussion of the relationships between childhood and philosophy, and followed by a critique of the place of philosophical experience in a childhood of education. Instead of asking how philosophy might educate childhood, this book raises the question of how childhood might educate philosophy. It will be of key value to researchers, educators and postgraduate students in the fields of education and the human sciences.
Childhood Education Policy in China: Problems and Strategies (Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices)
by Eryong Xue Jian LiThis book examines the childhood education policy development in China. It involves investigating the holistic landscape of China’s childhood development from a policy perspective. It also offers a specific lens to examine the migrant childhood education policy in China, the left-behind childhood education policy in China, the ethnic childhood education policy development in China, the special childhood education policy in China, and the boarding schools’ childhood education policy in China. The intended readers are scholars and researchers who are interested and work in research on China’s childhood education reform/pre-K-12 in China. The administrators and stakeholders in Chinese education system and graduate students are majoring and minoring in the field of educational policy.
Childhood in Society for the Early Years
by Rory ClarkChildhood can only be understood in relation to the multitude of social factors which surround it. Written for students of degrees and foundation degrees in Early Years, Early Childhood Studies and related disciplines, this accessible text offers an introduction to the study of these complex issues including the different contexts within which childhood exists. These contexts, from the child within the family, to the global perspective and the child's own perspective are closely examined. This second edition is updated in line with recent changes to early years policy and includes a new chapter 'The context of partnership: children in transition'. About the Early Years Series This series has been designed to support students of Early Years, Early Childhood Studies and related disciplines in popular modules of their course. Each text takes a focused look at a specific topic and approaches it in an accessible and user-friendly way. Features have been developed to help readers engage with the text and understand the subject from a number of different viewpoints. Activities pose questions to prompt thought and discussion and 'Theory Focus' boxes examine essential theory close-up for better understanding. This series is also applicable to EYPS candidates on all pathways. Other titles in the series are Early Childhood Studies, Becoming a Practitioner in the Early Years, Child Observation for the Early Years and Exploring Play for Early Childhood Studies. Rory McDowall Clark originally trained as a nursery and primary teacher in Brighton and has a wide range of experience in broader social contexts including community development with charities, voluntary organisations and outreach youth work. Rory is a senior lecturer in the Centre for Early Childhood at the University of Worcester.
Childhood in Society for the Early Years
by Rory ClarkChildhood can only be understood in relation to the multitude of social factors which surround it. This book is written for students of degrees and foundation degrees in Early Years, Early Childhood Studies and related disciplines. It offers an introduction to the study of childhood and the different contexts within which childhood exists. The text encourages students to re-think childhood, exploring it from different contexts whether looking at the child within the family, global perspectives or the child's own perspective. It enables readers to begin to understand childhood in relation to society and to develop the skills to look at childhood from a critical standpoint.
Childhood in Society for the Early Years
by Rory ClarkChildhood can only be understood in relation to the multitude of social factors which surround it. This book is written for students of degrees and foundation degrees in Early Years, Early Childhood Studies and related disciplines. It offers an introduction to the study of childhood and the different contexts within which childhood exists. The text encourages students to re-think childhood, exploring it from different contexts whether looking at the child within the family, global perspectives or the child's own perspective. It enables readers to begin to understand childhood in relation to society and to develop the skills to look at childhood from a critical standpoint.
Childhood in Society for the Early Years
by Rory ClarkChildhood can only be understood in relation to the multitude of social factors which surround it. This book is written for students of degrees and foundation degrees in Early Years, Early Childhood Studies and related disciplines. It offers an introduction to the study of childhood and the different contexts within which childhood exists. The text encourages students to re-think childhood, exploring it from different contexts whether looking at the child within the family, global perspectives or the child's own perspective. It enables readers to begin to understand childhood in relation to society and to develop the skills to look at childhood from a critical standpoint.
Childhood in Society for the Early Years (2nd edition) (PDF)
by Rory ClarkChildhood can only be understood in relation to the multitude of social factors which surround it. Written for students of degrees and foundation degrees in Early Years, Early Childhood Studies and related disciplines, this accessible text offers an introduction to the study of these complex issues including the different contexts within which childhood exists. These contexts, from the child within the family, to the global perspective and the child's own perspective are closely examined. This second edition is updated in line with recent changes to early years policy and includes a new chapter 'The context of partnership: children in transition'. About the Early Years Series This series has been designed to support students of Early Years, Early Childhood Studies and related disciplines in popular modules of their course. Each text takes a focused look at a specific topic and approaches it in an accessible and user-friendly way. Features have been developed to help readers engage with the text and understand the subject from a number of different viewpoints. Activities pose questions to prompt thought and discussion and 'Theory Focus' boxes examine essential theory close-up for better understanding. This series is also applicable to EYPS candidates on all pathways. Other titles in the series are Early Childhood Studies, Becoming a Practitioner in the Early Years, Child Observation for the Early Years and Exploring Play for Early Childhood Studies. Rory McDowall Clark originally trained as a nursery and primary teacher in Brighton and has a wide range of experience in broader social contexts including community development with charities, voluntary organisations and outreach youth work. Rory is a senior lecturer in the Centre for Early Childhood at the University of Worcester.
Childhood in Society for the Early Years (3rd edition)
by Rory ClarkChildhood can only be understood in relation to the multitude of social factors which surround it. Written for students of degrees and foundation degrees in Early Years, Early Childhood Studies and related disciplines, this accessible text offers an introduction to the study of these complex issues including the different contexts within which childhood exists. These contexts, from the child within the family, to the global perspective and the child's own perspective are closely examined. This second edition is updated in line with recent changes to early years policy and includes a new chapter 'The context of partnership: children in transition'. About the Early Years Series This series has been designed to support students of Early Years, Early Childhood Studies and related disciplines in popular modules of their course. Each text takes a focused look at a specific topic and approaches it in an accessible and user-friendly way. Features have been developed to help readers engage with the text and understand the subject from a number of different viewpoints. Activities pose questions to prompt thought and discussion and 'Theory Focus' boxes examine essential theory close-up for better understanding. This series is also applicable to EYPS candidates on all pathways. Other titles in the series are Early Childhood Studies, Becoming a Practitioner in the Early Years, Child Observation for the Early Years and Exploring Play for Early Childhood Studies. Rory McDowall Clark originally trained as a nursery and primary teacher in Brighton and has a wide range of experience in broader social contexts including community development with charities, voluntary organisations and outreach youth work. Rory is a senior lecturer in the Centre for Early Childhood at the University of Worcester.
Childhood in Society for the Early Years (PDF)
by Rory ClarkChildhood can only be understood in relation to the multitude of social factors which surround it. Written for students of degrees and foundation degrees in Early Years, Early Childhood Studies and related disciplines, this accessible text offers an introduction to the study of these complex issues including the different contexts within which childhood exists. These contexts, from the child within the family, to the global perspective and the child's own perspective are closely examined. This second edition is updated in line with recent changes to early years policy and includes a new chapter 'The context of partnership: children in transition'. About the Early Years Series This series has been designed to support students of Early Years, Early Childhood Studies and related disciplines in popular modules of their course. Each text takes a focused look at a specific topic and approaches it in an accessible and user-friendly way. Features have been developed to help readers engage with the text and understand the subject from a number of different viewpoints. Activities pose questions to prompt thought and discussion and 'Theory Focus' boxes examine essential theory close-up for better understanding. This series is also applicable to EYPS candidates on all pathways. Other titles in the series are Early Childhood Studies, Becoming a Practitioner in the Early Years, Child Observation for the Early Years and Exploring Play for Early Childhood Studies. Rory McDowall Clark originally trained as a nursery and primary teacher in Brighton and has a wide range of experience in broader social contexts including community development with charities, voluntary organisations and outreach youth work. Rory is a senior lecturer in the Centre for Early Childhood at the University of Worcester.
Childhood, Mobile Technologies and Everyday Experiences: Changing Technologies = Changing Childhoods? (Studies in Childhood and Youth)
by E. BondThis timely volume offers an in-depth theoretical analysis of children's experiences growing up with mobile internet technologies. Drawing on up-to-date research, it explores the relationship between childhood as a social and cultural construction and the plethora of mobile internet technologies which have become ubiquitous in everyday life.
Childhood, Philosophy and Open Society: Implications for Education in Confucian Heritage Cultures (Education in the Asia-Pacific Region: Issues, Concerns and Prospects #22)
by Chi-Ming LamThe purpose of this book is to develop a theory and practice of education from Karl Popper’s non-justificationist philosophy for promoting an open society. Specifically, the book is designed to develop an educational programme for fostering critical thinking in children, particularly when they are involved in group discussion.The study conducted an experiment to assess the effectiveness of Matthew Lipman’s Philosophy for Children (P4C) programme in promoting Hong Long (Chinese) children’s critical thinking. Forty-two Secondary 1 students volunteered for the experiment, from whom 28 students were randomly selected and randomly assigned to two groups of 14 each: one receiving P4C lessons and the other receiving English lessons. The students who were taught P4C were found to perform better in the reasoning test than those who were not, to be capable of discussing philosophical problems in a competent way, and to have a very positive attitude towards doing philosophy in the classroom. It was also found that P4C played a major role in developing the students’ critical thinking.Considering that the construction of children by adults as incompetent in the sense of lacking reason, maturity, or independence reinforces the traditional structure of adult authority over children in society, it runs counter to the goal of fostering critical thinking in children. As a way to return justice to childhood and to effectively promote critical thinking in children, the present study suggested reconstructing the concept of childhood, highlighting the importance of establishing a coherent public policy on promotion of agency in children and also the importance of empowering them to participate actively in research, legal, and educational institutions.
Childhood Practice: A reflective and evidence-based approach
by Mike Carroll Mary WingraveThis comprehensive guide to the core areas of early learning and childcare is designed to equip students to synthesise theory, research and practice to become reflective, evidence-based practitioners. Featuring a diverse and experienced team of authors, this essential book covers policy, theories of childhood, professional development and urgent issues impacting the sector today such as diversity and inclusion, being trauma-aware and children’s rights. Each chapter includes case studies, key ideas, views from practice, questions and more helping to bring topics to life, making this a rich resource that will support your studies. Dr Mike Carroll is a retired Senior Lecturer currently working as an Associate Tutor in Education at the University of Glasgow, Education Consultant and the co-author of Understanding Teaching and Learning in Primary Education (2018). Mary Wingrave, is a Senior Associate Tutor and was formerly a Senior Lecture in Education at the University of Glasgow
Childhood Practice: A reflective and evidence-based approach
by Mike Carroll Mary WingraveThis comprehensive guide to the core areas of early learning and childcare is designed to equip students to synthesise theory, research and practice to become reflective, evidence-based practitioners. Featuring a diverse and experienced team of authors, this essential book covers policy, theories of childhood, professional development and urgent issues impacting the sector today such as diversity and inclusion, being trauma-aware and children’s rights. Each chapter includes case studies, key ideas, views from practice, questions and more helping to bring topics to life, making this a rich resource that will support your studies. Dr Mike Carroll is a retired Senior Lecturer currently working as an Associate Tutor in Education at the University of Glasgow, Education Consultant and the co-author of Understanding Teaching and Learning in Primary Education (2018). Mary Wingrave, is a Senior Associate Tutor and was formerly a Senior Lecture in Education at the University of Glasgow
Childhood Practice: A reflective and evidence-based approach
This comprehensive guide to the core areas of early learning and childcare is designed to equip students to synthesise theory, research and practice to become reflective, evidence-based practitioners. Featuring a diverse and experienced team of authors, this essential book covers policy, theories of childhood, professional development and urgent issues impacting the sector today such as diversity and inclusion, being trauma-aware and children’s rights. Each chapter includes case studies, key ideas, views from practice, questions and more helping to bring topics to life, making this a rich resource that will support your studies. Dr Mike Carroll is a retired Senior Lecturer currently working as an Associate Tutor in Education at the University of Glasgow, Education Consultant and the co-author of Understanding Teaching and Learning in Primary Education (2018). Mary Wingrave, is a Senior Associate Tutor and was formerly a Senior Lecture in Education at the University of Glasgow
Childhood, Science Fiction, and Pedagogy: Children Ex Machina (Children: Global Posthumanist Perspectives and Materialist Theories)
by David W. Kupferman Andrew GibbonsThis book invites readers to both reassess and reconceptualize definitions of childhood and pedagogy by imagining the possibilities - past, present, and future - provided by the aesthetic turn to science fiction. It explores constructions of children, childhood, and pedagogy through the multiple lenses of science fiction as a method of inquiry, and discusses what counts as science fiction and why science fiction counts. The book examines the notion of relationships in a variety of genres and stories; probes affect in the convergence of childhood and science fiction; and focuses on questions of pedagogy and the ways that science fiction can reflect the status quo of schooling theory, practice, and policy as well as offer alternative educative possibilities. Additionally, the volume explores connections between children and childhood studies, pedagogy and posthumanism. The various contributors use science fiction as the frame of reference through which conceptual links between inquiry and narrative, grounded in theories of media studies, can be developed.
Childhood Sexuality and AIDS Education: The Price of Innocence (Routledge Critical Studies in Gender and Sexuality in Education)
by Deevia BhanaPrimary schoolchildren are frequently shielded from education on sexuality and sexually transmitted diseases in an effort to protect their innocence. In countries like South Africa, where AIDS is particularly widespread, it is especially important to address prevention with younger boys and girls as active social agents with the capacity to engage with AIDS as gendered and sexual beings. This volume addresses the question of children’s understanding of AIDS, not simply in terms of their dependence but as active participants in the interpretation of their social worlds. The volume draws on an interview and ethnographic based study of young children in two socially diverse South African primary schools, as well as interviews conducted with teachers and mothers of young children. It shows how adults sustain the production of childhood sexual innocence, and the importance of scaling up programs in AIDS intervention, gender and sexuality. It makes significant contributions to the global debate around childhood sexualities, gender and AIDS education.
Childhood Sexuality and AIDS Education: The Price of Innocence (Routledge Critical Studies in Gender and Sexuality in Education #1)
by Deevia BhanaPrimary schoolchildren are frequently shielded from education on sexuality and sexually transmitted diseases in an effort to protect their innocence. In countries like South Africa, where AIDS is particularly widespread, it is especially important to address prevention with younger boys and girls as active social agents with the capacity to engage with AIDS as gendered and sexual beings. This volume addresses the question of children’s understanding of AIDS, not simply in terms of their dependence but as active participants in the interpretation of their social worlds. The volume draws on an interview and ethnographic based study of young children in two socially diverse South African primary schools, as well as interviews conducted with teachers and mothers of young children. It shows how adults sustain the production of childhood sexual innocence, and the importance of scaling up programs in AIDS intervention, gender and sexuality. It makes significant contributions to the global debate around childhood sexualities, gender and AIDS education.
Childhood Stress in Contemporary Society
by James H HumphreyDon&’t let your own reaction to stress negatively affect the children in your care! With new evidence indicating that undesirable stress is likely to have its roots in childhood, Childhood Stress in Contemporary Society is a much-needed resource for anyone who works with children. An authority in the field of stress education, Dr. Jam
Childhood Stress in Contemporary Society
by James H HumphreyDon&’t let your own reaction to stress negatively affect the children in your care! With new evidence indicating that undesirable stress is likely to have its roots in childhood, Childhood Stress in Contemporary Society is a much-needed resource for anyone who works with children. An authority in the field of stress education, Dr. Jam
Childhood Studies: A Reader in Perspectives of Childhood
by Jean Mills Richard MillsThe nature of childhood, the consideration of whether a certain age denotes innocence or not, and the desire to teach good citizenship to our children are all issues commonly discussed by today's media. This book brings together a variety of perspectives on the study of childhood: how this has been treated historically and how such a concept is developing as we move into the next century.The book is divided into five main sections:* part one sets the scene and provides the reader with an overview of attitudes towards childhood.* part two surveys the contribution of literature from the nineteenth and twentieth centuries* part three examines educational issues such as childrens' play, language acquisition and spiritual development * part four looks at the representation of children in film, television and other mass media * part five offers further help for study and researchThis book draws on a number of academic disciplines including education, literature, theology, language studies and history. It will be of particular use to those on Childhood studies courses and all those studying for a teacher qualification. Teachers of children aged between 4-12 years old will find its contribution to their continuing professional development extremely helpful.