Rhythm and repetition, together with example and imitation, are pillars on which early learning is based. Freya Jaffke applies these simple principles in practical and sensible ways. She describes children's play in a Steiner-Waldorf kindergarten setting, and provides tried and tested advice on this important stage of development. This book includes sections on Planning the day; Festivals; Rhythms; Materials; Educating the Will; Imagination; Spontaneous and Planned Play; Example and imitation of adults; Stages of development; From crawling to contrariness; Work and play; Craft and handicraft; Creating a protective environment; Hyperactive and inactive children.

Visiting a London nursery school, Vivian Paley observes the schoolchildren's reception of another visitor, a handicapped boy named Teddy, who is strapped into a wheelchair, wearing a helmet, and barely able to speak. A predicament arises, and the children's response--simple and immediate--offers Paley the purest evidence of kindness she has ever seen. In subsequent encounters, "the Teddy story" draws forth other tales of impulsive goodness from Paley's listeners. Just so, it resonates through this book as one story leads to another--taking surprising turns, intersecting with the narrative unfolding before us, and illuminating the moral meanings that children may be learning to create among themselves. Paley's journey takes us into the different worlds of urban London, Chicago, Oakland, and New York City, and to a close-knit small town in Michigan's Upper Peninsula. Her own story connects those of children from nursery school to high school, and circles back to her elderly mother, whose experiences as a frightened immigrant girl, helped through a strange school and a new language by another child, reappear in the story of a young Mexican American girl. Thus the book quietly brings together the moral life of the very young and the very old. With her characteristic unpretentious charm, Paley lets her listeners and storytellers take us down unexpected paths, where the meeting of story and real life make us wonder: Are children wiser about the nature of kindness than we think they are?

In one enquiry after another, there has been a call for an increase in the proportion of qualified staff in residential child care services, as one of a range of solutions to the difficulties that have beset the service. Leadership in Residential Child Care compares and assesses courses available for professional social work training and explores the ways that training contributes to the quality of care in the sector. Drawing on an evaluation of the Residential Child Care Initiative, the authors examine the dilemmas concerning the provision of qualification training for residential care staff today. They address issues such as:

• the loss of qualified staff from the sector
• different models of ‘professional competence’ that qualification seeks to achieve
• the role qualification and training can play in enhancing the status of what is sometimes seen as the ‘Cinderella’ element in child care provision

This book provides new evidence of the theoretical and empirical causes and consequences of child labor. In so doing, the chapters provide a unique set of policy prescriptions that are applicable to both the developing countries that make up the case studies of the volume, as well as other countries more broadly. The volume is constructed to inform policy with rigorous analysis. However, unlike most academic studies, the language and flavour of the volume is largely non-technical, while the policy recommendations are practical. The volume is made up of three sections. The first section builds on the existing literature and provides new theoretical insights into child labor. Section 2 provides empirical evidence from both quantitative and qualitative case studies on child labor from across Asia, Africa and Latin America. This section provides information from studies conducted in Brazil, Cameroon, the Dominican Republic, India and Vietnam. Section 3 provides policy recommendations.

View the Table of Contents. Read the Introduction.

aMarten adds to the growing body of literature on the history of family life with this rich collection of original essays and transcriptions from primary documents. Divided into thematic subdivisions relating to Europeans and Native Americans, issues of family and community, and the process of becoming American, the 12 essays contributed mainly by history academics examine children's lives from the varied cultures found in Colonial North America and contain copious footnotes and a list of suggested further reading. Such topics as parenting practices, health, education, gender roles, and rites of passage are touched on. The small selection of primary documents (excerpts from letters, diaries, and autobiographies) add depth to an already well-written and researched work whose real strength is its juxtaposition of children's lives across a variety of Colonial cultures.a
--"Library Journal"

"Providing fresh historical perspectives on key features of children's lives, this book offers compelling, new materials on childhood in colonial America, and on groups--including Native Americans and Hispanics--too often left out of conventional coverage."
--Peter Stearns, George Mason University

"Children in Colonial America is a highly original contribution to the history of childhood. The collection's unique strength lies in its great range of regions and peoples represented: from Indian children of Mexico to young Africans in Jamaica, from Separatist Pilgrims in the Netherlands and Plymouth to Catholic girls in Germany, Louisiana, and Pennsylvania. Although ideal for the classroom, these essays offer much that will be of interest toseasoned scholars."
--Gloria L. Main, University of Colorado-Boulder

aFew books can be all things to all people, but this one is an exception.a
--Kenneth J. Blume

aA useful and largely impressive anthology on an under-studied topic.a
--"PhiloBiblos"

The Pilgrims and Puritans did not arrive on the shores of New England alone. Nor did African men and women, brought to the Americas as slaves. Though it would be hard to tell from the historical record, European colonists and African slaves had children, as did the indigenous families whom they encountered, and those children's life experiences enrich and complicate our understanding of colonial America.

Through essays, primary documents, and contemporary illustrations, Children in Colonial America examines the unique aspects of childhood in the American colonies between the late sixteenth and late eighteenth centuries. The twelve original essays observe a diverse cross-section of children--from indigenous peoples of the east coast and Mexico to Dutch-born children of the Plymouth colony and African-born offspring of slaves in the Caribbean--and explore themes including parenting and childrearing practices, children's health and education, sibling relations, child abuse, mental health, gender, play, and rites of passage.

Taken together, the essays and documents in Children in Colonial America shed light on the ways in which the process of colonization shaped childhood, and in turn how the experience of children affected life in colonial America.

The Children of Atlantis is a collection of statements by a hundred young people who have fled various parts of the former Yugoslavia in the face of war and destruction, nationalism, hatred and ethnic cleansing, the pressure to take sides, and the draft. As refugees, they are seeking to continue or complete their education at universities around the world, all the while confronting the task of making something of their lives amid the catastrophe that has overwhelmed them, their families, and their homeland. Gathered here are extracts from essays written by the students describing the circumstances that drove them to leave their homes, and the different ways (both optimistic and bleak) they envision their futures. It offers a snapshot of virtually a whole generation of young people on the threshold of their working lives, uprooted from the world they grew up in. Their voices are varied, expressing pain, anger, uncertainty, hope, and the positive energy of youth. What they have in common is a sense of disbelief and bewilderment at the forces unleashed in what was their country.
In a way this is a war-report, though not prepared by foreign war-reporters or covered from the frontlines. Rather, it is a diverse chronicle revealing the unseen psychological aspects of war, written by the victims from the depths of their souls.

This book brings together thirteen distinguished critics and scholars to explore children's art and its profound but rarely documented influence on the evolution of modern art. It shows that children's art and childhood have inspired major works of art, served as central metaphors for artistic spontaneity and honesty, and provided a window into the fundamental human qualities explored by modern artists.

The volume complements editor Jonathan Fineberg's groundbreaking new book, "The Innocent Eye" (Princeton, 1997), in which he showed how many of the greatest masters of modern art collected and were directly influenced by children's drawings. Contributors here both expand on Fineberg's themes and take the study of children's art in new directions. They examine, for example, the influence of child art on such artists as Kandinsky, Klee, Larionov, and Miro; the diverse styles of children's art; the influence of Romantic ideas on perceptions of children's art; the conception of giftedness versus education in children's drawings; and the relationship between children's art and primitivism. The book offers unique glimpses into the working processes of great modern artists, presenting, for example, Dora Vallier's personal recollections of Miro and his creative process, and new documentation about the works of the Russian avant-garde. The essays draw on art theory, psychology, and the close study of individual works of art and written texts. "Discovering Child Art" will appeal to a wide range of readers, including art historians, psychologists, and art educators.

Contributors to the book are Troels Andersen, Rudolf Arnheim, John Carlin, Marcel Franciscono, Ernst Gombrich, Christopher Green, Josef Helfenstein, Werner Hofmann, Yuri Molok, G. G. Pospelov, Richard Shiff, Dora Vallier, and Barbara Wurwag."

The first history of childhood in Tudor England What was it like to grow up in England under the Tudors? How were children cared for, what did they play with, and what dangers did they face? In this beautifully illustrated and characteristically lively account, leading historian Nicholas Orme provides a rich survey of childhood in the period. Beginning with birth and infancy, he explores all aspects of children's experiences, including the games they played, such as Blind Man's Bluff and Mumble-the-Peg, and the songs they sang, such as "Three Blind Mice" and "Jack Boy, Ho Boy." He shows how social status determined everything from the food children ate and the clothes they wore to the education they received and the work they undertook. Although childhood and adolescence could be challenging and even hazardous, it was also, as Nicholas Orme shows, a treasured time of learning and development. By looking at the lives of Tudor children we can gain a richer understanding of the era as a whole.

Drawing on examples from British world expressions of Christianity, this collection further greater understanding of religion as a critical element of modern children's and young people's history. It builds on emerging scholarship that challenges the view that religion had a solely negative impact on nineteenth- and twentieth-century children, or that 'secularization' is the only lens to apply to childhood and religion. Putting forth the argument that religion was an abiding influence among British world children throughout the nineteenth and most of the twentieth centuries, this volume places 'religion' at the center of analysis and discussion. At the same time, it positions the religious factor within a broader social and cultural framework. The essays focus on the historical contexts in which religion was formative for children in various 'British' settings denoted as 'Anglo' or 'colonial' during the nineteenth and early- to mid-twentieth centuries.

Shane is back! The beloved heroine of students and faculty alike returns in this third volume of the acclaimed series, focusing on the basic how-to's and foundations of ethnographic studies of children and childhoods. The book opens with Shane trying to land a post-doc working in a department of cultural anthropologists studying children and childhood. Rather predictably, Shane initially sees children as nothing more than small adults. But in this book she'll be forced to reorient herself, yet again. As usual, she is aided by the spirits of the ancestors, of senior colleagues, of talking guinea pigs and gigantic head lice, and through it all by her esteemed guide, Billy the Literal Kid. This illustrated guide will orient the reader to the fundamental challenges in doing ethnographic research with children. The book begins by briefly exploring the history of research on children, with children, for children and "by" children. Throughout, it is about doing research with children rather than on them, highlighting their participant rather than object nature. Topics covered include: Foundations of child development Defining childhood The history, essential theories and major works in the anthropology of childhood Children's culture and popular Kinderculture Ethical concerns and IRBs Foundations of naturalistic inquiry with children Introduction to ethnographic methods with child participants, including detailed guidance in observation and interview methods Practical guidelines for analyzing children's artwork and other visual products Addressing the complexities of adult researcher subjectivities and roles This book is intended for the novice ethnographic researcher and student alike with learning at its core and is designed to encourage wider and deeper reading. It is a useful tool for teaching advanced undergraduate and graduate students in Education, Anthropology, Childhood Studies, Nursing, Communications, Media Studies, Art Education, and more, as well as an essential volume for any faculty bookshelf.

This book addresses age-based persecution of children as a crime against humanity in connection with genocide, crimes against humanity and war crimes (persecution - with some variation in the elements of the crime - is an existing offence under the Rome Statute of the permanent International Criminal Court, the statutes of various international criminal tribunals i.e. International Criminal Tribunal for Rwanda, the International Criminal Tribunal for the Former Yugoslavia and under the statutes of other international criminal courts (i.e. the Special Court of Sierra Leone)). The book introduces a completely original concept in international criminal law, however, in discussing age-based persecution of children as an international crime against humanity where (i) the particular discrete child collective is targeted 'as such' for international atrocity crimes or (ii) individual children are targeted based on their age-based group identity as it intersects with other perpetrator - targeted characteristics such as gender, ethnicity, religion etc.

Illustrating the power of play for helping children overcome a wide variety of worries, fears, and phobias, this book provides a toolkit of play therapy approaches and techniques. Coverage encompasses everyday fears and worries in 3- to 12-year-olds as well as anxiety disorders and posttraumatic problems. Leading practitioners describe their approaches step by step and share vivid illustrative case material. Each chapter also summarizes the research base for the interventions discussed. Key topics include adapting therapy to each child's developmental level, engaging reluctant or less communicative clients, and involving parents in treatment.

In the early development of the modern Italian state, individual orphanages were a reflection of the intertwining of politics and charity. Nearly half of the children who lived in the cities of the late Italian Renaissance were under fifteen years of age. Grinding poverty, unstable families, and the death of a parent could make caring for these young children a burden. Many were abandoned, others orphaned. At a time when political rulers fashioned themselves as the "fathers" of society, these cast-off children presented a very immediate challenge and opportunity. In Bologna and Florence, government and private institutions pioneered orphanages to care for the growing number of homeless children. Nicholas Terpstra discusses the founding and management of these institutions, the procedures for placing children into them, the children's daily routine and education, and finally their departure from these homes. He explores the role of the city-state and considers why Bologna and Florence took different paths in operating the orphanages. Terpstra finds that Bologna's orphanages were better run, looked after the children more effectively, and were more successful in returning their wards to society as productive members of the city's economy. Florence's orphanages were larger and harsher, and made little attempt to reintegrate children into society. Based on extensive archival research and individual stories, Abandoned Children of the Italian Renaissance demonstrates how gender and class shaped individual orphanages in each city's network and how politics, charity, and economics intertwined in the development of the early modern state.

The twenty-first century has seen an explosion in the ways and means in which children can become part of celebrity culture. With the rise in popularity of reality TV, child beauty pageants, talent shows, and social media platforms, as well as more established routes to fame through TV, cinema, theatre and music, the number of children establishing a presence in public life continues to proliferate. Childhood and Celebrity brings together international scholarly writing and research about famous children, and representations of childhood, from a range of disciplines including Childhood Studies, Celebrity Studies, Cultural Studies and Film Studies in order to open up a theoretical space in which to explore and understand the complex relationship between contemporary childhood and celebrity culture. This unique collection includes detailed case studies of specific child performers such as McCaulay Culkin and Miley Cyrus, histories of child stars in the 'Golden Age' of Hollywood, analyses of representations of children in film and discussions of children as media creators and producers. Key themes of transgression, gender, 'coming of age', childhood innocence and children's rights recur in the chapters and present a compelling argument for the emergence of the field of Childhood and Celebrity as an area of study in its own right.

Containing over 50 activities (exercises, worksheets and games) which can be used in working with children, adolescents or families, this text aims to encourage creativity in therapy and assist in talking with children to facilitate change. These activities have been designed to be used as therapeutic tools to aid a variety of approaches, and whilst they can be used alone are also designed to supplement the approach taken by a therapist. Intended to help the therapist gain rapport with clients who have problems with verbal communication, the text is also cross-referenced by problem and activity, as well as by the features of each game/exercise (for example, "Rewards"). Details required for each activity are given, as is age range where appropriate. All the illustrations and worksheets in the book are copyright free.

While the notion of young people as individuals worthy or capable of having rights is of relatively recent origin, over the past several decades there has been a substantial increase in both social and political commitment to children's rights as well as a tendency to grant young people some of the rights that were typically accorded only to adults. In addition, there has been a noticeable shift in orientation from a focus on children's protection and provision to an emphasis on children's participation and self-determination. With contributions from a wide range of international scholars, the Handbook of Children's Rights brings together research, theory, and practice from diverse perspectives on children's rights. This volume constitutes a comprehensive treatment of critical perspectives concerning children's rights in their various forms. Its contributions address some of the major scholarly tensions and policy debates comprising the current discourse on children's rights, including the best interests of the child, evolving capacities of the child, states' rights versus children's rights, rights of children versus parental or family rights, children as citizens, children's rights versus children's responsibilities, and balancing protection and participation. In addition to its multidisciplinary focus, the handbook includes perspectives from social science domains in which children's rights scholarship has evolved largely independently due to distinct and seemingly competing assumptions and disciplinary approaches (e.g., childhood studies, developmental psychology, sociology of childhood, anthropology, and political science). The handbook also brings together diverse methodological approaches to the study of children's rights, including both quantitative and qualitative perspectives, and policy analysis. This comprehensive, cosmopolitan, and timely volume serves as an important reference for both scholarly and policy-driven interest in the voices and perspectives of children and youth.

Safeguarding should be a central concern for any sports organisation working with children or young people. This significant new study examines the development, implementation and impact of the International Safeguards for Children in Sport; a set of guidelines drawn up by a working group of international organisations committed to child protection which lays out the measures that need to be taken to ensure children are kept safe from harm. Including critical perspectives and in-depth real-life case studies, this book looks beyond perpetrator, victim and abuse to focus on the development of a systematic safeguarding culture. The first study to adopt a global perspective on safeguarding in sport, it draws on the insights of researchers and practitioners to discuss best practise for child welfare, organisational reform, policy implementation and directions for future research. International Safeguards for Children in Sport: Developing and Embedding a Safeguarding Culture is important reading for all those working directly with children through the provision of sport in schools and communities, as well as for students and researchers of the sociology of sport.

This volume provides practitioners with clear, helpful information about the process of understanding and engaging a wide array of boys and adolescent males in counseling. It supplies case examples and covers topics including race, ethnicity, religion, and other cultural factors of boys. A practical tool for school and mental health practitioners who need to understand and respond to the developmental and special issues of boys and adolescent males, Counseling Troubled Boys creates a bridge between young men and helping professionals. Key content includes adjustment issues, strategies for establishing rapport, interventions, case studies, and suggestions for future training and research.

The first volume to consider childhood over eight centuries of British writing, this book traces the literary child from medieval to contemporary texts. Written by international experts, the volume's essays challenge earlier readings of childhood and offer fascinating contributions to the current upsurge of interest in constructions of childhood.

Research Methods for Early Childhood Education takes an international perspective on research design and illustrates how research methods are inextricably linked to cultural and theoretical understandings of early childhood, young children's competences and the purposes of education. The book offers a critical and reflective approach to established and innovative research methods in early childhood education, making links between diverse methodologies, methods and theory, with illustrative examples of research in practice. Each chapter addresses a specific methodological approach, linking the methodology to early childhood education with vignettes as examples of research practice in the global north, south, east and west, and offering practical examples and critical thinking around new theoretical understandings of early childhood across geographical and cultural contexts. The book critically examines: - the role of the researcher - conceptualisations of how research is undertaken; - how early childhood education is understood; - the often sensitive nature of conducting research with young children; - how young children can be included as active research participants. Throughout, the book emphasises ethical and methodological issues that arise from undertaking research in diverse social and cultural contexts. Further reading lists provide a selection of seminal and recent studies that have adopted each methodological approach.

As children and teens are exposed to more and more pressure at school, exam stress comes hand in hand. This workbook, a fun and interactive resource aimed at children aged 10 and over, offers teachers, other professionals and parents proven techniques to support young people's wellbeing through revision and exams. Applying a cognitive behavioural framework, it helps pupils to consider academic stress in terms of thoughts, feeling, body sensations and behaviour. Strategies encompass managing a child's lifestyle, exercise and diet as well as tried-and-tested CBT techniques including relaxation, positive self-talk and mindfulness. Chapters look at the day of the exam itself, evaluate stress in children with special educational needs and provide practical advice for parents as to how they can successfully support their child. In a fully photocopiable format and suitable for either individual use or group work, Helping Kids and Teens with Exam Stress in Schools will guide parents, teachers, therapists and support staff to conquer students' fears, improve exam performance and, perhaps most important of all, maintain a work-fun balance in young people's lives.

Online Risk to Children brings together the most up-to-date theory, policy, and best practices for online child protection and abuse prevention. * Moves beyond offender assessment and treatment to discuss the impact of online abuse on children themselves, and the risks and vulnerabilities inherent in their constantly connected lives * Global in scope, setting contributions from leading researchers and practitioners in the UK in international context via chapters from Australia, the USA and Europe. * Key topics covered include cyberbullying, peer-oriented abuse, victim treatment approaches, international law enforcement strategies, policy responses, and the role of schools and industry

In 1836, an enslaved six-year-old girl Named Med was brought to Boston by a woman from New Orleans who claimed her as property. Learning of the girl's arrival in the city, the Boston Female Anti-Slavery Society (BFASS) waged a legal fight to secure her freedom and affirm the free soil of MassachuSetts. While Chief Justice Lemuel Shaw ruled quite narrowly in the case that enslaved people brought to MassachuSetts could not be held against their will, BFASS claimed a broad victory for the abolitionist cause, and Med was released to the care of a local institution. When she died two years later, celebration quickly turned to silence, and her story was soon forgotten. As a result, Commonwealth v. Aves is little known outside of legal scholarship. In this book, Karen Woods Weierman complicates Boston's identity as the birthplace of abolition and the cradle of liberty, and restores Med to her rightful place in antislavery history by situating her story in the context of other writings on slavery, childhood, and the law.

This book documents the first five years of life of the children of the influential Millennium Cohort Study, which is tracking almost 19,000 babies born in 2000 and 2001 in England, Scotland, Wales and Northern Ireland. This book is the second in a series of books which will report on the findings from the data and follows on from Children of the 21st century: From birth to nine months (The Policy Press, 2005). It takes an extended look at the children's lives and development as they grow and begin formal education, and the implications for family policy, and service planning in health and social services. The chapters in this book are written by experts across a wide range of social science and health fields and form a unique look at the early lives of children that cuts across disciplinary boundaries. It is essential reading for academics, students and researchers in these fields. It will also be of relevance to policy makers and practitioners with an interest in children's early years, family life, child development, child poverty, childcare and education and health care.

A comprehensive study of the occupational health of employed children within the broader context of social, industrial and environmental change between 1780 and 1850. Historians have long recognised the importance of child health during the Industrial Revolution, but few have explored the health of working children in any analytical detail. In this comprehensive study, Peter Kirby places the occupational health of employed children within a broad context of social, industrial and environmental change during the period 1780 to 1850. The book explores the deformities, fevers, respiratory complaints, industrial injuries and physical ill-treatment which have long been associated with child labour in the factory workplace. The result is a more nuanced picture of child health and child labour during the classic 'factory age' which raises important questions about the enduring stereotype of the health-impaired and abused industrial child. Peter Kirby is Professor of Social History and Director of the Centre for the Social History of Health and Healthcare at Glasgow Caledonian University.