Die Fahigkeit zur Bindung entwickelt sich von der Geburt bis etwa zum dritten Lebensjahr. Drei bis funf Prozent aller Kinder zeigen Anzeichen einer schweren Stoerung der Bindungsfahigkeit, die oft zu antisozialem und kriminellem Verhalten fuhrt. Basierend auf seiner langjahrigen Erfahrung liefert Dr. Rygaard Psychologen, AErzten, Betreuern und Pflegeeltern das erforderliche theoretische Verstandnis und praktische Rustzeug. Viele lebensnahe Falldarstellungen fuhren Leser Schritt fur Schritt in die interdisziplinaren Grundlagen ein: klassische Symptome der gestoerten Bindungsfahigkeit, Vorbeugemassnahmen und die Behandlung wahrend der verschiedenen Lebensabschnitte. Wichtige Kapitel widmen sich Fragen der Adoption, des schwierigen Schulkindes, des sexuellen Missbrauchs und der persoenlichen Entwicklung der Betreuer und Vorschlagen zur Gestaltung des therapeutischen Milieus und des Teamworks.

In the vast anthropological literature devoted to hunter-gatherer societies, surprisingly little attention has been paid to the place of hunter-gatherer children. Children often represent 40 percent of hunter-gatherer populations, thus nearly half the population is omitted from most hunter-gatherer ethnographies and research. This volume is designed to bridge the gap in our understanding of the daily lives, knowledge, and development of hunter-gatherer children.

The twenty-six contributors to Hunter-Gatherer Childhoods use three general but complementary theoretical approaches--evolutionary, developmental, cultural--in their presentations of new and insightful ethnographic data. For instance, the authors employ these theoretical orientations to provide the first systematic studies of hunter-gatherer children's hunting, play, infant care by children, weaning and expressions of grief. The chapters focus on understanding the daily life experiences of children, and their views and feelings about their lives and cultural change. Chapters address some of the following questions: why does childhood exist, who cares for hunter-gatherer children, what are the characteristic features of hunter-gatherer children's development and what are the impacts of culture change on hunter-gatherer child care?

The book is divided into five parts. The first section provides historical, theoretical and conceptual framework for the volume; the second section examines data to test competing hypotheses regarding why childhood is particularly long in humans; the third section expands on the second section by looking at who cares for hunter-gatherer children; the fourth section explores several developmental issues such as weaning, play and loss of loved ones; and, the final section examines the impact of sedentism and schools on hunter-gatherer children.

This pioneering volume will help to stimulate further research and scholarship on hunter-gatherer childhoods, thereby advancing our understanding of the way of life that characterized most of human history and of the processes that may have shaped both human development and human evolution.

Prompted by the question, "What would children's lives have been like if these people had not lived?" Shapers of American Childhood: Essays on Visionaries from L. Frank Baum to J.K. Rowling explores individuals in literature, media, health, business, and other areas who impacted childhood in the twentieth- and twenty-first centuries. Ranging from the recognizable, such Walt Disney and Benjamin Spock, to the less well-known, such as Ernest Thompson Seton and Augusta Braxton Baker, these people left indelible marks on children's culture as we know it today. Often controversial for their time, their ideas transformed American life, contributing to the ideal of a happy childhood.

The idea of children's agency is central to the growing field of childhood studies. In this book David Oswell argues for new understandings of children's agency. He traces the transformation of children and childhood across the nineteenth, twentieth and early twenty-first centuries and explores the dramatic changes in recent years to children's everyday lives as a consequence of new networked, mobile technologies and new forms of globalisation. The author reviews existing theories of children's agency as well as providing the theoretical tools for thinking of children's agency as spatially, temporally and materially complex. With this in mind, he surveys the main issues in childhood studies, with chapters covering family, schooling, crime, health, consumer culture, work and human rights. This is a comprehensive text intended for students and academic researchers across the humanities and social sciences interested in the study of children and childhood.

Building on recent human rights scholarship, childhood studies and child rights programming, this conceptual framework on children's rights proposes three key-notions: living rights, or the lived experiences in which rights take shape; social justice, or the shared normative beliefs that make rights appear legitimate for those who struggle to get them recognised; and translations, or the complex flux between different beliefs and perspectives on rights and their codification. By exploring the relationships between these three concepts, the realities and complexities of children's rights are highlighted. The framework is critical of approaches to children as passive targets of good intentions and aims to disclose how children craft their own conceptions and practices of rights. The contributions offer important insights into new ways of thinking and research within this emerging field.

This timely and thought-provoking book explores children's lives in contemporary cities. At a time of intense debate about the quality of life in cities, this book examines how they can become good places for children to live in. Through contributions from childhood experts in Europe, Australia and America, the book shows the importance of studying children's lives in cities in a comparative and generational perspective. It also contains fascinating accounts of city living from children themselves, and offers practical design solutions.
The authors consider the importance of the city as a social, material and cultural place for children, and explore the connections and boundaries between home, neighbourhood, community and city. Throughout, they stress the importance of engaging with how children see their city in order to reform it within a child-sensitive framework.
This book is invaluable reading for students and academics in the field of anthropology, sociology, social policy and education. It will also be of interest to those working in the field of architecture, urban planning and design.

This book examines what happens to children in contemporary Japan when they come into the care of the state. It explores Japanese ideas of adoption, fostering, child abuse, and child protection, and provides the first full account in English of the development and delivery of child welfare in the world's second largest economy.

Whether members of the family are headed to school or work, smartphones accompany family members throughout the day. The growing sophistication of mobile communication has unleashed a proliferation of apps, channels, and platforms that link parents to their children and the key institutions in their lives. While parents may feel empowered by their ability to provide their children assistance with a click on their smartphone, they may also feel pressured and overwhelmed by this need to always be on call for their children. This book focuses on the phenomenon of transcendent parenting, where parents actively use technology to go beyond traditional, physical practices of parenting. In drawing on the experiences of intensely digitally-connected families in Singapore to tell a global story, Sun Sun Lim argues how transcendent parenting can embody and convey, intentionally or not, the parenting priorities in these households. Chapters outline how parents exploit mobile connectivity to transcend the physical distance between themselves and their children, the online and offline social interaction environments, and the timelessness of seemingly ceaseless parenting. Transcendent Parenting further explores how mobile communication allows parents to be more involved than ever in their children's lives, leaving readers to question whether or not parents have become too involved as a result. With its clear discussions of the effects of transcendent parenting on parents' wellbeing and children's personal development, Transcendent Parenting will appeal to a broad audience of readers, from scholars, educators and policy makers to parents and young people across the globe.

In Centuries of Childhood, the French historian Philippe Aries offers a fundamentally fresh interpretation of what childhood is and what the institution means for society at large. Aries's core idea is that ‘childhood,’ as we understand it today – a special time that requires special efforts and resources – is an invention of the 19th century, and that before that date children were in effect thought of as small adults. This led him to a re-evaluation of sources that suggested a second, crucial, conclusion: the idea that these competing visions of childhood were the products of two very different conceptions of human society.

An earlier, essentially communal, social ideal, Aries wrote, had been supplanted by a society far more family-centric and hence inward-facing. In his view, moreover, this increased focus on childhood posed a direct challenge to a well-entrenched social order. ‘One is tempted to conclude,’ he wrote, ‘that sociability and the concept of the family were incompatible, and could develop only at each other's expense.’

This revolutionary thesis, which has inspired and infuriated other historians in roughly equal measure, was made possible by Aries's determination to understand the meaning of the evidence available to him and highlight problems of definition that others had simply glossed over, making Centuries of Childhood an important example of the critical thinking skill of interpretation.

Children's Geographies is an overview of a rapidly expanding area of cutting edge research. Drawing on original research and extensive case studies in Europe, North and South America, Africa and Asia, the book analyses children's experiences of playing, living and learning.
The diverse case studies range from an historical analysis of gender relationss in nineteenth century North American playgrounds through to children's experiences of after school care in contemporary Britain, to street cultures amongst homeless children in Indonesia at the end of the twentieth century. Threaded through this empirical diversity, is a common engagement with current debates about the nature of childhood.
The individual chapters draw on contemporary sociological understandings of children's competence as social actors. In so doing they not only illustrate the importance of such an approach to our understandings of children's geographies, they also contribute to current debates about spatiality in the social studies of childhood.

Urban living has dramatically changed over the past generation, refashioning children's relationships with the towns and cities in which they live, and the modes of living within them. Focusing on the global shift in urban planning towards sustainable urbanism - from master planned 'sustainable communities', to the green retrofitting of existing urban environments - Children Living in Sustainable Built Environments offers a critical analysis of the challenges, tensions and opportunities for children and young people living in these environments. Drawing upon original data, Children Living in Sustainable Built Environments demonstrates how the needs, interests and participation of children and young people often remain inferior to the design, planning and local politics of new urban communities. Considering children from their crucial role as residents engaging and contributing to the vitalities of their community, to their role as consumers using and understanding sustainable design features, the book critically discusses the prospects of future inclusion of children and young people as a social group in sustainable urbanism. Truly interdisciplinary, Children Living in Sustainable Built Environments forms an original theoretical and empirical contribution to the understanding of the everyday lives of children and young people and will appeal to academics and students in the fields of education, childhood studies, sociology, anthropology, human geography and urban studies, as well as policy-makers, architects, urban planners and other professionals working on sustainable urban designs.

Children in the Marshall Islands do many things that adults do not. They walk around half naked. They carry and eat food in public without offering it to others. They talk about things they see rather than hiding uncomfortable truths. They explicitly refuse to give. Why do they do these things? Many think these behaviors are a natural result of children's innate immaturity. But Elise Berman argues that children are actually taught to do things that adults avoid: to be rude, inappropriate, and immature. Before children learn to be adults, they learn to be different from them. Berman's main theoretical claim therefore is also a novel one: age emerges through interaction and is a social production. In Talking Like Children, Berman analyzes a variety of interactions in the Marshall Islands, all broadly based around exchange: adoption negotiations, efforts to ask for or avoid giving away food, contentious debates about supposed child abuse. In these dramas both large and small, age differences emerge through the decisions people make, the emotions they feel, and the power they gain. Berman's research includes a range of methods - participant observation, video and audio recordings, interviews, children's drawings - that yield a significant corpus of data including over 80 hours of recorded naturalistic social interaction. Presented as a series of captivating stories, Talking Like Children is an intimate analysis of speech and interaction that shows what age means. Like gender and race, age differences are both culturally produced and socially important. The differences between Marshallese children and adults give both groups the ability to manipulate social life in distinct but often complementary ways. These differences produce culture itself. Talking Like Children establishes age as a foundational social variable and a central concern of anthropological and linguistic research.

In the decades directly following the Holocaust, American Jewish leaders anxiously debated how to preserve and produce what they considered authentic Jewish culture, fearful that growing affluence and suburbanization threatened the future of Jewish life. Many communal educators and rabbis contended that without educational interventions, Judaism as they understood it would disappear altogether. They pinned their hopes on residential summer camps for Jewish youth: institutions that sprang up across the U.S. in the postwar decades as places for children and teenagers to socialize, recreate, and experience Jewish culture. Adults' fears, hopes, and dreams about the Jewish future inflected every element of camp life, from the languages they taught to what was encouraged romantically and permitted sexually. But adult plans did not constitute everything that occurred at camp: children and teenagers also shaped these sleepaway camps to mirror their own desires and interests and decided whether to accept or resist the ideas and ideologies their camp leaders promoted. Focusing on the lived experience of campers and camp counselors, The Jews of Summer demonstrates how a cultural crisis birthed a rite of passage that remains a significant influence in American Jewish life.

The Importance of Being Innocent addresses the current debate in Australia and internationally regarding the sexualisation of children, predation on them by pedophiles and the risks apparently posed to their 'innate innocence' by perceived problems and threats in contemporary society. Joanne Faulkner argues that, contrary to popular opinion, social issues have been sensationally expounded in moral panics about children who are often presented as alternatively obese, binge-drinking and drug-using, self-harming, neglected, abused, medicated and driven to anti-social behavior by TV and computers. This erudite and thought-provoking book instead suggests that modern western society has reacted to problems plaguing the adult world by fetishizing children as innocents, who must be protected from social realities. Taking a philosophical and sociological perspective, it outlines the various historical trends, emotional investments and social tensions that shape contemporary ideas about what childhood represents, and our responsibilities in regard to children.

Are children of equal, lesser, or perhaps even greater moral importance than adults? This work of applied moral philosophy develops a comprehensive account of how adults as moral agents ascribe moral status to beings - ourselves and others - and on the basis of that account identifies multiple criteria for having moral status. It argues that proper application of those criteria should lead us to treat children as of greater moral importance than adults. This conclusion presents a basis for critiquing existing social practices, many of which implicitly presuppose that children occupy an inferior status, and for suggesting how government policy, law, and social life might be different if it reflected an assumption that children are actually of superior status.

During middle childhood, the period between ages 5 and 12, children gain the basic tools, skills and motivations to become productive members of their society. Failure to acquire these basic tools can lead to long-term consequences for children's future education, work and family life. In this book, first published in 2006, the editors assemble contributions from fifteen longitudinal studies representing diverse groups in the United States, Canada, New Zealand and the United Kingdom to learn what developmental patterns and experiences in middle childhood contexts forecast the directions children take when they reach adolescence and adulthood. The editors conclude that, although lasting individual differences are evident by the end of the preschool years, a child's developmental path in middle childhood contributes significantly to the adolescent and adult that he or she becomes. Families, peers and the broader social and economic environment all make a difference for young people's future education, work and relationships with others.

Class does make a difference in the lives and futures of American children. Drawing on in-depth observations of black and white middle-class, working-class, and poor families, Unequal Childhoods explores this fact, offering a picture of childhood today. Here are the frenetic families managing their children's hectic schedules of "leisure" activities; and here are families with plenty of time but little economic security. Lareau shows how middle-class parents, whether black or white, engage in a process of "concerted cultivation" designed to draw out children's talents and skills, while working-class and poor families rely on "the accomplishment of natural growth," in which a child's development unfolds spontaneously--as long as basic comfort, food, and shelter are provided. Each of these approaches to childrearing brings its own benefits and its own drawbacks. In identifying and analyzing differences between the two, Lareau demonstrates the power, and limits, of social class in shaping the lives of America's children.
The first edition of "Unequal Childhoods" was an instant classic, portraying in riveting detail the unexpected ways in which social class influences parenting in white and African American families. A decade later, Annette Lareau has revisited the same families and interviewed the original subjects to examine the impact of social class in the transition to adulthood.

This is a unique account of working-class childhood during the British industrial revolution, first published in 2010. Using more than 600 autobiographies written by working men of the eighteenth and nineteenth centuries Jane Humphries illuminates working-class childhood in contexts untouched by conventional sources and facilitates estimates of age at starting work, social mobility, the extent of apprenticeship and the duration of schooling. The classic era of industrialisation, 1790-1850, apparently saw an upsurge in child labour. While the memoirs implicate mechanisation and the division of labour in this increase, they also show that fatherlessness and large subsets, common in these turbulent, high-mortality and high-fertility times, often cast children as partners and supports for mothers struggling to hold families together. The book offers unprecedented insights into child labour, family life, careers and schooling. Its images of suffering, stoicism and occasional childish pleasures put the humanity back into economic history and the trauma back into the industrial revolution.

""This is a very useful and practical resource that will help the reader create the structured approach essential to any successful action research project." "
Early Years Update

Are you worried about doing your early years action research project? Does the thought of choosing the right research question feel daunting? Are you concerned about the challenges you might face? If you answer 'yes' to any of these questions, then this is the book for you

Written in a lively and accessible style, this is the essential step-by-step guide to conducting your own action research project. The book introduces and evaluates different approaches to action research and explores how they can be applied in early childhood settings to create positive change and to improve practice.

Using varied illustrations and case studies of contemporary projects in diverse early childhood contexts, the book addresses specific issues and challenges that you might face when conducting action research in such settings.

Each chapter offers gentle guidance and support at a specific stage of the research process, from choosing your initial topic to formulating your research question, through to sharing the lessons of your project.

The book's key features include: 16 'Steps' that walk you through the process of conducting your action research project References to real life research projects to illustrate key ideas, themes, practices and debates Advice on creating an action research journal, with sample extracts 'Thinking Boxes' in each chapter to encourage you to review and reflect on the chapter's contents as you plan your research project Checklists in each chapter of key concepts, processes and themes, together with further resources The authors explore some difficult issues associated with action research, including ethics, rigour, validity, critical reflection, and social and professional change. They show that there is more than one 'right' way to perform an action research project and advise you how to choose an approach that is appropriate for your particular interests and circumstances.

"Doing Action Research in Early Childhood Studies" is an essential resource for students and practitioners of early childhood studies.

This powerful book tells the story of one teacher's odyssey to understand the inner world of immigrant children, and to create a learning environment that is responsive to these students' feelings and their needs. Featuring the voices and artwork of many immigrant children, this text portrays the immigrant experience of uprooting, culture shock, and adjustment to a new world, and then describes cultural, academic, and psychological interventions that facilitate learning as immigrant students make the transition to a new language and culture.
Particularly relevant for courses dealing with multicultural and bilingual education, foundations of education, and literacy curriculum and instruction, this text is essential reading for "all" teachers who will -- or currently do -- work in today's school environment.

Alcohol misuse presents a major risk for health and well-being throughout the life-span, but youth have a special vulnerability. Alcohol is the most widely used drug by adolescents. For some, this may be one or two isolated occasions of youthful experimentation; for others, the use becomes excessive, placing them in danger of immediate adverse consequences such as accidental injury and alcohol poisoning, or encouraging other high-risk behavior patterns including unprotected sex. Moreover, a pattern of heavy drinking established in adolescence and young adulthood may continue into an adult pattern of alcohol abuse.
Concerned communities and institutions across the nation are tackling the problem of alcohol use and abuse by young people. Research-based knowledge is urgently needed to inform these efforts and to ensure that limited prevention resources are used as effectively as possible. The origins of youthful alcohol use and abuse are found within the complex interplay of individual characteristics, family and peer influences, the larger societal context for alcohol use, environmental conditions, and maturational processes that accompany adolescence.
This volume, which began as a special issue of the "Journal of Research on Adolescence," contains all of the material from the journal issue plus additional chapters. It helps researchers to meet the tremendous challenge of disentangling the key determinants of risk, and developing effective interventions. Primary sources of influence on youthful alcohol use are described, ranging from individual expectancies about alcohol effects and cognitive decision processes to parenting practices, peer influences, social environments, and economic factors; and a corresponding range of prevention interventions is discussed. This book will serve as a primer to those with an interest in developing and improving effective programs and activities to reduce alcohol-related problems among young people. For those engaged in prevention research, the text will provide useful reviews and current findings that should aid in directing future research activities.

This is a detailed and scholarly study of social policy in Weimar Germany. The Weimar Republic gave German youth new social rights and a pledge of generous educational and welfare provision. Public social and welfare policies would, it was hoped, banish the spectre of delinquent and rebellious youth, and ensure that the future citizens, workers, and mothers of Germany's new democracy would be well-adjusted, efficient, and healthy. But how far could the would-be architects of modern technocratic welfare realize their vision in the midst of the economic and political instability of the Great Depression? How did young people respond to policies supposedly in their best interests, but which contained an unmistakable dimension of supervision and control? Elizabeth Harvey examines a wide range of policies implemented by central and local government, including vocational training, labour market policies, reformatory schooling, and the juvenile justice system. Her lucid and scholarly analysis provides new insights into the troubled development of the Weimar welfare state and the crisis into which it was plunged by the Depression. Her book also adds important evidence to the debate over continuities in social policy between Weimar Germany and the Third Reich.

A critical analysis of Centuries of Childhood, in which the French historian Philippe Aries offers a fundamentally fresh interpretation of what childhood is and what the institution means for society at large. Aries's core idea is that 'childhood,' as we understand it today - a special time that requires special efforts and resources - is an invention of the 19th century, and that before that date children were in effect thought of as small adults. This led him to a re-evaluation of sources that suggested a second, crucial, conclusion: the idea that these competing visions of childhood were the products of two very different conceptions of human society. An earlier, essentially communal, social ideal, Aries wrote, had been supplanted by a society far more family-centric and hence inward-facing. In his view, moreover, this increased focus on childhood posed a direct challenge to a well-entrenched social order. 'One is tempted to conclude,' he wrote, 'that sociability and the concept of the family were incompatible, and could develop only at each other's expense.' This revolutionary thesis, which has inspired and infuriated other historians in roughly equal measure, was made possible by Aries's determination to understand the meaning of the evidence available to him and highlight problems of definition that others had simply glossed over, making Centuries of Childhood an important example of the critical thinking skill of interpretation.