This collection is an engaging exploration of how Bourdieu's key concepts - field, habitus and capital - help us re-think the status of childhood. The authors are committed to improving the social status and well-being of childhood in social, economic and political worlds that too often fail to accord children respect for their human rights.

2013 Book Award Winner from the International Research Society in Children's Literature 2012 Outstanding Book Award Winner from the Association for Theatre in Higher Education 2012 Winner of the Lois P. Rudnick Book Prize presented by the New England American Studies Association 2012 Runner-Up, John Hope Franklin Publication Prize presented by the American Studies Association 2012 Honorable Mention, Distinguished Book Award presented by the Society for the Study of American Women Writers Dissects how "innocence" became the exclusive province of white children, covering slavery to the Civil Rights era Beginning in the mid nineteenth century in America, childhood became synonymous with innocence-a reversal of the previously-dominant Calvinist belief that children were depraved, sinful creatures. As the idea of childhood innocence took hold, it became racialized: popular culture constructed white children as innocent and vulnerable while excluding black youth from these qualities. Actors, writers, and visual artists then began pairing white children with African American adults and children, thus transferring the quality of innocence to a variety of racial-political projects-a dynamic that Robin Bernstein calls "racial innocence." This phenomenon informed racial formation from the mid nineteenth century through the early twentieth. Racial Innocence takes up a rich archive including books, toys, theatrical props, and domestic knickknacks which Bernstein analyzes as "scriptive things" that invite or prompt historically-located practices while allowing for resistance and social improvisation. Integrating performance studies with literary and visual analysis, Bernstein offers singular readings of theatrical productions from blackface minstrelsy to Uncle Tom's Cabin to The Wonderful Wizard of Oz; literary works by Joel Chandler Harris, Harriet Wilson, and Frances Hodgson Burnett; material culture including Topsy pincushions, Uncle Tom and Little Eva handkerchiefs, and Raggedy Ann dolls; and visual texts ranging from fine portraiture to advertisements for lard substitute. Throughout, Bernstein shows how "innocence" gradually became the exclusive province of white children-until the Civil Rights Movement succeeded not only in legally desegregating public spaces, but in culturally desegregating the concept of childhood itself.

This study examines childhood and slavery in Jamaica from the onset of improved conditions for the island's slaves to the end of all forced or coerced labour throughout the British Caribbean. As Colleen A. Vasconcellos discusses the nature of child development in the plantation complex, she looks at how both colonial Jamaican society and the slave community conceived childhood-and how those ideas changed as the abolitionist movement gained power, the fortunes of planters rose and fell, and the nature of work on Jamaica's estates evolved from slavery to apprenticeship to free labour. Vasconcellos explores the experiences of enslaved children through the lenses of family, resistance, race, status, culture, education, and freedom. In the half-century covered by her study, Jamaican planters alternately saw enslaved children as burdens or investments. At the same time, the childhood experience was shaped by the ethnically, linguistically, and culturally diverse slave community. Vasconcellos adds detail and meaning to these tensions by looking, for instance, at enslaved children of colour, legally termed mulattos, who had unique ties to both slave and planter families. In addition, she shows how traditions, beliefs, and practices within the slave community undermined planters' efforts to ensure a compliant workforce by instilling Christian values in enslaved children. These are just a few of the ways that Vasconcellos reveals an overlooked childhood-one that was often defined by Jamaican planters but always contested and redefined by the slaves themselves.

The Internet of Toys (IoToys) is a developing market within our Internet of Things (IoT) ecosystem. This book examines the rise of internet-connected toys and aims to anticipate the opportunities and risks of IoToys before their widespread diffusion. Contributors to this volume each provide a critical analysis of the design, production, regulation, representation and consumption of internet-connected toys. In order to address the theoretical, methodological and policy questions that arise from the study of these new playthings, and contextualise the diverse opportunities and challenges that IoToys pose to educators, families and children themselves, the chapters engage with notions of mediatization, datafication, robotification, connected and post-digital play. This timely engagement with a key transformation in children's play will appeal to all readers interested in understanding the social uses and consequences of IoToys, and primarily to researchers and students in children and media, early childhood studies, media and communications, sociology, education, social psychology, law and design.

In recent years, the incidence of violent crime committed by teenagers has escalated, a fact that has hardly escaped the news media. When faced with the challenge of understanding and explaining such occurences in the headlines, one is tempted to rely upon the truism: There are good kids and there are bad kids. Michael D. Kelleher, noted expert on the subject of violence, asserts in When Good Kids Kill that this belief is outdated, oversimplified, and fundamentally wrong. He states that some of the most atrocious murders are, in fact, committed by good kids who have never given a prior indication of violence. Kelleher's book is the first to focus exclusively on homicides committed by previously nonviolent teens, exploring many of the prominent criminal cases covered by the media in recent years. Although individual killings are hard to predict, Kelleher's important new work demonstrates that there are categories of crime that can be attributed to good kids who kill; his work shows for the first time that the young perpetrators of murders that fall into these categories share similar backgrounds and experience. While such crimes as teen mothers disposing of their newborns, sons and daughters murdering their parents, members of cults slaying friends or strangers, and young people murdering the objects of their sexual obsessions are almost always surprising and baffling, Kelleher points out that the killers often exhibit warning signs before erupting into violence. By recognizing these warnings and understanding patterns of experience that can motivate these tragic crimes, the author believes that parents, counselors, and education and law enforcement professionals can begin to address the challenge of increasing teenage violence and ensure a less violent society for our children.

Child Discipline in African American Families provides and in depth, contextual understanding of African American disciplinary practices. The author argues that contextual perspective of African American child discipline is needed to fully comprehend how and why African American mothers and fathers use discipline to achieve their parenting goals. This book debunks the theory that spanking is the preferred method of child discipline for African American parents. The author provides numerous sources, cases, narratives and data that African Americans use physical discipline as a last resort option on a child discipline continuum. Adding the perspectives of seasoned trial lawyer demonstrates how research and arguments in this book are played out in a real-world context. A key feature of this book is highlighting the voices of African American parents in conceptualizing child discipline in African American homes. This data will provide new insights into how African American parents grapple with establishing parenting goals and child behavior expectations in a society that is often hostile toward African American children. The information can provide a framework for clinicians, child welfare and legal professionals to better define what is reasonable and functional when addressing child rearing concerns with African American parents.

What is the difference between a lie and a fantasy, when the subject is a child? Moving between literary and scientific texts, Sally Shuttleworth explores a range of fascinating issues that emerge when the inner world of the child becomes, for the first time, the explicit focus of literary and medical attention. Starting in the 1840s, which saw the publication of explorations of child development by Bronte and Dickens, as well as some of the first psychiatric studies of childhood, this groundbreaking book progresses through post-Darwinian considerations of the child's relations to the animal kingdom, to chart the rise of the Child Study Movement of the 1890s.
Based on in-depth interdisciplinary research, The Mind of the Child offers detailed readings of novels by Dickens, Meredith, James, Hardy and others, as well as the first overview of the early histories of child psychology and psychiatry. Initial chapters cover issues such as fears and night terrors, imaginary lands, and the precocious child, while later ones look at ideas of child sexuality and adolescence and the relationship between child and monkey. Experiments on babies, the first baby shows, and domestic monkey keeping also feature.
Many of our current concerns with reference to childhood are shown to have their parallels in the Victorian age: from the pressures of school examinations, or the problems of adolescence, through to the disturbing issue of child suicide. Childhood, from this period, took on new importance as holding the key to the adult mind.

This book considers that contextual factors are important for the achievement of social justice and it recognizes that vulnerability to which children are exposed is a phenomenon throughout the planet, particularly in the South. It presents a theoretical review of social justice as well as different situations of vulnerability children experience in their daily lives in which they can be injured, affecting their well-being and the exercise of their rights. It examines the impact of the COVID-19 pandemic on children, considered as a vulnerable group warranting special social policy considerations. It also presents the need to change power structures in knowledge production and decision-making processes to achieve social justice for children; the importance of investing in children; the exclusion of children from participation in certain activities and the shame of not being able to participate in equal conditions with others; the lives of migrant children belonging to ethnic minorities exposed to language barriers and access to technological devices; and the analysis of the process of social re-integration of children from conditions of armed conflict. The book concludes that governments need to assume social justice as part of universal human interests, providing security, conditions for well-being, and guaranteeing social justice for all children.

This book is a genealogical foregrounding and performance of conceptions of children and their childhoods over time. We acknowledge that children's lives are embedded in worlds both inside and outside of structured schooling or institutional settings, and that this relationality informs how we think about what it means to be a child living and experiencing childhood. The book maps the field by taking up a cross-disciplinary, genealogical niche to offer both an introduction to theoretical underpinnings of emerging theories and concepts, and to provide hands-on examples of how they might play out. This book positions children and their everyday lived childhoods in the Anthropocene and focuses on the interface of children's being in the everyday spaces and places of contemporary communities and societies. In particular this book examines how the shift towards posthuman and new materialist perspectives continues to challenge dominant developmental, social constructivist and structuralist theoretical approaches in diverse ways, to help us to understand contemporary constructions of childhoods. It recognises that while such dominant approaches have long been shown to limit the complexity of what it means to be a child living in the contemporary world, the traditions of many Eurocentric theories have not addressed the diversity of children's lives in the majority of countries or in the Global South.

Age was a critical factor in shaping imperial experience, yet it has not received any sustained scholarly attention. This pioneering interdisciplinary collection is the first to investigate the lives of children and young people and the construction of modes of childhood and youth within the British world.

This book presents a range of innovative analytical frameworks that can be used to approach the complexities of children's understandings and experiences of well-being in a locally oriented, context-sensitive and multi-nationally comparative way. It addresses the challenges of undertaking research on children's understandings of well-being from a multi-national qualitative perspective. Chapters in the book present results that show how children from various places all over the world conceptualize and experience well-being as well as how this is linked local, regional and national social, political and cultural contexts.

Childhood looms large in our understanding of human life, as a phase through which all adults have passed. Childhood is foundational to the development of selfhood, the formation of interests, values and skills and to the lifespan as a whole. Understanding what it is like to be a child, and what differences childhood makes, are thus essential for any broader understanding of the human condition. The Routledge Handbook of the Philosophy of Childhood and Children is an outstanding reference source for the key topics, problems and debates in this crucial and exciting field and is the first collection of its kind. Comprising over thirty chapters by a team of international contributors the Handbook is divided into five parts: * Being a child * Childhood and moral status * Parents and children * Children in society * Children and the state. Questions covered include: What is a child? Is childhood a uniquely valuable state, and if so why? Can we generalize about the goods of childhood? What rights do children have, and are they different from adults' rights? What (if anything) gives people a right to parent? What role, if any, ought biology to play in determining who has the right to parent a particular child? What kind of rights can parents legitimately exercise over their children? What roles do relationships with siblings and friends play in the shaping of childhoods? How should we think about sexuality and disability in childhood, and about racialised children? How should society manage the education of children? How are children's lives affected by being taken into social care? The Routledge Handbook of the Philosophy of Childhood and Children is essential reading for students and researchers in philosophy of childhood, political philosophy and ethics as well as those in related disciplines such as education, psychology, sociology, social policy, law, social work, youth work, neuroscience and anthropology.

- Theoretical foundations, explanations and practical guides for implementation of social and emotional programming in early childhood settings

- Review of all extant programming for both in-class and parenting applications to further social and emotional development during early childhood

- Chapters presenting the major components of emotional competence are followed directly by another chapter detailing applications, or "lessons from the field."

This book is the first its kind to offer an innovative examination of the intersecting influences, contexts, and challenges within the field of children's dark tourism. It also outlines novel conceptualizations and methods for scholarship in this overlooked field. Presently, tourism research, and in dark tourism specifically, relies primarily on adult-centered theories and data collection methods. However, these approaches are inadequate for understanding and developing children's experiences and perspectives. This book seeks to inform and inspire research on children's experiences of dark tourism. Designed to appeal to students and scholars, it brings together insights from leading experts. The book focuses on five themes, to explore the conceptual and historic origins of children's dark tourism, developmental contexts, child perspectives, specific contexts relevant to children's encounters, and methodological approaches. This book is aimed at an international array of scholars and students with inherent research interests in the contemporary commodification of death and 'difficult heritage' within the visitor economy. Thus, the book will provide a multi-disciplinary scope within the fields of history, heritage studies, childhood studies, psychology, education, sociology, human geography, and tourism studies. The volume is primarily intended for undergraduate and postgraduate study, as well as scholars and tourism professionals.

Focusing on the two essential factors of the construction of risk, this book presents research revolving around the staging of and the coping with Internet addiction in China. Using ethnographic methods, it investigates the signs and treatment of Internet addiction and discusses the in-patient approaches used to help children overcome the addiction and to reduce the likelihood of relapse following discharge. Examining the individual level and broader social levels of the process as well as the links between the two, the findings provide valuable insights into the prevention and treatment of Internet addiction. To help readers better understand the signs of Internet addiction and preventive measures, the book addresses the following issues:Public concern and media coverage of Internet addiction in contemporary ChinaClinical assessment and risk factors of Internet addiction in adolescentsParent-narrated signs of Internet addiction in Chinese children and adolescentsCoping strategies and treatments for Internet addiction

A timely interdisciplinary, comparative and historical perspective on African childhood migration that draws on the experience of children themselves to look at where, why and how they move - within and beyond the continent - andthe impact of African child migration globally. Children in Africa are heavily involved in migration but we know too little about the circumstances in which they migrate, their motivations and the impact of migration on their welfare, on wider society and in a global context. This book seeks to retrieve the experiences of child migrants, and to examine how child migration differs from adult migration and whether the condition of childhood pushes individuals towards specific migratory trajectories. It also examines the opportunities that child migrants seek elsewhere, the lack of opportunities that make them move elsewhere and to what extent their trajectories and strategies are gendered. Analysing the diversity and complexity of children's experiences of mobility in Ghana, Madagascar, Mali, Nigeria, South Africa, Senegal, Sudan, Togo and Zambia, the authors look at patterns of fosterage, child circulation within Africa and beyond the continent; therole of education, child labour and conceptions of place and "home"; and the place of the child narrator in migrant fiction. Comparing different methodological and theoretical approaches and setting the case studies within the broader context of family migration, transnational families, colonial and postcolonial migration politics, religious encounter and globalization in Africa, this book provides a much-needed examination of this contentious and criticalissue. Elodie Razy is Associate Professor in Social and Cultural Anthropology at the University of Liege (FaSS). She is the co-founder and co-editor of the online journal AnthropoChildren: Ethnographic Perspectivesin Children & Childhood. Marie Rodet is a Senior Lecturer in African History at the School of Oriental and African Studies (University of London). She is currently working on her second monograph on slave resistance in Kayes,Mali.

Evaluation and Treatment of Neuropsychologically Compromised Children: Understanding Clinical Applications Post Luria and Reitan defines what executive functions are, discusses differences in executive functioning between normative children and those with special education needs, identifies how best to perform neuropsychological assessments of executive function using both qualitative and quantitative measures, and presents the best treatment interventions for improvement. The book makes special note of the contributions of A.R. Luria, from Russia, and Ralph M. Reitan, from the US as the "fathers" of modern neuropsychology to help readers understand current advances in theory and clinical applications relating to executive function.

With statutory CAMHS services often heavily oversubscribed, and school and college services mainly offering brief therapeutic interventions, parents are increasingly turning to private practitioners for therapy for their children when they need expert emotional or psychological support. Working privately with children and families can be a rewarding experience for counsellors and psychotherapists but it can also be fraught with concerns for both practitioners and families alike. These concerns can seem so daunting that therapists with clinical experience of therapy with children continue to limit themselves to working only in education or statutory settings. This book offers comprehensive guidance to both experienced and novice counsellors to assist them in the process of setting up or adapting their private practice to include children and young people. It coherently and systematically addresses the obstacles which stand in the way of practitioners offering this important service effectively and ethically.The book is divided into four parts and uses case material to bring to life the areas covered by each chapter. Each chapter concludes with a summary of key points covered.

The concept of time in childhood and youth is discussed in two contradictory ways; first romanticized, as a time of play, innocence, and exploration - of learning through trial and error, and second, as a time restricted by tight societal and generational structures, such as chains of care, institutional and family timetables. Children, Youth and Time reflects on the complex concept of time as perceived and experienced by children and young people in relevant societal and generational contexts. Including empirical and theoretical contributions from around the globe which shed light on time and temporality as it is negotiated by children and young people in distinction to adults, both within the family and in institutional contexts, the chapters in this collection delve into the impact of current global challenges upon children, young people, and families' time. How do critical global concerns such as climate change or the COVID-19 pandemic affect the temporal experience of children and youth? Providing fresh insight at a crucial moment of global disruption, the authors equip us with a stronger awareness of young people's perceptions of the world during periods of crisis. As a vital tool for safeguarding and implementing strategies to support children and young people in an everchanging world, this is a timely resource for researchers interested in the welfare of children and youth.

This unique collection of 12 research projects carried out by experienced practitioners in the play sector in the UK and USA puts forward a range of perspectives on children's play and adults' relationships with it. Drawing on a diverse range of research methodologies, the studies consider adults' memories of play; the co-production of spaces where children can play (in adventure playgrounds, out of school clubs, children's zoos, children's museums and public space); therapeutic approaches to playwork; playwork and wellbeing; supporting the play of severely disabled children and young people; play and contemporary art practice; and children's use of technology in a playground. Offering a fresh look beyond the dominant singular voice of developmental psychology, this book is essential reading for anyone studying or working with children at play.

Using innovative, participatory research methods, this book offers new insights into the issues surrounding parental separation or divorce from the unique perspective, and retrospectives, of young adults. As they look back on their childhood, their views provide valuable insights into how children experience and accommodate their parents' separation. Drawing on the qualitative research findings, Kay-Flowers develops a new framework to provide a useful analytical tool for academics and practitioners working with children and families to make sense of young people's experiences and puts forward suggestions for improving support for children in the future.

Throughout distressing cultural battles and disputes over child care, each side claims to have the best interests of children at heart. While developmental scientists have concrete evidence for this debate, their message is often lost or muddied by the media. To demonstrate why this problem matters, this book examines the extensive media coverage of the NICHD Study of Early Child Care and Youth Development - a long-running government-funded study that provides the most comprehensive look at the effects of early child care on American children. Analyses of newspaper articles and interviews with scientists and journalists reveal what happens to science in the public sphere and how children's issues can be used to question parents' choices. By shining light on these issues, the authors bring clarity to the enduring child care wars while providing recommendations for how scientists and the media can talk to - rather than past - each other.

Help your little one learn all the key life skills that they need with this new series of books all about preparing little ones for school. There's so much to remember when it comes to staying safe - from knowing who to talk to if you feel upset, to remembering to put your seatbelt on and how to cross the road safely, and a whole bunch of other things too. But don't panic! This first experiences book for children is a great way to encourage independence and responsibility. This delightful early learning book is perfect for kids aged 3-5 years old. It helps: - Children learn lots of important personal, social, and emotional skills - Encourage children to put their new skills into practice, and try out what they are learning in the real world - A fun and interactive way for parents to introduce children to a new routine - Presented in a highly visual way with bright and attractive illustrations to keep kids entertained and interested No matter what grown-ups tell you, being little is hard work, there's so much to learn! This amusing board book is here to guide little ones along the way by teaching them the skills needed to look after themselves and keep safe - on the road, online, and around strangers. This is How We... Stay Safe is one of four books about starting school for preschoolers! These board books explain key concepts and life skills to children. Look out for This is How We... Get Ready, Eat Well, and Make Friends to help your little ones grow confident to move about in the wider world.

"Guaranteed free of unicorns and princesses, it's fun, empowering fiction for 5-8 year olds." David Nicholls, author of One Day "Every young girl should read this series!" Amanda Holden Join best friends Katy, Cassie and Zia on a series of amazing adventures as they work together to save the planet... The friends' latest adventure takes them to an enchanted forest where they set out in search of the biggest conker in the world. But all is not as it seems. The trees around them are dying - and where are the animals? As they try to work out a way to help, the girls discover how vital trees are to all life on Earth.