This volume brings together scholarship from two different, and until now, largely separate literatures-the study of the children of immigrants and the study of Muslim minority communities-in order to explore the changing nature of ethnic identity, religious practice, and citizenship in the contemporary western world. With attention to the similarities and differences between the European and American experiences of growing up Muslim, the contributing authors ask what it means for young people to be both Muslim and American or European, how they reconcile these, at times, conflicting identities, how they reconcile the religious and gendered cultural norms of their immigrant families with the more liberal ideals of the western societies that they live in, and how they deal with these issues through mobilization and political incorporation. A transatlantic research effort that brings together work from the tradition in diaspora studies with research on the second generation, to examine social, cultural, and political dimensions of the second-generation Muslim experience in Europe and the United States, this book will appeal to scholars across the social sciences with interests in migration, diaspora, race and ethnicity, religion and integration.

Alan Prout discusses the place of children and childhood in the late modernity. He argues that as the general social and economic climate has been increasingly dominated by uncertainty, so there appears to be a greater cultural confusion about the appropriate form that childhood should take. There is an increasing tendency to see children as individuals with rights, however, there are also calls for, and measures to implement, the greater surveillance, control and regulation of children. This volume addresses this issue. It shows that the social, economic and technological uncertainties, and the pace of change in the late modernity, have brought child-adult relationships to the point of crisis.
The book looks at the issues involved in balancing the well-being, and future well-being of children in industrialised countries. These assessments of future wellbeing are based around recent research looking at social trends in several countries. Importantly, the book also looks at the inclusion and participation of young people in the decision-making process.

Experiencing fear in front of the screen is a common phenomenon in childhood, and a focus of public concern. Yet, research has encountered ethical and methodological challenges and has focused largely on the effects of watching disturbing news. In this innovative book, this universal experience is investigated in depth via two complementary studies: 1) a retrospective study of experiences related by 626 undergraduate students from eight countries; and 2) a study of the current nightmares induced by watching television of 510 children in five countries. The results presented in this book highlight the most common elements of fear in front of the screen more generally, followed by a focused analysis of the unique features of fear that characterize different developmental stages: pre-school, middle childhood, pre-teens and teenagers. The rich descriptions distinguish between the negative experiences of fear versus the positive experiences of thrill, and explores gender and cultural differences. Finally, the book offers implications for media producers and policy makers as well as for parents and educators.

This fascinating study reveals the desperate plight of the poor, illegitimate, and abused children in an Irish society that claimed to cherish and hold them sacred, but in fact marginalized and ignored them. It examines closely the history of childhood in post-independence Ireland, and breaks new ground in examining the role of the state in caring for its most vulnerable citizens. Maguire gives voice to those children who formed a significant proportion of the Irish population, but have been ignored in the historical record. More importantly, she uses their experiences as lenses through which to re-evaluate Catholic influence in post-independence Irish society. An essential and timely work, this book offers a different interpretation of the relationships between the Catholic Church, the political establishment, and Irish people; important for those interested in the history of family and childhood as well as twentieth-century Irish social history. -- .

Concern is growing about the effectiveness of television advertising regulation in the light of technological developments in the media. There is currently a rapid growth of TV platforms in terrestrial, sattelite, and cable formats and these will soon move into digital transmission. These all offer opportunities for greater commercilization through advertising on media that have not previously been exploited. In democratic societies, there is a tension between freedom of speech rights and the harm that might be done to children through commercial messages. This book explores all of these issues and looks to the future in considering how effective codes of practice and regulation will develop.

Over 100,000 children were sent across the seas to Canada between 1869 and the late 1930s. Thousands of others were dispatched to Australia - as well as to New Zealand, South Africa and Rhodesia - up to and even after the Second World War. These young migrants came from charitable organizations or children's homes, and were sent to find a better life as agricultural workers and servants, mechanics and skilled artisans. They were the 'superfluous thousands' of Britain's cities, including workhouse paupers, reformatory inmates, children from industrial schools and those rescued from slums and the streets. Ranging from five- and six-year olds to teenagers, all were thrust into an alien world from which there was little chance of return. This compelling book tells the story of this controversial practice, from the accounts of those involved and the authentic records of the time. It traces the people behind the migrations - exploring their beliefs and aspirations for the children in their care. It considers the roles that different organizations (including the Children's Society, National Children's Home and the Catholic Nugent Society Care Homes) played as well as the shipping lines that carried the children from Liverpool, Glasgow and other ports and the centers that received them overseas. Most importantly, it describes the experiences of the children themselves. Clear-sighted and objective, this is a gripping tale of the good, the bad and the ugly based on original documents from The National Archives and other sources. Above all, it celebrates those who welcomed the migrants and the children who managed, against all the odds, to adapt to their new lives.

Join Verity and her magical fairy friends in this enchanting retelling of Cinderella, a much-loved fairy-tale classic, full of magic, mystery and more! Author Caroline Wakeman takes you on a journey to a magical Fairy Kingdom alongside lovable Verity and her gang of her sparkly fairy friends, as they set out on a special mission to ensure Cinderella gets the happily ever after she deserves! Verity is a thrill-seeking fairy with a heart of gold and a habit of telling the truth at all times during her endless adventures with fellow princesses and fairy friends! Proving the perfect fairytale book for your little princess, Verity Fairy and Cinderella gently encourages conversation surrounding the difference between right and wrong, positively influencing your child's moral intelligence and sense of justice, whilst sparking their curiosity and imagination. With a sprinkle of stardust in every page, your youngster can enjoy: -A simple and easy-to-read interpretation of a much-loved fairy-tale classic -Illuminating illustrations to enchant and inspire our young readers -An interactive quiz for children to reflect on everything they have learnt throughout the book A colourful map of Verity's magical Fairytale Kingdom Celebrate your child's curiosity and let their imagination run wild in this gripping interpretation of Cinderella, jam-packed with beautiful illustrations, an easy-to-follow storyline and a whole lot of magic. The ideal read for 5-7 year olds, this captivating kid's book encompasses the pleasure of simple text with the magic of much-loved fairy-tales, whilst placing a subtle focus on moral code to reinforce positive social behaviour in children from an early age. The fun doesn't stop there! Join Verity on more magical missions as she sets out to save more princesses from the clutches of evil, in the Verity Fairy complete collection, including Verity Fairy and Rapunzel, Verity Fairy and Sleeping Beauty, and Verity Fairy and Snow White, the ideal classic fairy-tale books for children. More magical adventures await you!

"Children are like crazy, drunken small people in your house" - Julie Bowen - Modern Family Whoever welcomes children says goodbye to a tidy and perfectly-styled house. Babies and children grow and develop through play, and that means lots of toys. This can create chaos and sometimes less attractive corners in the home that are expertly hidden, moved, or simply ignored in most residential magazines. Lifestyle journalist and young mother Joni Vandewalle knows that a messy house, where children can play freely, is a happy house. Creating children's rooms for optimal use is a challenging job, but one that is immensely rewarding for the whole family. In this book, she has selected 20 houses where clutter creates atmosphere, and where colourful play spaces and creative storage solutions prioritise activities where children can grow and play. This book is full of design inspiration for all parents and parents-to-be.

Contents:
Acknowledgments Introduction 1. The 'Can-Do' Girl Versus the 'At-Risk' Girl 2. Jobs for the Girls? Education and Employment in the New Economy 3. Citizenship and the Self-Made Girl 4. Spaces of Regulation: School Halls and Shopping Malls 5. Being Seen and Being Heard: The Incitement to Discourse 6. Future Girl Politics Conclusion Appendix Notes Bibliography Index

Girls are everywhere these days: they rule MTV and the pop charts; they are big box-office draws; they are on the covers of top-selling magazines; and they score the winning points in professional sports. Despite the recent flurry of books exploring girlhood, like Odd Girl Out and The Secret Lives of Girls, these titles mainly tackle the topic of aggression in young women.
Anita Harris, in her new book Future Girl, goes beyond this to create a realistic portrait of the 'new girl' that has appeared in the twenty-first century - she may still play with Barbie, but she is also likely to play soccer or basketball, be assertive and may even be sexually aware, if not active. Building on this new definition, Harris explores the many key areas central to the lives of girls from a global perspective, such as girlspace, schools, work, aggression, sexuality and power.
In an era of girl power and Riot grrls, Future Girl provides a fresh and original perspective on what it means to be young and female at the beginning of the new millennium.

Children's Places examines the ways in which children and adults, from their different vantage points in society, negotiate the proper place of children in both social and spatial terms. It looks at some of the recognized constructions of children, including perspectives from cultures that do not distinguish children as a distinct category of people, as well as examining contexts for them, from schools and kindergartens to inner cities and war-zones. The result is an insight into the notions of inclusion and exclusion, the placement and displacement of children within generational ranks and orders, and the kinds of places that children construct for themselves. Based on in-depth ethnographic research from Europe, Asia, Africa, North America, Australia and New Zealand, it challenges Eurocentric theories of childhood.

The volumes in this series illustrate how social organization and private, emotional experience are different phases of the social process. They show the steps by which emotional experience is shaped by social structural, macro-level processes and how these processes are changed by experience.

Children's Places examines the ways in which children and adults, from their different vantage points in society, negotiate the proper place of children in both social and spatial terms. It looks at some of the recognized constructions of children, including perspectives from cultures that do not distinguish children as a distinct category of people, as well as examining contexts for them, from schools and kindergartens to inner cities and war-zones. The result is an insight into the notions of inclusion and exclusion, the placement and displacement of children within generational ranks and orders, and the kinds of places that children construct for themselves. Based on in-depth ethnographic research from Europe, Asia, Africa, North America, Australia and New Zealand, it challenges Eurocentric theories of childhood.

Images of Jesus blessing the little children adorn churches and Sunday Schools across the globe. However, many readings of the gospel accounts flatten the presence of children into just a handful of scenes such as this ubiquitous blessing, suggesting that the presence of children among the early followers of Jesus was the exception rather than the rule. In contrast, historical evidence suggests that the first century Jewish and Greco-Roman cultures in which the Christ movement began were themselves teeming with children who had important roles to play in their families, religions, and society. This book re-reads Luke's gospel account in light of these historical realities, with children at the center. By closely interrogating the role and presence of children among the followers of Jesus as presented in Luke's gospel account, the author suggests that parallel to the culture and society of its time, Luke's gospel account can be read to reflect the rich presence of children throughout. By reading Luke's gospel account through this childist lens, this volume sheds new light both on traditional scenes highlighted as including children and on Luke's gospel account as a narrative whole. This childist reading of Luke's gospel account seeks to (re)member the child followers of Jesus by drawing out instances of their acceptance and participation in the Kingdom of God as normative. Through the lens of child disciples, this book (re)imagines discipleship in Christ's church more generally, with a value for interdependence at its core.

The book sheds light on the transformation of childhood in Singapore, over our many milestones. It is a collection of lectures by distinguished authorities on various aspects of childhood. They encompass a rich mix of historical material and personal anecdotes garnered from the speakers themselves and their respective professional expertise. Salient questions from the audience are also included with the speakers' replies.

Hearing the Voices of Children provides a fresh perspective on social policy. At the heart of the book is the emergence of 'children's voices' and the implications of this for social policy. The authors argue that children's voices should be heard much more strongly in the process of policy formation at all levels. Although there is growing support for this idea, it is not without opposition, and the authors themselves make many critical points about the current attempts to put it into practice.

The book is divided into four main themes: hearing children's voices; discourses of childhood; children and services; and resources for children. Childhood experts from the UK, Scandinavia, Germany and Australia, examine how assumptions and models about childhood and discuss ways in which children's voices might become more influential in shaping policy. There are many obstacles to overcome, but the contributors to this volume show that children's participation is possible, and needed, if services are to be improved.

This book is essential reading for students and academics in the field of childhood studies, sociology, social policy and education. It will also be of interest to practitioners in the social, child and youth services.

Contents:
Introduction: Thinking Critically About Social Work with Children and Families in the Early Twenty-First Century Part One: Major Departures? Social Work with Children and Families 1990-1997 1. The 'Blueprint' for Change: The 'Looking After Children' (LAC) System 2. Examining the 'Product Champions: LAC and its Continuing Role in the Remaking of Social Work with Children and Families 3. 'Working Together' to Protect Children? Part Two: Things Can Only Get Better? New Labour and Social Work with Children and Families 4. Social Work and the Third Way: The Assessment Framework, New Labour and More New 'Tools' for Social Work with Children and Families 5. An 'Eye Catching Initiative': New Labour and Child Adoption 6. Viewing the World Through a Monochrome Lens: Social Work with Children and Families and the Dominant Approach to 'Race' and Ethnicity 7. Social Work with Children and Families in a World of 'Emergent New Professionals' Conclusion

This text provides a survey of the relationship between children and those mass media found in the home--radio, television, and the Internet. Using a theory-based approach, with attention to developmental, gender, ethnic, and generational differences, author Rose M. Kundanis explores the nature of these relationships and their influences on children and families, looking at the experiences children have at various developmental ages and across generations. She reviews children's own experiences with media and examines the variety of effects that can operate due to children's perceptions at different ages, including fear, aggression, and sexuality. The text includes theory and research from mass communication, developmental psychology, education, and other areas, representing the broad spectrum of influences at work. Features of this text include: *side-bar interviews with teens who work in media and people who develop policy or programming for children's media; *in-depth explanations of the Generational Theory and the Developmental Theory as they apply to children and the media, plus a survey of other applicable theories; *description of the key points of the Children's Television Act of 1990, the Telecommunications Act of 1996, and other relevant legislation; and *questions and activities to extend the exploration of topics. This text will help students develop a critical understanding of the relationship of children and the media; the variables affecting and influencing children's response to media; the theories that explain and predict this relationship; and the ways in which children use the media and can develop media literacy. It is appropriate for courses at the advanced undergraduate and graduate level, including children and media, media literacy, mass communication and society, and media processes and effects, as well as special topics courses in education, communication, and psychology.

Hearing the Voices of Children takes as its main theme the emergence of 'the child's voice' and the implications of this for social policy. Each contributor explores the various new perspectives on social policy that emerge when the 'voices of children' are listened to. The book explores social and cultural resources for children, comparing like with like across countries and continents. The editors argue that children's voices need to be taken more into account when policy is initially shaped, and that more attention needs to be paid to fostering children's active participation when implementing social policy.

This text provides a survey of the relationship between children and those mass media found in the home--radio, television, and the Internet. Using a theory-based approach, with attention to developmental, gender, ethnic, and generational differences, author Rose M. Kundanis explores the nature of these relationships and their influences on children and families, looking at the experiences children have at various developmental ages and across generations. She reviews children's own experiences with media and examines the variety of effects that can operate due to children's perceptions at different ages, including fear, aggression, and sexuality. The text includes theory and research from mass communication, developmental psychology, education, and other areas, representing the broad spectrum of influences at work.
Features of this text include:
*side-bar interviews with teens who work in media and people who develop policy or programming for children's media;
*in-depth explanations of the Generational Theory and the Developmental Theory as they apply to children and the media, plus a survey of other applicable theories;
*description of the key points of the Children's Television Act of 1990, the Telecommunications Act of 1996, and other relevant legislation; and
*questions and activities to extend the exploration of topics.
This text will help students develop a critical understanding of the relationship of children and the media; the variables affecting and influencing children's response to media; the theories that explain and predict this relationship; and the ways in which children use the media and can develop media literacy. It is appropriate forcourses at the advanced undergraduate and graduate level, including children and media, media literacy, mass communication and society, and media processes and effects, as well as special topics courses in education, communication, and psychology.

Speech and language are fundamental to human development. Language is needed for both communication and thought, while education depends on the ability to understand and use language competently. Effective communication underpins social and emotional well-being.

Children's Communication Skills: From Birth to Five Years uses a clear format to set out the key stages of communication development in babies and young children. Its aim is to increase awareness in professionals working with children of what constitutes human communication and what communication skills to expect at any given stage. Illustrated throughout with real-life examples, this informative text addresses:
· normal development of verbal and non-verbal communication skills
· the importance of play in developing these skills
· developmental communication problems
· bilingualism, cognition and early literacy development
· working with parents of children with communication difficulties.

Features designed to make the book an easy source of reference include chapter summaries, age-specific skills tables, sections on warning signs that further help may be needed, and a glossary of key terms.
These practical guidelines on what to expect children to achieve and how to help them get there are based on a huge body of research in child language and communication development. Children's Communication Skills: From Birth to Five Years will be of great use to a wide range of professionals in training or working in health, education and social care, including health visitors, GPs, community nurses, educational psychologists, early years educators and speech and language therapists.

A guide for parents to provide a detailed understanding of the physical and mental states of children from infancy to nursery school. Covering the first five years of life, typical child development including behaviour profiles, depicting physical and psychological states are documented. Product Details

The Poetics of Childhood investigates the sensibility of childhood and the way writers try to recapture it. It explores the earliest conceptions of innocence and the development of literature about children to the present day. It encompasses the pastoral, the dark pastoral, the anti-pastoral; it addresses picture books, fantasy and realism. It looks with originality at the literature of childhood, so that the child and adult can be seen reflectively - the child in the adult and the various stages of childhood as they are remembered and retained in adulthood. It confronts issues of primal and socially constructed desire and the issue of childhood to talk about desire. It is a poetic way of imagining the experience of childhood and explores childhood as a particularly fluid and porous time, it also addresses issues of creativity. This is an essential reference for teacher, parents, artists and writers.

"Understanding Storytelling Among African American Children: A Journey From Africa to America" reports research on narrative production among African American children for the purpose of extending previous inquiry and discussion of narrative structure. Some researchers have focused on the influence of culture on the narrative structures employed by African American children; some have suggested that their narrative structures are strongly influenced by home culture; others posit that African American children, like children in general, produce narrative structures typically found in school settings. Dr. Champion contributes to previous research by suggesting that African American children do not produce one structure of narratives exclusively, but rather a repertoire of structures, some linked to African and African American, and others to European American narrative structures. Detailed analyses of narratives using both psychological text analysis and qualitative analysis are presented.
An informative introduction provides background for the study, including a history of storytelling within the African American community. Part I offers a framework for understanding narrative structures among African American children. In Part II, evidence is presented that African American children produce a repertoire of narrative structures that are complex in nature. Part III connects the research findings to implications for educating African American children. Researchers, students, and professionals in the fields of literacy education, language development, African American studies, and communication sciences and disorders will find this book particularly relevant and useful.

This timely and thought-provoking book explores how social and family change are colouring the experience of childhood. The book is centred around three major changes: parental employment, family composition and ideology. The authors demonstrate how children's families are transformed in accordance with societal changes in demographic and economic terms, and as a result of the choices parents make in response to these changes. Despite claims that society is becoming increasingly child-centred, this book argues that children still have little influence over the major changes in their lives.
This book breaks new ground by researching family change from the child's point of view. Through combinations from childhood experts in Scandinavia, the UK and America, the book shows the importance of studying children's lives in families in order to understand how far children are active agents in contemporary society.
Students of childhood studies, sociology, social work and education will find this book essential reading. It will also be of interest to practitioners in the social, child and youth services.