In Between Teaching and Caring in the Preschool, John C. Pruit argues that preschool teaching is more than a set of roles and duties tied to institutional expectations. Drawing on two years of ethnographic fieldwork, twenty-three interviews and countless conversations with preschool teachers, and analysis of preschool documents, Pruit opens the black box of the preschool to show the complexity of the preschool teacher identity as it unfolds in everyday practices of teaching and caring. His analysis of preschool teachers' talk and interaction addresses pertinent sociological and early childhood education themes, including classroom management, social control, emotions, and identity construction. He demonstrates there is more going on in the preschool than teaching young children and caring for them. Through practices of classroom management and teaching language, preschool teachers socialize children into education contexts and exert social control in and through teaching practices. By managing emotions, preschool teachers also manage impressions of themselves and the preschool. He also shows how preschool teachers use resources like Montessori pedagogy and their lived experience to construct authenticity. Pruit concludes that institutions, such as ECE, shape identities within and away from the institution.

This astute book initiates a broad discussion from a variety of different disciplines about how we place children nationally, globally and within development discourses. Unlike other books of its kind, it does not seek to dwell solely on the abiding complexities of local comparisons. Rather, it elaborates larger concerns about the changing nature of childhood, young people's experiences, their citizenship and the embodiment of their political identities as they are embedded in the processes of national development and globalization. In particular, this book concentrates on three main issues: nation building and developing children, child participation and activism in the context of development, and globalization and children's live in the context of what has been called "the end of development." These are relatively broad research perspectives that find focus in what the authors term "reproducing and developing children" as a key issue of national and global concern. They further argue that understanding children and reproduction is key to understanding globalization.

The editors of this volume are committed to the philosophy of treating emotionally disturbed children in the life milieu. Both have been intensely involved in training "online" therapists--child care workers. They are convinced that there is no one "right way" in milieu treatment, and propose a electric model for treatment.

Like many of the other writers included in this book, Whittaker and Trieschman conceive of treatment as a total life experience. Th ey do not see the individual versus the group, but the individual within the group situation. They also do not see permissiveness versus limitations, professional staff versus nonprofessional staff, or the institution versus an outside of the community.

The book is divided into two sections: the fi rst is a dialogue between the editors on current issues in residential treatment and problems in treating children. The second is a collection of readings. This is one of the first sourcebooks covering the therapeutic milieu for children in residential treatment centers, specifi cally emotionally disturbed children. It is also an excellent text for courses on the emotionally disturbed child, milieu treatment, and child welfare.

"James K. Whittaker" is The Charles O. Cressey Endowed Professor Emeritus at the University of Washington School of Social Work, Seattle where he has served as a member of senior faculty since 1970. His research and teaching interests encompass child and family policy and services including residential treatment, and the integration of evidence-based practices into contemporary child & family services. He is also series editor of Modern Applications of Social Work for Transaction Publishers.

"Albert E. Trieschman" was a Staff Clinical Psychologist at Children's Hospital Medical Center in Boston. From 1960 until his death in 1984, he was founding Executive Director of the Walker Home & School in Needham, Massachusetts.

Addresses the needs of parents of children who experience medical trauma - negative experiences in the healthcare system that may cause resistance among children to even going for routine care. Afraid of the Doctor is the first book written for parents with the primary goal of equipping them with the knowledge and skills to support their children through medical challenges on a day-to-day basis, and specifically with medical trauma-experiences in healthcare that can profoundly affect a child's response and willingness to even go to the doctor. The challenge of medical trauma is often under-recognized and overlooked in the healthcare system, leaving parents to learn about it and manage it on their own. When parents understand medical trauma and learn strategies to reduce and even prevent it, they become empowered to better care for their child's emotional and physical health. Afraid of the Doctor integrates character stories throughout the book to illustrate the signs and symptoms of medical trauma and the roles parents and caregivers play in supporting their child through medical challenges. Readers will find twelve distinct strategies they can implement to help prevent and reduce medical trauma and otherwise support their child while facing medical interventions or a chronic condition. These strategies are illustrated through anecdotes, step-by-step guides, examples, and research evidence. With compassion and empathy, Meghan Marsac and Melissa Hogan offer parents the tools they need to choose the strategies that will work best for their children and their families, and how to modify them to address their unique situations. In addition to addressing the traumas that children may face, the authors carefully discuss the types of trauma that a parent may experience as they care for a child with a medical condition, equipping them with tools to recognize and address their own trauma experience related to their child's medical care.

The United States is currently grappling with how to prepare our students to be computer literate citizens in the competitive technological world we live in. Understanding how children develop computer knowledge, and the ways that adults are able to guide their computer learning experiences, is a vital task facing parents and educators. This groundbreaking book is an attempt to fill a gap in current understanding of how we become computer literate and proposes a theory of how computer literacy skills emerge in computer users.

Childhood Deployed examines the reintegration of former child soldiers in Sierra Leone. Based on eighteen months of participant-observer ethnographic fieldwork and ten years of follow-up research, the book argues that there is a fundamental disconnect between the Western idea of the child soldier and the individual lived experiences of the child soldiers of Sierra Leone. Susan Shepler contends that the reintegration of former child soldiers is a political process having to do with changing notions of childhood as one of the central structures of society.

For most Westerners the tragedy of the idea of "child soldier" centers around perceptions of lost and violated innocence. In contrast, Shepler finds that for most Sierra Leoneans, the problem is not lost innocence but the horror of being separated from one's family and the resulting generational break in youth education. Further, Shepler argues that Sierra Leonean former child soldiers find themselves forced to strategically perform (or refuse to perform) as the"child soldier" Western human rights initiatives expect in order to most effectively gain access to the resources available for their social reintegration. The strategies don't always work--in some cases, Shepler finds, Western human rights initiatives do more harm than good.

While this volume focuses on the well-known case of child soldiers in Sierra Leone, it speaks to the larger concerns of childhood studies with a detailed ethnography of people struggling over the situated meaning of the categories of childhood.It offers an example of the cultural politics of childhood in action, in which the very definition of childhood is at stake and an important site of political contestation.

This book offers a rich and detailed empirical account of children's play and interaction in the school playground. Drawing on the approaches of ethnomethodology and conversation analysis, 'Talk and Social Interaction in the Playground' examines the organisation of membership and social action in a game created by a group of children. It offers rich insights into the methods and practices used by children to produce play and social order, making a significant and substantial contribution to the study of talk-in-interaction, as well as to studies of children's play, competencies, and social interaction. The book demonstrates the importance of putting aside preconceived assumptions about how children talk and interact in order to reveal the situated methods and practices that children use - not because they are children, but because they are social beings. As well as appealing to scholars of ethnomethodology and conversation analysis, 'Talk and Social Interaction in the Playground' will be of interest to students and researchers in a range of disciplines, including child studies, developmental psychology, education, applied linguistics, and sociology.

Former child actor Paul Petersen once said, "Fame is a dangerous drug and should be kept out of the reach of children." It is certainly true that many child actors have fallen prey to the dangers of fame and suffered for it later in life, but others have used fame to their advantage and gone on to even more successful careers in adulthood. This work is a compilation of interviews with 39 men and women who, as children, worked in the motion picture industry in Hollywood. They all handled their childhood celebrity differently. Lee Aaker, Mary Badham, Baby Peggy, Sonny Bupp, Ted Donaldson, Edith Fellows, Gary Gray, Jimmy Hunt, Eilene Janssen, Marcia Mae Jones, Sammy McKim, Roger Mobley, Gigi Perreau, Jeanne Russell, Frankie Thomas, Beverly Washburn, Johnny Whitaker, and Jane Withers are among those interviewed. They talk candidly about their experiences on and off the set, the people they worked with, and what they did after their careers ended. The pros and cons of being a child actor and the effects that it had on them later in life are discussed at great length.

This book focuses on adoptive families after the legal finalization of the adoption has taken place. The authors, Susan Livingston Smith and Jeanne A. Howard, incorporate the findings of their own unique research project on troubled adoptive families with other empirical research, theory, practice, and knowledge. This volume is rich with case examples, detailed case histories, presentations of various practice strategies, and resources. The overall result is a stand-alone volume offering a clear and well-documented overview of the topic. It will be invaluable to social workers and other professionals working with children and families.

The true measure of any society is how it treats its children, who are in turn that society's future. Making use of data from the longitudinal Chinese Family Panel Studies survey, the authors of this timely study provide a multi-faceted description and analysis of China's younger generations. They assess the economic, physical, and social-emotional well-being as well as the cognitive performance and educational attainment of China's children and youth. They pay special attention to the significance of family and community contexts, including the impact of parental absence on millions of left-behind children. Throughout the volume, the authors delineate various forms of disparities, especially the structural inequalities maintained by the Chinese Party-state and the vulnerabilities of children and youth in fragile families and communities. They also analyze the social attitudes and values of Chinese youth. Having grown up in a period of sustained prosperity and greater individual choice, the younger Chinese cohorts are more independent in spirit, more open-minded socially, and significantly less deferential to authority than older cohorts. There is growing recognition in China of the importance of investing in children's future and of helping the less advantaged. Substantial improvements in child and youth well-being have been achieved in a time of growing economic prosperity. Strong political commitment is needed to sustain existing efforts and to overcome the many obstacles that remain. This book will be of considerable interest to researchers of Chinese society and development.

This book invites readers to both reassess and reconceptualize definitions of childhood and pedagogy by imagining the possibilities - past, present, and future - provided by the aesthetic turn to science fiction. It explores constructions of children, childhood, and pedagogy through the multiple lenses of science fiction as a method of inquiry, and discusses what counts as science fiction and why science fiction counts. The book examines the notion of relationships in a variety of genres and stories; probes affect in the convergence of childhood and science fiction; and focuses on questions of pedagogy and the ways that science fiction can reflect the status quo of schooling theory, practice, and policy as well as offer alternative educative possibilities. Additionally, the volume explores connections between children and childhood studies, pedagogy and posthumanism. The various contributors use science fiction as the frame of reference through which conceptual links between inquiry and narrative, grounded in theories of media studies, can be developed.

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.

Visual media offer powerful communication opportunities. Doing Visual Research with Children and Young People explores the methodological, ethical, representational and theoretical issues surrounding image-based research with children and young people. It provides well-argued and illustrated resources to guide novice and experienced researchers through the challenges and benefits of visual research. Because new digital technologies have made it easier and cheaper to work with visual media, Pat Thomson brings together an international body of leading researchers who use a range of media to produce research data and communicate findings. Situating their discussions of visual research approaches within the context of actual research projects in communities and schools, and discussing a range of media from drawings, painting, collage and montages to film, video, photographs and new media, the book offers practical pointers for conducting research. These include why visual research is used how to involve children and young people as co-researchers complexities in analysis of images and the ethics of working visually institutional difficulties that can arise when working with a 'visual voice' how to manage resources in research projects Doing Visual Research with Children and Young People will be an ideal guide for researchers both at undergraduate and postgraduate level across disciplines, including education, youth and social work, health and nursing, criminology and community studies. It will also act as an up-to-date resource on this rapidly changing approach for practitioners working in the field. Pat Thomson is Professor of Education and Director of Research in the School of Education, University of Nottingham, UK. She is a former school principal of disadvantaged schools in Australia.

This practical resource is designed to help professionals, parents and carers as they support children with vision impairments to develop independence in everyday tasks. Using the Early Years Foundation Stage framework as a basis, it provides a wealth of strategies and activities to develop key skills, including dressing, maintaining personal hygiene, eating and drinking and road safety. This is an invaluable tool that can be dipped in and out of to help make learning fun, boosting the child's confi dence and helping create a positive 'can- do' attitude when faced with new challenges. This book: Addresses the main problem areas for babies and young visually impaired children and their families, by providing simple explanations of skills and offering strategies and techniques to support progression onto the next stage. Is written in a fully accessible style, with photocopiable pages and additional downloadable resources. Provides a variety of documentation to chart the child's development and show progress over time. Research shows strong indicators that early intervention can reduce or eliminate developmental delays in children with a vision impairment. The supporting strategies in this book help busy professionals and carers to make every opportunity a learning opportunity, allowing children with a vision impairment to become confi dent and independent individuals.

Visual media offer powerful communication opportunities. Doing Visual Research with Children and Young People explores the methodological, ethical, representational and theoretical issues surrounding image-based research with children and young people. It provides well-argued and illustrated resources to guide novice and experienced researchers through the challenges and benefits of visual research. Because new digital technologies have made it easier and cheaper to work with visual media, Pat Thomson brings together an international body of leading researchers who use a range of media to produce research data and communicate findings. Situating their discussions of visual research approaches within the context of actual research projects in communities and schools, and discussing a range of media from drawings, painting, collage and montages to film, video, photographs and new media, the book offers practical pointers for conducting research. These include why visual research is used how to involve children and young people as co-researchers complexities in analysis of images and the ethics of working visually institutional difficulties that can arise when working with a 'visual voice' how to manage resources in research projects Doing Visual Research with Children and Young People will be an ideal guide for researchers both at undergraduate and postgraduate level across disciplines, including education, youth and social work, health and nursing, criminology and community studies. It will also act as an up-to-date resource on this rapidly changing approach for practitioners working in the field. Pat Thomson is Professor of Education and Director of Research in the School of Education, University of Nottingham, UK. She is a former school principal of disadvantaged schools in Australia.

Although psychologists by training, John and Elizabeth Newson have more aptly been described as pioneers in social ecology; they work from the conviction that the causes and the consequences of child-rearing attitudes can fruitfully be investigated only in the framework of the total social environment in which they occur. This book continues their analysis of child rearing in an English urban setting.

To this project the Newsons have brought the rigorous research techniques of their scientific background; but they do not undervalue the practical experience of parenthood which has taught them to distrust the magical short cuts to "understanding" child development offered by the various theoretical schools of thought. They believe that much of the theory-building has been premature and that there is an urgent need for detailed descriptive studies of how parents do in fact treat their, children and, equally important, how children treat their parents: the constant two-way interaction through which the pattern of family life is evolved.

The four-year-old child has been much discussed from the angle of nursery school education: this book breaks new ground in its description of nursery-age children in the much more basic and intimate context of the home. Written without recourse to unnecessary technical jargon, it will be of absorbing interest to every intelligent parent and indeed to anyone looking for new insights into the working of our society. For teachers, doctors, nurses, and all whose profession it is to work with young children or with their families, it will be both essential and enjoyable reading.

"John Newson" and "Elizabeth Newson" in addition to this book are authors of "The Family and the Handicapped Child: A Study of Cerebral Palsied Children in Their Homes" and "Infant Care in an Urban Community." They were professors of psychology at the University of Nottingham.

This astute book initiates a broad discussion from a variety of different disciplines about how we place children nationally, globally and within development discourses. Unlike other books of its kind, it does not seek to dwell solely on the abiding complexities of local comparisons. Rather, it elaborates larger concerns about the changing nature of childhood, young people 's experiences, their citizenship and the embodiment of their political identities as they are embedded in the processes of national development and globalization. In particular, this book concentrates on three main issues: nation building and developing children, child participation and activism in the context of development, and globalization and children 's live in the context of what has been called "the end of development." These are relatively broad research perspectives that find focus in what the authors term "reproducing and developing children" as a key issue of national and global concern. They further argue that understanding children and reproduction is key to understanding globalization.

The child star is an iconic figure in Western society representing a growing cultural trend which idolises, castigates and fetishises the image of the perfect, innocent and beautiful child. In this book, Jane O'Connor explores the paradoxical status of the child star who is both adored and reviled in contemporary society. Drawing on current debates about the commercialisation and sexualisation of childhood and fears about children 'growing up too soon', she identifies hostile media attention around child stars as indicative of broader social concerns about the 'correct' role and place of children in relation to normative ideals of childhood. Through reference to extensive empirical examples of the way child stars such as Shirley Temple, Macaulay Culkin, Charlotte Church and Jackie Coogan have been constructed in the media, this book illustrates both the powerlessness and the power held by this tiny band of children, and demonstrates their significance as representatives of the public face of childhood throughout the twentieth century and beyond.

Noted psychiatrist Daniel Stern brings together exciting new research on infants and the insights of psychoanalysis to offer an original theory of how humans create a sense of themselves and others. This dazzling book represents a truly original, perhaps revolutionary contribution to psychodynamic theory and practice.--Arnold Cooper, The New York Hospital-Cornell Medical Center. Notes, Diagrams/Charts and Index.

This book offers an integrative view on children and television from the accumulated global literature in this field of the last 50 years, drawing on a diverse spectrum of research. combining both the American and European traditions. "Children and Television" features an international approach, balancing the need to contextualize television in children's lives in their unique cultural spaces, as well as searching for universal understandings that hold true for children around the world.
Presents an inclusive view on children and television, examining the accumulated global literature in this field of the last 50 years
Combines both the European tradition, characterized by a more sociological and cultural studies perspective to the field, with the American tradition, influenced heavily by the developmental psychological studies
Draws together a methodological diversity from both the quantitative (experimental and survey) and qualitative (ethnographic and interview) research on children and television
Written with a distinctively international approach, and highlights the global perspective in each of the chapters.

This book offers an integrative view on children and television from the accumulated global literature in this field of the last 50 years, drawing on a diverse spectrum of research. combining both the American and European traditions. "Children and Television" features an international approach, balancing the need to contextualize television in children's lives in their unique cultural spaces, as well as searching for universal understandings that hold true for children around the world.
Presents an inclusive view on children and television, examining the accumulated global literature in this field of the last 50 years
Combines both the European tradition, characterized by a more sociological and cultural studies perspective to the field, with the American tradition, influenced heavily by the developmental psychological studies
Draws together a methodological diversity from both the quantitative (experimental and survey) and qualitative (ethnographic and interview) research on children and television
Written with a distinctively international approach, and highlights the global perspective in each of the chapters.

Working with Children of Alcoholics was originally published when the plight of children of alcoholics was just beginning to gain widespread public attention. It was the first book to provide professionals with a direct, step-by-step approach that shows them not only what to look for when working with children but what they can do to help them. Some of the critical topics covered include identifying children of alcoholics, establishing effective childrenÆs programs, treatment strategies for children of alcoholics, life and survival in an alcoholic home, the intergenerational transmission of alcoholism, the psychological adjustment of children of alcoholics, health and safety hazards, and academic and behavioral concerns. Working with Children of Alcoholics includes extensive resources such as names of helpful organizations, periodicals, therapeutic games, and curriculum materials. The book will be of interest to social workers, public health workers, psychologists, school administrators, drug and alcohol counselors, pastoral counselors, teachers, and treatment centers. It makes an excellent supplemental text for graduate and undergraduate courses in family and community, adjustment problems of children and youth, substance abuse, human services and community problems.

Defining the demands and expectations that parents place upon their offspring from the very beginning, this book explains how even the youngest can adapt to a role that is expected of them. It demonstrates how parents can transfer problems from their own childhood into this new relationship.

This collection of international research and collaborative theoretical innovation examines the socio-cultural contexts and negotiations that young people face when growing up in rural settings across the world. This book is strikingly different to a standard edited book of loosely linked, but basically independent, chapters. In this case, the book presents both thematically organised case studies and co-authored commentaries that integrate and advance current understandings and debates about rural childhood and youth.

That children need nature for health and well-being is widely accepted, but what type of nature? Specifically, what type of nature is not only necessary but realistically available in the complex and rapidly changing worlds that children currently live in? This book examines child-nature definitions through two related concepts: the need for connecting to nature and the processes by which opportunities for such contact can be enhanced. It analyses the available nature from a scientific perspective of habitats, species and environments, together with the role of planning, to identify how children in cities can and do connect with nature. This book challenges the notion of a universal child and childhood by recognizing children's diverse life worlds and experiences which guide them into different and complex ways of interacting with the natural world. Unfortunately not all children have the freedom to access the nature that is present in the cities where they live. This book addresses the challenge of designing biodiverse cities in which nature is readily accessible to children.