Recent decades have seen a growing emphasis, in a number of
professional contexts, on acknowledging and acting on the views of
children. This trend was given added weight by the UN Convention on
the Rights of the Child, ratified in 1990. Today, seeking the
perspective of the child has become an essential process in all
sorts of tasks, from framing new legislation to regulating
professions.
This book answers the fundamental question of what it is that
constitutes a 'child perspective', and how this might differ from
the perspectives of children themselves. The answers to such
questions have important implications for building progressive and
developmental adult-child relationships. However, theoretical and
empirical treatments of child perspectives and children's
perspectives are very diverse and idiosyncratic, and the standard
reference work has yet to be written.
Thus, this work is an attempt to fill the gap in the literature
by searching for and defining key formulations of potential child
perspectives within parts of the so-called 'new child paradigm'.
This has been derived from childhood sociology,
contextual-relational developmental psychology, interpretative
humanistic psychology and developmental pedagogy. The highly
experienced authors develop a comprehensive professional child
perspective paradigm that integrates recent theory and empirical
child research. With its clear presentation of underlying theories
and suggested applications, this book illustrates a child-oriented
understanding of specific relevance to both child-care and
preschool educational practice.
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