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Originally published in 1993, this book presents an alternative
approach to the study of the emergence of economic awareness during
childhood: a new developmental economic psychology! In the past,
attempts to study the emergence of children's economic
consciousness have failed to take account of the practical nature
of the "economic" in the history of western cultures. Economic
socialisation has been seen as the acquisition of abstract
knowledge about the institutions of adult economic culture. The
child has been seen as a spectator, acquiring knowledge of that
culture, but never really a part of it. However, economic actions,
in essence, are directed not towards the attainment of knowledge,
but rather towards the practical solution of problems of resource
allocation imposed by constraint. Children, just like adults, are
faced with practical problems of resource allocation. Their
response to these problems may be different from those of adults
but no less "economic" for that. This realisation forms the heart
of this book. In it children are seen as both inhabitants of their
own "playground" economic subculture and actors in the wider
economic world of adults, solving, or attempting to solve,
practical economic problems. In order to highlight this
"child-centred" approach, the authors studied the way children
tackle the particular problems posed by limitations of income. How
do children learn (a) the relationship between choices available in
the present and the future, (b) to spread their limited financial
resources over time into the future and (c) about the strategies,
such as banking, that allow them to protect those resources from
threats and temptations? In short, how do children learn to save?
This volume goes some way to answering these and related questions
and in so doing sets up an alternative framework for the study of
the emergence of economic awareness.
Raising a child with ADHD can be distressing and exhausting for the
whole family. But given the appropriate knowledge, and the right
tools, parents can intervene to manage their child's behaviour,
leading to improved relationships at home and, it is hoped, a more
successful time at school. This simple, flexible six-step programme
is full of tried-and-tested ideas for parents and professionals
supporting families of young children with ADHD. By practicing the
techniques and strategies, parents will gain confidence in their
parenting and, over time, will improve the child's management of
the condition. The programme includes games that will help improve
the child's attention, exercises to develop patience and tips for
supporting the child in successful self-organization. There are
also plenty of useful ideas for developing communication between
parents and schools. Based on research and extensive clinical
experience, Step by Step Help for Children with ADHD will help
families to adapt their parenting to the child, improving
relationships and behaviours in the home and at play group.
Originally published in 1993, this book presents an alternative
approach to the study of the emergence of economic awareness during
childhood: a new developmental economic psychology! In the past,
attempts to study the emergence of children's economic
consciousness have failed to take account of the practical nature
of the "economic" in the history of western cultures. Economic
socialisation has been seen as the acquisition of abstract
knowledge about the institutions of adult economic culture. The
child has been seen as a spectator, acquiring knowledge of that
culture, but never really a part of it. However, economic actions,
in essence, are directed not towards the attainment of knowledge,
but rather towards the practical solution of problems of resource
allocation imposed by constraint. Children, just like adults, are
faced with practical problems of resource allocation. Their
response to these problems may be different from those of adults
but no less "economic" for that. This realisation forms the heart
of this book. In it children are seen as both inhabitants of their
own "playground" economic subculture and actors in the wider
economic world of adults, solving, or attempting to solve,
practical economic problems. In order to highlight this
"child-centred" approach, the authors studied the way children
tackle the particular problems posed by limitations of income. How
do children learn (a) the relationship between choices available in
the present and the future, (b) to spread their limited financial
resources over time into the future and (c) about the strategies,
such as banking, that allow them to protect those resources from
threats and temptations? In short, how do children learn to save?
This volume goes some way to answering these and related questions
and in so doing sets up an alternative framework for the study of
the emergence of economic awareness.
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