The child has a very special place in society, and society defines and shapes childhood. Understanding childhood is essential to early years students and this book offers a great introduction. Taking a thematic approach, chapters cover: Historical and Cultural Perspectives Policy and Economic Perspectives Psychological and Biological Perspectives Contemporary Views. Each chapter prompts you to reflect on core issues and interrogate your practice and attitudes towards children in your care. This fantastic foundation will help you to begin to understand the relationship between the child and society. Visit https://uk.sagepub.com/en-gb/eur/the-child-in-society/book240119#resources for free access to a selection of SAGE Journal Articles related to key topics in the book.
Childhood can only be understood in relation to the multitude of social factors which surround it. This accessible text explores children’s place within society through an examination of the different contexts within which a child exists. It begins by looking at the child within the family then goes on to examine the child within the educational setting, the community, the nation and the global perspective. The child's own perspective is explored, recognising children as social agents in their own right. Finally it examines the current climate, making links with Every Child Matters, and considers today's public perceptions of childhood.
This comprehensive book is a critical introduction to the theoretical and practical issues involved in working with children and families. It sheds light on different perspectives, forms of practice, and dimensions of policy, with a focus on the practical issues of concern to professionals working with children in a range of settings.
Today's children are bombarded with images of violence in cartoons, news reports, television shows, computer games, movies, and other media. In growing numbers, they are also exposed to real-life violence in their own homes and communities--as witnesses, victims, and, increasingly, perpetrators. Emphasizing the need for early intervention and prevention, this timely book details the incidence and scope of the violence epidemic and examines the developmental impact of violence on children. Contributors describe several exemplary prevention and intervention programs currently in place around the country and propose a range of educational and policy initiatives.
International Research Society for Children's Literature,Denise Escarpit
What Society Must Do--and is Not Doing--for Children Today
Author: Penelope Leach
Category: Family & Relationships
Children First is the most important and urgent book on childcare we have yet had from the internationally admired author of the classic Your Baby & Child. In it Penelope Leach calls on us as individuals and as a nation to make good on the promise of our endless rhetoric about the importance of family by creating the indispensable economic and social supports for children that are now so tragically missing. She asks us -- in our legislation, in our policy-making, in our industrial might -- to think of children first and thereby let a new rush of sanity and health into our society. She presents us with the paradox that after spending spectacular millions and employing the most sophisticated medical science to help children come into the world, our society turns its back on them in the very years during which they are developing. She shows us how, while paying constant lip service to family, we fail to acknowledge the difficulties of parenting in the nineties and to make sure that conditions essential to the raising of children are available to parents. It is Penelope Leach's contention that what parents do for their children -- what they are able to do -- depends on what society actually wants, approves and encourages. And, in a powerful argument against complacency, she presents specific steps by which we, as members of society, can move to fashion a new economic priority for all children; to make the child central in the fight against poverty and inequity; to achieve a rational standard of human rights for our children; and to find, in our own lives, effective new approaches to positive parenting. Provocative, passionate, courageous, Children First is a groundbreaking book. It has the extraordinary potential to affect the lives not only of our own children but also of the children that they themselves will have in years to come.
Politics, Childhood and Society in the 1980s and 1990s
Author: Jane Pilcher,Stephen Wagg
Publisher: Psychology Press
The authors of this book examine the political issues surrounding childhood including law making, social policy, government provision & political activisim. It will be a highly pertinent text for students and teachers in higher education.
The Child, the State, and the Victorian Novel traces the the story of victimized childhood to its origins in nineteenth-century Britain. Almost as soon as "childhood" became a distinct category, Laura C. Berry contends, stories of children in danger were circulated as part of larger debates about child welfare and the role of the family in society. Berry examines the nineteenth-century fascination with victimized children to show how novels and reform writings reorganize ideas of self and society as narratives of childhood distress. Focusing on classic childhood stories such as Oliver Twist and novels that are not conventionally associated with particular social problems, such as Dickens's Dombey and Son, the Brontë sisters' Wuthering Heights and The Tenant of Wildfell Hall, and George Eliot's Adam Bede, Berry shows the ways in which fiction that purports to deal with private life, particularly the domain of the family, nevertheless intervenes in public and social debates. At the same time she examines medical, legal, charitable, and social-relief writings to show how these documents provide crucial sources in the development of social welfare and modern representations of the family.
The Intersections Between Society, Family, Faith and Culture
Author: Maarit Jantera-Jareborg
The Child's Interests in Conflict addresses one of the most pressing issues of any multicultural society, namely the conflicting demands on children from minority groups or children born to parents of different cultural or faith backgrounds. What a family may consider to be in the child's best interest and welfare in court decisions may not be shared by society at large. Each can be guided by faith, culture, and tradition. Society can view the child as being exposed to a significant harm or to risk of harm if certain traditions are followed, while, in contrast, parents can believe that their child is harmed or is in harm's way if that tradition is not respected. Focusing on such circumstances in Europe, the contributions in this book - all written by internationally leading experts and with a interdisciplinary element - address situations of conflict regarding: a child's upbringing and education in general * the shaping of a child's cultural or faith-based identity * underage marriages * the circumcision of boys * the role of faith and culture in society's placements of children outside the care of their family * the role of faith in cross-border child abduction and disputes over parental responsibilities. Attention is paid to the case law of the European Court of Human Rights and to less well-known national case law, as well as to recent national legislation, all of which show not only the complexity of the issues discussed, but also the differing ways multicultural challenges are dealt with. The book strives to answer, inter alia, how legal systems should navigate between the competing claims and conflicting interests without forgetting the main person to be protected, namely the child; and how the scope of tolerance, recognition, and autonomy should be defined. (Series: European Family Law - Vol. 41) [Subject: European Law, Human Rights Law, Family Law, Children's Law, Socio-Legal Studies]
The third volume in this series examines attitudes towards children and measures in operation to protect them. Contributors analyse how the child's safety can be protected, while respecting their right to be involved and to have their opinions taken into account, and examine the causes within society for social malfunction in relation to children.
In this single volume, readers will find two of John Dewey's insightful essays on education in America. He considered proper education to be fundamental to a functioning democracy. The problem, according to Dewey in The School and Society, with the old education model was that elementary schools did not encourage exploration and curiosity in their students. In The Child and the Curriculum, Dewey expands upon his definition of the ideal teaching method. A child's life, he says, is an integrated whole. A child will flow from one topic to another, taking a natural interest in subjects and dealing with a world of direct experience. School, on the other hand, addresses a world disconnected from a child's life. A more reasonable approach would be to strive to integrate their experience with the vast body of knowledge that society wishes them to know. By honoring the individual, both the student and the subject matter will come together in a process that produces a mature adult. American educator and philosopher JOHN DEWEY (1859-1952) helped found the American Association of University Professors. He served as professor of philosophy at Columbia University from 1904 to 1930 and authored numerous books, including How We Think (1910), Experience and Nature (1925), Experience and Education (1938), and Freedom and Culture (1939).
Diana Gittins draws on a range of sources - psychoanalytic, historical, social, literary, artistic and personal - to unpack our common assumptions about 'the child' and 'childhood' and explore the meanings and values that are commonly attributed to them. It is in the blurring and overlapping of adults' multiple and diverse notions of what 'the child' is and should be where confusions and contradictions arise. Gittins suggests, then, that the problem lies in what 'the child' means, and has meant, to adults and in how adults succeed in assimilating and organizing these conflicting meanings into behaviors and policies that will affect the life chances of real children further down the line.