CHILDREN
Children, Families, and States
Due to the demand for flexible working hours and employees who are available around the clock, the time patterns of childcare and schooling have increasingly become a political issue. Comparing the development of different “time policies” of half-day and all-day provisions in a variety of Eastern and Western European countries since the end of World War II, this innovative volume brings together internationally known experts from the fields of comparative education, history, and the social and political sciences, and makes a significant contribution to this new interdisciplinary field of comparative study.
R 1,727.00
R 883.00
R 1,923.00
R 273.00
R 548.00
Parents, Children, Teens, and Psychological Viewpoints on Parenting Practices in Kuwait and Greece
Stories are what make up our lives, from birth till the end, our stories help us make sense of ourselves, others, and experiences in the world. Throughout this book, the authors explore one of the most vital of stories, childhood and child-rearing with individuals from Greece and the Middle East. Each story presented shares a unique and subjective insight into the world of parenting. What is parenting and does it always look the same? The authors examine the unique cultural norms, generational differences, childhood experiences, and trauma that play a role in parenting practices. But, how does that link back to childhood requirements for healthy development? The authors provide a depth of insight into childhood needs and include tales from children and teens sharing their own perspectives. The authors invite readers to join them on an explorative journey to the East, where narratives meet scientific literature providing an interesting view into the world of different families and their experiences.
R 2,920.00
R 857.00
R 1,372.00
R 323.00
Children, Childhood, and Everyday Life
Traditional work on child development is often based on notions of an individual and decontextualized child. This volume involves a contribution to the rethinking of development: it presents a number of situated studies where children’s perspectives are documented through their interaction with others in situated practices, in family life and school and across social contexts.This volume offers a toolkit for analyzing children’s perspectives and participation over time. In prior work, the interview has often been seen as the cardinal method – or the only method – for studying children’s perspectives. This anthology includes vignettes and case studies, with descriptions of children’s actions in situated activity settings as well as illustrative transcripts from video-recorded social interaction. It opens up toward a broader view of `development’ in that it documents how children’s and youths’ perspectives and agency can be studied through their ways of interacting (or not interacting) in everyday life. One aspect of this is their verbal and nonverbal participation in family life and the social landscape of schools. Another feature is that it involves several chapters that problematize `impaired practices’ and dilemmas in the teaching of children with dysfunctions. The book as a whole is rich in empirical ethnographic examples that highlight life trajectories in and across social contexts.Moreover, it features interview data and narratives that include children’s and youths’ own reflections on their lives and experiences of the social demands of family and school. This includes their own thoughts on being or becoming members of local communities.
R 4,221.00
R 362.00
Children, Childhood and Everyday Life
Children live their lives across various social settings, including homes, kindergartens, schools and different kinds of institutions. The different contributions of this book focus on children’s perspectives, and on how children learn and develop through taking part in activities in social communities such as families, peer groups, classrooms, and day care institutions. This collection illustrate different ways of dealing with varying social contexts, and the research presented involves questions about children’s world-making, anchored in children’s daily lives. The studies are inspired by Vygotsky’s theory of development (1998), as well as childhood sociology. One of the aims has been to problematice time, change, continuity, developmental trajectories, and transitions in order to identify novel ways of discussing different trajectories through childhood and youth, that is ”development”.
Children, Childhood and Everyday Life
Children live their lives across various social settings, including homes, kindergartens, schools and different kinds of institutions. The different contributions of this book focus on children’s perspectives, and on how children learn and develop through taking part in activities in social communities such as families, peer groups, classrooms, and day care institutions. This collection illustrate different ways of dealing with varying social contexts, and the research presented involves questions about children’s world-making, anchored in children’s daily lives. The studies are inspired by Vygotsky’s theory of development (1998), as well as childhood sociology. One of the aims has been to problematice time, change, continuity, developmental trajectories, and transitions in order to identify novel ways of discussing different trajectories through childhood and youth, that is ”development”.
