CHILDREN

This book presents research conducted with children and young people about online harms, with a UK focus, while aiming to stimulate comparative analyses of other countries too. While the chapters vary in how data-driven they are, each will explore conceptualisations of online harm, children and young people’s experiences of online harms, and their perspectives on interventions to educate about and address online harms. While the UK government claimed in 2019 to be introducing ‘tough new measures to make the UK the safest place to be online’, it has been noted that there may be a limited capacity for formal legislation to address the complexities of contemporary digital life for children and young people; instead, tackling online harms has to be part of a broader agenda and must account for the diverse and socially contingent nature of children's and young people’s experiences online, as evidenced by extensive research undertaken with children and young people. With the finalisation of legislation surrounding online harms in the UK imminent, the objective of this collection is to shape the implementation of policy in practice settings. To support practice development, the book offers vignette-style pieces that will describe examples of policy and practice models and how these models can support children's and young people’s active participation in understanding online harms. As a result of this, the findings of this book will minimise the disparity between the practice, policy and research through speaking to the interface between these fields in the UK context. young people. Taking the UK as its focus, this edited collection will present research conducted with children and young people. Taking the UK as its focus, this edited collection will present research conducted with children and young people. Taking the UK as its focus, this edited collection will present research conducted with children and young people. Taking the UK as its focus, this edited collection will present research conducted with children and young people. Taking the UK as its focus, this edited collection will present research conducted with children and young people. Taking the UK as its focus, this edited collection will present research conducted with children and young people. Taking the UK as its focus, this edited collection will present research conducted with children and young people. Taking the UK as its focus, this edited collection will present research conducted with children and

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Though children have never been absent from international studies discourse, they are too often reduced to a few simplistic and unidimensional framings. This book seeks to recover children’s agency and to recognise the complex variety of childhoods and the global issues that affect them. Written by an international list of contributors from Europe, Africa, North America and Australasia, chapters present highly nuanced accounts of children and childhoods across global political time and space split into three broad sections: imagined childhoods, governed childhoods and lived childhoods. Through its analysis, the book demonstrates how IR is, somewhat paradoxically, quite deeply invested in a particular rendering of childhood as, primarily, a time of innocence, vulnerability and incapacity.

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As always, Leary makes dysfunction, pathology and even tragedy completely compelling. - The Huffington PostCharlotte Maynard rarely leaves her mother's home; the sprawling Connecticut lake house that belonged to her late stepfather, Whit Whitman, and the generations of Whitmans before him. While Charlotte and her sister grew up at Lakeside, their stepbrothers, Spin and Perry, were welcomed as weekend guests. But now the grown boys own the estate, which Charlotte's mother occupies by their grace. When Spin, the youngest and favourite of all the children, brings his fiancé home for the summer, she breathes new life into their rarefied world. But as the wedding draws near, and flaws surface in the family's polite veneer, an array of simmering resentments and unfortunate truths are exposed, with devastating consequences.

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Learn about the lives of children around the world, including their family life, what they eat, their school uniforms and what their school days are like. Also learn about playtime, home life, pets and bedtime for children in other countries. A map at the end shows all the countries discussed, from Australia to Vietnam.

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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.

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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.

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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.

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