Journal of Childhood Studies最新文献

{"title":"What is a Child? Exploring Conceptualization of Pakistani Adolescents About Children","authors":"A. H. Qamar","doi":"10.18357/JCS462202119756","DOIUrl":"https://doi.org/10.18357/JCS462202119756","url":null,"abstract":"This study aimed to investigate the responses of university students (late adolescents) about their conceptualization of a child, exploring the characteristics they associate with being a child. The study was conducted in two phases. In phase 1, responses to one open-ended question, what is a child? (N=75), were analyzed using qualitative content analysis. In phase 2, students (N=90) filled in an online closed-ended survey that was derived from the subthemes that emerged from the qualitative data collected in phase 1. Findings revealed multiple interconnected aspects of the conceptualization of the child, making it a complex whole. This study is helpful for understanding the concept of the child grounded in various theoretical and mythological categories that portray the complexities of existing dichotomies that often come up as interconnected in traditional societies.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42953706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can I Share Your Ideas With the World? Young Children’s Consent in the Research Process","authors":"Sonya Gaches","doi":"10.18357/JCS462202119925","DOIUrl":"https://doi.org/10.18357/JCS462202119925","url":null,"abstract":"Utilizing the four features of informed consent from the guiding document Ethical Research Involving Children, the article illustrates how the informed consent process was carried out with young children from the initial planning stages through the ongoing research’s focused conversations. Specifically, the questions of what would be needed to acquire informed consent from the children and what assurances could there be that young children understood the research and how its results would be disseminated are addressed. The article concludes with suggestions for what other researchers might consider and include in their local contexts. \u0000 ","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42619876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Concept of Generations","authors":"Eric J. Bolland, Carlos J. Lopes","doi":"10.1057/9781137348227_2","DOIUrl":"https://doi.org/10.1057/9781137348227_2","url":null,"abstract":"","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83594662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Book Review: Tiffany Lethabo King’s The Black Shoals","authors":"A. Castro","doi":"10.18357/JCS00202119973","DOIUrl":"https://doi.org/10.18357/JCS00202119973","url":null,"abstract":"Adrianne de Castro is a Brazilian educator with years of experience working in elementary and secondary schools in Brazil. Her MA thesis was inspired by common worlds pedagogies and thinking with, rather than mastering concepts of, materials and others of shared worlds. Her approach to early childhood education is collectivist and inclusive of more-than-humans. Her research is a humble response toward more livable worlds in the present human-modified geological epoch of the Anthropocene. Email: abacelar@uwo.ca","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44707578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Do Children and Their Mothers Make Sense of Photographs Containing Other Children?","authors":"A. Benevento","doi":"10.18357/JCS00202119137","DOIUrl":"https://doi.org/10.18357/JCS00202119137","url":null,"abstract":"This inquiry is grounded in the idea that parent-child activities are central to the cultural development of society. To address this larger theoretical premise, I examine parents’ and children’s sense making of photographs of childhood. Photographing itself, as a process, replicates representations of childhood that precede the practice while explicitly reproducing and transforming the existing meanings attributed to the medium in which the photograph is displayed. Therefore, I consider photographing to be a cultural activity that helps people share, make sense of, and transform historical, personal, and societal experience and knowledge. The cultural-historical school of developmental psychology has been close to childhood studies in its recognition that child and society interact to create meaning and human development (Daiute, 2013; Vygotsky, 1978). Dynamic developmental theory (Daiute, 2014) is important to emphasize here, in part to provide a focused study of child-adult interaction with uses of digital photography in the development of society. Dynamic developmental theory values collaboration between individuals and their surroundings and accepts everyone, including children, as active participants of their social environment, both as individuals and as members of a cultural group. Another major tenet of this contemporary developmental theory is the role of symbol systems, like language, rituals, and icons, as cultural creations that people use to mediate their interactions in societies and the meanings of life. Consistent with this view, parents use digital photography to create social environments and cultural messages for making sense of their environments, making their own choices and acting at this technological moment in time. In that dynamic transformation, not only the ways we relate to children and childhoods change. The ways we express our relationships also go through rapid evolution due to the technologies we use to manifest our experiences. For example, taking family photographs every Christmas morning after breakfast may become a tradition in a household. By helping form this tradition, parents can structure, in everyday activity and discourse, the use of media in which children participate. Photography, in this example, is a particular form of media. It has its own type of communication in visual mode that developed over time. The output of this communication could be shared in any form (e.g., on a Christmas card, on Instagram, in a frame in a living room) based on the photographer’s purpose. The structure the photographer uses has its own history, stylistic criteria, affordances, and constraints, yet the reason for taking the photograph and the myriad details involved are all Photographing is a cultural activity that helps people share, make sense of, and transform historical, personal, and societal experience and knowledge. The widespread practice of parents’ photographing and posting photos of their children inspired thi","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42937433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Privileging Power: Early Childhood Educators, Teachers, and Racial Socialization in Full-Day Kindergarten","authors":"Zuhra E. Abawi","doi":"10.18357/JCS00202119594","DOIUrl":"https://doi.org/10.18357/JCS00202119594","url":null,"abstract":"Dr. Zuhra Abawi is an assistant professor of education at Niagara University, Ontario. Her work focuses on the ways that discourses of race and identity are negotiated, mediated, and socialized in education. Her research seeks to recenter the voices of racialized and Indigenous children, families, and educators by problematizing whiteness and Eurocentric developmentalist discourses and curricula embedded in educational institutions. Email: zabawi@niagara.edu","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46654368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Caring In-Between: Events of Engagement of Preschool Children and Forests","authors":"A. Vladimirova","doi":"10.18357/JCS00202119326","DOIUrl":"https://doi.org/10.18357/JCS00202119326","url":null,"abstract":"Anna Vladimirova is a PhD candidate in education at the University of Oulu, Finland. Her research interests include body-place relations, the problematics of care in multispecies encounters, and the role of embodied movement in environmental sustenance. Drawing on philosophies of new materialism and posthumanism, she currently explores the implications of children-nature relations for environmental education. Her work also aims to contribute to rethinking an increasingly anthropocentric notion of forest from an educational perspective. Email: anna.vladimirova@oulu.fi","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67802422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Shifting from a Rules-Based Culture to a Negotiated One in Emergent Curriculum","authors":"M. Sampson, C. McLean","doi":"10.18357/JCS00202119744","DOIUrl":"https://doi.org/10.18357/JCS00202119744","url":null,"abstract":"Matthew Sampson, who has worked in the field of early childhood education for 20 years, recently graduated with a master of arts in child and youth study from Mount Saint Vincent University, Halifax. In 2018, Matthew received the Prime Minister’s Award of Excellence in Early Childhood Education. He also coauthored “Zombie World: Boys Invent a Culture in Their After-School Program,” a chapter in Carol Anne Wien’s book The Power of Emergent Curriculum: Stories from Early Childhood Settings (2014). His research interests are emergent classroom environment design, emergent curriculum, and pedagogical documentation. Email: matthew.sampson@msvu.ca","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46254812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Young Children and Inclusion","authors":"Anna Cant","doi":"10.1093/obo/9780199791231-0232","DOIUrl":"https://doi.org/10.1093/obo/9780199791231-0232","url":null,"abstract":"Inclusive education is the focus of many thinkers, researchers, teachers, early-childhood educators, and policymakers. It is a current concern of most Western societies. The concept of inclusive education was introduced only in the 1990s, when it replaced the previous concepts of integration and mainstreaming; however, the expressed need and advocacy for inclusion go further back in history. The enormous shift is still felt by many educational institutions. The shift means that it is not the job of the child to adapt to the typical environment, but it is the complex educational ecosystem that needs to be ready for caring, educating, and ensuring success to all children, with or without diversabilities. The necessary progression is one from considering diverse groups of children in an equalizing way, to considering them in an equitable way. Inclusive early-childhood education proposes an environment catered around the unique needs of each child within the classroom. As in many other areas of education, change needs to start early, and, yet, research about the inclusion of young and very young children is not overwhelmingly prevalent. In the 2020s, inclusive practice refers to all differences, not only the ones affecting children’s physical and mental health, including race, gender, culture, ethnicity, language, socioeconomic status, age, etc. If young children grow up in homes and educational environments infused with inclusion, they may become more comfortable engaging in discourses of inequality and exclusion. If their learning environment models positive and genuine relationship building with anyone around them, regardless of their difference, children will grow up being advocates for and allies of the people whom society keeps on silencing. Early inclusion is paramount. So, what hinders the universal adoption of inclusive practices in early-childhood education? Among factors that constitute barriers of inclusion, we find politics, resources, support, teacher education, parents’ and teachers’ perceptions and needs, different philosophical interpretations of the concept of early inclusion, and many others. The current studies in the field of early-childhood inclusion show that there is an acute need for knowledge, collaboration, and support. Parents, policymakers, teachers, and other decision-making adults should start giving children agency and invite them to contribute to decisions that concern their well-being. Being inclusive in early-childhood education means to have trust in the competency of all young children, to cherish difference, to cultivate a respectful learning environment, to work with heart, to welcome and build strong relationships with families of all children, to be in touch with current research in the field of inclusive education, and to see inclusion as a feeling of belonging, being valued, and being respected. Inclusion is fluid as a river, but these are the stones that should always guide its course and flow.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90606747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Children and Money","authors":"Margaret Echelbarger","doi":"10.1093/obo/9780199791231-0233","DOIUrl":"https://doi.org/10.1093/obo/9780199791231-0233","url":null,"abstract":"Money (usually interpreted as currency) is a cultural tool that helps organize ways in which we engage with one another. Learning what it is and how to use it are important developmental milestones. The study of children and money reflects the efforts and contributions of many researchers across several disciplines including psychology, sociology, social work, marketing, and anthropology—thus understanding how children develop their ideas about money, how these ideas change over time, and how children emerge as autonomous economic agents is an interdisciplinary endeavor. The work included in this bibliography covers topics ranging from when children come to know what money is and how to use it, to when and how children come to break into the market and recognize and follow its rules, to understanding the robustness of developmental trends across different populations of children. In this way, the work referenced below reflects both basic and applied efforts. This bibliography is organized into seven sections. The first, General Overviews on Children and Money, highlights key books on this topic that serve as good starting points when first approaching this research area. The second, Foundations of Money Understanding, centers on work examining the development of children’s basic understanding of money (e.g., what money is and how to use it). The third, Using Money: Spending and Saving, presents work examining how children come to use money in the real world and play economies (i.e., small markets created for laboratory studies). The fourth, Economic Socialization and Financial Literacy, highlights work examining the influence of early experiences on later financial health outcomes and behaviors. The fifth, Understanding Market Forces, centers on children’s understanding of economic causation (i.e., the effect market forces have on each other—for example, as demand increases, supply decreases, and price increases). The sixth, Money Cues and Decision Making, presents work documenting ways in which the presence of money influences behaviors. The seventh, Money and Culture, reports on the developmental trends across different populations of children. The purpose of this bibliography is to introduce the topic of children and money and set the stage for a deeper line of inquiry; it is in no way exhaustive. Related topics, such as children’s understanding of economic inequality, are not included; these require their own bibliographies. Additionally, with few exceptions, the work included focuses on studies and experiments involving children. For that reason, exclusive examinations of parents’ ideas about children and money are largely not included. In short, use this bibliography as a starting point to a much richer exploration of this topic.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81637062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}