Children & Society最新文献

{"title":"Artificial intelligence for children: UNICEF's policy guidance and beyond","authors":"Suyu Liu,&nbsp;Wenjun Ding","doi":"10.1111/chso.12915","DOIUrl":"https://doi.org/10.1111/chso.12915","url":null,"abstract":"<p>This policy review introduces the Policy Guidance on Artificial Intelligence (AI) for Children, produced by the United Nations Children's Fund (UNICEF). This Policy Guidance is the first international-level output to boost the development of child-centred AI and relevant policies. A main contribution of this Policy Guidance is that it outlines the foundations, requirements and specific recommendations for developing child-centred AI and surrounding policies. The shortcomings of this Policy Guidance are also introduced, especially the insufficient gender responsiveness and age sensitivity, plus relatively low representation of the developing world. Possible suggestions for future updates of the Policy Guidance and improving policies on child-centred AI are provided in this review, such as the inclusion of a broader age range of children during the consultation process. The coexistence of contributions and limitations of this Policy Guidance reflects the situation of development of child-centred AI and relevant policies, which is currently immature but promising.</p>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"39 1","pages":"374-382"},"PeriodicalIF":1.4,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142862178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Good friends, better society: Peer effects on civic-mindedness of elementary school students","authors":"Hoyong Jung,&nbsp;Junghee Bae","doi":"10.1111/chso.12914","DOIUrl":"https://doi.org/10.1111/chso.12914","url":null,"abstract":"<p>This study examined the effects of peers' civic-mindedness on elementary school students' civic-mindedness. Raising civic-minded and socially responsible adolescents has become a focus of attention in many countries in recent years. This study used fourth-grade elementary school panel data from the Seoul Education Longitudinal Survey 2010, identifying causality based on fixed effects and instrumental variable estimation from students' random classroom assignment. Results showed that the high civic-mindedness among classmates increased students' own civic-mindedness. Based on these findings, implications for adolescent education are discussed.</p>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"39 1","pages":"322-342"},"PeriodicalIF":1.4,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/chso.12914","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142861306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Being family via WeChat: Children's interpretation of long-distance family relationships","authors":"Xiaoying Han","doi":"10.1111/chso.12912","DOIUrl":"https://doi.org/10.1111/chso.12912","url":null,"abstract":"<p>This study explores how left-behind children in rural China maintain long-distance family relationships through WeChat, highlighting the significant role of social media during family separation. It underscores the importance of considering children's voices in understanding family relationships in the digital age. Drawing on online workshops and interviews with 41 participants, the research examines how Chinese left-behind children use WeChat to facilitate parental engagement and manage their emotions. It also investigates the challenges children face in online communication and their perspectives on grandparental involvement. This article argues that children's agency is situated within structural conditions shaped by a confluence of factors, including technological affordances, unique familial contexts, and socio-economic inequalities. This situatedness fosters creativity, compromises, and adaptations in ‘being family’ at a distance.</p>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"39 1","pages":"286-303"},"PeriodicalIF":1.4,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142861081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Agency and voice: Using critical theory to reposition children from refugee backgrounds when considering their transition to school in Australia","authors":"Jennifer Green,&nbsp;Cathrine Neilsen-Hewett,&nbsp;Steven Howard,&nbsp;Tebeje Molla Mekonnen","doi":"10.1111/chso.12913","DOIUrl":"https://doi.org/10.1111/chso.12913","url":null,"abstract":"<p>A wide range of benefits are associated with children's positive transition to school. Applying a critical sociological lens in understanding transitions allows for cycles of sociocultural inequality to be challenged and disrupted. This is of particular importance for understanding transition experiences of children from socially demarcated groups, such as children from refugee backgrounds. This paper outlines how critical sociological theory can be used to identify settler-colonial ideology and to unpack how children are understood and positioned within their broader sociocultural context, and how this understanding can lead to a strength-based approach that recognises the rights, agency and voice of children and their families.</p>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"39 1","pages":"304-321"},"PeriodicalIF":1.4,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142868339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Parents' views on out-of-school learning environments","authors":"Fatime Balkan-Kiyici,&nbsp;Elif Atabek-Yigit,&nbsp;Melike Yavuz-Topaloglu","doi":"10.1111/chso.12911","DOIUrl":"https://doi.org/10.1111/chso.12911","url":null,"abstract":"<p>While there are many studies in the literature on out-of-school learning (OSL) environments, whose importance for learning is increasingly understood, studies involving parents and their views on these environments are rarely found. However, parents' contribution is extremely important and necessary for an efficient learning process. In this study, a survey was developed to determine parents' views on OSL environments. Thirty-seven parents were face-to-face interviewed regarding to their views on OSL environments. An item pool was formed based on these interviews. Then this pre-survey was administered to 702 voluntary parents. Exploratory and confirmatory factor analyses have performed and a survey with 21 items has been obtained. The survey has three dimensions: contribution of OSL environments to children's cognitive development; contribution of OSL environments to skill development; and parents' concerns about out-of-school learning environments. According to the findings, a significant number of parents are aware of the contribution of out-of-school learning environments in terms of both cognitive and skill acquisition. Also, it is seen that the gender of the parents and the gender of their child do not make any significant difference in their views. Parents with a bachelor's degree believe that out-of-school learning environments will contribute more to their children's skill and cognitive development than parents with a primary and secondary school degree.</p>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"39 1","pages":"267-285"},"PeriodicalIF":1.4,"publicationDate":"2024-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/chso.12911","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142860684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Young children's perceptions and experiences of school readiness during the transition from preschool to primary school in China","authors":"Shilan Luo,&nbsp;Shanshan Yuan","doi":"10.1111/chso.12910","DOIUrl":"https://doi.org/10.1111/chso.12910","url":null,"abstract":"<p>School readiness has a profound educational value for children's positive adjustment to primary school and holistic development. However, little research sufficiently addresses how young children view multifaceted components of learning, such as cognitive, affective and behavioural experiences on school readiness. A timely understanding of children's perceptions and experiences is crucial to shed light on how to promote transition and improve children's school readiness. This study investigated the perceptions and experiences of 41 children in China (5–6 years of age, 23 girls) regarding their school readiness based on Mosaic approach methods. The results indicated that young children have their own unique perceptions, emotional and behavioural experiences of school readiness. The perceptions of school readiness include four aspects of material supplies, subjects knowledge, interests and specialties and behavioural habits, which has similarities to that of adults in aspects of academic knowledge and social rules. Nevertheless, findings revealed young children view interests and strengths as important part of school readiness, reflecting their personal preferences and abilities. The emotional experiences could be considered positive or negative, with positive emotional experiences expressing children's curiosity and expectation, fulfilment and pleasure, and negative emotional experiences expressing academic burden, rules pressure and social worries, which need to be addressed. Young children's behavioural experiences with school readiness present two patterns of passive acceptance and active participation, they are eager to participate in activities and have a strong desire to explore and learn. Our findings extend beyond existing conception of school readiness, and give greater weight to children's interests and strengths, positive experiences and active participation. It is important to focus on children's intrinsic interests and strengths, accept children's ideas and choices, care for their emotional state and provide positive support.</p>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"39 1","pages":"247-266"},"PeriodicalIF":1.4,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142860051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dilemma of family education for hearing-impaired children in China: Responsibility or evasion?","authors":"Xiaomeng Xiong,&nbsp;Yan Li","doi":"10.1111/chso.12909","DOIUrl":"https://doi.org/10.1111/chso.12909","url":null,"abstract":"<p>Due to the difficulty in identifying and monitoring factors that cause hearing impairment during pregnancy, large numbers of new hearing-impaired children are born every year. Children's hearing impairment can have an impact on all aspects of the family. Family education, as an important element of family function, plays a key role in the growth and development of hearing-impaired children and in improving the interaction between hearing-impaired children and their parents. Based on a qualitative study in central China, this article examines the current situation and dilemmas of family education for hearing-impaired children. Results show that families of hearing-impaired children generally have a tendency to avoid family education responsibilities, as demonstrated by the lack of family roles, low participation in specific family education, absence of communication and care functions and a laissez-faire approach to bringing up their children. This evasive tendency cannot simply be attributed to parental irresponsibility; rather, it is the result of a combination of four factors and is closely related to insufficient social support. In the short term, a two-pronged approach is needed: strengthening the government's responsibility and rendering assistance for families with hearing-impaired children on the one hand, and establishing reliable links between home and school to provide professional support on the other. In the long run, it is necessary to build up a social support mechanism with social work intervention. This paper puts forward the need for collaboration among multiple parties and a family-centred assistance model to promote a shift from the tendency towards evasion to active assumption of family responsibility.</p>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"39 1","pages":"228-246"},"PeriodicalIF":1.4,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142859895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Make new friends, leave my friends: A dialogical investigation into transition experiences and agency in children from UK Armed Forces families","authors":"Claire Lee","doi":"10.1111/chso.12908","DOIUrl":"https://doi.org/10.1111/chso.12908","url":null,"abstract":"<p>This article provides new perspectives on the transitions of children from military families. It examines the experiences and agency of a group of UK primary-school Service children who were undergoing far-reaching transitions while participating in an arts-based research project. Transitions are conceived here not as events, such as school moves, but as processes of changing, the dialogical interplay between ever-changing socio-cultural and physical environments and the psychological work individuals undertake in response to change. This reconceptualisation of transitions shifts attention away from children's resilience, or lack thereof, and towards unique, nuanced understandings of their subjective experiences and priorities. Presenting multimodal pieces created by three children as they explored the question, ‘What's it like to be a Service child in this school?’, I describe their diverse and agentic responses to their changing circumstances, as they sought to mitigate anticipated and past losses and perceived disadvantage and to use their transitions as positive opportunities for self-development. Although punctuated by observable moments of change, this transition work happened over an indefinite timescale, highlighting a need for long-term support informed by understandings of children's agency and priorities. Such support and insight may be achieved through developing spaces for multimodal dialogue with Service children.</p>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"39 1","pages":"208-227"},"PeriodicalIF":1.4,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/chso.12908","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142859894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perceptions of children's participation as patients in health interactions","authors":"Kelli Jones,&nbsp;Brett Scholz","doi":"10.1111/chso.12907","DOIUrl":"https://doi.org/10.1111/chso.12907","url":null,"abstract":"<p>Children who actively participate in their health interactions benefit from greater likelihood of better health outcomes, and development of competency, autonomy and decision-making skills. However, children are often passive participants in their health care. This study aims to improve understandings of child patients', parents' and health professionals' perceptions of children's participation as patients in health interactions, through a theoretical framework of child-centred care. An exploratory, qualitative design using a story completion method was used. Participants (28 children, 22 parents and 17 health professionals) constructed stories about a child patient's medical appointment. Data were analysed using reflexive thematic analysis. Findings are discussed in relation to the themes of (1) children's willingness to participate, and (2) what doctors were perceived to be focussed on. Findings suggest that health professionals might require training to develop child-specific communication skills. Health care organisations should consider implementation of child-centred care principles in every aspect of services they provide.</p>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"39 1","pages":"193-207"},"PeriodicalIF":1.4,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/chso.12907","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142869194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A new materialist (re)configuring of sexuality, age and the discourse of ‘childhood innocence’","authors":"Toni Ingram,&nbsp;Louisa Allen","doi":"10.1111/chso.12906","DOIUrl":"10.1111/chso.12906","url":null,"abstract":"<p>This article explores the potential of feminist new materialisms for rethinking enduring debates that cohere around children, sexuality, age and ‘childhood innocence’. A new materialist ontology of sexuality and Karen Barad's concept of spacetimemattering are employed to conceptualise sexuality as an emergent becoming of relational material-discursive forces. Within this paradigm, mobilisation of arguments about ‘sexual innocence and readiness’ become a matter of entanglement of contingent ‘things’, ‘spaces’ and ‘ideas’, that includes young people's own sexual knowledge. We consider how this reorientation shifts the contours, debates and possibilities of sexuality education beyond restrictive ‘age-appropriate’ narratives.</p>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"39 1","pages":"179-192"},"PeriodicalIF":1.4,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/chso.12906","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142265825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}