Children & Society最新文献

{"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}

{"title":"Children's agency within digital play and learning: Exploring the impact of shared play experiences on parent–child negotiations","authors":"Karen Murcia, Emma Cross, Julia Seitz, Geoffrey Lowe","doi":"10.1111/chso.12905","DOIUrl":"https://doi.org/10.1111/chso.12905","url":null,"abstract":"Children actively participate in socially constructing their digitised childhoods. However, parents often struggle to understand and manage the relationship between children and digital technology, especially with reference to children's agency and creativity with digital devices. This paper reports on the impact on parent–child negotiations of a 10‐week programme of digital technology experiences whereby parents actively co‐played with their children. Interviews revealed a gradual transformation in parent beliefs, from anxiety to appreciation of negotiated agency and creative digital practice. From this finding, three guiding principles for parents are offered based around the concepts of attention, interest and interaction.","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"157 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142183305","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":"‘Children say playing and adults say working’: Children negotiating regulations on digital media in a Swedish preschool","authors":"Pernilla Lagerlöf","doi":"10.1111/chso.12904","DOIUrl":"https://doi.org/10.1111/chso.12904","url":null,"abstract":"In current societal debate, opinions on children's use of digital technologies are polarized. This study investigates situated negotiations in everyday interactions by analysing how preschool children talk about digital media in relation to regulations on digital media use. A childhood sociological perspective guides an understanding of how children's experiences with digital media are shaped by their perspectives and social contexts. The findings show the participants managing tensions between home and preschool, resisting adult terminology, contributing to group identity and challenging the preschool rules. By restricting children's media use through policies might lead educators to overlook valuable insights offered by children.","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142183306","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":"Fathers' transformative caring experiences of engaging in music and singing with their children","authors":"Janne Brammer Damsgaard,&nbsp;Rasmus Dyring,&nbsp;Svend Brinkmann","doi":"10.1111/chso.12903","DOIUrl":"10.1111/chso.12903","url":null,"abstract":"<p>This study explores the role of music and singing in fostering transformative caring relationships between fathers and their children. It aims to understand how these interactions contribute to fatherhood identity and relational dynamics, filling a significant gap in research on musical fatherhood. Employing a phenomenological-hermeneutic approach, the study conducted open-ended interviews with eight fathers, analysing data through the lens of Paul Ricoeur's theory of interpretation. Findings reveal that musical activities enable fathers to engage intuitively and responsively with their children, facilitating a pre-verbal form of communication that deepens emotional bonds and enhances paternal identity. Music and singing emerge as powerful tools that transcend traditional parenting roles, allowing fathers to experience and express a potentiated sense of fatherhood marked by empathy, connection and care. This study highlights the profound impact of musical engagement on father–child relationships and suggests broader implications for emotional intelligence and gender roles in parenting.</p>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"39 1","pages":"161-178"},"PeriodicalIF":1.4,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/chso.12903","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142183308","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":"Digital childhoods and multilingual identities: Preschool children's interactions with a picture book app","authors":"Malin Nilsen","doi":"10.1111/chso.12902","DOIUrl":"https://doi.org/10.1111/chso.12902","url":null,"abstract":"This study investigates the application and implications of the use of a multilingual picture book app in Swedish preschools, focusing on children's engagement and educators' roles in supporting multilingual development. Employing semi‐structured interviews and video observations, this study reveals the app's potential in reinforcing multilingual identities, bridging home‐school gaps and fostering peer connections. However, it also uncovers complexities in managing linguistic diversity, reflecting societal language attitudes and hierarchies. Grounded in the sociology of childhood, the study provides a critical lens. This approach seeks to understand how digital reading activities are shaping children's linguistic experiences and identities within a specific social and educational context.","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"17 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142183307","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}