Children & Society最新文献

{"title":"Children's Ambivalent Experiences of Leisure Screen Use: Acceleration, Alienation and Resonance in the Digital Age","authors":"T. V. Høy,&nbsp;M. Toftager,&nbsp;C. S. Pawlowski,&nbsp;S. O. Slater,&nbsp;D. Grabowski,&nbsp;S. K. Wehner,&nbsp;A. K. Gejl,&nbsp;D. Danielsen","doi":"10.1111/chso.70012","DOIUrl":"https://doi.org/10.1111/chso.70012","url":null,"abstract":"<div>\u0000 \u0000 <p>Children today spend a significant part of their leisure time on digital activities. Research highlights the risks and benefits of screen use in relation to children's health and well-being. In recent years, the topic has gained increasing attention in both research and public debate, with opinions divided between advocating for restrictions or bans on screen use and cautioning that overly restrictive approaches may do more harm than good. To nuance and expand existing knowledge, it is important to include children's own perspectives and experiences of digital activities in their everyday lives. This study has a twofold aim. First, to explore how 9–11-year-old children experience their screen use during leisure time and second, to interpret these experiences through Hartmut Rosa's theoretical concepts of resonance, alienation and social acceleration, thereby situating children's screen use within a broader societal context. This qualitative study was conducted in Denmark and involved 15 days of participant observation and group interviews with 27 children in total. The children expressed ambivalence in relation to their digital activities during leisure time in two ways: (1) digital activities offer unlimited entertainment but also lead to boredom; (2) digital activities provide freedom and autonomy but also evoke a sense of dependence. Drawing on Rosa's theoretical concepts, digital activities, particularly those involving social interaction or those connected to other aspects of children's lives, can foster moments similar to experiences of resonance, while at other times they can contribute to alienation through experiences of boredom and addiction. Children's screen use during leisure time is a complex practice encompassing experiences of both resonance and alienation. To support children's health and well-being, it is essential to critically examine and contextualise their digital engagement. These insights can inform research and practice aimed at fostering meaningful and resonant digital environments.</p>\u0000 </div>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"40 4","pages":"656-665"},"PeriodicalIF":1.7,"publicationDate":"2026-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148300036","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":"A Co-Production Model for Youth Meaningful Participation in a Shifting City: Multi-Stakeholders' Perspectives","authors":"Angel Hor Yan Lai","doi":"10.1111/chso.70006","DOIUrl":"https://doi.org/10.1111/chso.70006","url":null,"abstract":"<div>\u0000 \u0000 <p>This study explored how co-production-based youth programs can foster meaningful participation among young people in Hong Kong, particularly in the shifting socio-political space following Hong Kong's 2019 social movement. Drawing on Sen's Capability Approach, McMillan and Chavis' Sense of Community Framework, and Bandura's Social Learning Theory, the research employed a qualitative design involving in-depth interviews with 24 adult stakeholders and focus group interviews with 32 Secondary 4 to 6 students. Thematic analysis revealed five key mechanisms through which co-production cultivates meaningful participation in youth: (1) recognising youth as unique contributors, (2) creating platforms for equal collaboration and ownership, (3) fostering iterative, transparent and empathic dialogue, (4) realising co-created ideas, and (5) providing adult facilitation. Synthesising these findings, the study proposed a three-step framework for co-production: Recognising youth capabilities, Building collaborative networks, and Supporting mastery through action. The model is developmentally sensitive and contextually grounded, offering practical and policy insights for enhancing youth meaningful participation in regions with shifting political landscapes such as Hong Kong.</p>\u0000 </div>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"40 4","pages":"643-655"},"PeriodicalIF":1.7,"publicationDate":"2026-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148300043","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":"Interplay of Left-Behind Status and Special Educational Needs and Disabilities (SEND) in Social Acceptance and Rejection Dynamics in Rural China","authors":"Mengkun Li,&nbsp;Dongbo Zhang","doi":"10.1111/chso.70021","DOIUrl":"https://doi.org/10.1111/chso.70021","url":null,"abstract":"<div>\u0000 \u0000 <p>This study explores how left-behind status and special educational needs and disabilities (SEND) interact to shape peer acceptance and rejection among primary school children in rural China. While prior research has examined these groups separately, little is known about their intersection within peer dynamics. This study drew on sociometric data from 579 students across 17 classes in seven rural schools. It used the Social Inclusion Survey (SIS) to measure peer acceptance and rejection in both academic and play contexts. A two-way between-groups ANOVA revealed that children with SEND experienced lower peer acceptance and higher rejection than their non-SEND peers. In contrast, left-behind children showed higher acceptance and lower rejection than their non-left-behind classmates, challenging dominant deficit-based assumptions. Notably, left-behind children with SEND were more accepted than non-left-behind children with SEND, suggesting that left-behind status may buffer against some of the peer-related disadvantages associated with SEND. These findings emphasise that social identities do not consistently exacerbate disadvantage; rather, their impacts depend on context and interaction. The study argues against simplistic, risk-focused narratives and highlights the necessity of accounting for broader social and cultural dynamics in developing inclusive education policies and interventions.</p>\u0000 </div>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"40 4","pages":"752-763"},"PeriodicalIF":1.7,"publicationDate":"2026-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148300058","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":"Child and Youth Engagement in Research, Policymaking, Practice: A Narrative Review of the Evidence","authors":"Nadia Hausfather,&nbsp;Fiona Ainsworth,&nbsp;Sydney Campbell,&nbsp;Franco A. Carnevale","doi":"10.1111/chso.70009","DOIUrl":"https://doi.org/10.1111/chso.70009","url":null,"abstract":"<p>A growing body of scholarly literature has analysed the realities of child and youth engagement (CYE) in a range of sectors (including healthcare, education, child welfare/protection) and settings (research, policymaking, practice). Our narrative review of this literature seeks to identify what is known and unknown about how <i>effective</i> and <i>respectful</i> CYE can be promoted across settings and sectors. Our results revolve around three topics: (1) assessment of CYE implementation (goals, outcomes, study methodologies); (2) barriers to CYE; and (3) facilitators to CYE. Adult-child relationship quality (facilitator) and the manifestation of power differentials (barrier) were particularly salient across settings and sectors. Recommendations based on our findings are provided to encourage future action and research to be informed by what is known and unknown about CYE.</p>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"40 4","pages":"676-685"},"PeriodicalIF":1.7,"publicationDate":"2026-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/chso.70009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148300083","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":"‘Wow, It Were Like Wow’: The Importance and Opportunity of Researchers Feeding Back Research Output and Being Fed Back Upon With Care Experienced Young People","authors":"Tom Matthews","doi":"10.1111/chso.70010","DOIUrl":"https://doi.org/10.1111/chso.70010","url":null,"abstract":"<p>Research involving young people has become increasingly common and is widely regarded as good practice, though the ‘how-tos’ of this practice are less developed. One element of research practice that may be important to young people, especially those living in the care system, is the researcher returning to share with them what was found and how their participation has informed the output of the research. Feeding back moves beyond focusing on how we access the voices of young people, to considering the ways that young people involved in research can feel more listened to and that their voices have been taken seriously. A case study in which care-experienced adolescents were returned to following their participation in a qualitative, photo-elicitation study is summarised. The feedback phase involved sharing with participants the analytical output of the study and then exploring their responses to the results and their reflections on taking part. The interaction had multiple aims: for the researcher to feedback and to be fed back upon, as well as acting as the final punctuation point within a wider research process. The data generated from this phase is shared to create new learning and wisdom, with the perspectives of these participants offered to educate the academic community.</p>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"40 4","pages":"621-629"},"PeriodicalIF":1.7,"publicationDate":"2026-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/chso.70010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148300029","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":"Making Inclusive Spaces and Practices With Disabled Children and Young People in Mainstream Education","authors":"Janice Mclaughlin,&nbsp;Amber Jordan,&nbsp;Emma Jones,&nbsp;Katrina Rose,&nbsp;Dawn Snape,&nbsp;Shona Horter","doi":"10.1111/chso.70002","DOIUrl":"https://doi.org/10.1111/chso.70002","url":null,"abstract":"<p>In England, legislation outlines that disabled children and young people should primarily be educated within mainstream provision. Nevertheless, limitations remain in how disabled children and young people experience mainstream educational spaces, particularly those with socio-emotional and behavioural differences. Situated in disabled children's childhood studies, we explore disabled children's and young people's relational agency as an important element in the production of inclusive spaces and practices. We draw from a qualitative ONS (Office for National Statistics) study of disabled children's and young people's (aged 11 to 16) accounts of their education, and that of their parents/carers. We argue that networks of care-less or care-full practices (a distinction we draw from Lithari and Rogers) emerge in the interactions between disabled children's and young people's identity self-management, school practices, the attitudes of different actors and the material spaces of their schools.</p>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"40 4","pages":"709-718"},"PeriodicalIF":1.7,"publicationDate":"2026-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/chso.70002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148300144","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":"‘We Are Only Playing’: Reflections on the Pandemic's Effects on Immigrant Preschoolers' Mentalisation and Play During the Sand Play Workshops","authors":"Caroline Beauregard","doi":"10.1111/chso.70023","DOIUrl":"https://doi.org/10.1111/chso.70023","url":null,"abstract":"<p>Mentalisation and symbolisation are important processes to support children in understanding their lived experience. By expressing what is most salient to them through pretend play, children can normally develop their capacity to mentalise and symbolise, which helps them cope with adversity. Yet, the stress associated with the pandemic of COVID-19 and the resulting restrictive measures impacted many aspects of children's life, including play. Following intervention research centred on classroom-based sandplay workshops that took place in Canada during the pandemic, this article explores how the play process of two 5-year-old immigrant boys, in a (post-)pandemic context, might have been related to their mentalising and symbolising capacities. Analysis of the workshop facilitators' field notes and photographs of the sandtrays suggests that participation in the <i>Sand Play</i> workshops in a post-crisis context can provide the opportunity to explore in a safe space, to transform play behaviours in order to break away from perceived rules and to be seen by their peers and workshop facilitators, which would support their mentalising process.</p>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"40 4","pages":"790-801"},"PeriodicalIF":1.7,"publicationDate":"2026-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/chso.70023","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148300040","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":"‘Like a Kid's Book’: Pilot Testing of a Visual Informed Consent Form With Children in Canada, Ghana and Laos","authors":"Negin Zamani,&nbsp;Tamara Keegan,&nbsp;Abdul-Rahim Mohammed,&nbsp;Maliphone Douangphachanh,&nbsp;Afua Twum-Danso Imoh,&nbsp;Souphinh Vongphachanh,&nbsp;Mónica Ruiz-Casares","doi":"10.1111/chso.70011","DOIUrl":"https://doi.org/10.1111/chso.70011","url":null,"abstract":"<p>It is a moral imperative to conduct the consent process in a way that is understandable, engaging and meaningful for children. This underscores the necessity of obtaining consent through age- and culturally appropriate methods and content. Using qualitative, participatory visual research methods, this study aimed to gather feedback on a visual informed consent (VIC) storybook among 17 primary school-aged children in Canada, Ghana and Laos. Participatory workshops with children were audio-recorded and transcribed verbatim. Thematic analysis yielded four themes: (1) study premise and purpose, (2) confidentiality, (3) voluntariness and (4) compensation. Most children responded positively to the VIC and preferred the visual format over conventional written consent forms, as it was easier to engage with and helped maintain their attention. The VIC appears to be a useful tool for presenting information and obtaining consent. Further studies are needed to assess its usability across diverse sociocultural and urban–rural settings.</p>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"40 4","pages":"686-697"},"PeriodicalIF":1.7,"publicationDate":"2026-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/chso.70011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148300059","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":"Dumbing Down or Reaching Out? Norwegian News Coverage for Children During Election Periods","authors":"Linn Cathrin Lorgen,&nbsp;Marit Ursin","doi":"10.1111/chso.12993","DOIUrl":"https://doi.org/10.1111/chso.12993","url":null,"abstract":"<div>\u0000 \u0000 <p>Children's participation in society in general, and political processes more specifically, is contingent on understandable information about political issues. There is rich potential to offer such information through children's news, but few studies have explored how and to what extent this is done. In this article, we draw on a content analysis of <i>Supernytt</i>, a Norwegian news programme for children. Our aim is to map news coverage during periods of parliamentary and municipal elections between 2013 and 2021 and explore potential changes in coverage, with a particular focus on politics as presented to a child audience. The analysis shows that information about elections remains an important area of focus during election periods. However, there is a clear decrease over time in news coverage about politics in favour of ‘soft news’ categories. These tendencies reflect broader trends in news media and assumptions about what types of news are interesting and appropriate for children. Using perspectives on tabloidisation and dominant understandings of childhood, we discuss what the shift to a softer news profile suggests about views on children as news consumers and political beings.</p>\u0000 </div>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"40 3","pages":"427-437"},"PeriodicalIF":1.6,"publicationDate":"2026-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148082823","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":"Throw Your Voice: Suspended Animations in Kazakhstani ChildhoodsBy Meghanne Barker, Ithaca and London: Cornell University Press, 2024. 234 pp. US$ 32.95 (paperback). ISBN: 978-1-50-177648-9","authors":"Jing Xu","doi":"10.1111/chso.13007","DOIUrl":"https://doi.org/10.1111/chso.13007","url":null,"abstract":"","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"40 3","pages":"600-601"},"PeriodicalIF":1.6,"publicationDate":"2026-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148087820","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}