Age groups: children Books

Book SynopsisMargaret Mih Tillman offers a novel perspective on the political and scientific dimensions of experiments with early childhood education. Raising China’s Revolutionaries is an important work of institutional and transnational history that illuminates the evolution of modern concepts of childhood in twentieth-century China.Trade ReviewMargaret Tillman has written an excellent book. Raising China's Revolutionaries demonstrates how policies regarding childcare and child welfare were central to the formation of the modern Chinese state, and suggests how the mobilization and deployment of aid and care facilitated elite professionalization and formation of a range of social institutions that had lasting relevance. The book promises to intervene with great impact in a number of different historiographical debates in the China field and global history more broadly. -- Robert Culp, Bard CollegeInformative, instructive, inspiring. Margaret Mih Tillman's book is an important contribution to the research of childhood socialization in modern China. -- Thomas O. Höllmann, Ludwig Maximilian University of MunichSince the late Qing there had been a general belief among Chinese revolutionaries and reformers that China’s modernization must begin with the construction of a modern childhood. As a result, a great variety of ideas and institutions were proposed and developed in the realm of child education from the 1930s to the 1950s. This book, Raising China’s Revolutionaries, is a rigorous and vivid account of this important historical development based on the author’s comprehensive and penetrating study of the numerous archival and other primary sources as well as her personal experiences as a visiting preschooler in the Chinese system. -- Ying-shih Yu, Professor Emeritus, Princeton University, co-winner of the John W. Kluge Prize and the inaugural winner of the Tang PrizeTillman writes for her peers, and she displays incredible command of the historiography on which she draws. Her rich and deft incorporation of insights from the wider field shows that research on childhood is intimately connected to all the other concerns within the field of Chinese history. -- Melissa A. Brzycki * Journal of Asian Studies *Based on solid archival research, this book models careful historical analysis and argumentation. It is highly accessible and will be useful to readers who are interested in understanding the modern development of early childhood education in China, but also to those who are interested in gaining a deeper understanding of state-society relations during China's modern trajectory. * Historian *Table of ContentsPrefaceAcknowledgmentsAbbreviations in TextIntroductionPart I: The Science of Sentiment1. Child Study in Chinese Kindergartens: Chen Heqin’s Approach to “Family Education”2. Cherishing Children: The National Child Welfare Association in the Nanjing Decade, 1928–19373. The Calculus of Child Welfare: The Democratization of Fundraising for Shanghai, 1937–1942Part II: Child Experts and the Chinese State4. Wartime Paternalisms: Mobilizing Child Advocacy for the State5. Contested Service: Building a National Social Welfare Program in the Civil War, 1945–19496. The Reeducation of Child Experts: Chen Heqin as a Model of Self-Criticism7. Women’s Mobilization and Childcare for the Masses: Collective Childcare in the 1950sConclusionCharacter ListNotesReferencesIndex

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Book SynopsisTrade ReviewWright's research is breathtaking. Her subject matter is of the utmost importance. This book lays the foundation for all future scholarship on African American girls in representation and in life.--Robin Bernstein, author of Racial Innocence: Performing American Childhood from Slavery to Civil RightsAn important gift from an emerging scholar with a keen critical eye and impressive sleuthing skills. With depth and insight, Wright explores African American women's most exigent issues from the cusp and vantage of girlhood: marriage, motherhood, widowhood, and employment, each state intensified by the myriad oppressions black women uniquely face. In addition, Wright's book enriches nascent black print culture studies through its compelling engagement with archival documents and its valuable illumination of previously neglected newspapers, magazines, conduct books, sentimental discourses of all types. Drawing on a striking variety of print media, Wright revels in today's incalculable possibilities for research into African American women's history, literature and culture, and illustrates significant ways understudied black literary gems--from nineteenth century newspapers and scrapbooks--can deepen readers' insights into the supremacy of education to black people across US history and African American women's fierce pursuits of justice and self-determination.--Joycelyn Moody, Sue E. Denman Distinguished Chair in American Literature, University of Texas at San Antonio

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Book SynopsisTrade Review"An indispensable volume highlighting the histories of Black girls and girlhood." --Ms. Magazine"The essays collected in The Global History of Black Girlhood are groundbreaking, delivering history lessons with present-day implications." --Foreword Reviews"What we now have is a book that interrogates how we find black girls, focusing on sources, epistemology, and scholarship. The editors have created a volume that expresses the full spectrum of black girl humanity--the repression and oppression with the joy and moments of pleasure. A foundational anthology in an emerging field."--Françoise N. Hamlin, author of Crossroads at Clarksdale: The Black Freedom Struggle in the Mississippi Delta after World War II

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Book SynopsisA mother’s attempt to know the heart and mind of a daughter with mental retardationTrade Review“Jane Bernstein’s Rachel in the World is a remarkable book about tough love--about the many challenges of raising a child with special needs, and about the woeful inadequacy of terms like ‘special needs.’ It is a fearlessly honest book about disability and family life, in which children with disabilities are not heaven’s special angels, and in which children with disabilities grow up to be adults with disabilities. It is a necessary book, in which parents of children with disabilities worry about the world of social services and group homes and uncomprehending strangers. And it is a bracing book that reminds us how tough a parent’s love can be-- and how the power of love can sustain us in even the toughest times.”--Michael Bérubé “The battles and triumphs of motherhood are featured in Bernstein’s compelling account of life with Rachel. The honesty is apparent, as is the love, the pain, the hope—always the hope.”--Eva Feder Kittay, author of Love’s Labor: Essays on Women, Equality, and Dependency"Refreshingly unsentimental, wrenchingly candid sequel to the author’s previous memoir about her developmentally challenged daughter, Loving Rachel (1988). . . .A bracing testimony--not at all self-flattering--to parental love and advocacy."--Kirkus, July 15, 2007

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Book SynopsisA pioneering, field-defining collection of essential texts exploring girlhood in the twentieth centuryTrade Review"An exceptionally valuable anthology that proves that girls' studies is one of the most vital new areas in women's studies"--Elizabeth Pleck, author of Domestic Tyranny: The Making of American Social Policy against Family Violence from Colonial Times to the Present"Some of the finest scholarship in the field. . . . Highly recommended."--ChoiceTable of ContentsCredits ix Introduction 1 1. "Something Happens to Girls": Menarche and the Emergence of the Modern American Hygienic Imperative 15Joan Jacobs Brumberg 2. "Putting on Style" 43Kathy Peiss 3. Single Mothers, Delinquent Daughters, and the Juvenile Court in Early 20th Century Los Angeles 64Mary Odem 4. The Adventures of Peanut and Bo: Summer Camps and Early-Twentieth-Century American Girlhood 84Leslie Paris 5. First Steps: The Second Generation, 1920s 109Judy Yung 6. "Oh the Bliss": Fashion and Teenage Girls 135Kelly Schrum 7. "Star Struck": Acculturation, Adolescence, and Mexican American Women, 1920-1950 160Vicki L. Ruiz 8. Radical Notions: Nancy Drew and Her Readers, 1930-1949 182Ilana Nash 9. The Oedipal Age: Postwar Psychoanalysis Reinterprets the Adolescent Girl 217Rachel Devlin 10. Imagined Bobby-Soxer Babysitters and the Uses of Girls' Work Culture 242Miriam Forman-Brunell 11. Why the Shirelles Mattered 266Susan J. Douglas 12. "Double Forces Has Got the Beat": Reclaiming Girls' Music in the Sport of Double-Dutch 279Kyra D. Gaunt 13. Riot Grrrl: It's Not Just Music, It's Not Just Punk 300Mary Celeste Kearney Contributors 317 Index 321

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Book SynopsisThe Global History of Black Girlhood boldly claims that Black girls are so important we should know their histories. Yet, how do we find the stories and materials we need to hear Black girls' voices and understand their lives? Corinne T. Field and LaKisha Michelle Simmons edit a collection of writings that explores the many ways scholars, artists, and activists think and write about Black girls' pasts. The contributors engage in interdisciplinary conversations that consider what it means to be a girl; the meaning of Blackness when seen from the perspectives of girls in different times and places; and the ways Black girls have imagined themselves as part of a global African diaspora. Thought-provoking and original, The Global History of Black Girlhood opens up new possibilities for understanding Black girls in the past while offering useful tools for present-day Black girls eager to explore the histories of those who came before them. Contributors: Janaé E. Bonsu, Ruth Nicole Brown, TarTrade Review"An indispensable volume highlighting the histories of Black girls and girlhood." --Ms. Magazine"The essays collected in The Global History of Black Girlhood are groundbreaking, delivering history lessons with present-day implications." --Foreword Reviews"What we now have is a book that interrogates how we find black girls, focusing on sources, epistemology, and scholarship. The editors have created a volume that expresses the full spectrum of black girl humanity--the repression and oppression with the joy and moments of pleasure. A foundational anthology in an emerging field."--Françoise N. Hamlin, author of Crossroads at Clarksdale: The Black Freedom Struggle in the Mississippi Delta after World War II

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Book SynopsisAlthough most Latin American countries are considered middle-income nations, their child health and well-being statistics overall compare poorly with those of the United States. This volume, representing the fifth part of Project Latin America 2000 from the Helen Kellogg Institute, brings together contributors from the U.S., Latin America, and organizations such as UNICEF to consider the physical, educational, social, legal, and economic status and progress of children throughout Latin America, focusing especially on health and rights issues.In chapters concerning health, experts in biology and medicine address such topics as trends in malnutrition and undernutrition, iron deficiency, inadequate sanitation, and contaminated water. Other articles on children''s rights by contributors from the social sciences and public policy consider a wide range of issues, including youth violence and homicide, child labor and education, adolescents and the penal system, and future prospectsTrade Review“This volume … argues convincingly for the need to focus on children as subjects in the Latin American development process and to do so through a multidisciplinary lens. Globalists and neo-liberal economists take note: this balanced and well-researched volume should be on your list of required reading.” —Canadian Journal of Latin American and Caribbean Studies“The Child in Latin America is an excellent resource for anyone with an interest in the development of children. A noteworthy aspect of this volume is that the contributors not only identify problems but also offer suggestions for making changes and improving the plight of children in Latin America....” —Journal of Children & Poverty"For an understanding of the challenges Latin America faces in this endeavour, this book offers an excellent introduction.” —Iberoamericana

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Book SynopsisA beautifully written ethnography that reveals how villagers in one of the world's most rugged and poverty-stricken regions rear their children to be exceptionally respectful, well-adjusted, and academically talented.Table of Contents Preface Acknowledgments Introduction Raising Children in Poverty Village Structure, Living Conditions, and Subsistence Strategies Fieldwork and Research Methods Change: For Better or for Worse Central Ideas of Chapters Chapter 1. From the Womb to the Cradle Pregnancy and Its Prevention Giving Birth Caring for the Newborn Unuchakuy—An Ancient Rite of Baptism When Things Go Wrong at Birth Sick Infants Chapter 2. Early Childhood Learning to Care in a Culture of Respect Enculturation and Socialization Becoming Part of the Adult World Children's Rights and Responsibilities A Typical Day with a Chillihuani Family Disabled Children When Death Comes Too Soon Chapter 3. Children at Play and Work Developing Creativity through Play Games Children Play Children at Work Chapter 4. The Many Faces of Learning Laying the Foundations for Creative and Holistic Thinking Schooling in Chillihuani A New School Curriculum Mathematics—The Favorite Topic of Chillihuani Children Weaving and Mathematics Chapter 5. Rituals and Ceremonies on Top of the World Pukllay—An Ancient Way to Play and Celebrate Suyay Ch'isin—The First Night of Rituals Ch'allaska in Honor of the Family Herds Dancing amid Thunder and Lightning Chapter 6. Adolescence: A Time of Many Challenges Gender Complementarity and Cooperation An Adolescence Free from Stress? Approaching Adult Life Rondas Campesinas: Strengthening Solidarity and Self-Defense Chapter 7. Building a Society of Respect What Makes for a Happy Childhood? Learning the Skills for Life Adolescents' Integration into Adulthood What Does It Take to Build a Society of Respect? Notes Glossary Bibliography Index

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Book SynopsisOffering an intriguing new approach to American cultural history through one of its enduring icons, Larzer Ziff traces the rise and flourishing of an ideal type once represented by such figures as George Washington and Tom Sawyer—a type immensely popular before antiheroes like Holden Caulfield captured our imagination.Trade Review"Larzer Ziff has a critical method, the one recommended by T. S. Eliot, that of being very intelligent... A sentence by Ziff is worth more than a paragraph by most other scholar-critics." Denis Donoghue, University Professor and Henry James Chair of English and American Letters at New York University "As a whole, Ziff's book offers important cultural contexts for these famous American boys...This study will be of particular interest to those interested in childhood studies, but it also offers a distinct view on US cultural history for all Americanists through its study of the American boy as he morphs from sage truth-teller to angry young man." - ChoiceTable of Contents Introduction One. The New Nation: Young Washington, Rollo Two. All-Americans: Tom Bailey, Tom Sawyer Three. City Life: Ragged Dick, Peck's Bad Boy, Little Lord Fauntleroy Four. America as Middle Class: Penrod Five. Antitheses: Huckleberry Finn, Holden Caulfield Acknowledgments Notes Index

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Book SynopsisAmong established American institutions, few have been more successful or paradoxical than the Boy Scouts of America. David Macleod traces the social history of America in this scholarly account of the origins of the Boy Scouts and other character-building agencies, through which adults tried to restructure middle-class boyhood.Trade ReviewA social history that goes well beyond its immediate subject to be a contribution to our understanding of turn-of-the-century education, male sex roles, and middle-class development. - American Journal of Education

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Book SynopsisPresents a fresh view of the upbringing of English children in upper and professional class families over three centuries. Drawing on direct testimony from contemporary diaries and letters, this book revises previous understandings of parenting and what it was like to grow up in the period between 1600 and 1914.Trade Review"Fletcher has written an important synthesis of the rearing of elite English children in the modern period. Using a wide variety of sources including diaries and letters, Fletcher details a continuity in parenting that has been generally overlooked. Recommended. All academic levels/libraries."—Choice * Choice *"Growing Up in England is a valuable contribution to the histories of gender, families, education, and children. His simple argument: "gendered parenting. . . produced gendered children" should spur new inquiries into the gendered nature not only of childhood, but of adulthood and the institutions they created and inhabited." —Amy Harris, Journal of British Studies -- Amy Harris * Journal of British Studies *"For Fletcher, children were instructed in class-specific masculinity and femininity in order that they could perform their gendered roles as adults. . . . Fletcher draws on extensive existing scholarship, as well as archival and printed source material, to demonstrate this thesis copiously. . . . Fletcher is intimately acquainted with the extraordinary relics of the Trench family, the twelve volumes of Lucy Lyttelton's lyrical diary, and many other gems dug up from county record offices."—Aysha Pollnitz, Journal of Modern History -- Aysha Pollnitz * Journal of Modern History *"Meticulously documented...[Growing up in England draws] on a wealth of firsthand accounts of parents and children in letters and diaries."--Andrew O'Malley, 1650-1850 -- Andrew O'Malley * 1650-1850 *

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Book SynopsisA brilliant book, overflowing with wisdom. Philip J. Ivanhoe, author of Confucian ReflectionsTrade Review"A deeply inspiring work about what classical Chinese philosophy can teach us about the art of parenting." -- Michael Puett, coauthor of The Path"Erin Cline illustrates an ancient wisdom on the craft of parenting, which is not about being a soccer mom or a tiger mom, but flowing with the Dao." -- Robin R. Wang, author of Yinyang"Drawing from the best of Chinese philosophy, Erin Cline gives us antidotes to offset the intense pressures we face by showing us how to cultivate awareness, inquisitiveness, and empathy in the details of everyday life—birthday parties, walks, and even technology." -- Becky Yang Hsu, coeditor of The Chinese Pursuit of Happiness

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Book SynopsisWhen it comes to therapy with kids, collaborating with schools and families is essential.Trade Review"Mary Eno has enormous firsthand experience in transforming what can be contentious and unproductive interactions into meaningful conversations that make a significant difference in the lives of children and families. Her respect and compassion for all parties in the complicated relationship between families, therapists, and schools permeate every page. She brings her rigor, quest for knowledge, and astutely questioning mind to the thorny dilemmas she’s posed and doesn’t shirk from confronting the possible roadblocks and pitfalls of the very difficult and delicate balancing act that therapists face. The School-Savvy Therapist is a unique and invaluable guide that should be required reading for all clinicians who work with children." -- Frances Schwartz, Ph.D., LCSW, Educational Consultant, and Martha Edwards, Ph.D., Director, Center for the Developing Child & Family, Ackerman Institute for the Family"The School-Savvy Therapist is the definitive guide to decoding and bridging the worlds in which kids live: home and school. Keenly aware of the complexities of the two landscapes, Dr. Mary Eno expertly provides a comprehensive, nuanced, and incisive roadmap for synthesizing them in the therapeutic setting. Her book is essential reading for novice and seasoned clinicians alike, and will empower schools and parents in the crucial task of educating our children while stewarding their well-being." -- Tamar Chansky, Ph.D., Founder Children’s and Adult Center for OCD and Anxiety, author of Freeing Your Child from Anxiety, Freeing Your Child from Negative Thinking, and Freeing Yourself from Anxiety" Any well-intended therapist working with children, their families, and schools can easily get lost amidst the dense forest of contemporary education’s many challenges—unless you have a guide. Reading Mary Eno’s book, The School-Savvy Therapist, is like being accompanied by a wise inhabitant fluent in multiple languages, who knows where to go, how to get there, and what to avoid. It’s the ecology of education at its healing best: a practical, collaborative, systemic, and strength-based path forward that sees the forest and the trees." -- Jay Lappin, MSW, LCSW, Minuchin Center for the Family; Adjunct Faculty, Graduate School of Education, University of Pennsylvania"Dr. Eno expertly captures the power of a productive collaboration between school and family and provides an accessible guide for how to broker that collaboration by building synergistic family-school relationships. Her strengths-based perspective, peppered with case examples and viewpoints from practicing clinicians and educators, makes this book a tremendous resource for those who are learning to be child or family therapists, and for those who are training the next generation of therapists." -- Mary Rourke, Ph.D., Associate Professor of Clinical Psychology, Widener University"The School-Savvy Therapist is an action-oriented, comprehensive, and incredibly thought-provoking resource for professionals. Dr. Eno offers practical tips and expertise for therapists who seek to effectively work with schools to foster a positive collaboration between family, school, and child. As a teacher who has worked with dozens of therapists, I applaud Dr. Eno’s thorough understanding of school dynamics and her relentless focus on the child and the benefits that can come when families, therapists, and schools work to solve problems together." -- Elena Carlson, M.Ed., Second Grade Teacher, Lower Merion School District"Mary Eno’s insight into the culture and systems of schools and families provides rare and indispensable wisdom and context for therapists working with children. A brilliant colleague to many educators during her lifelong career as a therapist in schools, she has provided a masterful summary of her experience. Dr. Eno’s professional skill, compassion, curiosity, and empathy ring beautifully through her writing in The School-Savvy Therapist. " -- Rich Nourie, M.Ed., Head of School at Abington Friends School"Families and schools are often ‘worlds apart.’ When children have behavior or learning problems, it is vital that the people in these worlds learn how to collaborate. But first they have to get to know each other. Mary Eno’s comprehensive, readable guide shows therapists when, why, and how to engage with worried parents, frustrated school staff, and troubled students. The engaging text is threaded with case studies and practical tools, such as checklists of questions to guide interviews and family-school meetings." -- Theodora Ooms, Former Director, Family Impact Seminar"The School-Savvy Therapist is an invaluable and critical resource for all clinicians working with school-age children and their families. Rooted in systems theory, this seminal work provides effective and practical guidance to assist clinicians in successfully navigating the complex landscape of schools today. Providing a theoretical framework, as well as illustrative case examples and guiding questions, The School-Savvy Therapist is the authoritative handbook on how to effectively collaborate with school systems and personnel to foster a truly supportive family–child–school dynamic." -- Eleanor DiMarino-Linnen, Ph.D., Superintendent of Schools, Rose Tree Media School District, Licensed Psychologist, Certified School Psychologist"Mary Eno’s detailed and intimate perspective on working relationships between parents, children of all ages, and educators in all kind of schools is remarkable. Rich cases cut through professional jargon to examine subjects ranging from homework and bullying to special education and today’s anxious school climate. The book is wonderful, and not only for therapists." -- Graham S. Finney, Founding Board Member, Mastery Charter Schools (Philadelphia), Former Management Consultant (Urban Affairs, Education)"Especially in this new era of Active Shooter drills in our nation's schools, the need for effective school counselors, school psychologists, and school therapists has never been more urgent. Exceptionally well-written, organized, and presented, The School-Savvy Therapist is an ideal curriculum textbook for college and university library curriculums, as well as a critically important addition to school district and other academic library Psychology & Education collections. It should be noted for the personal reading lists of school counselors, school psychologists, school therapists, psychology students, academia, and non-specialist general reader with an interest in the subject." -- Midwest Book Review

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Book SynopsisChildren Behaving Badly? presents a powerful challenge to commonly held beliefs about peer violence and portrays it as an important child welfare concern.Trade Review"It is, therefore, both a useful introduction to the conceptual and definitional issues relating to peer violence, as well as to the substantive issues relating to the individual chapter topics." (Children & Society, 2011) "Children Behaving Badly? is essential reading for policy makers, researches, students, and practitioners from a wide range of child welfare disciplines about a highly topical and complex social problem". (Care Appointments, 1 December 2010)Table of ContentsList of Contributors. Acknowledgements. 1 Introduction (Christine Barter and David Berridge). Part I Peer Violence in Different Contexts. 2 Understanding Dimensions of 'Peer Violence' in Preschool Settings: An Exploration of Key Issues and Questions (Jane Brown). 3 Understanding Why Children and Young People Engage in Bullying at School (Helen Cowie). 4 Sibling Abuse and Bullying in Childhood and Adolescence: Knowns and Unknowns (Paul B. Naylor, Laurie Petch and Jenna V. Williams). 5 Young People, Gangs and Street-based Violence (Tara Young and Simon Hallsworth). 6 Peer Violence in Provision for Children in Care (Andrew Kendrick). Part II Different Forms of Peer Violence. 7 Young Men, Violence and Racism (Les Back). 8 A Thoroughly Gendered Affair: Teenage Partner Violence and Exploitation (Christine Barter). 9 Children and Young People with Harmful Sexual Behaviours (Simon Hackett). 10 Homophobia and Peer Violence (Ian Rivers). Part III Understanding Peer Violence. 11 Impact of Child Maltreatment and Domestic Violence (Veronica M. Herrera and Jeffrey Stuewig). 12 Media Representations of Youth Violence (Sharon L. Nichols). 13 Boys, Girls and Performing Normative Violence in Schools: A Gendered Critique of Bully Discourses (Jessica Ringrose and Emma Renold). Part IV Responding to Peer Violence. 14 Bullets, Blades and Mean Streets: Youth Violence and Criminal Justice Failure (Peter Squires and Carlie Goldsmith). 15 Delivering Preventive Programmes in Schools: Identifying Gender Issues (Nicky Stanley, Jane Ellis and Jo Bell). 16 Conclusion (David Berridge and Christine Barter). Index.

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Book SynopsisOffers a fresh perspective on how conversation analysis can be used to highlight the sophisticated nature of what children actually do when interacting with their peers, parents, and other adults. Brings together a contributor team of leading experts in the emerging field of child-focused conversation analytic studies, from both academic and professional research backgrounds Includes examples of typically developing children and those who face a variety of challenges to participation, as they interact with parents and friends, teachers, counsellors and health professionals Encompasses linguistic, psychological and sociological perspectives Offers new insights into children's communication as they move from home into wider society, highlighting how this is expressed in different cultural contexts Trade Review“It is an extremely well-edited and well-balanced book with high quality contributions from the various authors. As such, it is well placed to achieve its aim of enhancing the impact of CA as a discipline by expanding into developmental and applied areas of research.” (Discourse Studies, 2012) "With lengthy chapters and quality evaluations, this is a thought-provoking book but one not for the faint hearted! It is aimed at academics and students who want up-to-date information." (Speech & Language Therapy in Practice, 1 September 2011) Table of ContentsForeword by Elena Lieven vii Introduction ix Contributors xvii SECTION 1 INTERACTIONS BETWEEN TYPICALLY DEVELOPING CHILDREN AND THEIR MAIN CARERS 1 1 Next turn and intersubjectivity in children’s language acquisition 3Clare Tarplee 2 Hm? What? Maternal repair and early child talk 23Juliette Corrin 3 Ethnomethodology and adult–child conversation: Whose development? 42Michael Forrester 4 ‘Actually’ and the sequential skills of a two-year-old 59Anthony Wootton 5 Children’s emerging and developing self-repair practices 74Minna Laakso SECTION 2 CHILDHOOD INTERACTIONS IN A WIDER SOCIAL WORLD 101 6 Questioning repeats in the talk of four-year-old children 103 Jack Sidnell 7 Children’s participation in their primary care consultations 128 Patricia Cahill 8 Feelings-talk and therapeutic vision in child–counsellor interaction 146Ian Hutchby 9 Intersubjectivity and misunderstanding in adult–child learning conversations 163Chris Pike SECTION 3 INTERACTIONS WITH CHILDREN WHO ARE ATYPICAL 183 10 Interactional analysis of scaffolding in a mathematical task in ASD 185Penny Stribling and John Rae 11 Multi-modal participation in storybook sharing 209Julie Radford and Merle Mahon 12 Child-initiated repair in task interactions 227Tuula Tykkyläinen 13 Communication aid use in children’s conversation: Time, timing and speaker transfer 249Michael Clarke and Ray Wilkinson Glossary of transcript symbols 267 Index 269

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Book SynopsisAsk people what they remember most about the physical surroundingsof their childhood and they''re likely to describe a special placeout of doors--a school yard, a patch of woods, a community garden.For it is outside space that is most conducive to the ebb and flowof spontaneous activities, offers rich and often surprising sensoryinput, and provides endless possibilities for exploration. If theclassroom is the place where children are taught, the outdoors iswhere they learn on their own. A growing legion of landscape architects is exploring andexploiting the ability to create outdoor environments that optimizethe learning experience and mirror the ideas, values, attitudes,and cultures of those who inhabit them. In Landscapes for Learning,Dr. Sharon Stine presents 11 case studies of the very best of thesedesign projects from around the world. Her findings describe notonly design concepts and end results--rich outdoor learningenvironments--but, more importantly, the processes thaTable of ContentsThe Players. Basics. Particular Places: School Environments Over Time. Congruence. Contrast. Back to Basics. Ode to the Outdoors. Bibliography. Index.

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Book SynopsisThis volume contains an overview of the history of the field of child psychiatry and examines contemporary issues facing child and adolescent psychiatrists, including the roles that changing family dynamics, multi-culturalism, new technologies, play in children''s development, specialized applications such as forensic psychiatry; and insurance-related, ethical and administrative issues that affect child psychiatrists'' practices.Table of ContentsA BRIEF HISTORY OF CHILD MENTAL HEALTH IN THE UNITED STATES: THE PRECURSORS OF CHILD AND ADOLESCENT PSYCHIATRY (J. Noshpitz). THE IMPACT OF SOCIOCULTURAL EVENTS. THE SEXUAL REVOLUTION (P. Adams). FAMILIES AND YOUNG PEOPLE. The Changing American Family (C. Bergstrand). Mother-Only, Father-Only Families (J. Milner & P. Adams). Feminism and the Rearing of Children (N. Schrepf). OUT-OF-HOME CHILD CARE AND CHILD AND ADOLESCENT DEVELOPMENT. Foster Care (A. Rosenfeld & D. Pilowsky). Clinical Implications of Early Day Care (B. Siegel & A. Rosenfeld). Children and Adolescents in Institutions (L. Kiser). THE CONDUCT-DISORDERED DELINQUENT AND SOCIETY (C. Keith). RELIGION, PARENTING, AND THE MENTAL HELATH OF CHILDREN AND ADOLESCENTS (J. Swanson). AIDS IN CHILDREN AND ADOLESCENTS (E. Sperling). THE ROLE OF TECHNOLOGY IN THE REARING OF CHILDREN. The Impact of Television on Children and Adolescents (G. Henson). The Impact of Computers on Children (C. Holzer & C. Holzer). Space Exploration: Influence on Children and Adolescents (D. Anderson). The Impact of the Nuclear Threat on Children and Adolescents (H. Peck). Children and Reproductive Biotechnology: An Essay into the Unkown (N. Stotland & B. Harwood). WHAT DOES A MULTIETHNIC, PLURALISTIC SOCIETY MEAN FOR YOUTH? (E. Kendrick & P. Ruiz). PREVENTION AND RISK FACTORS. Risk and Protection Factors in Child and Adolescent Psychiatric Disorders (J. McDermott). Demographic and Epidemiologic Studies in Child and Adolescent Psychiatry (C. Holzer & C. Thomas). Parenting and the Development of Children (K. Minde & Regina Minde). Prevention in Child and Adolescent Psychiatry (M. Silverman). CONSULTATION AND CHILD AND ADOLESCENT PSYCHIATRY. The Process of Consultation in Child and Adolescent Psychiatry (L. Brown & G. Fritz). Pediatric Consultation Liaison (M. Jellinek & D. Herzog). School Consultation (I. Berkovitz). Principles of Child Forensic Psychiatry Consultations (D. Schetky). Clinical Consulatation to Mental Health Agencies and Practitioners (D. Gair). EMERGENCY ASSESSMENT AND INTERVENTION. Emergency Assessment (M. Benoit). Emergency Assessment and Treatment of the Child Who Has Witnessed Homicide or Violence (S. Eth). Emergency Assessment and Response to Child Physical and Sexual Abuse (S. Kaplan & E. Pinner). Emergency Assessment and Intervention with a Child or Adolescent Who Has Experienced a Catastrophe (S. Thaggard). Suicide Assessment in Child and Adolescent Emergency Psychiatry (M. Benoit). Violent and Homicidal Children and Adolescents: Emergency Assessment and Intervention (M. Alessi & M. Ghaziuddin). Psychiatric Emergency Evaluation and Inervention with Runaway and Homeless Youngsters (D. Inwood). Emergency Assessment and Treatment of the Anxious Child (D. Fisher & H. Koplewicz). The Emergency Assessment and Response to the Acutely Psychotic Child and Adolescent (J. Sison & L. Flaherty). The Emergency Assessment and Response to the Substance Abusive Child and Adolescent (M. Dell & S. Jaffe). FORENSIC CHILD AND ADOLESCENT PSYCHIATRY. The Rights of Children and Adolescents (J. Milner). The Child and the Law (D. Goyette & P. Schuler). The Child and Adolescent Psychiatrist and the Law (W. Bernet). Ethics in Child Psychiatry (S. Flick & W. Winslade). PROFESSIONAL ISSUES IN CHILD AND ADOLESCNET PSYCHIATRY. Health Insurance and Child/Adolescent Psychiatry (D. Pruitt & L. Kiser). Managed Care as Viewed from the Managed Behavioral Health Care Organization Perspective (I. Shaffer & M. Nelson). The Practice of Child and Adolescent Psychiatry in the Era of Managed Care (Practitioner Perspective (S. Villani). Training in Child and Adolescent Psychiatry (E. Beresin). Administration in Child Psychiatry (D. Pruitt). The Private Practice of Child Psychiatry (I. Fras). Child Psychiatry and Behavioral-Developmental Pediatrics (J. Heston). Research in Child Psychiatry (A. Apter). Indexes.

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Book SynopsisThis book presents a thorough, step-by-step approach to the comprehensive psychological assessment of young children. It covers the major psychological tests and features specific guidelines and formats for interviewing parents and other caregivers, observing children and parent-child interactions, dynamic assessment, and follow-up.Table of ContentsChapter 1: In the Beginning... Chapter 2: Observing Children, Programs, and Teachers. Chapter 3: Families, Homes, and Cultural Contexts. Chapter 4: Assessment of Play. Chapter 5: Development-, Curriculum-, and Performance-Based Assessment. Chapter 6: Dynamic Assessment. Chapter 7: Standardized Testing. Chapter 8: Social-Emotional Functioning. Chapter 9: The Neuropsychological Functioning of Young Children. Chapter 10: Assembling, Reporting, and Evaluating the Pieces. Appendix A: National Association of School Psychologists Position Statement on Early Childhood Assessment. Appendix B: New York Association of School Psychologists (NYASP) Guidelines for Preschool Psychological Assessment in New York State. Appendix C: Division for Early Childhood of the Council for Exceptional Children Position Paper on Developmental Delay as an Eligibility Category. Appendix D: National Association for the Education of Young Children Position Paper: Responding to Linguistic and Cultural Diversity: Recommendations for Effective Early Childhood Education.

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Book SynopsisOffers a blend of current research, theory, clinical perspectives, and topics that reflect modern adolescent life. Each chapter in this book features adolescents discussing their opinions, hopes, concerns, and everyday issues.Table of ContentsIntroduction to Adolescence. Theoretical Perspectives. Physical Growth and Development. Cognitive Development in Adolescence. Moral Development in Adolescence. Adolescent Identity, Self-Concept, and Self-Esteem. Adolescents in Families. The World of Adolescents: Peer and Youth Culture. Adolescent Sexuality. Intimacy, Pregnancy, Marriage, and Child Rearing. Schooling and Achievement. Vocational Development. Adolescents in Crisis. Epilogue. Appendix. Answers to Self-Tests. References. Photo Credits. Indexes.

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Book SynopsisThis, the first book in the Wiley Series in Culture and Professional Practice, is designed as a practical guide for professionals who work with children from differing cultural backgrounds. It relates cultural differences in development to the problems and practice of child care with a special contribution from cross-cultural psychology.Table of ContentsThe Role of Culture in Child Development. Temperamental and Behavioural Differences. The Family and the Child. Social Interactions. The Development of Concepts of Cultural Identity. Cultural Factors in Children's Motivations and Anxieties. Multicultural Interaction and Cultural Change. References. Indexes.

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Book SynopsisBecause low birth weight is often accompanied by social risk factors such as minority racial status, low education, young maternal age, and low income, the question of causes and consequences - of precisely how biological and social factors figure into this equation - becomes especially tricky to sort out. This title answers this question.Table of ContentsList of Figures Acknowledgments 1. The Baby or the Egg? Birth Weight and the Gene-Environment Divide 2. John Henry, Black Mayors, and Silver Spoons: Race and the Inheritance of Birth Weight 3. What Money Can and Can't Buy: Income and Infant Health 4. Is Biology Destiny? Birth Weight, Infant Mortality, and Educational Achievement 5. Reconsidering Risk: Biosocial Policy Implications Appendix A: Data, Variables, and Methods Appendix B: Tables Notes Bibliography Index Figures

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Book SynopsisCan one teacher truly make a difference in her students' lives when everything is working against them? Can a love for literature and learning save the most vulnerable of youth from a life of poverty? This book deals with these questions.Trade Review"It's become a standard book and movie trope: An idealistic teacher walks into a classroom of hardened, at-risk students and strives to reach them.But the outlines of the story, while familiar, can still surprise and inspire." Boston Globe Book Section "A valuable look at the intellectual lives (and fragile potential) of girls buffeted by American social realities, and an excellent reflection on the challenges of teaching." Kirkus ReviewsTable of ContentsList of Illustrations Author's Note Introduction: A Teacher on a Mission Part I. Childhood Ghosts 1. Ghost Rose Speaks 2. Elizabeth Discovers Her Paperback 3. We're Sisters! Part II. My Life as a Girl 4. Girl Talk 5. A Magazine Is Born 6. Mrs. Bush Visits (But Not Our Class) 7. A Saturday at the Bookstore 8. Jessica Finds Jesus, and Elizabeth Finds Love 9. Blair Discovers a Voice Part III. Leavings 10. At Sixteen 11. Girlhood Interrupted 12. I Deserve a Better Life 13. The Road Out Epilogue Notes Index

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Book SynopsisAlef Is for Allah is the first groundbreaking study of the emotional space occupied by children in modern Islamic societies. Focusing primarily on visual representations of children from modern Turkey, Iran, and Pakistan, the book examines these materials to investigate concepts such as innocence, cuteness, gender, virtue, and devotion, as well as community, nationhood, violence, and sacrifice. In addition to exploring a subject that has never been studied comparatively before, Alef Is for Allah extends the boundaries of scholarship on emotion, religion, and visual culture and provides unique insight into Islam as it is lived and experienced in the modern world.Table of ContentsList of Illustrations Preface on Transliteration and Conventions Acknowledgments 1. Of Children, Objects, and Seeing: An Introduction 2. Emotion and Its Affects 3. Bringing Up Baby: The Construction of Childhood 4. Good Muslim Boys Do Their Homework 5. Cuteness and Childhood in Turkey 6. The Poster Children of Pakistan 7. Toy Guns and the Real Dead in Iran 8. Of Children, Adults, and Tomorrow: A Conclusion Notes Bibliography Index

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Book SynopsisAlef Is for Allah is the first groundbreaking study of the emotional space occupied by children in modern Islamic societies. Focusing primarily on visual representations of children from modern Turkey, Iran, and Pakistan, the book examines these materials to investigate concepts such as innocence, cuteness, gender, virtue, and devotion, as well as community, nationhood, violence, and sacrifice. In addition to exploring a subject that has never been studied comparatively before, Alef Is for Allah extends the boundaries of scholarship on emotion, religion, and visual culture and provides unique insight into Islam as it is lived and experienced in the modern world.Table of ContentsList of Illustrations Preface on Transliteration and Conventions Acknowledgments 1. Of Children, Objects, and Seeing: An Introduction 2. Emotion and Its Affects 3. Bringing Up Baby: The Construction of Childhood 4. Good Muslim Boys Do Their Homework 5. Cuteness and Childhood in Turkey 6. The Poster Children of Pakistan 7. Toy Guns and the Real Dead in Iran 8. Of Children, Adults, and Tomorrow: A Conclusion Notes Bibliography Index

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Book SynopsisBased on two years of sociolinguistic and ethnographic fieldwork in one school, supplemented by shorter periods of fieldwork in three other schools, this study focuses on the polarized social categories, the 'jocks' and the 'burnouts', that dominate social organization in all of these schools.Trade Review"This long-awaited volume demonstrates that Eckert is the sociolinguist. No other student of language and society comes close to Eckert in providing social explanations for linguistic behavior and no other study has probed so deeply the social motivation of sound change. Eckert's unique combination of ethnographic practice and sophisticated quantitative analyses will be the target to emulate for many decades to come." Bill Labov, University of Pennsylvania "Penelope Eckert's work provides a fine ethnographic account of the social organization and social practices of a varied set of Detroit adolescents. At the same time, she builds in a much-needed critique of current sociolinguistic work on the relationship between language variation and social constructs such as class and gender. The work as a whole is an excellent and readable synthesis, representing the current state of the art in sociolinguistics." Lesley Milroy, University of Michigan "Nobody combines the insights of ethnographic study and variation analysis more creatively than Eckert. She invariably connects systematic language variation with the complexities of social practice in a way that challenges our reified interpretations of sociolinguistic behavior." Walt Wolfram, North Carolina State University "Eckert has provided us with an array of priceless information on the local social matrix in which change takes place. If we are not ready to answer every question that might be posed about linguistic change, the first step is to master the rich store of information and insight that she has given us, and to plan our future research with this in mind." Language in SocietyTable of ContentsList of Figures. List of Tables. Preface. Introduction: Variation and Agency. Interpreting the Meaning of Variation. The Social Order of Belten High. Sociolinguistic Research in the School. The Vocalic Variables. Outline of Variation in Belten High. We Are What We Do. Friendships, Networks, and Communities of Practice. Style, Social Meaning, and Sound Change. References. Index.

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Book Synopsisaeo Provides an ethnographically rich account of sociolinguistic variation in an adolescent population. aeo Shows how local processes coincide with the global patterning of variation with class, gender and age. aeo Uncovers the nature of social meaning and the dynamics of influence in variation.Trade Review"This long-awaited volume demonstrates that Eckert is the sociolinguist. No other student of language and society comes close to Eckert in providing social explanations for linguistic behavior and no other study has probed so deeply the social motivation of sound change. Eckert's unique combination of ethnographic practice and sophisticated quantitative analyses will be the target to emulate for many decades to come." Bill Labov, University of Pennsylvania "Penelope Eckert's work provides a fine ethnographic account of the social organization and social practices of a varied set of Detroit adolescents. At the same time, she builds in a much-needed critique of current sociolinguistic work on the relationship between language variation and social constructs such as class and gender. The work as a whole is an excellent and readable synthesis, representing the current state of the art in sociolinguistics." Lesley Milroy, University of Michigan "Nobody combines the insights of ethnographic study and variation analysis more creatively than Eckert. She invariably connects systematic language variation with the complexities of social practice in a way that challenges our reified interpretations of sociolinguistic behavior." Walt Wolfram, North Carolina State University "Eckert has provided us with an array of priceless information on the local social matrix in which change takes place. If we are not ready to answer every question that might be posed about linguistic change, the first step is to master the rich store of information and insight that she has given us, and to plan our future research with this in mind." Language in SocietyTable of ContentsList of Figures. List of Tables. Preface. Introduction: Variation and Agency. Interpreting the Meaning of Variation. The Social Order of Belten High. Sociolinguistic Research in the School. The Vocalic Variables. Outline of Variation in Belten High. We Are What We Do. Friendships, Networks, and Communities of Practice. Style, Social Meaning, and Sound Change. References. Index.

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Book SynopsisThis book provides a straightforward introduction to child development. It also covers the methods and problems of research into children, and the application of new findings in practical life.Table of ContentsPreface. Acknowledgements. 1. The Psychology of Development. 2. Theory into Practice. 3. Method. Glossary. Further Reading. References. Index.

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Book SynopsisA collection of articles written on children and the law, covering the essential areas of: child victimization; the reliability of children's accounts; truth and lies; children and the legal system; and children as perpetrators.Trade Review"In this volume, Professor Bull has compiled some of the most important articles on sexual abuse. It is particularly noteworthy that the collection includes seminal and central articles on the incidence, characteristics, and effects of sexual abuse; children's memory capacities and credibility, cognitive development, and practical issues concerning the ways in which children function in and are affected by legal institutions. All of these specialized topics are typically the focus of individual volumes, each too narrow to be of much value to students searching for a broad and clear understanding of the issues. Bull's new collection thus fills a noteworthy void; students and their teachers will be indebted to him." Michael Lamb; National Institute of Child Health and Human Development. Children and the Law: The Essential Readings is edited by Ray Bull, one of the United Kingdom's foremost and pioneering forensic psychologists. This book offers a thought provoking collection of papers to illustrate the difficulties and misunderstandings that can easily arise when children's lives and experiences collide with the requirements of the law. The five parts of the book cover the victimization of children, child witnesses' reliability and credibility, children's understanding of deception, their performance in the legal system, and their position as perpetrators of crimes. Children and the Law contains an outstanding collection of original papers and summary articles by internationally recognised contributors which will challenge students and researchers in both law and the social sciences to consider their own perspectives and methodologies. Those left eager for more are given suggested further readings and reflections by the editor rooted in his personal experiences. Helen Westcott, Open University "An ideal teaching and study resource. The papers should be of value to anyone who wants to learn more about children and the courts; practising professionals and laypersons alike. It goes without saying that the volume would be of value to students of psychology, child welfare, and law." Bob Duckett, Reference Reviews, Vol 16, 2002 "An enlightening read and one to be commended." Peggy Ray, Family Law, March 2002.Table of ContentsAcknowledgements. Introduction. Part I: Child Victimization:. 1. Victimization of Children: David Finkelhor and Jennifer Dzuiba-Leatherman. 2. Impact of Sexual Abuse on Children: A Review and Sysnthesis of Recent Empirical Studies: Kathleen A. Kendall-Tachett, Linda Meyer Williams and David Finkelhor. 3. Community-Level Factors and Child Maltreatment Rates: Beth Paterson.. Part II: Reliability of Children's Accounts:. 4. Reliability and Credibility of Young Children's Reports: From Research to Polity and Practice: Maggie Bruck, Stephen J. Ceci and Helene Hembrooke. 5. Emotion and Memory: Children's Long-Term Remembering, Forgetting and Suggestibility: Jodi A. Quas, Ggail S. Goodman, Ssue Bidrose, Margaret-Ellen Pipe, Susan Craw and Deborah S. Ablin. 6. Assessing the Accuracy of Young Children's Reports: Debra Poole and D. Stephen Lindsay. 7. Eyewitness Identification Accuracy of Children: A Summary: Joanna D. Pozzulo and Rod Lindsay.. Part III: Truth and Lies:. 8. Breaking the Mould: A Fresh Look at Children's Understanding of Questions about Lies and Mistakes: Michael Siegal and Candida C. Peterson. 9. Discussing Truth and Lies in Interviews with Children: Whether, Why, and How?: Mary Lyn Huffman, Amye R. Warren and Susan M. Larson.. Part IV: Children and the Legal System:. 10. Face-to-Face Confrontation: Effects of Closed-Circuit Technology on Children's Eyewitness Testimony and Jurors' Decisions: Gail S. Goodman, Ann E. Tobey, Jennifer M. Batterman-Faunce, Holly Orcutt, Sherry Thomas, Cheryl Shapiro and Toby Sachsenmaier. 11. When Lawyers Question Children: Is Justice Served?: Nancy W. Perry, Bradley D. McAuliff, Paulette Tam, Linda Claycomb, Colleen Dostal and Cameron Flanagan.. Part V: Children as Perpetrators:. 12. The Development of Male Offending: Key Findings from the First Decade of the Pittsburgh Youth Study: Rolf Leober, DavidP. Farrington, Magda Stouthamer-Loeber, Terrie E. Moffitt and Avshalom Caspi. 13. Child and Adolescent Sex Abuse Perpetrators: A Review of the Research Literature: Eileen Vizared, Elizabeth Monck and Peter Misch. Index.

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Book SynopsisThe medium of television, although a daily part of most modern lives, remains mysterious in the manner it may influence its audience. At the center of this mysery lies the debate of content vs. medium without regard to its content. This monograph presents new research in this debate by following up on a report of 570 adolescents studied as preschoolers and the long-term relationships between preschool television viewing and adolescent achievement, behavior, and attitudes. The results of the report provide stron support for content-based hypotheses then for theories emphasizing television as a medium. In an interesting twist, the results of the report trace a cognitive difference in the patterns of boys and girls and the way television influences them.Table of ContentsAbstract. 1. Introduction. 2. Method Overview. 3. Media Use in Adolescence. 4. Academic Achievement. 5. Creativity. 6. Aggression. 7. Extracurricular Activities. 8. Health Behaviors. 9. Self-Image: Role Model Preference and Body Image. 10. Summary and Conclusions. Commentary: Children and Adolescents in a Changing Media World. Contributors. Statement of Editorial Policy.

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Book SynopsisThis unprecedented collection of articles is an introduction to the study of cultural variations in childhood across the world and to the theoretical frameworks for investigating and interpreting them.Trade Review"I recommend this book as a good introduction to the study of child development that draws upon anthropology's unique ability to hone in on both the extraordinary complex phenomenon of individual childhood agency and the social constructions ilia1 lend 1.0 bind and limit our notions of children as social actors." (Journal of Anthropological Research, 2010) “Not unexpectedly, LeVine and New – true scholars – have rendered a reader, a reference, and a stunningly prescient volume that should be savored and studied, not merely read. Of sweeping breadth across time and place and of unparalleled depth regarding the nature of children and childhood, Anthropology and Child Development challenges deeply held conventions while provoking invigorating ways of thinking and acting – an indispensable, intellectual compass for globalists, futurists, and all who care about children.” Sharon Lynn Kagan, Columbia University “The cutting-edge scholarship presented in this important and timely book richly documents that the nuances of cultural context constitute a fundamental basis for significant variation in the development of diverse children and adolescents.” Richard Lerner, Tufts University“This is an artfully organized collection of seminal papers, a collection that pulls together research across stages of childhood; domains (of the development of emotion, thought, and language); theories; methods; and, of course, cultures. The collection also provides a sense of the historical development of the field, as a chronological reading of the papers, from a Boas essay published in 1911 to several papers published in the new millennium, reveals the changing concerns, concepts, and theories that have characterized work on culture and child development over the past 100 years.” Joseph Tobin, Arizona State University Table of ContentsAcknowledgments. Introduction: Robert A. LeVine and Rebecca S. New. Part I: Discovering Diversity in Childhood: Early Works:. Introduction. 1. Plasticity in Child Development: Franz Boas. 2. The Ethnography of Childhood: Margaret Mead. 3. Childhood in the Trobriand Islands, Melanesia: Bronislaw Malinowski. 4. Tallensi Childhood in Ghana: Meyer Fortes. 5. Continuities & Discontinuities in Cultural Conditioning: Ruth Benedict. Part II: Infant Care: Cultural Variation in Parental Goals and Practices:. Introduction. 6. The Comparative Study: Robert A. LeVine, Suzanne Dixon, Sarah E. LeVine, Amy Richman, Constance Keefer, P. Herbert Liederman and T. Berry Brazelton. 7. Infant Care in the Kalahari Desert: Melvin J. Konner. 8. Multiple Caretaking in the Ituri Forest: Edward Z. Tronick, Gilda A. Morelli and Steve Winn. 9. Fathers and Infants among Aka Pygmies: Barry S. Hewlett. 10. Swaddling, Cradleboards and the Development of Children: James S. Chisholm. 11. Talking and Playing with Babies: Ideologies of Child-Rearing: Catherine Snow, Akke de Blauw and Ghislaine Van Roosmalen. 12. Attachment in Anthropological Perspective: R. LeVine and Karin Norman. 13. An Experiment in Infant Care: Children of the Kibbutz: Melford E. Spiro with the assistance of Audrey G. Spiro. Part III: Early Childhood: Language Acquisition, Socialization and Enculturation:. Introduction. 14. The Acquisition of Communicative Style in Japanese: Patricia M. Clancy. 15. Why African Children Are So Hard to Test: Sara Harkness and Charles M. Super. 16. Autonomy and Aggression in the Three-Year-Old: the Utku Eskimo Case: Jean L. Briggs. 17. Narrating Transgressions in U.S. and Taiwan: Peggy J. Miller, Todd L. Sandel, Chung-Hui Liang and Heidi Fung. 18. Child’s Play in Italian Perspective: Rebecca S. New. 19. Discussione and Friendship in Italian Peer Culture: William A. Corsaro and Thomas A. Rizzo. Part IV: Middle and Later Childhood: Work, Play, Participation, Learning:. Introduction. 20. Age and Responsibility: Barbara Rogoff, Martha Julia Sellers, Sergio Pirrotta, Nathan Fox, and Sheldon H. White. 21. Child and Sibling Caregiving: Thomas Sl Weisner and Ronald Gallimore. 22. Altruistic and Egoistic Behavior of Children in Six Cultures: John W. M. Whiting and Beatrice Blyth Whiting. 23. Children’s Daily Lives among the Yucatec Maya: Suzanne Gaskins. 24. Children's Work, Play, and Relationships among the Giriama of Kenya: Martha Wenger. Epilogue. Index

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Book Synopsis* Collects classic works that provide the foundation for current research in the field of first language acquisition. * Includes selections from Noam Chomsky, Jean Piaget, Eric Lenneberg and Roman Jakobson, as well as others who contributed groundbreaking discoveries, insights, concepts, and methods.Trade Review"This volume is undoubtedly an outstanding compilation of classic papers on first language acquisition." The Linguist List "An excellent selection of the classic readings in the science of language development, one that I have dearly missed until now. It is a perfect set of background readings for students and researchers interested in the intellectual roots of the field." Steven Pinker, Harvard University, and author of The Language Instinct and Words and Rules: The Ingredients of Language "A well-chosen treasure-house of key readings. They provide a superb grounding for anyone studying child language." Jean Aitchison, University of Oxford "This reader is a great addition to the field, bringing together some of the classic literature that has stimulated debate on the nature of language acquisition for years. Its depth and breadth, in both philosophical and linguistic approaches to the problem, ensure that this volume will soon be a classic itself." Katherine Demuth, Brown University "An excellent collection of classic works, highlighting contributions taking a linguistic approach to the subject of language acquisition." Diane Lillo-Martin, University of ConnecticutTable of ContentsIntroduction: Barbara C. Lust (Cornell University) and Claire Foley (Massachusetts Institute of Technology). Part I: Theory of Language Acquisition:. 1. Selections from Knowledge of Language: Its Nature, Origin, and Use: Noam Chomsky (Massachusetts Institute of Technology). 2. A Review of B.F. Skinner’s Verbal Behavior: Noam Chomsky (Massachusetts Institute of Technology). 3. Selections from The Psychology of the Child: Jean Piaget and Bärbel Inhelder. 4. Language and Learning: The Debate between Jean Piaget and Noam Chomsky: Massimo Piattelii-Palmarini (editor). 5. Selections from Comparative Linguistics and Language Acquisition: Hermine Sinclair (late of University of Geneva). Part II: The Nature-Nurture Controversies:. Nature: Biology. 6. Selections from The Biological Foundations of Language: Eric H. Lenneberg (late of Harvard University). 7. Language and the Brain: Norman Geschwind. 8. Selections from The Bisected Brain: Michael S. Gazzaniga (Dartmouth College). 9. The Linguistic Development of Genie: Susan Curtiss (UCLA), Victoria Fromkin (late of UCLA), Stephen Krashen (USC), David Rigler, & Marilyn Rigler. Nurture: Role of the Input. 10. Derivational Theory and Order of Acquisition in Child Speech: Roger Brown (late of Harvard University) and Camille Hanlon (Connecticut College). 11. Talking to Children: A Search for Universals: Charles A. Ferguson (late of Stanford University). 12. Learning by Instinct: James L. Gould (Princeton University) & Peter Marler (University of California, Davis). Mechanisms of Development. 13. Selections from Language and Experience: Evidence from the Blind Child: Barbara Landau (Johns Hopkins University) & Lila R. Gleitman (University of Pennsylvania). 14. Selections from Language Learnability and Language Development: Steven Pinker (Harvard University). 15. Selections from Learnability and Cognition: Steven Pinker (Harvard University). 16. Selection from Language Acquisition and Cognitive Development: H. Sinclair-deZwart (late of University of Geneva). 17. Selections from Cognitive Prerequisites for the Development of Grammar: Dan I. Slobin (University of California, Berkeley). Part III: Areas of Language Knowledge:. Morphology. 18. The Child’s Learning of English Morphology: Jean Berko (Gleason) (Boston University). 19. Selections from A First Language: Roger Brown (late of Harvard University). Phonology. Speech Perception. 20. Speech Perception in Infants: Peter D. Eimas (Brown University), Einar R. Siqueland (Brown University), Peter Jusczyk (late of Johns Hopkins University), and James Vigorito. Speech Production. 21. The sound laws of child language and their place in general phonology: Roman Jakobson (late of MIT). 22. Universal Tendencies in the Child’s Acquisition of Phonology: N.V. Smith (University College London). 23. The acquisition of phonemic representation: David Stampe (University of Hawai'i, Manoa). Syntax. 24. Selections from The Problem of Serial Order in Behavior: K.S. Lashley (late of Harvard University). 25. The Study of Adam, Eve, and Sarah: Roger Brown (late of Harvard University). 26. Syntactic Regularities in the Speech of Children: E.S. Klima (University of California, San Diego) and Ursula Bellugi (Salk Institute for Biological Studies). 27. The Reduction Transformation and Constraints on Sentence Length: Lois Bloom (Columbia University). Semantics and Pragmatics. 28. The young word maker: A case study of innovation in the child’s lexicon: Eve V. Clark (Stanford University). 29. Strategies for Communicating: Eve V. Clark (Stanford University). Index

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Book SynopsisMartin Herbert''s latest book provides an interesting and informative account of the child''s journey from the womb to the world outside, through childhood and into adolescence. It is based on the belief that it is vital for those training to work with children who have problems to understand what is typical or atypical in children''s development. Herbert deliberately links developmental and clinical psychology approaches in order to help readers connect their theoretical understanding of the physical and psychological problems of childhood with the practicalities of assessment, rehabilitation and treatment. ''Although many have attempted to write a developmentally based book on child and adolescent behavior problems, few have achieved this lofty and elusive goal. Professor Herbert does so, however. He nicely bridges the gap or, some would say, chasm between developmental psychology, educational psychology, and clinical child and adolescent psychology.'' Thomas H. OllendickTrade Review'Although many have attempted to write a developmentally based book on child and adolescent behavior problems, few have achieved this lofty and elusive goal. Professor Herbert does so, however. He nicely bridges the gap or, some would say, chasm between developmental psychology, educational psychology, and clinical child and adolescent psychology. Throughout this volume, he weaves a rich tapestry of typical (i.e., normal) development and development gone awry. Developmental psychopathology comes alive. His approach is theoretically sophisticated, clinically sensitive, and both engaging and timely. It is, in short, a volume whose time has come.' Thomas H. Ollendick, PhD, University Distinguished Professor, Virginia Tech 'Professor Herbert summarizes very complicated material in a succinct, authoritative and accessible manner. He successfully integrates findings from biology, genetics, developmental and clinical psychology and places them within an appropriate cross-cultural context. This forms the basis for evidence based practice in the 21st century and is an invaluable aide-mémoire to all working with children.' William Yule, PhD, Professor of Applied Child Psychology, University of London Institute of Psychiatry "Martin Herbert provides comprehensive and interesting coverage of a core area of psychology - along with definition and discussion of the less core, more clinical aspects of the subject ... This is an intriguing combination of student textbook and descriptive handbook that will interest undergraduate and postgraduate alike, both in psychology and the more clinical areas of study. I'm sure students will find it a useful resource" Dr Rowan Myron, University of Hull, The Psychologist, August 2003, Vol 16, No.8 "Martin Herbert succeeds in this volume, as he has in many earlier volumes, in presenting complex material and issues in an understandable and authoritative manner. This is no mean feat, and is achieved with an elegant and engaging style ... Throughout the book Herbert skilfully succeeds in addressing issues of clinical and educational psychology and interweaving these with developmental, social and cognitive psychology ... Students and their teachers from a range of programmes will find this book invaluable as a resource: nurse, teacher, psychologist, and other medical professionals will benefit from possessing the book as a source book which provides infomation on a wide range of developmental problems. At a time when there is an increasing interest in, and concern with, the development of children and young people and the ways in which the environment in its widest sense can influence development, this book transcends the traditional distinction between nature and nurture and provides a clinically sensitive and academically authoritative account of normal and atypical development. As stated by Thomas Ollendick on the back cover, 'it is a volume whose time has come'." Ingrid Lunt, Journal of Child Psychology and Psychiatry, Vol. 45, No. 6, September 2004Table of ContentsPreface. Introduction:. From Childhood to Adolescence. Parenthood. Concepts of Normality and Abnormality. Age- and Stage-Related Tasks. Crises of Development. The Developmental History. Part I: Typical Development:. Where the Journey Begins. The Intrauterine Stages and Perinatal Period. Introduction. 1. The First Steps:. Conception: The Beginning of Life. Genetic Variation and Influence. The Genotype. The Human Genome Project. Similarities and Differences in Individuals and Groups. Progress from Conception to Birth. Summary of Prenatal Developments. Unanswered Questions. 2. The Perinatal Period :. Anticipation of the Birth. Fads and Fashions. The Birth: Labour and Delivery. The Mother and Postnatal Infant Care. Maternal Bonding Theory. Bonding to the Unborn Baby. The Competent Infant. Parenting. Siblings. Environmental Influences. Representational Models of the Infant. Part II: Typical Development:. Infancy. Introduction. The First Relationship. The Development of Sociability. Crying And Smiling as Social Communication. The Nature of Attachment. Internal Representations and Selfhood. Development of Self--other Awareness. 3. Early Childhood: The Pre-School Stage:. Infant Growth and Development. Physical Development. The Nervous System. The Brain Growth Spurt. The Brain and Communication. Biological Basis of Personality. Sleeping Patterns. Feeding Behaviour. 4. Perceptual, Motor and Language Development:. Perceptual Development. Vision and Fine Movement. Motor Development. The Proactive Brain. Speech and Language Development. Part III: Typical Development:. Adaptation and Learning. Introduction. Adjustment and Adaptation. Cultural Influences. The Family Environment. Childcare Practices. Maternal Privation and Deprivation. The Father's Role. Divorce. Adoption. Surrogate Parenting. Learning Theory. Models of Learning. The Adaptive Role of Fear. Generalized Anxiety. 5. Early Childhood: The Pre-School Stage: Socialization and Cognitive Development. Socialization and Self-Control. Learning and Identification: Social and Moral Awareness. Social Cognition. Social Compliance. The Development of Aggressive Behaviour. Sex-Role (Gender) Identity. Socializing Tasks. Cognitive Development. Play. Theory of Mind. 6. Middle and Late Childhood:The School-Going Child:. Developing a New Individuality. Rules and Values. Expectations of Parents. Social Skills and Friendships. Exchange Theory. Siblings: The Longest Lasting Relationship. 7. Adolescence: Leaving Childhood Behind:. The Changes of Puberty. The End of Childhood. Adolescent Sexuality. Identity and Self-Image. The Ending of Puberty. Part IV: Atypical Development: The Hazardous Route:. Introduction. Issues Of Assessment, Definition and Measurement. The Journey Begins Again: Prenatal Influences. Genetic Influences: Inherited Abnormalities. Chromosomal Abnormalities. Genetic Accidents. Patterns of Genetic Transmission. Prenatal, Antenatal and Neonatal Screening. Behavioural Genetics. Neuropsychological Causation. 8. The Perilous First Journey: The Inhospitable Environment:. Maternal Stress and Inherited Abnormalities. Biological Adversity. Teratogens. 9. The Hazardous Perinatal Period: The Atypical Route:. The Apgar Test. Survival Repertoires. Birth Complications. Prematurity. Birth Trauma. Anoxia. Parental Attachment to Atypical Infants. 10. Early Childhood: Atypical Physical, Sensory and Motor Development:. Physical Disorders and Disabilities. Congenital Physical Anomalies. Abnormalities of Haemoglobin. Impairments of Vision. Impairments of Hearing. Motor Impairments. Impairments of Speech and Language. Executive Functions of the Brain. Neurological Damage. Tics and Tourette's Syndrome. Head Injuries. 11. The Pre-School Child: Atypical Behavior:. The Authoritative Parent. Socialization. Assertive/Commanding Behaviour in Young Children. Adverse Temperamental Attributes. The ‘Difficult' Child. Oppositional Defiant Disorder. Developmental (Physical) Task Problems. 12. The School-Going Child: Atypical Behavior. Educational Failure. Insecurity Based Problems. Reactive Attention Disorder. Peer Group Problems. Rejection. Social Skills Problems. Selective Mutism. School Refusal. Attention Deficit and Hyperactivity at School. Severe (Profound) Learning Disabilities. Specific Learning Disabilities. Dyslexia. Part V: Atypical Development: Mental Health and Mental Illness:. Introduction. Positive Mental Health. Mental Illness. 13. Adolescence: Unsocial and Antisocial Behavior:. Prejudice. Risky Sexual Activity. Drug Use and Abuse. Antisocial Behaviour: Conduct Disorders. Attention Deficit Hyperactivity Disorder. Bullying. Delinquency. Personality Disorder. Moral Development. 14. Psychological and Psychiatric Disorders:. Mental Health Problems. Anxiety States. Phobic Anxiety. Panic Attacks. Agoraphobia. Obsessive–Compulsive Disorder. Depression (Affective Disorder). Schizophrenia. Part VI: Atypical Development: Children with Special Needs:. Introduction. Defining Need. Developmental Disability. The Child Who is Ill. Child Protection. 15. Pervasive Developmental Difficulties: Early to Late Childhood and Adolescence. Intellectual (Learning) Disability. Classification of Intellectual Impairment. Pervasive Developmental Disorders. The Autistic Continuum. Asperger's Disorder. Anorexia Nervosa. 16. When a Child is Ill:. Chronic Illness. Implications of Acute and Chronic Illness. Serious Illness (Hospitalization). Development of The Concept of Death. Ethical Issues. 17. Child Abuse and Maltreatment:. Physical Abuse. Emotional Abuse. Child Sexual Abuse. Epilogue. Appendix I: False and True Beliefs. Appendix II: Measurement of Intelligence. References and Bibliography. Index.

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Book SynopsisMartin Herbert''s latest book provides an interesting and informative account of the child''s journey from the womb to the world outside, through childhood and into adolescence. It is based on the belief that it is vital for those training to work with children who have problems to understand what is typical or atypical in children''s development. Herbert deliberately links developmental and clinical psychology approaches in order to help readers connect their theoretical understanding of the physical and psychological problems of childhood with the practicalities of assessment, rehabilitation and treatment. ''Although many have attempted to write a developmentally based book on child and adolescent behavior problems, few have achieved this lofty and elusive goal. Professor Herbert does so, however. He nicely bridges the gap or, some would say, chasm between developmental psychology, educational psychology, and clinical child and adolescent psychology.'' Thomas H. OllendickTrade Review'Although many have attempted to write a developmentally based book on child and adolescent behavior problems, few have achieved this lofty and elusive goal. Professor Herbert does so, however. He nicely bridges the gap or, some would say, chasm between developmental psychology, educational psychology, and clinical child and adolescent psychology. Throughout this volume, he weaves a rich tapestry of typical (i.e., normal) development and development gone awry. Developmental psychopathology comes alive. His approach is theoretically sophisticated, clinically sensitive, and both engaging and timely. It is, in short, a volume whose time has come.' Thomas H. Ollendick, PhD, University Distinguished Professor, Virginia Tech 'Professor Herbert summarizes very complicated material in a succinct, authoritative and accessible manner. He successfully integrates findings from biology, genetics, developmental and clinical psychology and places them within an appropriate cross-cultural context. This forms the basis for evidence based practice in the 21st century and is an invaluable aide-mémoire to all working with children.' William Yule, PhD, Professor of Applied Child Psychology, University of London Institute of Psychiatry "Martin Herbert provides comprehensive and interesting coverage of a core area of psychology - along with definition and discussion of the less core, more clinical aspects of the subject ... This is an intriguing combination of student textbook and descriptive handbook that will interest undergraduate and postgraduate alike, both in psychology and the more clinical areas of study. I'm sure students will find it a useful resource" Dr Rowan Myron, University of Hull, The Psychologist, August 2003, Vol 16, No.8 "Martin Herbert succeeds in this volume, as he has in many earlier volumes, in presenting complex material and issues in an understandable and authoritative manner. This is no mean feat, and is achieved with an elegant and engaging style ... Throughout the book Herbert skilfully succeeds in addressing issues of clinical and educational psychology and interweaving these with developmental, social and cognitive psychology ... Students and their teachers from a range of programmes will find this book invaluable as a resource: nurse, teacher, psychologist, and other medical professionals will benefit from possessing the book as a source book which provides infomation on a wide range of developmental problems. At a time when there is an increasing interest in, and concern with, the development of children and young people and the ways in which the environment in its widest sense can influence development, this book transcends the traditional distinction between nature and nurture and provides a clinically sensitive and academically authoritative account of normal and atypical development. As stated by Thomas Ollendick on the back cover, 'it is a volume whose time has come'." Ingrid Lunt, Journal of Child Psychology and Psychiatry, Vol. 45, No. 6, September 2004Table of ContentsPreface xii Introduction 1 From childhood to adolescence 1 Parenthood 1 Concepts of normality and abnormality 2 Age- and stage-related tasks 11 Crises of development 12 The developmental history 13 Part I: Typical Development Where the Journey Begins the Intrauterine Stages and Perinatal Period Introduction 17 Chapter 1 The First Steps 19 Conception: the beginning of life 19 Genetic variation and influence 22 The genotype 26 The human genome project 26 Similarities and differences in individuals and groups 28 Progress from conception to birth 30 Summary of prenatal events: times after conception 39 Unanswered questions 42 Chapter 2 The Perinatal Period 44 Anticipation of the birth 44 Fads and fashions 45 The birth: labour and delivery 47 The mother and postnatal infant care 51 Maternal bonding theory 54 Bonding to the unborn baby 56 The competent infant 57 Parenting 58 Siblings 59 Environmental influences 60 Representational models of the infant 62 Part II: Typical Development Infancy Introduction 63 The first relationship 63 The development of sociability 65 Crying and smiling as ‘social communication’ 65 The nature of attachment 67 Internal representations and selfhood 71 Development of self–other awareness 72 Chapter 3 Early Childhood: The Pre-School Stage Infant Growth and Development 75 Physical development 75 The nervous system 78 The brain growth spurt 78 The brain and communication 80 Growth of the brain 81 Biological basis of personality 83 Sleeping patterns 85 Feeding behaviour 89 Chapter 4 Perceptual, Motor and Language Development 90 Perceptual development 90 Vision and fine motor movement 91 Motor development 94 The proactive brain 99 Speech and language development 100 Part III: Typical Development Adaptation and Learning Introduction 107 Adjustment and adaptation 107 Cultural influences 109 The family environment 110 Childcare practices 110 Maternal privation and deprivation 111 The father’s role 113 Divorce 116 Adoption 119 Surrogate parenting 120 Learning theory 120 Models of learning 122 The adaptive role of fear 127 Generalized anxiety 129 Chapter 5 Early Childhood: The Pre-School Stage Socialization and Cognitive Development 131 Socialization and self-control 131 Learning and identification: social and moral awareness 132 Social cognition 134 Social compliance 135 The development of aggressive behaviour 137 Sex-role (gender) identity 139 Socializing tasks 141 Cognitive development 145 Play 151 Theory of mind 153 Chapter 6 Middle and Late Childhood the School-Going Child 156 Developing a new individuality 156 Rules and values 158 Expectations of parents 159 Social skills and friendships 160 Exchange theory 162 Siblings: the longest lasting relationships 163 Chapter 7 Adolescence: Leaving Childhood Behind 164 The changes of puberty 164 The end of childhood 166 Adolescent sexuality 171 Identity and self-image 173 The ending of puberty 176 Part IV: Atypical Development the Hazardous Route Introduction 177 Issues of assessment, definition and measurement 177 The journey begins again: prenatal influences 178 Genetic influences: inherited abnormalities 179 Chromosomal abnormalities 180 Genetic accidents 183 Patterns of genetic transmission 184 Prenatal, antenatal and neonatal screening 187 Behavioural genetics 187 Neuropsychological causation 188 Chapter 8 The Perilous First Journey the Inhospitable Environment 189 Maternal stress and inherited abnormalities 189 Biological adversity 190 Teratogens 191 Chapter 9 The Hazardous Perinatal Period the Atypical Route 195 The Apgar test 195 Survival repertoire 197 Birth complications 198 Prematurity 199 Birth trauma 205 Anoxia 206 Parental attachment to atypical infants 208 Stillbirth and infant death 211 Chapter 10 Early Childhood Atypical Physical, Sensory and Motor Development 213 Physical disorders and disabilities 213 Congenital physical anomalies 218 Abnormalities of haemoglobin 219 Impairments of vision 219 Impairments of hearing 221 Motor impairments 222 Impairments of speech and language 225 Executive functions of the brain 229 Neurological damage 230 Tics and Tourette’s syndrome 232 Head injuries 233 Chapter 11 The Pre-School Child Atypical Behaviour 236 The authoritative parent 236 Socialization 237 Assertive/commanding behaviour in young children 239 Adverse temperamental attributes 239 The ‘difficult’ child 241 Oppositional defiant disorder 242 Developmental (physical) task problems 244 Chapter 12 The School-Going Child Atypical Behaviour 252 Educational failure 252 Insecurity based problems 253 Reactive attachment disorder 254 Peer group problems 255 Rejection 256 Social skills problems 256 Selective mutism 257 School refusal 257 Attention deficit and hyperactivity at school 260 Severe (profound) learning disabilities 263 Specific learning disabilities 263 Dyslexia 265 Part V: Atypical Development Mental Health and Mental Illness Introduction 269 Positive mental health 269 Mental illness 270 Chapter 13 Adolescence: Unsocial and Antisocial Behaviour 275 Prejudice 275 Risky sexual activity 278 Drug use and abuse 280 Antisocial behaviour: conduct disorders 281 Attention deficit hyperactivity disorder 284 Bullying 291 Delinquency 291 Personality disorder 293 Moral development 294 Chapter 14 Psychological and Psychiatric Disorders 296 Mental health problems 296 Anxiety states 299 Phobic anxiety 301 Panic attacks 305 Agoraphobia 306 Obsessive–compulsive disorder 308 Depression (affective disorder) 309 Schizophrenia 315 Part VI: Atypical Development Children with Special Needs Introduction 321 Defining need 321 Developmental disability 321 The child who is ill 323 Child protection 324 Chapter 15 Pervasive Developmental Difficulties Early to Late Childhood and Adolescence 325 Intellectual (learning) disability 325 Classification of intellectual impairment 328 Pervasive developmental disorders 333 The autistic continuum 333 Asperger syndrome/disorder 347 Anorexia nervosa 348 Chapter 16 When a Child is Ill 357 Chronic illness 357 Implications of acute and chronic illness 361 Serious illness (hospitalization) 363 Development of the concept of death 363 Ethical issues 368 Chapter 17 Child Abuse and Maltreatment 371 Physical abuse 372 Emotional abuse 373 Child sexual abuse 373 Epilogue 381 Appendix I: False and True Beliefs 383 Appendix II: Measurement of Intelligence 385 References and Bibliography 388 Index 411

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Book SynopsisThis book, written by the codirectors of the largest ongoing longitudinal study of immigrant children and their families, offers a clear, broad, interdisciplinary view of who the immigrant children are and what their future might hold.Trade ReviewThis book addresses how immigrant children fare in America...What thought has American society given to the special needs of these students? Have we done anything to accommodate them? What have they experienced? The answers to these and many other questions are woven together with moving accounts of immigrant children. It is impossible to read this book without being moved. Highly recommended. -- Sandra Isaacson * Library Journal *This book contributes significantly to this debate not only for the U.S., but also for other receiving countries that have higher percentages of immigrants and less friction…The authors…review some issues in bilingual education in areas of backlash, such as California, and calmly promote the advantages of first-language retention and development until proficiency, accompanied or followed by sufficient English instruction to ensure full competence in both languages…In their interdisciplinary focus and wide knowledge of related fields, the authors are able to give a good account of the facilitating and hindering factors for immigrants from both individual and social perspectives…The book is written in an accessible style; rather friendly to higher-level undergraduates and well informed persons in general…The book is outstanding and will surely contribute to sane and possibly fruitful discussion of the issues both among Americans and those in similar countries that depend on relatively high rates of immigration. -- Judith K. Bernhard * Journal of International Migration and Integration *Table of ContentsIntroduction 1. The Varieties of Immigrant Experience 2. Rethinking Immigration 3. The Psychosocial Experience of Immigration 4. Remaking Identities 5. The Children of Immigration in School Epilogue Notes References Index

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Book SynopsisChildrenâs Chances urges a shift from focusing on survival to targeting childrenâs full and healthy development. Drawing on comparative data on policies in 190 countries designed to combat poverty, discrimination, child labor, illiteracy, and child marriage, Heymann and McNeill tell what works to ensure equal opportunities for all children.Trade ReviewWith its amazing synthesis of evidence, Children's Chances maps out what countries are now doing—and what more they can do—to address problems in the lives of children around the world. This book is a valuable resource, not just for agencies like Save the Children, but for individual citizens who champion all children's opportunities to develop to their fullest potential. -- Jasmine Whitbread, CEO, Save the ChildrenJody Heymann continues to be a leading voice for working families worldwide. With Children's Chances, she provides key insights into how to promote healthy child development and reduce inequalities in child health. This book is essential for anyone who cares about improving the lives of children around the world. -- Mark Schuster, Harvard Medical SchoolThis remarkable book brings together years of work that is both painstaking and inspired. Jody Heymann, with Kristen McNeill, proves with exhaustive country-by-country evidence the phenomenal difference that public policy makes in defeating child poverty and creating better lives. It is an enormously important achievement. -- Peter Edelman, Georgetown UniversityWith sterling scholarship and masterful research, Heymann and McNeill's book offers a blueprint to advance the well-being of the world's children that is both much needed and optimistic. -- Felton Earls, Harvard Medical SchoolIf we are to reach the millions of children who have been excluded from recent progress on child rights, we need to know where we stand today, and where we need to go tomorrow. We need tools that give us this crucial information, tools that share it, and tools that inspire and guide us. This book provides that inspiration and guidance, showing how crucial policies can guarantee the well-being of children worldwide. -- Carol Bellamy, Past Executive Director, UNICEFNo previous analysis has so conveniently compiled comprehensive global information about such a wide range of public policies related to child development. -- K. H. Jacobsen * Choice *

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Book SynopsisThe first book to trace the history of adolescent medicine, A Doctor of Their Own draws on oral histories of physicians in the field, patient records from adolescent medical facilities, medical and popular advice literature, and letters from teenagers and their parents.Trade Review[Prescott] reviews the social and medical events that focused the national agenda on addressing problems unique to teenagers, and she relates the early work of the founder of adolescent medicine, J. Roswell Gallagher, and his clinic at the Boston Children's Hospital in 1952. The final chapter tracks the conceptual changes in adolescent medicine since the 1960s up to its establishment as a board-certified medical subspecialty of pediatrics in 1991. A well-written analysis and clear narrative of the development of adolescent medicine. -- G. Eknoyan * Choice *In her fascinating study of the emergence of adolescent medicine, Heather Munro Prescott describes...the history of medicine from the perspective of social history...[She] reveals much about experts' views of adolescence and the role of medicine in coping with youthful angst, illness, and rebellion in the twentieth century...Prescott's thoughtful rendering of the interplay between teens, their parents, and medical professionals further underscores the relevance of the history of medicine to the social history of childhood and adolescence. -- Julia Grant * H-Net Reviews *Prescott's strengths lie in her clarity, thoroughness and willingness to expand from her case study to cover the entire century. Throughout, she pays appropriate attention to the social context within which adolescent medicine developed, so readers are taken not only through the politics of the profession but into the culture of early-twentieth-century anti-modernism and the critiques of post-Second World War suburbia. -- Matthew Hilton * Medical History *

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Book SynopsisThis text argues that despite the upset children experience after parental separation, most adapt successfully provided the mother is secure both financially and psychologically, and conflict between parents is low. The usual casualty of divorce is a declining relationship between father and child.

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Book SynopsisTells the tragic story of children's rights in America. This title asks why the United States, alone among nations, rejects the most universally embraced human-rights document in history, the United Nations Convention on the Rights of the Child.Trade ReviewWinner of the 2009 APSA's Best Book Award, Human Rights Section "With this thoroughly annotated, well-written book, Woodhouse performs an admirable job in helping readers to understand the complicated and ambiguous issue of children's rights in the US. Documenting some of the most egregious examples of the abuse and neglect of children with stories both personal and universal, she leads readers down the historical trail of legislative and judicial decisions made on children's behalf, and suggests others ripe for the making."--J. C. Altman, Choice "This book is timely. Hidden in Plain Sight: The Tragedy of Children's Rights ... will serve as a guide for all professions involved with children. The author has provided a discussion of the elemental rights of children, using historical narratives to illustrate the presence and lack of rights afforded them... It is an important book and hopefully will result in definitive guidelines that will include needs-based and capacity-based standards that the legal, economic, and psychosocial professions can apply in determining the best interests of children."--Viola Mecke, PsychCRITIQUES "This is a substantive book from an academic perspective while maintaining a very readable dialogue. And for absolute certainty, wherever you stand or thought you stood on the issue of children's rights, once you have read this book, you will never look at a children's story the same again."--Elizabeth Falter, Nursing Administration Quarterly "[Woodhouse] provides a narrative balanced with historical examples, including Anne Frank and the children of Dred Scott, as well as contemporary examples, like children of illegal immigrants, to explain the need for a defined structure of children's rights in the United States. Recognizing the ways that America has failed its children, Woodhouse advocates for a much-needed perspective and commitment when it comes to thinking about how we treat our country's most vulnerable youth... As a founder and director of the Center on Children and Families at the University of Florida and the Chair in Family Law at the University of Florida Levin, Woodhouse is uniquely situated to write about advocating for children's rights."--Erika Asgiersson, Campus Progress.comTable of ContentsIllustrations ix Foreword by Ruth O'Brien xi Preface xv Introduction: Ain't I a Person? 1 Chapter 1: How to Think about Childhood 15 Chapter 2: How to Think about Children's Rights 29 Part 1: The Privacy Principle: Stories of Bondage and Belonging Chapter 3: Boys in Slavery and Servitude: Frederick Douglass 51 Chapter 4: Girls at the Intersection of Age, Race, and Gender: Dred Scott's Daughters 75 Chapter 5: Growing Up in State Custody: "Tony" and "John G." 93 Part 2: The Agency Principle: Stories of Voice and Participation Chapter 6: The Printer's Apprentice: Ben Franklin and Youth Speech 111 Chapter 7: Youth in the Civil Rights Movement: John Lewis and Sheyann Webb 133 Part 3: The Equality Principle: Stories of Equal Opportunity Chapter 8: Old Maids and Little Women: Louisa Alcott and William Cather 159 Chapter 9: Breaking the Prison of Disability: Helen Keller and the Children of "Greenhaven" 180 Part 4: The Dignity Principle: Stories of Resistance and Resilience Chapter 10: Hide and Survive: Anne Frank and "Liu" 213 Chapter 11: Children at Work: Newsboys, Entrepreneurs, and "Evelyn" 234 Part 5: The Protection Principle: Stories of Guilt and Innocence Chapter 12: Telling the Scariest Secrets: Maya Angelou and "Jeannie" 259 Chapter 13: Age and the Idea of Innocence: "Amal" and Lionel Tate 279 CONCLUSION: The Future of Rights 304 Notes 315 Bibliography 337 Index 349

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Table of ContentsPrefaceIntroductionPart One: Cultures and Their Scripts1. Family and Religion2. Work and Play3. Pleasures and TransitionsPart Two: Boundaries and Border Crossings4. Points of Contact5. Anglos and Hispanics at School6. The Alamo Navajos at SchoolPart Three: Pasts and Promises7. Together and Apart8. Legacies and DeparturesAfterwordAcknowledgmentsNotesSelected BibliographyIndex

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Book Synopsis* A very readable and accessible book which is also rigorous and well researched. * Written by Jon Silverman (BBC Home Affairs Correspondent) and David Wilson (former prison governor) -- public figures with many contacts in the press and media.Trade Review"We fear it and loathe it but if we want to protect our children we must understand it too. The authors use formidable research to put paedophilia in context. This book is uncomfortable reading – but essential." John Humphrys, 'Today', BBC Radio 4 "No one has previously put the case so well for having an adult, rational debate about how we should respond to paedophilia. Nor have the counterproductive dangers of outing, naming and shaming with responses like Megan’s Law been so clearly discussed. A thoroughly researched and well argued study." Rod Morgan, Her Majesty’s Chief Inspector of the Probation Service for England and Wales "Silverman and Wilson manage to achieve what many of us aspire to - a book that will appeal both to a specialised and lay audience. In the emotionally charged atmosphere of considering the threat posed by predatory paedophiles ... it is important that we have a text that is thoughtful and measured, while also recognising the deep emotions that the topic raises among the populace. ...[T]his is a well-written book that can be recommended to the interested layperson ... while, for the specialist, it draws the threads together of the recent painful scenario where the News of the World has largely orchestrated the terms of the debate." The Howard Journal of Criminal JusticeTable of ContentsAcknowledgements. Introduction. 1. A Short History Of Sex Offending. 2. Paedophiles. 3. Beyond Victimhood. 4. Dealing With Paedophiles Within The Penal System. 5. Protecting The Community. 6. Release. 7. Communities In Need Of ‘Community Notification'. 8. Named And Shamed. 9. 'Charlie's Angels' And How To Protect Our Children. Bibliography. Index.

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Book SynopsisThe sexualization of girls has captured the attention of the media, advocacy groups and politicians in recent years. This prolific discourse sets alarm bells ringing: sexualization is said to lead to depression, promiscuity and compassion deficit disorder, and rob young girls of their childhood.Trade Review"A very welcome contribution to the tradition that challenges our too-easy acceptance of the translation of social fear into social fact."Times Higher Education"A unique and invaluable contribution to the field."Clare L. Bennett, University of Worcester"In this persuasive and eye-opening volume, R. Danielle Egan dissects the dominant accounts of the sexualization of girls to reveal deep-seated class and race anxieties that say more about adults' condition than those of young girls. A must-read for anyone interested in youth today."Juliet Schor, Professor of Sociology and author of Born to Buy: The Commercialized Child and the New Consumer Culture "Why has the figure of the 'sexualized' girl become an object of intense concern, despite a striking lack of evidence to support the claims that are made about contemporary girlhood? Becoming Sexual goes to the heart of this curious development to explore why we are so compelled by 'sexualization' and what our obsession reveals about our culture. This is a politically important book that reveals what is at stake in the sexualization debate for feminism and for girls."Feona Attwood, Sheffield Hallam University "Becoming Sexual is a refreshing and critical engagement with the contemporary and historical logics at work in recent figurations of the 'sexualized' girl-child and a compulsory read for anyone grappling with the wider cultural politics of girls, childhood and sexuality. With the ever-increasing onslaught of popular and pseudo-scientific texts bemoaning the 'sexualization of girls', Becoming Sexual is a MUST READ!"Emma Renold, Cardiff UniversityTable of ContentsAcknowledgments vi Introduction: Sexualization as a Social Problem 1 1 What is Sexualization? 19 2 (Hetero)Sexualization, Pathological Femininity, and Hope for the Future 49 3 Sexualized Tastes, Middle-Class Fantasies, and Fears of Class Contagion 78 4 Unmanageable Bodies, Adult Disgust, and the Demand for Innocence 107 Conclusion: Refl exive Reticence, Affective Response, and the Social Construction of Sexual Problems 129 Notes 139 References 155 Index 182

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Book SynopsisPainting a picture of childhood and memory in rural Canada.Trade Review"Offering a refreshingly innovative understanding of identity as produced and negotiated, Our Rural Selves convincingly exemplifies that we cannot understand our positions in the social, inclusive world without understanding our social connectedness as a shifting, dynamic relational of self with self, self with others and self as a possible, collective future." Daisy Pillay, University of KwaZulu-Natal"Our Rural Selves provides an intriguing, multi-faceted perspective on the contemporary face of rural Canada, an important constituency that is often overlooked." Margaret Mackey, University of Alberta

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Book SynopsisThis is the first book to document emerging practice in Aboriginal communities and describe child protection practice simultaneously from the point of view of the Aboriginal and non-Aboriginal social worker.Trade ReviewThis little volume fares quite well as a single message book, that message being that historically, child and family practice in Aboriginal communities in British Columbia has been a dismal failure. -- John W. Friesen, University of Calgary * Canadian Ethnic Studies, Vol. 38, No. 1, 2006 *Trial lawyers specializing in aboriginal law will find this text to be the first of its kind describing child protection proceedings from the standpoint of Aboriginal and non-Aboriginal social workers. The 1960s practice of mass removal of Native children from their homes resulted in roughly half of all children in care being from Aboriginal families. The author sets out creative and humane alternatives to the past processes. * The Barrister, No. 79 *Table of ContentsForeword / ixAcknowledgments / xiii1 Introduction2 The Historical Context3 The British Columbia Context4 A Description of Practice5 The Sociopolitical Practice Context6 Organizational Context of Practice7 The Community Context8 Visions, Explanations, and Knowledge for Practice9 Choices for Change10 Social Representations of Child Protection PracticeAppendices1 Note on the Theoretical Framework2 Note on MethodologyReferencesIndex

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Book SynopsisContributors contemplate the evolution of child protection policy and practice in BC, addressing political influences on structural arrangements, cultural traditions of First Nations clients, and establishing community control over services.Table of ContentsForeword / Deryck ThomsonIntroduction: People, Politics, and Child Welfare / Brian Wharf1 Rethinking Child Welfare Reform in British Columbia, 1900-60 / Marilyn Callahan and Christopher Walmsley2 Trends in Child Welfare: What Do the Data Show? / Leslie T. Foster3 The Community Resource Board Experience / Brian Wharf4 Child Welfare in the 1980s: A Time of Turbulence and Change / Sandra Scarth and Richard Sullivan5 Witnessing Wild Woman: Resistance and Resilience in Aboriginal Child Welfare / Maggie Kovachs, Robina Thomas, Monty Montgomery, Jacquie Green, and Leslie Brown6 The Community Advocate Minister: Attempting Major Changes / Riley Hern and John Cossom7 Thomas Gove: A Commission of Inquiry Puts Children First and Proposes Community Governance and Integration of Services / Andrew Armitage and Elaine Murray8 Great Expectations and Unintended Consequences: Risk Assessment in Child Welfare in British Columbia / Marilyn Callahan and Karen Swift9 Back to the Future: Toward Community Governance / Leslie T. Foster10 Views from Other Provinces / Brad McKenzie, Sally Palmer, and Wanda Thomas Barnard11 The Case for a Comprehensive Vision for Child Welfare / Brian Wharf12 From Child Protection to Safeguarding: The English Context / Tony Morrison13 Final Thoughts / Brian WharfAppendix 1: Key Events in British Columbia Child Welfare, 1863 to May 2006Appendix 2: Key Government Decision Makers in British Columbia Child Welfare, 1947 to May 2006Appendix 3: Delegated Aboriginal Child and Family Service Agencies’ Status, May 2006List of ContributorsIndex

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Book SynopsisSmall Bites travels the globe to show how biology and culture influence how children eat, and how child nutrition can be made more equitable and sustainable.Table of ContentsList of Figures and TablesIntroduction1 Baby Steps: Prenatal, Infant, and Young Child Feeding2 Biocultural Variation in Child Feeding and Eating3 Children’s Food in the Age of the Industrial Diet4 It Takes a Village: School Feeding Programs5 Global Malnutrition and Children’s Food (In)Security6 Childhood Obesity: A Twenty-First Century Nutritional Dilemma7 New Directions in Children’s Food and NutritionReferences; Notes; Index

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Book SynopsisA comprehensive look at inner-city youth programs. Urban Sanctuaries analyzes the strategies of community leaders and organizations. The author describes how these leaders create and sustain youth programs in spite of enormous challenges.Trade Review"This book is a beam of light in the dark world of inner-city youth, and as beams of light often do, it shows the way." --from the foreword by John W. Gardner, former secretary of the U.S. Department of Health, Education, and Welfare, and founder of Common Cause "Urban Sanctuaries is a well-written, absorbing account of an endangered species, our inner-city youth, and of the adults who work hard to save them. This book is must reading for anyone who professes to care about the future of today's youth." --Mary Rose Main, national executive director, Girl Scouts of the United States of America "Urban Sanctuaries builds a compelling and moving case for the effectiveness of community-based programs for inner-city adolescents." --Paul Simon, U.S. Senator "In contrast to policy reports that detail statistics on youth problems and big system responses, this book immerses us in the rich reality of young people's hopes and challenges and shows us the power of seemingly modest programs to support the youth they believe in." --Karen Johnson Pittman, director, AED Center for Youth Development and Policy ResearchTable of Contents1. Neighborhood Organizations: Places of Hope in the Inner City. 2. The Hopefuls: Six Teens with a Bright Future. 3. The Wizards: Three Homegrown Community Leaders. 4. More Wizards: Three Outsiders Who Have Earned Respect. 5. What Matters Most? Common Traits of Wizards and Their Organizations. 6. Making Vision a Reality: The People Who Make it Work. 7. Building the Program's Family. 8. Volunteers: A Mixed Blessing. 9. Finding Resources: The Struggle to Fund Neighborhood Programs. 10. Sustaining Places of Hope: How Three Programs Negotiate Support in One City. 11. Keeping Hope Alive: An Appeal for Action.

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Book SynopsisThe history of early America cannot be told without considering unfree labor. At the center of this history are African and Native American adults forced into slavery; the children born to these unfree persons usually inherited their parents' status...Trade ReviewRuth Wallis Herndon and John E. Murray have gathered together twelve fine essays in this volume that provides welcome insight into the varied apprenticeship practices on display in North America from the late seventeenth century through the mid nineteenth. Children Bound to Labor demonstrates that apprenticeship was a pervasive and remarkably flexible institution that could be adapted to fit divergent political and economic contexts in early America. * Georgia Historical Quarterly *This excellent collection brings together a dozen essays that explore the history and significance of pauper apprenticeship (also known as orphan apprenticeship or binding out). Most of the essays are based on detailed research in the records and circumstances of particular communities; they focus on the eighteenth and early nineteenth centuries and range across North America, mainly in the British colonies but with interesting essays on New Netherland and Montreal as well. Taken together, these essays do much to advance our knowledge of the institution, and they make a convincing cases for its importance to our understanding of early American culture and development, including the central issues of labor, poverty, ideas about child rearing, society, and the state, and the effects of economic and social changes. -- Helena M. Wall * Journal of Southern History *

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Book SynopsisWhy do terrorist organizations use children to support their cause and carry out their activities? Small Arms uncovers the brutal truth behind the mobilization of children by terrorist groups. Mia Bloom and John Horgan show us the grim underbelly of society that allows and even encourages the use of children to conduct terrorist activities...Trade ReviewDrawing on a wide body of case studies, the authors examine the many ways child soldiers are drawn into their roles—which, in the end, usually turn out to be as cannon fodder.... Of interest to military planners as well as workers in the humanitarian aid/NGO sphere. * Kirkus Reviews *[Arabic language review] * Hafryat *The lack of universally generalizable policy recommendations may be off-putting for those looking for easy solutions, but if describing the phenomenon is the first step to understanding it, then this work is essential reading. * Choice *Small Arms: Children and Terrorism is an important, timely, and interdisciplinary work that offers new insight into the issue of children in conflict. * H-Net H-War *Small Arms is a must-read for policymakers and planners working on counterterrorism strategy. With so little existing political science scholarship in this arena, Bloom and Horgan earn the dubious distinction of providing the most comprehensive overview of children and terrorism. * Joint Forces Quarterly *Bloom and Horgan's Small Arms: Children and Terrorism is an engagingly written, conceptually coherent contribution to scholarship around the use of children by violent extremist organizations (VEOs), with special consideration given to how these practices contrast with the use of child soldiers by other armed groups. * Terrorism & Political Violence *Bloom and Horgan have done a masterful job of building their argument and demonstrating their concepts without lingering on the worst aspects of their subject. It belongs on the shelf of any individual interested in modern conflicts and should be of enormous utility in a wide variety of undergraduate courses. * H-Net *Bloom and Horgan offer a tour de force of the critical issue of children and terrorism. Their book is a must-read for anyone interested in getting the full and disturbing picture of contemporary terrorism. * PERSPECTIVES ON POLITICS *Small Arms: Children and Terrorism addresses an important issue in terrorism literature—the use of children to carry out acts of terrorism worldwide. [The book] highlights a topic rapidly growing in prevalence around the world, and future military leaders must learn how to deal with this new pandemic problem. * The US Army War College Quarterly *Table of ContentsAcknowledgments 1. What Is a Child? 2. Child Soldiers versus Children in Terrorist Groups 3. Learning to Hate: Socialization and Cultural Influences 4. Pathways to Involvement: Coercion 5. Pathways to Involvement: Consensus and Cultures of Martyrdom 6. Experiences, Apprenticeships, and Careers in Terror 7. Leaving Terrorism Behind 8. An End or a New Beginning? Notes Index

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