Age groups: children Books

Book SynopsisFollow Leonard on the search to find his scarf during the chilly Christmas holiday!Meet Leonard, a caring little shrew, in this enchanting snowy story, as the Shrew family are off on a chilly Christmas holiday to Iceland.Most of the shrews haven''t experienced cold, wintery weather before so when it starts to snow, they can''t wait to go outside - especially, little Leonard! But before they can play in the snow, they must wrap up warm. But wait, where is Leonard''s scarf? Go on a journey with Leonard as he searches for his scarf in this heartwarming picture book.This engaging children''s story book offers:- Simple and amusing text that is ideal for children to read aloud.- Colourful, funny illustrations that bring the quirky characters to life.- A strong message about being kind and putting others first.This heart-warming picture book introduces young children to winter and has an underlying message about kindness and put

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Book SynopsisThis fun, imaginative book offers children a way to develop their emotional literacy skills through creativity and drawing. The new edition has been reimagined as a child-friendly activity book that can be completed independently, with beautiful new illustrations and more than ten extra activities. For professionals, the book is designed to be flexible and photocopiable, so that it can be used in a range of educational and therapeutic settings. The accompanying instructions and guidance are now available online, with a clearly stated aim for each activity, a suggested outline of how to facilitate and three optional follow-on ideas. There are now also three Monitoring and Evaluation templates included in the online booklet, one for individual work, one for group work and one for whole-class work.The resource is divided into three themed sections: Self Esteem: Activities exploring identity, personal empowerment, aspirations and values, and important relationships Table of ContentsIntroduction Self Esteem Activities 1-20 Emotions Activities 21-40 Empathy and Imagination Activities 41-60 Index of Topics

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Book SynopsisThis volume strengthens interest and research in the fields of both Childhood Studies and Nordic Studies by exploring conceptions of children and childhood in the Nordic countries (Denmark, Finland, Iceland, Norway, and Sweden). Although some books have been written about the history of childhood in these countries, few are multidisciplinary, focus on this region as a whole, or are available in English. This volume contains essays by scholars from the fields of literature, history, theology, religious studies, intellectual history, cultural studies, Scandinavian studies, education, music, and art history. Contributors study the history of childhood in a wide variety of sources, such as folk and fairy tales, legal codes, religious texts, essays on education, letters, sermons, speeches, hymns, paintings, novels, and school essays written by children themselves. They also examine texts intended specifically for children, including text books, catechisms, newspapers, songbooks, and chilTrade Review"Nordic Childhoods 1700–1960: From Folk Beliefs to Pippi Longstocking is a rich and varied volume that seeks to unite insights from childhood studies and Nordic studies and make these accessible to an English-speaking audience....The book is an interesting, well-written, and sound contribution to the history of childhood."-Helle Strandgaard Jensen, Aarhus UniversityTable of Contents1. Introduction Reidar Aasgaard and Marcia J. BungePart 1. Spheres of life: home, church, and society2. The child in Norwegian and Scandinavian folk beliefs Ørnulf Hodne3. The household code: Protestant upbringing in Denmark-Norway from the Reformation to the Enlightenment Ingrid Markussen4. "Let the little children come to me": representations of children in the confessional culture of Lutheran Norway (seventeenth-nineteenth centuries) Kristin B. Aavitsland5. Education of children in rural Finland: the roles of homes, churches, and manor houses Anu Lahtinen6. Children’s rights and duties: snapshots into the history of education and child protection in Denmark (ca. 1700–1900) Anette Faye JacobsenPart 2. Children’s development: formation, education, and work7. "A plain and cheerful, active life on earth": children, education, and faith in the works of N.F.S. Grundtvig (1783–1872, Denmark) Marcia J. Bunge8. "Educating poor, rich, and dangerous children": the birth of a segregated school system in nineteenth-century Sweden Bengt Sandin9. The child in the early nineteenth century Norwegian school system Thor Inge Rørvik10. Negotiating family, education, and labour: working-class children in Finland in the nineteenth and twentieth centuries Pirjo Markkola11. Sheep, fish, and school: conflicting arenas of childhood in the lives of Icelandic children, 1900–1970 Ólöf Garðarsdóttir12. Educational policy and boarding schools for indigenous Sami students in Norway from 1700 to the present day Hansen, Ketil Lenert13. Children and their stories of World War II: a study of essays by Norwegian school children from 1946 Ellen Schrumpf14. "In song we meet on common ground": conceptions of children in songbooks for Norwegian schools (1914–1

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Book SynopsisRemaking Social Work with Children and Families provides a sustained examination of the ''modernisation'' of this area of social care. It analyses some of the key themes introduced by the administrations of John Major and Tony Blair and provides a critical exploration of contemporary policy initiatives and issues. These include: the Looking After Children (LAC) materials The Framework for the Assessment of Children in Need and Their Families ''working together'' to protect children the mainstream approach to ''race'' and ethnicity in social work the implications for social work of the emergence of ''personal advisers'', mentors and related professionals.The author argues that political and ideological factors need to be taken into account in order to understand the dominant discourses and evolving practices of social work with children. Potential fixation with ensuring that young people are able to ''fit'' into their allotted rTrade Review‘A book for those who want to understand the immediate past, in the hope that it might enlighten the future for children’ - Chris Hanvey, UK Director of Operations, Barnardos in Community Care magazine‘This is an excellent text for opening discourse between academics and researchers on data-gathering methods, which will truly assist social workers in their day-to-day work with clients, while simultaneously providing accountability. The text also facilitates teaching critical thinking to students’ - The British Journal of Social Work‘The account is a passionate and thorough one…this makes a real contribution to critical writing on statutory social work in the UK, or more specifically, on social work with children and families in England and Wales. Garrett builds his analysis from the basis of current social work methods and, and in doing so, opens a window on the discourses which underpin social work practice today’ - European Journal of Social Work‘[A] book for those who want to understand the immediate past, in the hope that it might enlighten the future for children’ - Chris Hanvey, UK Director of Operations, BarnardosCommunity Care (2003) 27 November‘This is an excellent text for opening discourse between academics and researchers on data-gathering methods, which will truly assist social workers in their day-to-day work with clients, while simultaneously providing accountability. The text also facilitates teaching critical thinking to students' - Diane Jacobs, Tulane University, New Orleans The British Journal of Social Work (2004) vol. 34 (4)‘[The] account is a passionate and thorough one…[T]his makes a real contribution to critical writing on statutory social work in the UK, or more specifically, on social work with children and families in England and Wales. Garrett builds his analysis from the basis of current social work methods and, and in doing so, opens a window on the discourses which underpin social work practice today’ - Viviene E. Cree, University of Edinburgh European Journal of Social Work (2004) vol. 7(1)‘It provides a sound historical account of significant developments in children’s social work in England and Wales during the 1990s and in the early years of this century, including sections on looked after children, joint working in child protection, adoption and issues of race and ethnicity. It concludes with a valuable evaluation of the "emergent new professionals" and in particular a critical review of the Connexions Service. In the concluding chapter it anticipates some of the themes of the Green Paper such as Children’s Trusts and the Identification, Referral and Tracking system…The book could provide a useful overview of recent policy and practice developments for student social workers and could usefully stimulate class discussions in each of the areas it addresses’. - Chris Mills, NCPCC Social Work Education (2004) vol. 23 (3)‘Many will find a resonance in his reminder to professionals that it can be their duty to dissent from the currently dominant political view. It is useful to have a senior academic in the field articulate the need for such autonomy and detachment’ - Julie Miller, Consultant Paediatrician, St James’ Hospital, Leeds Child Abuse Review (2004) vol. 13 (3)‘Overall, this is a well-written, accessible and thought provoking book, which deserves a wide audience. It would be of interest to social work students, social care professionals, policy makers and academics’ - Pamela Attree, Institute of Health Research, Lancaster University Sociological Research Online (2004) 9/2 http://www.socresonline.org.uk/9/2/garrett.html‘Paul Michael Garrett has been a consistent – and consistently stimulating – critic of the modernisation agenda in social work with children and families for several years now. [He] is widely read, and it shows. He brings a wide range of theoretical and factual sources to bear on his argument. His approach is intended to be critical but constructive, not simply debunking. It is also engaged from the beginning with the ethical purpose of social work with children and families’ - Nigel Thomas, University of Wales Children & Society (2005) Vol. 19'This book makes a real contribution to critical writing on statutory social work in the UK, or more specifically, on social work with children and families in England and Wales. Garrett builds his analysis from the basis of current social work methods and tools, and in doing so, opens a window on the discourses which underpin social work practice today.' - European Journal of Social WorkTable of ContentsIntroduction: Thinking Critically About Social Work with Children and Families in the Early Twenty-First Century 1. Part One: Major Departures? Social Work with Children and Families 1990-1997 1. The 'Blueprint' for Change: The 'Looking After Children' (LAC) System 2. Examining the 'Product Champions: LAC and its Continuing Role in the Remaking of Social Work with Children and Families 3. 'Working Together' to Protect Children? Part Two: Things Can Only Get Better? New Labour and Social Work with Children and Families 4. Social Work and the Third Way: The Assessment Framework, New Labour and More New 'Tools' for Social Work with Children and Families 5. An 'Eye Catching Initiative': New Labour and Child Adoption 6. Viewing the World Through a Monochrome Lens: Social Work with Children and Families and the Dominant Approach to 'Race' and Ethnicity 7. Social Work with Children and Families in a World of 'Emergent New Professionals' Conclusion

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Book SynopsisLicensing Parents addresses the relationship between poverty, unemployment, and other socio-economic issues to competent parenting in a unique and creative manner. Examines why the current generation of children and youth is the first in our nation''s history to be less well-off- psychologically, socially, and morally- than their parents were at the same age.

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Book Synopsis`Strongly recommended as it provides a very useful overview of a range of methods, mainly textual, for exploring children's experiences. These accounts are placed well in the broader conceptual frameworks concerning both methodologies and ethical considerations' - Educational ReviewHow should the researcher approach the sensitive subject of the child? What are the ethical issues involved in researching children's experiences? In essays written by a collection of key, international authors, Researching Children's Experience addresses these questions, and examines up-to-date methodological and conceptual approaches to researching children. This book is a practical, comprehensive and interdisciplinary guide for advanced students and researchers, exploring a range of studies, and the theoretical and ethical motivations behind them. The book is divided into three coherent sections:-Conceptual, methodological and ethical issues in researching children's experiences.-Methods for conducting research with children.-The generation and analysis of text.Researching Children's Experience provides examples of how researchers from a variety of social science perspectives have set about carrying out research into children's experience. Useful to students embarking on a research project, and to experienced researchers wishing to explore new methods, Greene and Hogan's book is an essential addition to anyone doing research on children. It will be especially useful to those in developmental psychology, education, nursing and other disciplines interested in studying children's experience.Table of ContentsPART ONE: CONCEPTUAL, METHODOLOGICAL AND ETHICAL ISSUES IN RESEARCHING CHILDREN′S EXPERIENCE Researching Children′s Experience - Sheila Greene and Malcolm Hill Methods and Methodological Issues Researching `The Child′ in Developmental Psychology - Diane Hogan Researching Children and Childhood - Pia Christensen and Alan Prout Sociological and Anthropological Perspectives Ethical Considerations in Researching Children′s Experiences - Malcolm Hill PART TWO: METHODS FOR CONDUCTING RESEARCH WITH CHILDREN Naturalistic Observations of Children in Their Families - Judy Dunn An Ecological Approach to Naturalistic Observations of Children′s Everyday Lives - Jonathan Tudge and Diane Hogan Ethnographic Methods with Children and Young People - Ruth Emond PART THREE: THE GENERATION AND ANALYSIS OF TEXT Exploring Meaning through Interviews with Children - Helen Westcott and Karen Littleton Interviewing Children Using an Interpretive Poetics - Annie Rogers Analysing Children′s Accounts using Discourse-Analysis - Pam Alldred and Erica Burman Narrative Analysis of Children′s Experience - Susan Engel Phenomenological Approaches to Research with Children - Tom Danaher and Marc Briod Exploring Children′s Views through Focus Groups - Eilis Hennessy and Caroline Heary Creative Methodologies in Participatory Research with Children - Angela Veale

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Book SynopsisSignificant numbers of the people enslaved throughout world history have been children. The vast literature on slavery has grown to include most of the history of this ubiquitous practice, but nearly all of it concentrates on the adult males whose strong bodies and laboring capacities preoccupied the masters of the modern Americas.Trade Review“This anthology epitomized the strengths of the new history of slavery: a world-wide perspective that cuts across time and space … and an emphasis on the actual experience of enslavement and on enslaved peoples as active agents with their own distinct voices.”“The new history of slavery has begun to excavate women’s experiences and unpack the gendered nature of enslavement, but Campbell et al. offer the first focus on children, a focus that clearly resonates with international concern about child labor and child sexual abuse in the world today…. This is a path-breaking collection….” * Enterprise & Society *“The aims of (Children in Slavery Through the Ages’s) editors—to uncover the reasons for the purchase of slave children; and to illustrate their experiences—are amply fulfilled…. What is particularly illuminating about these essays is their potential to inform the study of children in contemporary forms of slavery, where here too, poverty is a central feature, deceit is widespread, and children are perceived as more submissive and easier to control.” * Reviews in History *“This excellent collection of studies on children in slavery leaves one looking forward to the second volume, which one hopes will provide a broader discussion of what the study of enslaved children can tell us about slavery (and childhood) more generally.” * Africa: Journal of the IAI *

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Book SynopsisShows how rhythm and repetition, together with example and imitation, are the pillars on which early learning is based in kindergarten.Trade Review'The book would probably be quite useful to somebody considering a Steiner education as an alternative to a conventional school, as it gives a good description of what goes on in their kindergartens.'-- Hilary Woolf, Education Otherwise, December 2003Table of Contents1. Stages of development in early childhood2. Life and work in a Waldorf kindergarten3. Handwork in the kindergarten4. Kindergarten work and the 'mantle' of the child's life forces5. Setting an example and educating the will

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Book SynopsisDeals with the rights of the child.

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Book SynopsisThis book provides a socio-legal analysis of the public participation of children in climate change matters, whilst developing a range of tools through which their participation can be increased. Climate change affects young people in many ways: causing severe threats to child survival, health and wellbeing, food security and nutrition, and access to education. But this book maintains that children and youth are not to be identified solely with their vulnerability to climate change. They are also key stakeholders in the sustainable implementation of long-term climate change policies, and their inclusion in decision-making processes is a measure of intergenerational equity. Childrenâs rights law is vague about the right to public participation or the environmental rights of children as such. In response, this book examines the often-informal network of pathways through which the public participation of children takes place: from high level conferences and governance structures to grassroots youth movements and climate change litigation. Exploring the difficulties, but also the opportunities and aspirations of children as citizens challenging the current climate change regime, the book proposes legal and policy tools for childrenâs participation in global climate change governance, as it outlines a concept of childrenâs climate citizenship. This book will appeal to scholars in the areas of sociolegal studies, environmental and climate change law, childrenâs rights and social movements, as well as policy makers and young people with interests in climate activism.

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Book SynopsisIn this completely revised and updated edition, Deconstructing Developmental Psychology interrogates the assumptions and practices surrounding the psychology of child development, providing a critical evaluation of the role and contribution of developmental psychology within social practice. Since the second edition was published, there have been many major changes. This book addresses how shifts in advanced capitalism have produced new understandings of children, and a new (and more punitive) range of institutional responses to children. It engages with the paradoxes of childhood in an era when young adults are increasingly economically dependent on their families, and in a political context of heightened insecurity. The new edition includes an updated review of developments in psychological theory (in attachment, evolutionary psychology, theory of mind, cultural-historical approaches), as well as updating and reflecting upon the changed focus on fathers and fatheriTrade Review"This continues to be an excellent and comprehensive source book for developmental psychology whilst at the same time putting the whole enterprise thoroughly "on trial". It constitutes a genuinely "critical psychology", and has made an invaluable contribution to debates about childhood, parenting and the development of children over the years. I think it will continue to be an invaluable book well into the future." – Dr Lisa Baraitser, Birkbeck, University of London, UK "This book is a much needed contribution to the discipline of critical psychology. It acts as a vital eye-opener to both undergraduate and postgraduate psychology students, as well those engaged in other disciplines which draw upon developmental frameworks as to the pathologising ways of dominant developmental discourses." – Dr Jenny Slater, Sheffield Hallam University, UK "As always, the content of Dr Burman’s work is exemplary. Ever since the first edition of the book came out, this has been a great work to refer to, when one looks at constructing alternating discourses of childhood. It is also one of the few books that truly recognizes the importance of colonial discourses." – Dr Radhika Viruru, Texas A&M University, USTable of ContentsDedication; Preface to third edition; Introduction; 1. Origins; Part One: Constructing the Subject; 2. Researching Infancy 3. Attributing Sociality 4. Discourses of the Child 5. Models of Childhood Migrating across zones of political practive; Part Two: Social Development and the structure of caring; 6. Familiar Assumptions 7. Bonds of love or losing attachment 8. Involving fathers, new masculinities and whether gender bending subverts of maintains the developmental imperative; Part Three: Developing Communication; 9. Language Talk 10. Discourses of caregiving talk 11. Language and power in developmental research; Part Four: Cognitive Development: The Making of Rationality and its others; 12. Piaget, Vygotsky and their methods, models and histories in the making of the developmental psychological project 13. Child-centred education and Beyond 14. Morality and the goals of development; references; index

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Book SynopsisIn Stories from Child & Adolescent Psychotherapy author Henry Kronengold explores the unpredictable world of child and adolescent psychotherapy through a series of engaging and innovative clinical vignettes. The ups, downs, and dilemmas of therapeutic work are considered in each realistic narrative as readers are offered a unique view of what happens between the therapist and child, as well as the therapist's own process during the therapy. This captivating new resource is intended to spark a conversation within the reader, regardless of professional experience, regarding which therapeutic factors are ultimately most helpful to children and adolescents.Trade Review“Stories from Child & Adolescent Psychotherapy is a must have read for all psychotherapists. Kronengold uses his stories to propose an exciting new way of working psychotherapeutically. His stories gently, but powerfully portray psychotherapy in its most creative form.”—Peter Blake, Child Psychotherapist; Founder and current chair of the Institute of Child and Adolescent, Psychoanalytic Psychotherapy, Sydney, Australia“Kronengold invites us to stop and wonder, to pause and reflect, and to ponder upon the complex weave of the therapeutic process. This is a book about questions, not answers – just as it should be – and in this sense is an invaluable resource not just for child therapists but all those interested in the creative and playful process of child psychotherapy.” —David Le Vay: Play Therapist/Dramatherapist. Senior Lecturer MA Play Therapy (University of Roehampton, London) and Clinical Partner with The Bridge Therapy Centre. “This welcome and much needed book is unusual in that it presents stories from inside the therapy room in a prose that is limpid and moving yet in a clinically sophisticated style. As a reader you really get the feeling of how the therapeutic space is co-created by two subjects.”—Gunnar Carlberg, PhD, Professor, former Director of the Erica Foundation, Stockholm, Sweden.“With a fresh voice unencumbered with theoretical jargon, Kronengold privileges curiosity through a descriptive unfolding of six detailed cases that transport us into the animated worlds of his patients. This book will become a primer for clinicians of all stripes.”—Christopher Bonovitz PsyD, Supervising & Training Analyst, William Alanson White Institute, Adjunct Clinical Associate Professor of Psychology, New York University Postdoctoral Program in Psychotherapy & Psychoanalysis.“Henry Kronengold is one of the most creative and interesting writers in the field of child psychotherapy. He uniquely appreciates the rich therapy process and describes it so beautifully.”—David A. Crenshaw, PhD, ABPP, Clinical Director, Children's Home of Poughkeepsie“Henry Kronengold is a humorous, gifted psychotherapist and he provides us with a great gift in his invitation to view his personal work through our own lens.”— Eileen Prendiville, psychotherapist, play therapist; Course Director for the MA in Creative Psychotherapy and Play Therapy at Ireland’s Children’s Therapy Centre."It is fruitful reading for anyone...The book is inspirational in the truest meaning of the word. It inspires me to continue to believe that therapy is an art" - Eleanor Patrick, MBACP (Accred), reviewing for BACP Children & Young People"The book reads like a thoughtful conversation that valued colleagues would have with each other, spoken in a direct and honest manner, respectful of the children seen and the work done in session, with references to theory, research, and best practices." -John W. Seymour, PhD, reviewing for The Society for the Advancment of Psychotherapy "'What are we doing?' A simple enough question, except when asked by a child within a therapy session as he wondered how tossing a ball between himself and the therapist might help him. Henry Kronengold, an experienced child and adolescent psychotherapist, sets out to explore this question as he allows himself to be curious, to wonder and reflect upon the therapeutic space that he co-creates with each of his clients. In an extremely readable and engaging book, he introduces us to a collection of therapeutic narratives. We meet six very different young people and witness the honest, unpredictable, creative and playful process between the child and therapist. Kronengold details his own process during the therapy in an undefended manner and from the outset encourages his readers to pause and consider their own therapeutic encounters with their child clients. Writing for all therapists working with children and adolescents, he challenges us to ask our own questions and to search for answers."- Helen Gedge for Brazilian Journal of Play Therapy"This book is a feast of recognition! I read it with great pleasure.....it comes straight from the practice and that is the charm of it. Kronengold tells with a lot of passion, humor and fun. You can feel how much he himself enjoys the encounters and how much he can wrestle with his own attitude and position. He is open in this book and also tells about mistakes and doubts. The themes are recognizable for every child and youth psychotherapist. In my opinion, this book is also very suitable for training purposes in addition to and in addition to the more theoretical literature."-Jacqueline van der Linden for Tijdschrift Persoonsgerichte Experiëntiële Psychotherapie "This is a modest book, in the best sense of the word—self-questioning and self-reflective. It is not a book of theory. It is a book about the therapeutic relationship, deeply imbued with the clinical values of empathy, acceptance, playfulness, and humor. Kronengold lets us in, far more openly than in most clinical writing, on his questions and clinical decision making. He writes about the moment-to-moment choices child therapists must make in their interactions with children, and he openly acknowledges the uncertainty of these choices. In each case, Kronengold asks the questions we should always ask in our work with children and adolescents. How can I best engage this child? How can I create a relationship that works for her? How can I encourage her self-expression and find a way to make use of this engagement to foster her emotional maturity?"-Kenneth Barish for Psychoanalytic Psychology"Kronengold’s detailed description of the therapeutic process is an invaluable resource, particularly for clinicians who are new to child and adolescent treatment. One can read this book quite quickly, given its short length and readability. The message can leave a lengthy inner template for tolerance and respect of the unknown of a child’s inner world. It allows us to not only respect but to seek the unknown meaning of getting "lost" with a child. As we engage in the interaction and play, we must ‘get lost’ to help the child ‘be found.’" Susan L. Rose for Psychodynamic Psychiatry ReviewTable of ContentsAcknowledgements A Note on Confidentiality 1. Introduction: A Curious Space 2. Hey Toy Man 3. The Adventures of Captain Pineapple 4. Picturing a Frame 5. Real Madrid 18 - 18 Tottenham Hotspur 6. The Princess and Dal Bhat Tarkari 7. Upside Down References Index

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Book SynopsisArranged alphabetically, core ideas about 'Agency' and 'Development' through to 'Socialisation' and 'Youth' are explained in straightforward language, with a concise introduction to key theoretical debates, as well as up to date references.- Martin Woodhead, The Open University A challenging text that is recommended for all levels of the BA in Childhood Studies programme. The short, focussed chapters provide students with a comprehensive overview of a topic which they can then research in further depth.- Sharron Galley, Centre for Childhood Studies, Stockport CollegeThis book gives a fantastic first look at many key concepts which are new to students in a way that is easily approachable and understandable. A great place to start further studies.- Kathryn Peckham, Chichester UniversityThis book has already proved itself as a market leader in ChildhoTrade ReviewOnce again, James and James have produced a book which will define Childhood Studies in the coming years. This is an essential book for everyone interested in this rapidly expanding field and offers a series of short, in-depth, introductory essays which provide invaluable starting points for further exploration. Indispensible to anyone interested in studying childhood. Heather MontgomeryReader in the Anthropology of Childhood at The Open University Scholars and students will welcome this updated edition of a definitive introductory text by two of the world′s leading authorities in Childhood Studies. Key Concepts provides insightful and challenging discussions of some of the major themes and issues in this burgeoning field.David BuckinghamLoughborough University Allison and Adrian James have been amongst the pioneers who established Childhood Studies as a cross-disciplinary field relevant to all who carry out research or work with children and young people. They are in a unique position to introduce the diverse, and in some cases overlapping and ambiguous concepts that are an inevitable, and also a healthy consequence of crossing disciplinary boundaries... Arranged alphabetically, core ideas about "Agency" and "Development" through to "Socialisation" and "Youth" are explained in straightforward language, with a concise introduction to key theoretical debates, as well as up to date references... This second edition is a welcome addition to the bookshelf, offering an even more comprehensive and up to date guide, which will be an essential resource for established researchers and novice students alike. Martin WoodheadThe Open University Table of ContentsPreface to the Second Edition Introduction Age and Maturity Agency Best Interests Child Child-Focused Research /Research with Children Child-Friendly Childhood Child Soldiers Childhood Studies Children as Consumers Children as Researchers Children′s Voices Citizenship Competence Cultural Politics of Childhood Cultural Relativism Delinquency Developmental Psychology Developmentalism Disappearance or Loss of Childhood Diversity Ethnicity Familialization Family Friendship Futurity Gender Generation Global Childhood Health Innocence Internet and New Social Media Interpretive Reproduction Minority Group Status Nature vs. Nurture Needs Neglect Parenting Participation Peer Group Play Poverty Protection Representation Resilience Responsibility Rights Schooling and Schools Sexual Abuse Sexualization Social Actor Social Construction Social World Socialization Spaces for Children and Children′s Places Standpoint Street Children Structure United Nations Convention on the Rights of the Child (UNCRC) Vulnerability Welfare Work and Working Children Youth

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Book SynopsisThis book explores how young people across different European contexts participate in decision-making and foster changes on issues that concern them and their communities, giving new insights into discourses on young people’s as active citizens across Europe.Table of ContentsRevisiting Young People’s Participation: An Introduction ~ Maria Bruselius-Jensen, Kay Tisdall and Ilaria Pitti Part One Cultural Activism Against Inequalities: The Experience of Quaderni Urbani in Bologna ~ Alessio La Terra It’s Okay to Think Freely: How Participation Changed Us ~ Christina McMellon, Katherine Dempsie & Myada Eltiraifi Frontrunners Against Inequality: The Stories Of Darpan and Barwaqo ~ Darpan Raj Gautam and Barwaqo Jamma Husein Part Two Bounded Agency and Social Participation: How Socioeconomic Situation and Experiences Influence Young People’s Way of Engaging In Society ~ Sabine Israel, Jo Deakin, Renata Frank, Anna Markina, Rein Murakas and Markus Quandt From Ideology to Strategic Engagement ~ Jonas Lieberkind Digital Participation and Digital Divides in Former Socialist Country ~ Airi-Alina Allaste and David Cairns The Participation Project: How Projects Shape Young People’s Participation ~ Maria Bruselius-Jensen and Anne Mette W. Nielsen Part Three Young Italians and the Crisis: Emerging Trends in Activism and Self-Organisation ~ Ilaria Pitti and Nicola De Luigi Justifying Self-Organisation: Between Inequality and Critique ~ Anne-Lene Sand Advocacy and Participation: Young People with Autism Spectrum Disorder and their Experiences with Statutory Casework ~ Cecilie K. Moesby-Jensen Young people seeking asylum: voice and activism in a ‘hostile environment’ ~ Grainne McMahon, Grainne and Rhetta Moran Part Four Meaningful, Effective, and Sustainable? Challenges for Children and Young People’s Participation ~ E. Kay M. Tisdall Journey Mapping as a Method to Make Sense of Participation ~ Anne Mette W. Nielsen and Maria Bruselius-Jensen Playful Walks: A Methodological Approach for Analysing the Embodied Citizenship of Young People in the Countryside ~ Claire Levy Transformative Participation in the Lifeworlds of Marginalised Youth: Learning for Change ~ Mette Bladt and Barry Percy-Smith Revisiting Young People’s Participation and Looking Ahead: Concluding Remarks ~ E. Kay M. Tisdall, Ilaria Pitti, Maria Bruselius-Jensen

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Book SynopsisThis book explores the relationships between parents and the social workers making judgements about children involved in child protection cases. It is a powerful tool for students, practitioners and researchers to evaluate future policy and practice models, aiming for the best possible outcomes for families.

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Book SynopsisIt may shock you to learn that we spend an average of 4-7 minutes outside each day--while we spend 4-7 hours using devices with screens. Needless to say, our physical, mental, emotional, and relational health has suffered. But there is a ready solution: get outside! A homeschooling mother of five and founder of the global 1000 Hours Outside movement, Ginny Yurich explains how we got to this point--and how to get back to a healthier, more engaging relationship with the world outside. With a mom's heart and an educator's eye, Ginny shows you · the importance of unstructured play for children · what boredom actually contributes to our brains · the value of sunlight and social play · the role of play in lifelong learning · how to make time outside more attractive to your child than screentime · and much more If you want your kids to grow up curious, resilient, and with a sense of adventure and community, it's essential to make outside play a priority. This book shows you why and how. *** "Ginny didn't ask me to endorse this book. I asked her if I could because I'm such a big fan of her work. This is an important book today, but I believe it will be even more important tomorrow and next year. Why? Because it's going to get easier and easier to isolate inside as technology continues to give us avenues to hide from the great outdoors. What will you find in this book? An invitation to explore. An invitation to be brave. An invitation to be different. An invitation to answer that quiet voice in your heart that says, 'Could we go back outside?' You can. You should. You must! At least until the streetlights come on."--Jon Acuff, New York Times bestselling author of Soundtracks

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Book SynopsisThe most important aspect of early childhood in general and education in particular is the quality and care of the relationships a child forms. Love to Learn shows how to build and develop these relationships -- and unlock every child's true potential.

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Book SynopsisFrom the noted business and foundation leader, a bold new argument for harnessing brain science to make sure all children thriveAt nine, a boy named Sixto Cancel was adopted by a woman who kept a lock on her refrigerator and was verbally abusive.Meanwhile, extended and loving family members lived just an hour awayand would have taken him in if a public system had made an effort to find them. Sixto moved in and out of broken households for years, one of the hundreds of thousands of young Americans who lack the relationships essential to succeeding in adulthood. A major new book for parents and policymakers alike,Thriveargues that how we understand the unequal experiences of adolescence holds the key to ensuring that all children have an equal chance of becoming successful adults. Drawing on her deep engagement with public systems and youth at the Annie E. Casey Foundation, author Lisa M. Lawson condenses a broad range of brain science, exploring the personal and institutional structures every child needs, as well as the shocking gaps in our systems for disadvantaged children. Arguing that we all have a shared stake in helping young people navigate the road toadulthood, Lawson lays out the ways that families, government, nonprofits, and business can draw lessons from scienceand take steps to help all young people thrive.

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Book SynopsisYou Were Born Happy. You Were Born to Be Happy. You Were Born to Raise Happy. Being a mom is a lot of work. Being a mom of a spirited child can be exceptionally challenging. Moms who want to change their stress and anxiety levels and make a difference in the lives of their children and family need to take steps towards wellness. Maureen Lake teaches moms: The reason why parenting a spirited child can cause more stress and anxiety than parenting children who don’t have the same challenges The importance of cherishing themselves and setting clear boundaries so they can nurture their child How to uncover the areas of their lives that are causing the most stress and anxiety How to regain footing by following a five-step process toward peace of mind How to better manage kids and family with a nutrition plan to increase energy and other wellness tips that boost the immune system and create better overall health Designing a wellness program that honestly fits your family and lifestyle takes time, determination, and loving passion. Being Happy, Raising Happy is for loving and caring moms who somehow forgot about their own needs, desires, and the impact they want to make in the world and want to start their journey towards revitalizing the mind, body, and spirit.

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Book SynopsisHave you ever wondered how a dinosaur would measure up against the Great Pyramids of Giza, if a hummingbird could outfly a jet plane, or how many atoms could fit inside a grain of sand? These are just some of the questions explored in this extraordinary book of comparisons.Detailed images drawn to scale, informative text and unexpected visual analogies will help the reader to comprehend just how fast, how strong, how small and how big things really are. With stunning Victorian-style artwork by award-winning illustrator Page Tsou, this visual feast of a compendium will surprise and delight inquisitive minds in equal measure.Peek inside and discover a beetle that is stronger than an elephant, meet the pterosaur that was bigger than a spitfire and explore the furthest reaches of the known universe.

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Book SynopsisComing from a range of methodological and theoretical orientations, this volume showcases the lives of children and the policies that shape children's lives on five continents. Across these research articles, it becomes clear that we cannot continue to assume a certain meaning of childhood, because this concept is bound by both cultural and structural factors. Cultural expectations influence how societies view children and how children view themselves. A handful of these studies show how immigrant children and youth provide particularly interesting insight as they navigate more than one cultural context. Structural factors also become salient, as children come from unequal backgrounds, different levels of economic development, and face varying political concerns. While these papers come from different doorsteps of the world, cultural and structural threads of continuity connect them as meaningful for children. This volume illustrates how international childhood researchers can use current concepts and theories into unlikely contexts exposing their limitations and helping to inform more versatile and robust lines of thinking for children and youth studies.Table of ContentsIntroduction: International Perspectives on Children and Youth. (L.E. Bass). Working Children in Zimbabwe. (M.F.C. Bourdillon). Toys and Games: Childhoods in the Parque das Nacoes Favela in Brazil. (E. Volfzon Kosminsky, L. Daniel). Transition to Adulthood in Japan and Korea: An Overview. (H. Park, G.D. Sandefur). Ethnic Identity and Segmented Assimilation among Second-Generation Chinese Youth. (H.H. Hiller, V. Chow). The Radicalization of the Self - "Beyond" Generational Order: German Children's Literature as a Case Study. (D. Buhler-Niederberger). Children's Views on Children's Rights. A Comparative Study of Spain and Italy. (A. Saporiti et al). Involving Children in Social Policy: A Case Study from Northern Ireland. (M. Leonard). The Generationing of Power: A Comparison of Child-Parent and Sibling Relations in Scotland. (S. Punch). A Tale of Two Cities: Health-Compromising Behaviors between Hungarian and American Youth. (K.M. Fitzpatrick, B.F. Piko, D.R. Wright). Mapping Changes in the Social Lives of Children: An Analysis of Activities and Best Practice Initiated Through School Based Mentoring in Philadelphia. (S. Butler). The Impact of War, Adult HIV/AIDS, and Militarization on Young Children's Mortality. (S. Carlton-Ford). Changes in Nonmarital Cohabitation and the Family Structure Experiences of Children across 17 Countries. (J.M. Timberlake, P. Heuveline). About the Authors.

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Book Synopsis“Guaranteed free of unicorns and princesses, it’s fun, empowering fiction for 5-8 year olds.” David Nicholls, author of One Day “Every young girl should read this series!” Amanda Holden Join best friends Katy, Cassie and Zia on a series of amazing adventures as they work together to save the planet… The friends’ latest adventure takes them to an enchanted forest where they set out in search of the biggest conker in the world. But all is not as it seems. The trees around them are dying – and where are the animals? As they try to work out a way to help, the girls discover how vital trees are to all life on Earth. Trade ReviewPraise for the Playdate Adventures: 'Every young girl should read this series!' Amanda Holden 'Guaranteed free of unicorns and princesses, it's fun, empowering fiction for 5-8 year olds.' David Nicholls, author of One Day 'One of the best books I’ve ever read.' Meg, age 7

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Book SynopsisPoor old Mr Peek has a bad start to his day! Putting on his son's jacket by mistake, he goes about his daily rounds at the zoo, grumbling about his seemingly growing belly and general appearance. Unbeknownst to Mr Peek, all the animals think he is talking about them and are not particularly happy with what they hear. Mr Peek's son, realising what has happened, trails his dad around the zoo to watch events unfold.

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Book Synopsis Focusing on the underlying politics behind children’s food, this book highlights the variety of social relationships, expectations and emotions ingrained in feeding children in Poland. With rich ethnographic accounts, including research with children, the book demonstrates how families, schools, the food industry and state agencies shape and experience feeding anxieties, and how such anxiety is at the heart of a new form of sociality. The book complicates our understanding of health and modern subjectivity and unpacks what and how we feed children today.Trade Review “The book provides a detailed and dense study of eating-feeding practices spread among school-age children, their parents and their school environment in post-transitional Poland. The book is very interesting, much needed and refers to the important dimension of late capitalist systems in Central Eastern Europe.” • Tomasz Rakowski, University of WarsawTable of Contents List of Figures Acknowledgements Introduction Chapter 1. Eat in Context Chapter 2. Eat and Have some Fun Chapter 3. Eat just a Little Bit More Chapter 4. Eat Like a Normal Person Chapter 5. Eat for the Greater Good Conclusion References Index

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Book SynopsisIn a time of ongoing global instability and the emergence of new fault lines of social inequality generated by the COVID-19 pandemic, the rights of children and young people have been thrown into sharp relief. From uncertain futures arising from the climate crisis to concerns about regressive and reactionary politics to widespread experiences of harassment, abuse and violence, young people and their advocates are mobilising for social change and making their voices heard. Across a variety of topics that engage diverse theoretical perspectives and methodological approaches, Childhood, Youth and Activism: Demands for Rights and Justice from Young People and their Advocates offers a rich exploration of the dynamics between children, youth, activism, and advocacy. The chapters investigate the forms of agency expressed by young people themselves, the hope embodied in social movements, and the centrality of activism and advocacy for creating more hopeful and just futures. Considering the meanings of activism by and for children and young people in the twenty-first century, this edited collection is a valuable resource for scholars, educators and practitioners interested in the intersections of childhood and youth studies, activism and movements for social change.Table of ContentsChapter 1. Activism, Rights and Hope: Young People and Their Advocates Mobilising for Social Change; Katie Wright and Julie Mcleod Chapter 2. Discovering Children’s Voices: Debating Children’s Rights and Participation in the International Year of the Child (1979); Isobelle Barrett Meyering Chapter 3. Adults Claiming Child Rights: Activism, Temporality and Abuse in Childhood; Katie Wright, Malin Arvidsson, Johanna Sköld, Shurlee Swain, and Sari Braithwaite Chapter 4. ‘When we can’t vote, action is all we have’: Student Climate Politics, Rights and Justice; Philippa Collin, Judith Bessant, and Rob Watts Chapter 5. Appearing as Impossible Subjects on the Scene of Education: Potato Smashing, Laying on Couch and Asking for a Key; Maija Lanas, Maria Petäjäniemi, Anne-Mari Väisänen, Kaisu Alamikkelä, Iida Kauhanen, and Kirsi Yliniva Chapter 6. "Pipe down silly girl": The Silencing, Vilification and Discrediting of Girl Activists; Lindy Cameron Chapter 7. Young People’s Climate Activism and Wellbeing in Aotearoa New Zealand; Jenny Ritchie Chapter 8. Young People’s Activism in Rural Communities: A Mixed-Methods Case Study With Young People From a Rural Municipality in Germany; Janina Suppers Chapter 9. Red vs. Blue, Black vs. White, and Other State Factors in the 2018 Parkland School Shooting Protests in the US; Roberto S. Salva Chapter 10. Citizenship Educators’ Vision of Young People’s Activism in Asian Society: A Qualitative Case Study of Secondary School Teachers in Japan; Chika Hosoda Chapter 11. Adults as Advocates: How Sexual Abuse Was Put on the Child Rights Map in India; Therese Boje Mortensen Chapter 12. The Kids are Alt-Right (and Progressive, Conservative, Radical, etc): Selective Advocacy in Childhood and Youth Studies; Catherine Hartung

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Book SynopsisArguing that COVID-19 heightened the attention paid to care and the ways in which care is vital for the maintenance of ourselves and the world around us, Care and Coronavirus calls for a reflection on the failures and successes of care during the pandemic and in its aftermath so that we can plan for a more caring future.

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Book Synopsis Childhood held a special place in Soviet society: seen as the key to a better future, children were imagined as the only privileged class. Therefore, the rapid emergence in post-Soviet Russia of the vast numbers of vulnerable ‘social orphans’, or children who have living relatives but grow up in residential care institutions, caught the public by surprise, leading to discussions of the role and place of childhood in the new society. Based on an in-depth study the author explores dissonance between new post-Soviet forms of family and economy, and lingering Soviet attitudes, revealing social orphans as an embodiment of a long-standing power struggle between the state and the family. The author uncovers parallels between (post-) Soviet and Western practices in child welfare and attitudes towards ‘bad’ mothers, and proposes a new way of interpreting kinship where the state is an integral member.Trade Review “Reflecting long-standing anthropological and sociological interests in bureaucracy and institutions, as well as in kinship and the family, this book provides a wealth of ethnographic data about vulnerable children in the new Russia, their relationships to their parents, the state, and each other….It is difficult to do justice to this complex book in a short space. As a study of children in institutions, it is revealing and, thanks to the outstanding writing, often very moving…This is a profound study of kinship and its consequences which deserves a very wide readership.” · JRAI “This study is extremely well done; a fluently written, scholarly account and analysis that provides a necessary addition to the “post-Soviet” literature, which has few such sharp analyses of the family, not least because the author takes on relevant debates and histories that both add considerable depth to this discussion and widen the applicability of the primary focus. Thus, we are given a marvellously careful and detailed insight into the workings of a provincial bureaucracy still shaped by the mores and customs of a Soviet bureaucracy but now faced with the sharply different context of the post-Soviet world.” · Catherine Alexander, Goldsmiths College, LondonTable of Contents List of Figures and Tables Acknowledgements Notes on Transliteration List of Acronyms and Abbreviations Introduction The Scope of the Problem What is this Study About? Time Line: Soviet and Post-Soviet Notes on Methodology Theoretical and Conceptual Framework PART I: BECOMING A SOCIAL ORPHAN Chapter 1. A Brief History of Family Policy in Russia Pre-Revolutionary Shelters and the Concept of the Child The Soviet Period: Family Discontinuity and Children-out-of-Family Chapter 2. The State as a Co-Parent Fieldsite: Magadan The Child Welfare Network Residential Care Institutions and their Functions Categories of the Family The Benevolent State and ‘Good’ Parents: Voluntary Placements and Cooperation Chapter 3. State and Family: Tilting the Balance of Power Neblagopoluchnye Parents: Tension between the State and the Family ‘Inadequate Fulfilment of Parental Duties’ Working with the Neblagopoluchnaya Family Chapter 4. Parents Overwhelmed by the State ‘Child Appropriation’: The Case Study of Maria Court Hearings Deprivation of Voice and Disempowerment of the Parent Chapter 5. Norms and Deviance The ‘Best Interests of the Child’: Moral Judgement of the Parent The Child’s Biological Family: The Severance of Ties and ‘Symbolic Death’ of Parents The Construction of Family by the State: A Society of Virtual Kin PART II. BEING A SOCIAL ORPHAN Chapter 6. The State as a Sole Parent The Rake’s Progress: The Child’s Journey through Residential Homes The Cosmology of Institutions Chapter 7. The World of Social Orphans Experiencing Institutions: Narratives of Former Inmates Misha’s Signposts of Institutional Life Unpacking Parent-Child Obligations: Dispersed Responsibility and Accountability Two Worlds: Orphans and the Wider Society PART III: POST-SOVIET OR SOVIET? SELF-PERPETUATION OF THE SYSTEM Chapter 8. The Continuing Soviet Legacy: Paradoxes of Change and Continuity Childhood and Family Today: The Shifting Domains of Public and Private Continuity of Practices and Attitudes ‘Moral Panic’: Current Descendants of Witchcraft Accusations and Show Trials Self-Perpetuation of the System Alternative Approaches Chapter 9. The Post-Soviet Case in a Wider Context Conclusion Modes of relatedness Power Asymmetry Appendix I: List of Documents Supplied to the Court by the Guardianship Department and the Baby Home in Maria’s Case Appendix II: Reminiscences of Two ‘Bad’ Childhoods References Glossary Index

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Book SynopsisMost slave trades were abolished during the 19th century yet there remain millions of people in slavery today, amongst them approximately 210 million children in slavery, trafficked, in debt bondage and other forms of forced labour. This groundbreaking book, drawing on experience worldwide, shows how children remain locked in slavery, the ways in which they are exploited and how they can be emancipated. Written for policy and political actors, academics and activists, it reminds us also that all are implicated in modern childhood slavery - as consumers - and need both to understand its causes, and act to stop it.Trade Review"...is a major contribution to the academic understanding of child slavery worldwide." Deidre Horgan in Community Development'To the student of contemporary slavery and human trafficking, this is an excellent resource. In fact, I am adopting it for my undergraduate class on contemporary slavery and human trafficking.' C. Nana Derby in Journal of Social Policy, Vol 41/1 - 2011"Craig has very successfully created a reader on the issue of contemporary child slavery that is informative and engaging. It is an important contribution to organisations, researchers and educators who need solid research about this complex and hideous contemporary problem." Journal of Intercultural StudiesTable of ContentsContents: Introduction: child slavery in a global context ~ Gary Craig; Part one: strategic issues in child slavery: Child slavery worldwide ~ Hans van de Glind, Simon Steyne and Joost Kooijmans; The nature of child exploitation ~ Aarti Kapoor; Child slavery: constructing the international legal framework ~ Trevor Buck and Andra Nicholson; ILO Convention 182 on the worst forms of child labour (1999): a snapshot review from actors in the field ~ Catherine Turner and Aidan McQuade; Trafficking in a global context ~ Hans van de Glind; Child trafficking in the UK: definitions and discourses ~ Maureen Taylor; Child rights, culture and exploitation: learning from UK experiences of child trafficking ~ Farrah Bokhari and Emma Kelly; Child domestic workers: a global problem ~ Jonathan Blagbrough; Part two: Child slavery: local experiences - case studies of child slavery in practice: The role of education in preventing the trafficking of children for forced and bonded labour in India ~ Jason Aliperti and Patricia Aliperti; Child soldiers: narratives of resistance and coercion ~ Lorena Arocha; Encouraging children to resist recruitment as child soldiers: the role of theatre: experience from Uganda ~ Bill Brookman; Illegal child migrants ~ Brenda Oude Breuil; Birth registration: a tool for prevention, protection and prosecution in the context of child slavery ~ Clare Cody; Child slavery in South East Asia ~ Cecilia Flores-Oebanda; Irregular circulation of children and trafficking through formal adoption ~ Esben Leifen; Child domestic labour: fostering in transition? ~ Evelyn Omoike; Child slavery in Central America ~ Virginia Murillo-Herrera; Addressing the root causes of exploitation: a human rights approach to preventing sex trafficking of children ~ Jonathan Todres; The situation and context of sex trafficking in Nepal ~ Padam Simkhada; Extreme forms of child labour in Turkey ~ Serdar M. Degirmencioglu.

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Book SynopsisThis third edition of Child Psychology continues the tradition of showcasing cutting-edge research in the field of developmental science, including individual differences, dynamic systems and processes, and contexts of development. While retaining a similar structure to the last edition, this revision consists of completely new content with updated programmatic research and contemporary research trends and interests.The first three sections highlight research that is organized chronologically by age: Infancy, Childhood, and Adolescence. Within each section, individual chapters address contemporary research on a specific area of development, such as learning, cognition, social, and emotional development at that period in childhood. The fourth section, Ecological Influences, emphasizes contextual influences relevant to children of all ages, including risk and protective processes, family and neighborhood context, race and ethnicity, peer relations, the effects of poverty, and the impact of the digital world.Child Psychology also features a unique focus on four progressive themes. First, emphasis is placed on theory and explanation—the "why and how" of the developmental process. Second, explanations of a transactional and multidimensional nature of development are at the forefront of all chapters. Third, the multi-faceted approach to development highlights contextual influences and cultural diversity among children from different communities and backgrounds. Finally, methodological innovation is a key concern, and research tools presented across chapters span the full array available to developmental scientists who focus on different systems and levels of analysis.The thoroughness and depth of this book, in addition to its methodological rigor, make it an ideal handbook for researchers, practitioners, policy makers, and advanced students across a range of disciplines, including psychology, education, economics and public policy.Trade Review"This third edition of Child Psychology, edited by Steinhardt professor emeritus Lawrence Balter and Steinhardt professor Catherine Tamis-LaMonda, continues the tradition of showcasing cutting-edge research in the field of developmental science, including individual differences, dynamic systems and processes, and contexts of development."- NYU Research Digest'The field of child development is so fast moving that this third—and very much revised—edition of this well-regarded volume is most welcome. The scholars contributing chapters are top notch and the organization of the volume makes it easily accessible to those especially interested in particular developmental periods (infancy, childhood, adolescence). By covering specific topics within these periods, a reader can follow the developmental course of subjects like learning, cognition, and social and emotional development. The section on ecological influences is especially significant, calling attention to topics like the family, the neighborhood, and ethnic/racial variation across developmental epochs. I recommend this book highly to those interested in child development in the modern world.' – Jay Belsky, Robert M. and Natalie Reid Dorn Professor, University of California, Davis'What criteria does one seek in an advanced developmental volume? Presumably, breadth, depth, accuracy, and contemporaneity: breadth to cover the range of issues with which child psychology is concerned, depth to bring home to the reader the complexities underpinning those issues, accuracy in display of technical quality, and contemporaneity to convey a sense of present-day excitement about the science. Normally, these criteria are very difficult to achieve between one set of covers. Here, Balter and Tamis-LeMonda have designed a book with the apposite breadth, and recruited talented scholars to plumb the depths of significant issues in the field with scientific rigor and a distinctive "in the moment" feeling. That the editors have steered their contributors to readability and comprehensibility beyond those four criteria is a value-added achievement in this third edition of Child Psychology—their own crowning contribution to advancing developmental science.' – Marc H. Bornstein, Editor, Parenting: Science and Practice'Transformative change in science requires transformational change in how scientists conceptualize natural and built environments. This third edition of Child Psychology continues the editors’ journey to effect such change. A new cast of authors contribute to a volume that gives reality to the adage that "three is a charm." Through persistent and expanded attention to individual differences and context effects on developmental process, to change stimulated by systemic organization and reorganization, and to methodological innovations inclusive of broader views of epistemology, the editors and authors challenge readers to join the quest to truly understand human development from infancy through adolescence.' – Hiram E. Fitzgerald, University Distinguished Professor, Michigan State University'Written by some of the most prominent researchers, this book offers rich, comprehensive, and up-to-date coverage of the key themes in cognitive, emotional, and social development from infancy to adolescence. It is highly recommended as a valuable resource for developmental psychologists, scholars, and graduate students.' – Grazyna Kochanska, Stuit Professor of Developmental Psychology, University of Iowa'This is the kind of anthology that inspired me as a student, and continues to inspire me as a scientist. Child Psychology is a compendium of state-of-the-art writings about cutting-edge issues in developmental science, thoughtfully curated to reflect central themes of the field, and filled with contributions from leading scholars of developmental science. Seasoned developmental researchers and their students will be richly rewarded by this volume.' – Ross A. Thompson, Distinguished Professor of Psychology, University of California, Davis"This third edition of Child Psychology, edited by Steinhardt professor emeritus Lawrence Balter and Steinhardt professor Catherine Tamis-LaMonda, continues the tradition of showcasing cutting-edge research in the field of developmental science, including individual differences, dynamic systems and processes, and contexts of development." - NYU Research DigestTable of ContentsPart I: Infancy 1. A Biopsychosocial Model of Self-Regulation in Infancy Susan D. Calkins, Nicole B. Perry and Jessica M. Dollar 2. Parental Sensitivity and Infant Attachment, Esther M. Leerkes, Lindsey Gedaly and Jinni Su 3. Language Acquisition: From Words to World and Back Again Amy Pace, Dani F. Levine, Giovanna Morini, Kathy Hirsh-Pasek and Roberta Michnick Golinkoff 4. Establishing Cognitive Organization in Infancy: From Perceptual Grouping of Objects to Social Classification of Faces, Paul C. Quinn 5. Infant Origins of Social Cognition Sheila Krogh-Jespersen and Amanda Woodward Part II: Childhood 6. Self-Regulation in Early Childhood: Theory and Measurement Michael J. Sulik, M. Paula Daneri, Alyssa I. Pintar, and Clancy Blair 7. Sibling and Peer Relationships in Early Childhood Amanda Aldercotte, Naomi White and Claire Hughes 8. Objects, Conversations, and Young Children’s Learning about Science, Technology, Engineering, and Mathematics (STEM) David H. Uttal, Catherine A. Haden, Maria Marcus and Erin A. Jant 9. Children’s Dynamic Gender Identities: Cognition, Context, and Culture May Ling Halim, Kristina M. Zosuls, Diane N. Ruble, Catherine S. Tamis-LeMonda, Seunghee Amy Baeg, Abigail Walsh, and Keith H. Moy 10. Emotion-Related Self-Regulation, and Children’s Social, Psychological, and Academic Functioning Nancy Eisenberg, Tracy L. Spinrad, and Carlos Valiente Part III: Adolescence 11. Peer Relationships in Cultural Context Erika Y. Niwa, Leoandra Onnie Rogers and Niobe Way 12. Adolescent Decision Making and Risk Taking Natasha Duell, Grace Icenogle and Laurence Steinberg 13. Morality, Context, and Development Kelly Lynn Mulvey, Aline Hitti, Judith G. Smetana, and Melanie Killen 14. Ethnic-Racial Identity: Conceptualization, Development, and Youth Adjustment Adriana J. Umaña-Taylor 15. Social Aggression and Digital Communication in Adolescence Marion K. Underwood and Samuel E. Ehrenreich Part IV: Ecological Influences 16. Family Systems Children’s Social Development Jenessa L. Malin, Natasha J. Cabrera, Elizabeth Karberg, and Katrina Taschman 17. Neighborhood Context and Child Development Elizabeth A. Shuey, Tama Leventhal, Margaret Elliott and Veronique Dupéré 18. Egalitarian Socialization in Ethnically Diverse Families: Liberty and Justice for All Diane L. Hughes, Juan Del Toro and Jason R.D. Rarick 19. Risk and Resilience in Child Development Ann S. Masten and Madelyn H. Labella 20. Digital Game Features and Play Contexts: Impact on Learning and Development Daphne Bavelier and Lori M. Takeuchi 21. Money, Time, and Peers in Antipoverty Programs Hirokazu Yoshikawa, Ana María Nieto, Teresa Eckrich Sommer, P. Lindsay Chase-Lansdale, Thomas S. Weisner and Owen Senders

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Book SynopsisThis fully-updated second edition of Helping Children with Dyspraxia has been revised to reflect current practice and developments, providing clear and positive answers to questions commonly asked by parents and teachers about dyspraxia. Maureen Boon draws on her considerable experience of working with children with movement disorders to identify the characteristics of dyspraxia, explaining assessment procedures and identifying what can be done to help. New reflections appear on concepts such as physical literacy and whether or not incidence of dyspraxia has increased, and in an overview of the characteristics and causes of the condition, a comprehensive update on how it is identified and assessed is provided. Terminology is reviewed, and the full range of therapeutic interventions that are available are outlined. New case studies and photographs are used to illustrate successful interventions in practice, and a helpful appendix with up-to-date details of useful publications, programmes, equipment and organisations is also included. Understanding Dyspraxia is a concise yet comprehensive handbook for parents and teachers. Its clear structure and practical, positive advice will make it an invaluable resource for anyone involved with a dyspraxic child.Trade ReviewThe author clearly demonstrates her experience and empathy with the many issues which parents and teachers may encounter with people with dyspraxic difficulties... The book (...) provides clear examples, illustrated with photographs of interventions, strategies for movement and day to day living. Additionally, the appendices also provide useful starting points for those less familiar with basic hard copy and online resources. -- Patoss Bulletin`The jargon-free language made the book very concise and easy to read and the clearly defined chapters make it easy to find particular information...The descriptive case studies throughout were a particular highlight to both myself and the parents.` -- Speech & Language Therapy in Practice, Lynsey McDowell, community paediatric therapist, Newry, Northern Ireland`Understanding Dyspraxia is an invaluable guide for teachers and parents, offering in-depth analysis and advice on how to best meet the needs of these unique children.` -- ForeWord ReviewsTable of ContentsAcknowledgements. 1. What is Dyspraxia? 2. What Causes Dyspraxia? 3. What are Children with Dyspraxia Like? 4. How are Children with Dyspraxia Identified? 5. How are Children with Dyspraxia Assessed? 6. Interventions in School: Primary or Elementary School. 7. Interventions in School: Secondary, Middle or High School and Further Education. 8. How Can Parents Help Their Child? 8. Therapeutic Interventions. 9. Leaving School. Appendix 1: Useful Information. Appendix 2: Useful Addresses and Websites. Bibliography. Index.

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Book SynopsisSelf-harm is a growing problem in children and young people but it can be hard to understand and difficult to recognise.Responding to Self-Harm in Children and Adolescents will help professionals to understand self-harm and respond appropriately. It covers what the risk factors are, including social exclusion, and who is most likely to self-harm. Information on what self-harm is and what causes it, including mental health issues, problems in childhood and trauma, is included. The book also covers how to recognise self-harm and how to immediately respond in an emergency, and different intervention methods are explored. Finally, the author discusses means of support, including how parents and friends can help. This accessible guide provides clear and easily digestible information and practical advice to any professional working with a child or young person who is suspected of, or actually self-harming.Trade ReviewThis book suggests theoretical ideas and offers useful guidance that the author hopes will support those working with children who self-harm and ultimately lead to informed, reflective and confident practice... Students and qualified practitioners interested in self-harm or working in this area would benefit from reading this very concise and up to date guide. -- Play for Life(...) a very refreshing read into how providing good guidance for professionals on self-harm can result in more positive outcomes for young people... This is a research-rich resource which all professionals will benefit from. -- Young Minds MagazineThis book is targeted at professionals who may encounter, or work with, children and adolescents at risk of self-harming. Walker is an expert in child and adolescent mental health and as a social worker and psychotherapist has had many years of hands on experience... I would not hesitate to recommend this book as it has a lot of useful points and challenges the political system, daring to jump off the fence. -- BFK BooksThis is a surprising monograph, from an "academic" author whose past work on professional development in child and adolescent mental health is admired by many... Responding to Self-Harm in Children and Adolescents is a very personal cri de Coeur by the author, for practitioners across the community to grasp the magnitude of these problems and to take the needs of self-harming young people seriously... perhaps every Head teacher should buy a copy, because statistically they will all have a number of pupils who self-harm? -- Journal of Public Mental HealthThis book is targeted at professionals who may encounter, or work with, children and adolescents at risk of self-harming. Walker is an expert in child and adolescent mental health and as a social worker and psychotherapist has had many years of hands on experience... this book is the ideal starting point, giving the reader an awareness of the hidden signs, how to approach the young person and their family and the different types of help available. -- AsteensTable of ContentsAcknowledgements. Introduction. 1. Understanding Self-harm. 2. Recognising and Treating Self-harm. 3. Early Intervention, Prevention and the Journey to Recovery. 4. Supporting the Self-harming Child. Appendix 1: No Health without Mental Health - A Cross Governmental Outcomes Strategy for People of All Ages. Appendix 2: The Short-Term Physical and Psychological Management and Secondary Prevention of Self-Harm in Primary and Secondary Care Appendix 3: Useful Resources and Organisations. References. Index.

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Book SynopsisChildren and young people in care who have been traumatized need a therapeutic environment where they can heal and which meets their emotional and developmental needs.This book provides a model of care for traumatized children and young people, based on theory and practice experience pioneered at the Lighthouse Foundation, Australia. The authors explain the impact of trauma on child development, drawing on psychodynamic, attachment and neurobiological trauma theories. The practical aspects of undertaking therapeutic care are then outlined, covering everything from forming therapeutic relationships to the importance of the home environment and daily routines. The book considers the totality of the child's experience at the individual, group, organization and community levels and argues that attention to all of these is essential if the child is to achieve wellness. Case material from both children and carers are used throughout to illustrate both the impact of trauma and how children have been helped to recovery through therapeutic care.This book will provide anyone caring for traumatized children and young people in a residential setting with both the understanding and the practical knowledge to help children recover. It will be essential reading for managers and decision-makers responsible for looked after children, child care workers such as residential and foster carers, youth workers, social workers, mental health workers and child welfare academics.Trade ReviewFrom the introduction through the final appendices, I was struck by the constant and integrated presence of thinking, feeling and reflection as integral to meeting the needs of young people, whether at an individual or organisational level... This book offers vision and motivation to those with requisite courage to work towards a more humane system of care for children and young people. -- The British Journal of Social Work, Laura Steckley, Course Director, MSc Advanced Residential Child Care, Glasgow School of Social WorkThe simplicity in presentation, however, demonstrates one of the key accomplishments of the authors in having been able to present so much potentially complex theory in having been able to present so much potentially complex theory in a way that is accessible and of great practical use... the authors achieve their aims and more by providing some sound knowledge, inspiration and food for thought for anyone with an interest in residential child care practice. -- RostrumThis book reports on the therapeutic model of care that has been developed by the Lighthouse Foundation in Australia. In doing so, the theoretical underpinnings of this model are articulated and how this gets translated into day-to-day care is described... Hopefully, this book will stimulate discussion in a range of residential care setting and result in the establishment of some progressive and improved care practices. -- Journal of Children AustraliaThis truly global book is the product o an interesting and creative collaboration between leaders and practitioners in residential group treatment settings in Australia (The Lighthouse Community) and the UK (The Cotswold Community, SACCS). It is a long overdue contribution towards the theory base required to equip people working in multiple roles in environments that aim to be healing in its broadest sense. I enjoyed it as much for the elements of human testimony as for the attempts made to link eclectic theory with practice. -- Psychoanalytic PsychotherapyThis is one of those rare books that successfully brings together the human and the academic. It provides a comprehensive and clear account of the theoretically based model of care used by the Lighthouse community, whilst bringing this to life with the real-life stories of young people and carers involved with this organization. Theory and concepts are described clearly and with understanding, but most importantly the authors have illustrated how these are used in practice to transform the lives of young people and carers alike. This book belongs in the collections of all practitioners involved with traumatized children and young people living in residential care. -- Kim S. Golding, Clinical Psychologist and author of Nurturing AttachmentsTable of ContentsForeword. Acknowledgements. Authors' Note. Introduction. What is child abuse and neglect? The cost of abuse. The need for early intervention, treatment and prevention. 1. The Importance of a Theoretical Base. The relationship between theory and practice. Theory in the caring professions. Psychodynamic thinking. Psychodynamic concepts. The relationship between the organization and therapeutic task. The treatment approach. Attachment and trauma-informed theories. The influence of Winnicott on therapeutic residential care. Individual, family, community and societal wellness theory. Conclusion. 2. Trauma-Informed Practice. How traumatization develops in childhood. Trauma causes hyperarousal and fear in children. Childhood trauma reduces the brain's capacity to think and regulate emotions. Trauma disconnects children from relational resources. Trauma restricts the attention capacity of children. Trauma-based behaviour has a functional purpose. Trauma restricts children's ability to deal with change. Trauma undermines identity formation in children. Trauma affects social skills development and impacts on peer relationships. The impact of trauma on the child's internal working model. Relationship and attachment difficulties. Physical wellbeing. The basics of trauma treatment. 3. Therapeutic Relationships. Beginnings. Information gathering and assessment. The intake process. Attachment. Secure base. Commitment. Continuity of care. Working with loss. Role modelling. Personal growth. Creating capacity for relationship building: one-to-one time with children. Unique needs. The importance of the relationship when challenging behaviour. Challenging behaviour as a sign of hope. The role of touch in the healing process. Consequences vs punishment. Promoting responsible children (empowerment processes). Participation of children and young people in the organization. 4. Demands and Rewards of the Work: Staff Support. Working with challenging and aggressive behaviour. Physical and emotional wellbeing. Working with anxiety. Communication challenges. Therapeutic supervision: working with feelings. Safety and containment. The impact of trauma work on our own memories and experiences of childhood. 5. The Home Environment. Home aesthetics. Encouraging play and curiosity. Privacy and security. 6. The Holding Environment and Daily Routines. Routines, limits and anchor points. Daily programme. Use of television and computers. Free time. The importance of food in the healing process. Bedtime and waking routines. Play. Celebrations as a sense of belonging. 7. The Organization and Community. The language of the organization. Trauma re-enactment and its impact on the organization. Management and the therapeutic task. The lighthouse foundation as an open system. Leadership. Authority. Managing change. The organization's vision. Sense of community. Sense of family and home. Organization as family. Local community. Community committees as a containing membrane. Collective wellness. 8. Group Processes. 'I feel like saying' process. Shared history: culture passed on through stories. Strong culture. Child safety. Reflective practice. Emotional intelligence. Emotional wellness. Transparency and openness. Family meetings. Combined family meetings. Whole family meetings. Youth forums. Clinical supervision (relationship between carers). Clinical peer supervision (carers' meeting). Mediation processes. 9. Moving On: Transitions, Aftercare and Outreach. Transition as a separation experience. Life membership. Transitional planning and transitional objects. Transition celebrations. Stepping stones: transitional programmes. Assessing readiness for transition. Carer relationship beyond transition. Aftercare programme. Outreach. Children returning to work with the organization. 10. Outcomes-Based Practice. Outcomes-based approaches. The need for evidence. Measuring outcomes. Difficulties in measuring outcomes. Potential benefits and value of developing an outcomes-based approach. Appendix 1 Susan's Story. Appendix 2 The Lighthouse Therapeutic Family Model of Care. About the Authors. References. Index.

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Book SynopsisYoung children have a limited understanding of the risks surrounding them: they fall over, bang their heads, scrape their knees and worse. Parents and practitioners can try to create a risk-free environment, but this can reduce children's chances to to learn about risk and how to judge new situations.This bestselling guide shows how adults can share their own skills with young children to promote understanding of safety in a stimulating way. It covers key areas such as: putting risk into perspective; how children learn to take care of themselves; supporting children after accidents and avoiding preventable accidents; and working in partnership with parents. This second edition has been fully updated to reflect current practice, featuring new material on risk-benefit analysis and the importance of outdoor experiences.Too Safe for Their Own Good? will support any practitioner working with children under the age of 8 with the guidance they need to offer enough challenge to benefit children, and to avoid over-protection or careless practice.Trade ReviewThis is a very welcome second edition of a book that has been enormously popular since it was first published over 10 years ago. The theme of the book - the importance of helping young children to learn about risk and life skills - has not changed, but the text has been completely reworked to ensure it fully reflects current thinking and key issue. There are new examples to learn from, many of which look at current approaches to promoting young children's learning in and through nature.The author speaks authoritatively and convincingly about the importance of young children being able to learn through practical experiences how to manage risk in order to keep themselves safe. This, along with the many practical examples quoted, is of enormous help to the practitioner searching for ways to ensure they fulfil their responsibility for 'teaching children step by step how to keep themselves safe'.This book is highly recommended for use in every early years setting and, as it covers the age range up to eight, every primary school too. -- Early Years Update 94: December 2011/January 2012

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Book SynopsisThere are seven life processes identified in anthroposophical human physiology which affect physical organ function and life forces: breathing, producing warmth, nourishment, secretion, preservation, growth and production/reproduction. They form the foundation for healthy development, understanding one's own capacities, and age-appropriate learning.This book considers these seven processes in relation to the developing child. It examines how play and learning are connected to the life processes and how adults can support children's physical organ functions so that they can develop in a healthy way and learn with ease.The book is full of important educational considerations and will be of significant value to teachers, educators, parents and caregivers.

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Book SynopsisThis book explores the links between recent reports of increasing levels of unhappiness and mental health problems amongst children and young people, and changes within childhood which restrict and reduce opportunities for children to develop and maintain resilience. Although in academic terms children may be viewed as beings, Creasy and Corby posit that there is much to suggest that for parents, practitioners and policy-makers, children are primarily seen as becomings. The book argues that viewing children as becomings, together with the idea that childhood is fraught with danger, contributes to practices and policies which can be seen as making childhood tame. This taming of childhood leads to an impoverished childhood that does not provide the space that children need to grow and develop. Furthermore, Taming Childhood? challenges the idea that young adults are 'snowflakes', unable to cope with everyday pressures. Students and scholars across a range of social science disciplines will find this book of interest. Table of Contents1. Introduction.- 2. The Context of Childhood.- 3. Tameness.- 4. Home and Family.- 5. Taming in the early years.- 6. Tameness at school.- 7. Taming childhood?.

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Book SynopsisThis book explores a central methodological issue at the heart of studies of the histories of children and childhood. It questions how we understand the perspectives of children in the past, and not just those of the adults who often defined and constrained the parameters of youthful lives. Drawing on a range of different sources, including institutional records, interviews, artwork, diaries, letters, memoirs, and objects, this interdisciplinary volume uncovers the voices of historical children, and discusses the challenges of situating these voices, and interpreting juvenile agency and desire. Divided into four sections, the book considers children's voices in different types of historical records, examining children's letters and correspondence, as well as multimedia texts such as film, advertising and art, along with oral histories, and institutional archives.Table of ContentsChapter 1 – Hearing Children’s Voices: Conceptual and Methodological Challenges by Nell Musgrove, Carla Pascoe Leahy and Kristine Moruzi.- Part I: Children’s Letters and Correspondence.- Chapter 2 – Children’s Voices in the Boy’s Own Paper and the Girl’s Own Paper, 1800-1900 by Shih-Wen Sue Chen and Kristine Moruzi.- Chapter 3 – Where ‘Taniwha’ met ‘Colonial Girl’: The Social Uses of the Nom de Plume in New Zealand Youth Correspondence Pages, 1880-1920 by Anna Gilderdale.- Chapter 4 – “Dear Monsieur Administrator”: Student Writing and the Question of ‘Voice’ in Early Colonial Senegal by Kelly Duke Bryant.- Chapter 5 – “Str[a]ight from My Heart”: Black Lives, Affective Citizenship, and 1960s American Politics by Susan Eckelmann Berghel.- Part II: Images of the Self.- Chapter 6 – Children’s Art: Histories and Cultural Meanings of Creative Expression by Displaced Children by Mary Tomsic.- Chapter 7 – Karen B., and Indigenous Girlhood on the Prairies: Disrupting the Images of Indigenous Children in Adoption Advertising in North America by Allyson Stevenson.- Chapter 8 – ‘Share the Shame’: Curating the Child’s Voice in Mortified Nation! by Kate Douglas.- Part III: Remembered Voices.- Chapter 9 – Oral Histories and Enlightened Witnessing by Deidre Michell.- Chapter 10 – “Basically you were either a mainstream sort of person or you went to the Leadmill and the Limit”: Understanding Post-War Youth Culture through Oral History by Sarah Kenny.- Part IV: Speaking Back to Institutions.- Chapter 11 – Muffled Voices: Recovering Children’s Voices from England’s Social Margins by Greg T. Smith.- Chapter 12 – Revolutionary Successors: Deviant Children and Youth in the People’s Republic of China, 1956-1966 by Melissa Brzycki.- Chapter 13 – Lost and Found: Counter-Narratives of Dis/Located Children by Frank Golding and Jacqueline Z. Wilson.

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a huge range and FREE tracked UK delivery on ALL orders.

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Book Synopsis

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Book SynopsisThe Roots of India series will bring children closer to their roots through stories that will introduce them to the India of the past, the present and the future - its mythology, its history, its geography, its people, its cities, its food and everything that constitutes the rich cultural diversity of India.

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a huge range and FREE tracked UK delivery on ALL orders.

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