Age groups: children Books

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 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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Book SynopsisFrom the 1950s to the 1980s, the New Zealand government took more than 100,000 children from experiences of strife, neglect, poverty or family violence and placed them under state care in residential facilities. In homes like Epuni and Kingslea, Kohitere and Allendale, the state took over as parent. The state failed. Within institutions, children faced abysmal conditions, limited education and social isolation. They endured physical, sexual and psychological violence, as well as secure cells, knock-out sedatives and electro-convulsive therapy. This book tells the story of 105 New Zealanders who experienced this mass institutionalisation. Informed by thousands of pages of Child Welfare accounts, letters, health reports, legal statements as well as interviews, Stanley tells the children's story: growing up in homes characterised by violence and neglect; removal into the State's 'care' network; daily life in the institutions; violence and punishment; and the legacy of this treatment for victims today. This book contains personal, first-hand accounts, allowing its subjects to speak for themselves.

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Book SynopsisAn original ethnography looking at childhood socialisation in schools and in families, under the Welfare StateTrade Review'This detailed empirical study of how Danish children are brought up, or 'civilised' - whether within families or public institutions - is a major contribution to our understanding of Scandinavian welfare states, a powerful argument for the role of ethnography in comparative policy debates, and a must-read for anyone interested in childhood' -- Richard Jenkins, Emeritus Professor of Sociology, University of Sheffield'Makes a valuable contribution to the anthropological study of childhood' -- Peace NewsTable of ContentsSeries Preface Acknowledgements Introduction 1. On Civilising: A Perspective on Childrearing, Conduct and Distinctions 2. Society’s Children: Institutionalisation and Changing Perceptions of Children and Upbringing 3. Civilising the Youngest: An Ambiguous Endeavour 4. The Not-Yet-Civilised: Negotiating the Kindergarten’s Civilising Project - Karen Fog Olwig 5. Social Children and Good Classes: Moulding Civilised Communities during the First Year of School 6. The Impossible Bilingual Boys: Civilising Efforts and Oppositional Forms in a Multi-Ethnic Class 7. The Decent Citizens: Lessons on Moral Superiority and the Immorality of Wealth in a Class of Privileged Youth 8. The Civilised Family Life: Childrearing in Affluent Families - Dil Bach 9. Civilising Institutions: Cultural Norms and Social Consequences Notes References Index

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Book SynopsisComprehensive coverage of evidence-supported interventions and guidelines for those helping children in early education settings.Table of ContentsContributors Preface and Acknowledgments Introduction: The Importance of Early Childhood Development, Education, and Intervention Vincent C. Alfonso and George J. DuPaul I. ASSESSMENT 1. Assessing and Evaluating Young Children: Developmental Domains and Methods Vincent C. Alfonso, Joseph R. Engler, and Janice C. C. Lepore 2. Considerations and Methods in Assessing Early Learning and Social–Emotional Development in Young Children Robin L. Hojnoski and Kristen N. Missall II. PREPARING FOR SCHOOL: ENSURING ACADEMIC SUCCESS 3. Addressing Socioeconomic Disparities in School Readiness With Preschool Programming and Professional Development Support Karen L. Bierman, Michael Sanders, and Leslie C. Ho 4. Coming of Age: Evidence-Based Early Literacy Teaching Kathleen Roskos and Lisa Lenhart 5. Early Number Knowledge and Skills Gena Nelson and Michèle M. M. Mazzocco 6. Self-Regulation in Young Children: A Skill Set for Lifetime Success Amanda M. Dettmer, Amanda B. Clinton, and Heather A. Mildon 7. The Utility of Play for Later Academic Achievement Darlene DeMarie and Jennifer Bugos 8. Leveraging the Developmental Strengths of Young Children in Context Rebecca Bulotsky-Shearer, Jenna Futterer, Jhonelle Bailey, and Chelsea Morris III. HIGH-QUALITY LEARNING ENVIRONMENTS 9. Principles and Practices That Promote Positive Guidance in Early Childhood George J. DuPaul and Courtney L. Cleminshaw 10. Creating Successful Early Learning Environments Timothy W. Curby 11. Creativity and Creative Potential in Early Childhood Education Pablo P. L. Tinio, Jennifer Katz-Buonincontro, and Baptiste Barbot IV. SPECIAL POPULATIONS 12. Promoting Social Competence in Young Children With Disabilities Tina L. Stanton-Chapman and Eric L. Schmidt 13. Working With Young Children Who Are Culturally and Linguistically Diverse Amber Radzicki, Tammy L. Hughes, Ashley Schoenenberger, Marissa Park, and Yadira Sánchez 14. Working With Young Children Living in Stressful Environments Tammy L. Hughes and Cydney V. Quinn V. ADVOCACY FOR EARLY EDUCATION 15. National Policies and Laws Affecting Children’s Health and Education Tara C. Raines, Celeste M. Malone, L. Morgan Beidleman, and Noelita Bowman Index About the Editors

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Book SynopsisLying is a healthy and inevitable part of child development. But when do lies become a problem? In this book, psychologist Victoria Talwar presents practical, science-based strategies to address lying and foster truthfulness in children, from early childhood to the teenage years.Trade ReviewVictoria Talwar is the leading authority on the development of lying and deception in children. I’m a huge fan of her work. The Truth About Lying: Teaching Honesty to Children at Every Age and Stage is especially for parents, but I recommend it to anyone interested in the topic. -- Timothy Levine, PhD, University of Alabama Birmingham, author of Duped: Truth-Default Theory and the Social Science of Lying and DeceptionTalwar is a renowned researcher of children’s deception, and this book will enhance her reputation among scholars and, what’s more important, explain the nuances of lying to a lay audience. It is chock full of evidence-based insights for parents and children. There is nothing quite like it, and both parents and students will benefit immensely from reading it. -- Stephen J. Ceci, PhD, Carr Professor of Developmental Psychology at Cornell University, Ithaca, NY, and Past President, Society for Experimental Psychology and Cognitive ScienceTable of ContentsIntroduction: We Can Teach Honesty to Children I. What You Need to Know About Children’s Lies 1. Keeping Things in Perspective: Adult Behavior 2 How Lying Develops as a Normal Part of Child Development 3. Why People Lie II. Teaching Honesty to Children 4. Stay Calm and Address the Motivation 5. Use Positive Discipline 6. Talk to Children About Honesty 7. Acknowledge and Recognize Honesty 8. Walk the Talk 9. Encourage Open Communication 10. Build a Foundation for Character Development III. The Gray Zone 11. Secrets and Tattles 12. When Lies Are a Symptom of Other Problems Final Thoughts References Index About the Author

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Book SynopsisHow the power of peers and peer culture shapes individual behavior and future successFor decades, parents across America have asked their kids, If your friends jumped off a bridge, would you? The answer is, Duh, yes. Peers, as parents well know, have a tremendous impact on who their kids are and what they will become. And even while they insist otherwise, parents know that they're largely powerless to change this. But the effect of peers is not just a story about kids; peers can also affect adult behaviorthey affect what we do and who we are well into old age. Noted sociologists Syed Ali and Margaret M. Chin call this the peer effect. In their book, they take readers on a tour of how our peers, and the peer cultures they create, shape our behavior in schools and the workplace. Ali and Chin begin their look at the peer effect at the high school from which they both graduated: New York City's prestigious Stuyvesant High School, arguably the best public high school in the Trade Review"The Peer Effect offers persuasive and refreshing perspectives on some of the toughest cultural conversations today—from school demographics to diversity initiatives in corporate America, racism in law enforcement to the (who knew?) futility of hands-on parenting. Syed Ali and Margaret Chin combine academic authority with a forthright style that makes them seem like people who’d actually be a joy to have as peers." * Ada Calhoun, New York Times-bestselling author of Why We Can't Sleep: Women's New Midlife Crisis *"Ali and Chin knock down the myth that parents determine everything for kids and break down how peer pressure is not only about things that affect kids negatively. The Peer Effect helps readers understand segregation, economics, and one of the most valuable lessons of our pandemic era: that how we succeed in the world depends on the reinforcing success of our peers. A must-read for any parent, educator, or former student for understanding, not just schools, but how we can socialize one another into being better people." * Steven W. Thrasher, author of The Viral Underclass: The Human Toll When Inequality and Disease Collide *"Ali and Chin have written a stunning book on the power of our peers in shaping who we are and how we interact in the world. Challenging the myth that change comes from heroic individuals, willpower, or top-down commands, Ali and Chin argue that peer cultures encouraging positive norms can help fix pressing social problems. The Peer Effect is a rare book—cutting-edge research written with verve, humor, and committed to improving the world." * Victor Ray, author of On Critical Race Theory: Why It Matters & Why You Should Care *"By asserting that peers make all the difference, The Peer Effect introduces a provocative idea into a stale discourse. Surprisingly intuitive, exhaustively researched, and delightfully written, it has profound implications for everyone and every part of life. A must-read for anyone who belongs to anything!" * Lisa Wade, author of American Hookup: The New Culture of Sex on Campus *"With an engaging mix of biography and research expertise, Ali and Chin present strong arguments for the connections between inequality, communities, and individual well-being. Peers matter. This is a really witty and compelling read!" * Prudence L. Carter, author of Stubborn Roots: Race, Culture, and Inequality in U.S. and South African Schools *"Ali and Chin write with passion about the influence of peers in a variety of domains—education, policing, and the workplace. They bring a wide range of sociological insights and a good dose of humor into this wide-ranging book." * Natasha Warikoo, author of Race at the Top: Asian Americans and Whites in Pursuit of the American Dream in Suburban Schools *"The Peer Effect is a refreshingly honest evaluation of political and family dynamics that have driven personal and systemic educational decisions in NYC and around the country. This is a must-read for anyone interested in better understanding the educational landscape." * Akil Bello, Senior Director of Advocacy and Advancement at FairTest *"There's a certain allure to agency—to the idea that we make our own destinies or, in the case of parents and educators, that we can dictate how our kids' lives will turn out. The reality, however, as The Peer Effect, with its propulsive style and its engaging blend of personal anecdotes and research-based evidence makes clear, is that our agency is both created and constrained by the groups to which we belong." * Jessica McCrory Calarco, author of Negotiating Opportunities: How the Middle Class Secures Advantages in School *"Whether you’re an educator, policymaker, or organizational leader, this book will challenge you to account for the social dynamics that shape our lives and transform the places where we learn and work." * Sam M. Intrator, co-author of The Quest for Mastery: Positive Youth Development Through Out-of-School Programs *"This highly convincing and totally readable book gives readers an inside tour of the ups and downs of the U.S. educational system." * Robert Crosnoe, author of Fitting In, Standing Out: Navigating the Social Challenges of High School to Get an Education *"Authors Ali and Chin take on the issue of school reform and diversity initiatives and weave an argument around how the effect of individual peers has greater influence than top-down structural attempts at change." * Hillary Anger Elfenbein, John K. Wallace, Jr. and Ellen A. Wallace Distinguished Professor, Olin School of Business, Washington University in St. Louis *

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Book SynopsisHow popular debates about the so-called digital generation mediate anxieties about labor and life in twenty-first-century America “The children are our future” goes the adage, a proclamation that simultaneously declares both anxiety as well as hope about youth as the next generation. In The Digital Is Kid Stuff, Josef Nguyen interrogates this ambivalence within discussions about today’s “digital generation” and the future of creativity, an ambivalence that toggles between the techno-pessimism that warns against the harm to children of too much screen time and a techno-utopianism that foresees these “digital natives” leading the way to innovation, economic growth, increased democratization, and national prosperity. Nguyen engages cultural histories of childhood, youth, and creativity through chapters that are each anchored to a particular digital media object or practice. Nguyen narrates the developmental arc of a future creative laborer: from a young kid playing the island fictions of Minecraft, to an older child learning do-it-yourself skills while reading Make magazine, to a teenager posting selfies on Instagram, to a young adult creative laborer imagining technological innovations using design fiction. Focusing on the constructions and valorizations of creativity, entrepreneurialism, and technological savvy, Nguyen argues that contemporary culture operates to assuage profound anxieties about—and to defuse valid critiques of—both emerging digital technologies and the precarity of employment for “creative laborers” in twenty-first-century neoliberal America. Trade Review"Josef Nguyen offers a compelling, timely examination of how entangled digital media have become with childhood and creative expression. This is an illuminating and useful read for youth and media researchers, educators, and professionals working in informal education that gets beyond binary thinking about the goods or ills of digital media and instead digs into these forms as play and creative practice."—Carly A. Kocurek, author of Coin-Operated Americans: Rebooting Boyhood at the Video Game Arcade"The Digital Is Kid Stuff is a brilliantly argued, engagingly written, and insightful unraveling of the discursive tensions between youth, digital media, and the neoliberal logics informing how and why we value young people’s capacity for creativity. Josef Nguyen offers a rich contextualization and analysis of the ideologies that shape how contemporary society imagines young people's position within creative economies."—Jacqueline Ryan Vickery, author of Worried About the Wrong Things: Youth, Risk, and Opportunity in the Digital WorldTable of ContentsContentsIntroduction: What We Are to Make of Creative Digital Youth1. Minecraft and the Building Blocks of Creative Individuality2. Make Magazine and the Responsible Risks of DIY Innovation3. Instagram and the Creative Filtering of Authentic Selves4. Design Fiction and the Imagination of Technological FuturesConclusionAcknowledgmentsNotesIndex

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Book SynopsisWhen inclusion into the fold of citizenship is conditioned by a social group's conceit to ritual violence, humiliation, and exploitation, what can anti-citizenship offer us? The Promise of Youth Anti-citizenship argues that Black youth and youth of color have been cast as anti-citizens, disenfranchised from the social, political, and economic mainstream of American life. Instead of asking youth to conform to a larger societal structure undergirded by racial capitalism and antiblackness, the volume's contributors propose that the collective practice of anti-citizenship opens up a liberatory space for youth to challenge the social order. The chapters cover an array of topics, including Black youth in the charter school experiment in post-Katrina New Orleans; racial capitalism, the queering of ethnicity, and the 1980s Salvadoran migration to South Central Los Angeles; the notion of decolonizing classrooms through Palestinian liberation narratives; and more. Through a range of methodol

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Book SynopsisThe first one thousand days of human life, or the period between conception and age two, is one of the most pivotal periods of human development. Optimizing nutrition during this time not only prevents childhood malnutrition but also determines future health and potential. The Politics of Potential examines early life interventions in the first one thousand days of life in South Africa, drawing on fieldwork from international conferences, government offices, health-care facilities, and the everyday lives of fifteen women and their families in Cape Town. Michelle Pentecost explores various aspects of a politics of potential, a term that underlines the first one thousand days concept and its effects on clinical care and the lives of childbearing women in South Africa. Why was the First One Thousand Days project so readily adopted by South Africa and many other countries? Pentecost not only explores this question but also discusses the science of intergenerational transmissions of health, disease, and human capital and how this constitutes new forms of intergenerational responsibility. The women who are the target of first one thousdand days interventions are cast as both vulnerable and responsible for the health of future generations, such that, despite its history, intergenerational responsibility in South Africa remains entrenched in powerfully gendered and racialized ways.Trade Review"The Politics of Potential examines a powerful new intervention that seeks to alter the future by tinkering with the present conditions of the unborn. Pentecost provides a riveting and at times dystopian account of how epigenetic interventions layer on to other global health interventions in disadvantaged communities in post-apartheid South Africa. From this laboratory of poverty, will it indeed be possible to finally break the cycle of violence and deprivation into which such communities seem locked?" -- Vinh-Kim Nguyen * author of The Republic of Therapy: Triage and Sovereignty in West Africa’s Time of AIDS *"This nuanced ethnography of South Africa’s First 1000 Days program offers brilliant insights about how global health’s long-standing obsession with maternal-child health is being reinvented under new scientific demands for epigenetic modeling and their temporal gymnastics in a place with a particularly fraught history of social injustice. Pentecost troubles the simplistic assessment of intervention success and failure by reminding readers of how recognition of a responsibility toward historic injury unveils the individualizing, situated, and justice-effacing effects of such programs." -- Vincanne Adams * editor of Metrics: What Counts in Global Health *Table of ContentsForeword by Lenore Manderson Introduction 1 The First 1000 Days: Origin Stories 2 Situated Biologies: The View from Khayelitsha 3 The Traveling Technology of Mother and Child 4 Life Between Protocols 5 Intergenerational Transmissions: The Work of Time 6 Ambivalent Kin: On Gender and Violence Conclusion: The Politics of Potential Acknowledgments Notes Bibliography Index

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Book SynopsisNow updated with new material throughout, Alicia F. Lieberman’s The Emotional Life of the Toddler is the, detailed look into the varied and intense emotional life of children aged one to three.Anyone who has followed an active toddler around for a day knows that a child of this age is a whirlwind of explosive, contradictory, and ever-changing emotions. Alicia F. Lieberman offers an in-depth examination of toddlers’ emotional development and illuminates how to optimize this crucial stage so that toddlers can develop into emotionally healthy children and adults. Drawing on her lifelong research, Dr. Lieberman addresses commonly asked questions and issues. Why, for example, is “no” often the favorite response of the toddler? How should parents deal with the anger they might feel when their toddler is being aggressively stubborn? Why does a crying toddler run to his mother for a hug only to push himself vigorously away as soon as she be

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Book SynopsisThis groundbreaking book, a Pulitzer Prize finalist and New York Times notable pick, rattled the psychological establishment when it was first published in 1998 by claiming that parents have little impact on their children''s development. In this tenth anniversary edition of The Nurture Assumption, Judith Harris has updated material throughout and provided a fresh introduction.Combining insights from psychology, sociology, anthropology, primatology, and evolutionary biology, she explains how and why the tendency of children to take cues from their peers works to their evolutionary advantage. This electrifying book explodes many of our unquestioned beliefs about children and parents and gives us a radically new view of childhood.

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Book SynopsisIn this groundbreaking book, parenting expert and acclaimed author of the bestselling book Simplicity Parenting Kim John Payne, M.Ed., flips the script on children’s challenging or defiant behavior and lays out an elegantly simple plan to support parents in establishing loving, age-sensitive boundaries that help children feel safe and settled. In short: What looks like misbehavior is actually your children’s signal that they’re feeling lost, that they are trying to find direction and looking to you to guide them back on course.   Payne gives parents heartwarming help and encouragement by combining astute observations with sensitive and often funny stories from his long career as a parent educator and a school and family counselor. In accessible language, he explains the relevance of current brain- and child-development studies to day-to-day parenting. Breaking the continuum of childhood into three stages, Payne says that parents need to play three

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Book SynopsisCommunication is one of the biggest challenges faced by people with Asperger's Syndrome (AS), yet an Asperger marriage requires communication more than any other relationship. Thousands of people live in Asperger marriages without knowing the answers to important questions such as `What behaviours indicate that my spouse has AS?' `Is it worthwhile to get a diagnosis?' `Is there hope for improvement?'Katrin Bentley has been married for 18 years. Since receiving her husband's diagnosis of AS, their marriage has improved substantially. They learnt to accept each other's different approaches to life and found ways to overcome problems and misunderstandings. Today they are happily married and able to communicate effectively.Alone Together shares the struggle of one couple to rescue their marriage. It is uplifting and humorous, and includes plenty of tips to making an Asperger marriage succeed. This book offers couples hope, encouragement and strategies for their own marriages.Trade ReviewThis book could change your relationship and your life. -- Tony Attwood, author of The Complete Guide to Asperger's SyndromeA really honest and accurate account of what it is like living in a relationship with a man who is affected by Asperger syndrome. There will be something in this book for any one living in such a relationship and it will provide an invaluable guide to professionals who wish to develop their understanding of Asperger relationships. Katrin describes very honestly both the ups and downs of living with her husband Gavin and shows the difference that awareness, understanding and commitment can make towards the success of living with this complex syndrome. -- Maxine Aston, author of Aspergers in Love and The other half of Asperger SyndromeKatrin Bentley has been married for 18 years. Communication is one of the biggest challenges faced by people with Asperger's Syndrome yet Asperger marriages require communication more than any other relationship.Alone Together shares the struggle of one couple to rescue their marriage. Since receiving her husband's diagnosis of AS, their marriage has improved substantially. They learnt to accept each other's different approaches to life, and found ways to overcome problems and misunderstandings. The book includes tips on making an Asperger marriage succeed. -- Autism UsBentley is lively and informative regarding life in an AS (Asperger Syndrome) household and practitioners would gain insight into the realities by reading this book. -- Therapy TodayTable of ContentsForeword by Tony Attwood. Preface. Acknowledgements. The Cactus and the Rose (poem).1. Becoming Aware of Asperger's Syndrome. 2. Meeting the Handsome Stranger. 3. The Wedding. 4. The First Real Argument: I Married you for Fun, Not for Problems. 5. Travelling to Australia: The White Board. 6. The Honeymoon: Rigid Thinking! 7. Sexuality, Intimacy and Love. 8. Making Friends. 9. Starting a Family: Empathy and Theory of Mind. 10. Babies and New Mothers are Unpredictable: Coping with Change. 11. Arguments Need to be Resolved: Being Married to a Non-Communicator. 12. A Family Requires Teamwork. 13. The `Girlfriend'. 14. Dealing with Sickness: Associative Thinking Causes Stress. 15. The Car Accident: Dizzy Spells can be Fatal! 16. Being There in Body but Not in Soul: Alone Together.17. The Energy Theory: My Way of Dealing with Tantrums. 18. Bringing Up Champions: How to Handle Criticism. 19. A Good Day Turns Bad in a Matter of Seconds: How We Fix Arguments. 20. How a Diagnosis Helps: Resources and Opportunities for Improving the Relationship. 21. The Stress Factor: Understanding Each Other. 22. Our Life Today. Epilogue by Gavin Bentley. Useful contacts and Further Reading.

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Book SynopsisPaley introduces a new rule—“You can't say you can't play”—to her kindergarten students and solicits the opinions of older children regarding the fairness of such a rule. The struggle that ensues presents a great teacher with her greatest challenge and speaks to some of our most deeply held beliefs.Trade ReviewVivian Gussin Paley’s book You Can’t Say You Can’t Play is arresting in its title, magical in its appeal, and inspiring in its message… [It] illustrates how the teacher’s art can attack the evil of exclusion at its childhood root. Now, Mrs. Paley, we need your help in weeding out the pernicious practices that afflict the adults of our exclusionary society. -- Derrick Bell * New York Times Book Review *In instituting the [‘you can’t say you can’t play’] rule, Paley was challenging the assumption that cruelty in childhood is to be expected and that children should fend for themselves when it happens—notions she believes unfairly relieve adults of their duty to intervene. And she rejects the idea that children could benefit from such experiences. -- Theresa Defino * Washington Post *[Paley] is an esteemed kindergarten teacher whose previous writing has been about using children’s stories and fantasies as vehicles for learning. Here she interweaves her private reflections, her conversations with children, and a story she spins, to tell what happened when she instituted a radical new order in her classroom. Her new rule prohibited children from excluding someone who wanted to play. The implications of such a non-exclusion rule are profound; most of the children resisted at first, but with discussion began to adjust their behavior and truly experience the benefits of making no one a stranger. Paley makes a powerful statement in this slim book: to teachers, parents, and society at large. * Booknews *In this brief, ethereal and tender account of social relations among children, Paley…explores how to keep students from being ignored by their classmates. Woven throughout Paley’s lessons is a parable about loneliness and rejection, which enables readers to share a child’s view of the world. What the kids have to say is enchanting and surprisingly wise. * Publishers Weekly *Table of ContentsYou Can't Play: The Habit of Rejection The Inquiry: Is It Fair? Will It Work? The New Order Begins It Is Easier to Open the Door

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Book SynopsisReviews of the first editionâœNot only does the clarity of the authorsâ writing make the book very accessible, but their argument is also illustrated throughout with a broad range of empirical material â undoubtedly a strong contribution to the study of both contemporary youth and âlate-modernâ society.âYouth JusticeâœA very accessible, well-evidenced and important book â It succeeds in raising important questions in a new and powerful way.âJournal of Education and Workâœthe book will be very popular with students and with academicsâ..The clarity of the organization, expression and argument is particularly commendable. I have no doubt that Young People and Social Change will rightly find its way onto the recommended reading lists of many in the field.â Professor Robert MacDonald, University of Teesside A welcome update to one of the most influential and authoritative books on young people in modern societies. With a fuller theoreticalTable of ContentsIntroduction The risk society Change and continuity in education Social change and labour market transitions Changing patterns of dependency Leisure and lifestyles Health risks in late modernity Crime and insecurity Politics and participation The epistemological fallacy of late modernity Bibliography Index.

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Book SynopsisFirst Language Acquisition: The Essential Readings is a collection of pioneering classics that provide a framework for understanding current work in each of the basic areas of language acquisition: morphology, phonology, syntax, semantics, and pragmatics. 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. Presents framework for understanding current work in each of the basic areas of language acquisition: morphology, phonology, syntax, semantics, and pragmatics. Provides valuable resource for students and scholars of language acquisition, cognitive development, and cognitive science. 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 SynopsisThis fun and inspiring step-by-step program provides the full set of tools for developing social understanding in children with Asperger Syndrome (AS) through drama.Cindy B. Schneider explains how the central processes in acting - including making and interpreting inferences from non-verbal cues, taking another's perspective, and formulating language - can be highly effective ways of addressing social cognition deficits in children with AS. Acting Antics contains a wide repertoire of activities and ideas for immediate application at home, in the classroom, in therapy workshops or social groups, ranging from initial warm up techniques, through paired activities, to larger group scenes and staging a show. Helpful appendices provide questionnaire forms to enable both the child and the program leader to assess and monitor the child's understanding of their roles, along with reproducible scripts and suitable scene designs.This complete, practical program provides a wealth of enjoyable educational ideas for parents, teachers, and therapists of children with Asperger Syndrome.Trade ReviewAs the use of 'kids' and 'teens' in the title might suggest, it is a fun book. It briefly explains how the central processes in acting - including making and interpreting inferences from non-verbal cues, taking another's perspective, and formulating language - can be highly effective ways of addressing social cognition deficits in children with Asperger's syndrome. -- NAPLICThe ideas are excellent and well laid out. This is an innovative approach to social skills training for students with Asperger's Syndrome who will tolerate acting, and for a group leader with energy and commitment to drama. -- Speech and Language Therapy in PracticeSchneider's enthusiasm for the subject and her passion to improve life skills of young people is very evident and encourages the reader to progress. As a catalogue of practical ideas with built-in resources, this is a useful book for support groups and families wishing to create a theatre group. Acting Antics has an easy-to-read format and includes activities that can be initiated with minimum preparation and resources. -- Children Now MagazineIf you're interested in implementing a drama therapy program for tweens and teens with Asperger Syndrome, this is the book to buy. -- About.comTable of ContentsForeword. Preface. 1: Introduction. 2: Who? What? Where? 3: Getting Started. 4: Paired Activities. 5: Scripted Partner and Group Scenes. 6: Whose Line Is It Anyhow? 7: Starting Your Own Troupe. 8: Ready or Not, Here They Come! 9: Antics Summer Camp. 10: The `Really Big Show'. 11: It's a Wrap! Appendices: A. Sample Schedules and Activity Lists. B. Photocopiable Forms. C. Photocopiable Partner Scripts. D. Group Scripts. References. Resources. Indexes.

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Book SynopsisIn Group Filial Therapy (GFT), therapists train parents to conduct play sessions with their own children to help meet children's therapeutic needs, and to transfer appropriate skills to family life. Based on parents' application of Child-Centred Play Therapy, taught and supervised by filial therapists, this evidence-based method is highly effective for working with families from diverse backgrounds and locations. This book provides an accessible guide to the theory and practice of GFT, and for the first time offers step-by-step guidelines for implementing the GFT program developed by Dr Guerney, the co-creator of Filial Therapy. Important practical considerations are addressed by Dr Guerney and Dr Ryan, such as how to determine the composition of groups and the duration of programs, and how to conduct Filial Therapy intakes. The facilitative attitudes and skills needed to be an effective Filial Therapy group leader are also described, and comprehensive instructions for implementing Dr Guerney's 20-week model of GFT are provided. The book closes with examples of how the program may be adapted to meet the needs of special groups. Replete with examples and dialogues bringing to life the group process, this definitive guide will enable therapists already familiar with the method, as well as those wishing to learn it, to maximise the fulfilment of therapeutic goals for participating families. Practitioners in mental health, social services and counselling, as well as parenting experts, play and filial therapists and therapists in training will find that this book expands and enriches the services they can offer their clients.Trade ReviewGroup Filial Therapy is an extraordinary read on so many levels. -- BACP Children & Young PeopleGroup Filial Therapy is truly a masterpiece! Guerney and Ryan have detailed a vast amount of sage and practical information guaranteed to heighten practitioners' effectiveness when working with children and their families. Comprehensive, theoretically-grounded, and empirically supported, Group Filial Therapy is a compelling and pragmatic reference that is a must-read for any clinician, at any experience level, working with children, families, and groups of families. It features Filial Therapy as originally conceived and refined during the past 50 years by its founders, Bernard and Louise Guerney. This much-anticipated work will be a classic in the fields of Filial Therapy, play therapy, child psychotherapy, and family therapy. It is a fabulous gift from the authors, and it deserves to be read cover-to-cover. -- Risë VanFleet, Ph.D., RPT-S, CDBC, President, Family Enhancement & Play Therapy Center and author of Filial Therapy: Strengthening Parent-Child-Relationships Through Play, Pennsylvania, USAFilial therapy, co-developed by Louise Guerney, is the most significant happening in the field of mental health in the past 50 years because this innovative approach has the potential to improve a society. Group Filial Therapy is a long-awaited and much-needed book that provides insight into the dynamics of filial therapy and a practical how-to approach for implementing the intricacies of the process. Mental health professionals will want to return to this book again and again for helpful instruction. -- Dr. Garry L. Landreth, Regents Professor, Counseling and Higher Education Department, University of North TexasI am delighted that a very practical, step-by-step manual for conducting the Guerney model of Group Filial Therapy is now available! Kudos to Drs Louise Guerney and Virginia Ryan for preparing this comprehensive, clearly-written handbook which will serve to both improve the practice and strengthen the research base of Filial Therapy. -- Charles E. Schaefer, Ph.D., RPT-S, Professor Emeritus of Psychology, Fairleigh Dickinson University, Teaneck, New Jersey and Co-founder of the Association for Play Therapy, Fresno, CaliforniaThis book is a must-have for all clinicians who work with families. What a gift as a therapist to be able to assist and empower a parent to help and support their child as well as enhance their parent/child relationship via play. This book breaks down why Group Filial Therapy is advantageous for families, how to set up a parent group that is needs-balanced with the optimal number of children and parents, clinical goals, supervision issues to address, how to create play kits, etc. Essentially, the GFT clinician can use this resource from intake to group closure. Case illustrations connect theory with practice and the book ends with additional resources that the GFT clinician can seek out for further information. This will be the book that all clinicians want in their office. -- Theresa Fraser, CYW, M.A., CPT-S, Trauma and Loss Clinical Specialist and President of the Canadian Association for Child and Play TherapyThe book provides detailed guidance, problem solving and resources on how to set-up and run a GFT group... If you work with families where children are traumatised, have emotional difficulties, conduct disorder, poor family relationships, are adopted/fostered, then filial therapy could provide an intervention which effects change where other parenting programmes may not. -- Ms R. Rayner, Independent Clinical social worker * Professional Social Work *The aim of this book is to provide a complete guide to the theory and practice of Group Filial Therapy (GFT)... this book goes into vast amounts of detail and appears to consider every possible problem which may arise... This book would be useful for educational psychologists who work (or are interested in working) therapeutically with parents or carers of children for whom attachment difficulties, early trauma, serious anxiety or emotional regulation have made other interventions problematic. -- Emma Birch, Trainee EP * Debate - British Psychological Society *Table of ContentsIntroduction. 1. An Overview of Filial Therapy and Group Filial Therapy. 2. The Selection of Suitable Participants and the Intake Process for GFT. 3. Guidelines for Conducting Successful GFT Groups. 4. The Main Skills Parents Learn in GFT. 5. Starting the GFT Program: Meeting 1. 6. Starting Play Demonstrations and Skills Learning: Meeting 2. 7. Continuing Demonstrations and Skills Practice: Meeting 3. 8. Continuing Demos and Skills Practice: Meeting 4. 9. Mock Play Sessions and Preparation for Practice Play Sessions: Meeting 5. 10. Beginning Practice Play Sessions: Meeting 6-7. 11. Parents' Second Practice Play Sessions: Meetings 8-10. 12. Transition to Home Play Sessions: Meetings 11-12. 13. Early Home Play Sessions: Meetings 13-15. 14. Generalizing Play Session Skills and Preparation for Ending: Meetings 16-19. 15. Ending the GFT Program: Meeting 20. 16. Applications of the 20 Week GFT Program. References. Appendices 1-21. Index.

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Book SynopsisAlongside the world of everyday reality, the young child develops a rich imaginary world of child art, make-believe play, imaginary friends, fairy tales and magic. This book charts the imaginative development of children, conveying the importance of art-making, pretense play and fantasy in early childhood years, and highlighting the potential that imaginative behaviors hold for cognitive, affective and aesthetic development.Divided into three parts, the book begins by examining the development of child art and how children express themselves through art. Part two looks at make-believe play and suggests ways that these methods of play can be utilized effectively in play therapy. Finally, the author explores children's perceptions of fantasy and fiction as expressed in dreams, story-telling and magic. The Creation of Imaginary Worlds highlights the significance of imaginary worlds in children's lives, their role in fostering creativity and abstract thinking, and how adults can gain valuable insights into children's cognitive and emotional well-being.This enlightening book will be of interest to students of child development, art therapists, play therapists, counselors and child psychologists, as well as parents, teachers and anyone else who wishes to gain a better understanding of childhood imagination.Trade ReviewThis is a perceptive and well researched study of children's art and imaginative play and their relationship to child development. It is scholarly but very readable.The book's first section traces the development of child art from the early stages to adolescence, while the second section charts the evolution of play from infancy onwards... The third section has a useful discussion of dreams, nightmares, storytelling and the emotions, describing the role of imaginative play in confronting fears and exploring emotions.The book is informative and helpful. A rich and well-developed imagination has a lasting effect on the child's sense of self and emotional wellbeing. The study helps parents to understand and to nurture the child's imaginative development; it is enlightening and reassuring. -- HEAS BulletinIn this beautifully written book, Claire Golomb produces an eloquent account of three extraordinarily important practices that constitute an envisaging of children's pursuit and construction of imaginary worlds. Golomb, a noted psychologist and researcher, puts forth a compelling introductory text that works to provide parents, educators, and students of early childhood development with a persuasive and articulate rendering of the unwavering grasp that worldmaking has on young children, and the developmental trajectories, milestones, and slippages that compose the landscapes of their enduring quests for the alternative. Reading this book is like listening to a gifted storyteller; Golomb's seamless writing style moves you in and out of theoretical terrains, but in ways that refrain from the imposing weight and limitations of an overly esoteric writing style. Amidst the rise and fall of Golombs' narrations there is a healthy balance of imagery and transcription that further emphasizes and carries forward the thoughts and problematics that are generated throughout the text. -- International Journal of Education & the ArtsThe appearance of a new book by Claire Golomb is always important to educators, especially those concerned with the developmental dimension of children's art from early infancy through childhood. This highly accessible book is a very good introduction to children's art in many of its forms.''What remains invaluable in this book is the obvious delight the author takes in the art of the child, and the importance, in developmental terms, she attaches to it. Children's art, in all its forms is shown to be a spontaneous outpouring of expression, representation and symbolism (no matter what contemporary curriculum guides tell you its all about), and as such deserve the most attuned and sensitive support. Claire Golomb's book is essential reading. -- John Matthews, University of PlymouthThis book successfully highlights the significance of imaginary world in children's lives and their role in fostering creativity, critical and abstract thinking. This book therefore, provides practitioners with invaluable insight into children's cognitive and emotional wellbeing. -- eye (early years educator)this book provides interesting insight into the way in which childhood art, play, dreams and storytelling are a visual representation of their psychological development and also provide important tools to help them deal with complex emotions. -- Young Minds MagazineTable of ContentsList of Plates. List of Figures. Preface. 1. The Evolution of Child Art. Representational art and early models. Child art blossoms. The socio-cultural milieu. 2. Play: A Wellspring of the Imagination. Antecedents and the emergence of pretense behavior. Symbolic play. Make-belief play flourishes. The socio-cultural milieu. Play therapy. The school-age child and beyond. 3. Between Fantasy and Fiction. Dreams. Daydreaming or waking fantasy. Story telling. Fairytales. Magic. Concluding comments. 4. Epilogue. Notes. Further Reading. Index.

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Book SynopsisThe needs of parents and carers of children on the autism spectrum are not met by conventional parenting strategies. This resource for trainers and facilitators offers the best available knowledge and theories to help them develop an understanding of how their child perceives the world and ultimately improve their family life.The manual is divided into ten sessions that introduce a topic related to autism and Asperger Syndrome, for example, 'mindblindness' and the social world, and strategies to manage individual behaviour. During each session parents are introduced to a new topic and are invited to participate in exercises and group discussions that serve to reinforce the key messages discussed earlier. Each session closes with recommended reading and 'homework'.This manual is a valuable resource for professionals working with parents of children and young people with autism and Asperger Syndrome and is an effective complement to How to Live with Autism and Asperger Syndrome: Practical Strategies for Parents and Professionals published by Jessica Kingsley Publishers, which is referenced throughout the resource.Trade ReviewTen sessions to introduce parents and other carers to the less conventional approaches to parenting strategies needed with children who have autism. -- BILD NewsletterA resource for professional facilitators and trainers working with parents to explain the different parenting strategies needed for children who have ASD. -- Current Awareness ServiceThis resource for trainers describes how to run groups for parents on the autism spectrum. It includes handouts, activities and discussion points. -- Children & Young People NowTable of ContentsAcknowledgements. Participants. Session 1. An Introduction to Autism and Mindblindness. Session 2. Getting the gist. Session 3. Language and communication. Session 4. Preoccupations, Sensory Interests and Repetitive Behaviours. Session 5. Imagination, Time Perception, Planning and Memory. Session 6. Managing Behaviour. Session 7. Exploring Individual Problems and Developing Strategies for Managing Behaviour (1). Session 8. Strategies for Managing Behaviour. Session 9.Visual Guides/Social Storiesâ"¢ Workshop. Session 10. Exploring Individual Problems and Developing Strategies (2) and Strategies for Managing Behaviour (2) Session 11. Consolidation, Questions and Party. Appendix 1A. Appendix 1B. Appendix 2. Appendix 3. Appendix 4. Appendix 5. List of figures, handouts and OHPs.

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Book SynopsisWritten specifically for siblings of children with Tourette Syndrome (TS), Why Do You Do That? is an age-appropriate source of information for children and adolescents aged 8 to 16.Uttom Chowdhury and Mary Robertson describe tics and Tourette's in clear, child-friendly terms and provide a simple explanation of the biological causes. Other chapters focus on living with someone who has TS, associated features such as obsessive-compulsive disorder, attention deficit/hyperactivity disorder and aggression, and what siblings can do to help. The authors also offer practical tips on how to deal with issues such as problems at school and bullying.This book will prove invaluable for brothers and sisters of children with TS, as well as parents and other family members.Trade ReviewTourette Syndrome (TS), with its involuntary tics, can provoke embarrassment, confusion, fear or laughter. For those wishing to understand it, the condition is clearly detailed in this neat little book. Although presented in an easy to read style, liberally sprinkled with drawings, poems and humour, to appeal to a younger audience, supporting adults will find it invaluable, too.The book is packed with necessary facts to promote understanding and acceptance together with practical ideas for everyday living and support. -- The TeacherThe text is written in easy, accessible language, thereby ensuring the children who read it would gain a sound understanding of the issues and descriptions covered. The personal accounts are particularly engaging and would appeal to both young people with TS, their family members and friends. -- Support for LearningTo school age children, fitting in is extremely important; anything that separates them from the crowd is likely to be a source of concern and anxiety. Eye blinking, making faces, shoulder shrugging, barking or nodding are all common tics or signs of TS. They are also behaviours that make children stand out and can promote bullying. This book educates children about TS and tics and reassures them that they are not alone. -- Autism UsWritten by two experienced doctors, this book is designed to help young people understand Tourette syndrome. It uses simple language to explain about tics and other symptoms. The book explains the support and treatment available and includes first hand accounts of how young people cope. The book is aimed at eight- to -16 year olds and is useful for siblings and friends of young people with the syndrome. -- Young People NowYoungsters with Tourette Syndrome will find comfort and good humour in this superbly written book by Professor Mary Robertson and Dr Uttom Chowdhury, recognized experts in the treatment and scientific research of Tourette Syndrome. Their compassion and deep understanding of their patients and their families are unparalleled. -- Judith Ungar, President and Sue Levi-Pearl, VP, Medical and Scientific Program, Tourette Syndrome (USA) AssociationI am delighted to recommend this book, which is devoted to helping young people understand TS. It is not only written by two highly experienced doctors but also includes an interesting collection of personal experiences of people affected by the syndrome. Young people more than anyone may feel they are alone in facing the challenges of life and this book is a very valuable source of support and information for all families affected by TS. -- Jeremy Stern, Chair of Tourette Syndrome (UK)" Why do you do that?" is a good resource for children and young people with Tourette Syndrome and their siblings. Written by two highly experienced doctors, this book describes Tourette in plain language with key information prominently listed, to allow you to refer to it with ease. -- The Green LeafletHelpful references and further suggested readings are included at the end of the book. The authors' upbeat approach and skilful explanation make this an invaluable companion for children, young people and their siblings. -- The Green LeafletTable of ContentsForeword. Acknowledgements. 1. What is Tourette Syndrome? 2. What have research doctors found out about Tourette Syndrome? 3. Are there any other problems associated with Tourette Syndrome? 4. How do doctors treat and support young people with Tourette Syndrome? 5. How will I cope in school? 6. What are the life stories of brothers, sisters, parents and young people around the world with Tourette Syndrome? 7. What can I do for my brother or sister with Tourette Syndrome? 8. What is the future for a young person with Tourette Syndrome? Appendix I. Useful resources. Appendix II. Bibliography.

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Book SynopsisA pioneering, field-defining collection of essential texts exploring girlhood in the nineteenth centuryTrade Review"This sparkling reader defines the field of girls' history and gathers its emerging canon. There are no better scholars than Miriam Forman-Brunell and Leslie Paris to have a pulse on the scholarship, anticipate its future directions, and provide a model of academic collaboration."--Eileen Boris, coeditor of The Practice of U.S. Women's History: Narratives, Dialogues, and Intersections"Some of the finest scholarship in the field. . . . Highly recommended."--ChoiceTable of ContentsCredits ix Introduction 1 1. The Life Cycle of the Female Slave 15Deborah Gray White 2. "Grown Girls, Highly Cultivated": Female Education in an Antebellum Southern Family 31Anya Jabour 3. "Oh I Love Mother, I Love Her Power": Shaker Spirit Possession and the Performance of Desire" 69Susan McCully 4. Women on the Town: Sexual Exchange and Prostitution 80Christine Stansell 5. "If We Get the Girls, We Get the Race": Missionary Education of Native American Girls 104Carol Devens 6. "Rosebloom and Pure White," Or So It Seemed 120Mary Niall Mitchell 7. The Female World of Love and Ritual: Relations Between Women in Nineteenth-Century America 149Carroll Smith-Rosenberg 8. Psychosomatic Illness in History: The "Green Sickness" among Nineteenth-Century Adolescent Girls 179Nancy M. Theriot 9. The Caddie Woodlawn Syndrome: American Girlhood in the Nineteenth Century 199Anne Scott MacLeod 10. The Politics of Dollhood in Nineteenth-Century America 222Miriam Forman-Brunell 11. Inscribing the Self in the Heart of the Family: Diaries and Girlhood in Late-Victorian America 242Jane H. Hunter 12. Reading Little Women: The Many Lives of a Text 270Barbara Sicherman Contributors 301 Index 305

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Book SynopsisIf children were little scientists who learn best through firsthand observations and mini-experiments, how would a child discover that the earth is round—never mind conceive of heaven as a place someone might go after death? Trusting What You’re Told begins by reminding us of a basic truth: Most of what we know we learned from others.Trade ReviewIn Trusting What You’re Told, Harris argues that the longstanding idea that kids should be self-learners who gain knowledge mainly from their own explorations and observations is flawed. In the book’s introduction, Harris notes that we adults could barely get through the day without information from other people. It’s the same with kids, he says… Harris’ book explores lots of interesting ideas, including the impact of a mother’s level of education on a child’s inquisitiveness and why kids trust what they learn from their parents. -- Julie Rasicot * Education Week blog *Harris provides an important contribution by emphasizing that children, contrary to the view of thinkers like Piaget, do not develop only into a fixed rationality. Rather, children, from a very young age, are able to negotiate the empirical world alongside the supernatural, as well as develop through the tension created by attempting to balance truth and fantasy. Harris emphasizes the notion of testimony as a means to demonstrate the agency of the child and as a central tool through which a child is able to engage in thinking about the world. -- J. A. Helfer * Choice *The importance of learning from others was oddly neglected by too many of the twentieth-century pioneers of child psychology. In Trusting What You’re Told, Paul Harris reviews his and his colleagues’ beautiful work demonstrating just how entwined culture is with children’s development. -- Peter J. Richerson, author of Not by Genes AlonePaul Harris has given us an intricate and beautifully detailed picture of children as budding anthropologists. They don’t just learn about the world on their own, but rather from and through ‘informants’ who provide testimony—which naturally raises issues of trustworthiness. This is a really terrific book from a researcher acutely attuned to children’s inner lives. -- Michael Tomasello, author of Why We Cooperate

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Book Synopsis

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Book Synopsis

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Book SynopsisDescribes the nuts and bolts of play therapy and provides fifteen of the most popular materials and activities practitioners can use with children today. Some are classics in the field, including sand, block, and role play, while some are relatively new approaches, such as electric game play and virtual reality play.

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Book Synopsis

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