New Arrivals: Children; Child development: HQ 767.8 - HQ 792.9999
Showing 1 - 18 of 18 new items.
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© 2015,S. Matthew Liao argues here that children have a right to be loved. To do so he investigates questions such as whether children are rightholders; what grounds a child's right to beloved; whether love is an appropriate object of a right; and other philosophical and practical issues. His proposal is that all human beings have rights to the fundamental conditions for pursuing a good life; therefore, as human beings, children have human rights to the fundamental conditions for pursuing a good life. Since being loved is one of those fundamental conditions, children thus have a right to be loved. Liao shows that this claim need not be merely empty rhetoric, and that the arguments for this right can hang together as a coherent whole. This is the first book to make a sustained philosophical case for the right of children to be loved. It makes a unique contribution to the fast-growing literature on family ethics, in particular, on children's rights and parental rights and responsibilities, and to the emerging field of the philosophy of human rights. -
© 2015,Great Myths of Child Developmen t reveals the latest evidence-based science behind the myths and misconceptions about the developing child. Shatters the most commonly-held child development myths Reveals the science behind such topical issues as twin-telepathy, sex-prediction, and imaginary friends Covers hot-button issues like childhood vaccines, spankings, ?time-outs,? and breastfeeding of older children Features numerous pop culture references and examples drawn from popular TV shows and movies, such as Duck Dynasty, Modern Family and Mad Men Points to a wealth of supplementary resources for interested parents'from evidence-based treatments and self-help books to relevant websites
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© 2015,Despite growing attention to the importance of grit and other character traits for achievement, developing them in students rarely finds its way into secondary school curricula. Authors Barbara Cervone and Kathleen Cushman investigate the exceptions, telling the stories of five high schools with a national reputation for infusing rigorous academics with social and emotional learning, which results in demonstrable benefits for students. Based on extensive interviews and on-site visits, the book identifies six elements that all of these schools have in common, including advisories and other structural supports for students and teachers; rituals and other means for establishing an intentional, reflective, and respectful community as well as a firm commitment to restorative justice; and a broad and engaging curriculum that includes service learning. Featuring the voices of educators and students alike, Belonging and Becoming not only shows how these schools stand out for their high degree of caring and success, but makes a strong case for why other schools should be inspired to take up the challenge and replicate their efforts.
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© 2013,As the focus of the family has turned to the glow of the screen--children constantly texting their friends or going online to do homework; parents working online around the clock--everyday life is undergoing a massive transformation. Easy access to the Internet and social media has erased the boundaries that protect children from damaging exposure to excessive marketing and the unsavory aspects of adult culture. Parents often feel they are losing a meaningful connection with their children. Children are feeling lonely and alienated. The digital world is here to stay, but what are families losing with technology's gain? As renowned clinical psychologist Catherine Steiner-Adair explains, families are in crisis as they face this issue, and even more so than they realize. Not only do chronic tech distractions have deep and lasting effects but children also desperately need parents to provide what tech cannot: close, significant interactions with the adults in their lives. Drawing on real-life stories from her clinical work with children and parents and her consulting work with educators and experts across the country, Steiner-Adair offers insights and advice that can help parents achieve greater understanding, authority, and confidence as they engage with the tech revolution unfolding in their living rooms.
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© 2014,The first comprehensive look at youth living in a country attempting to rebuild itself after three decades of civil conflict, Children of Afghanistan relies on the research and fieldwork of twenty-one experts to cover an incredible range of topics. Focusing on the full scope of childhood, from birth through young adulthood, this edited volume examines a myriad of issues: early childhood socialization in war and peace; education, literacy, vocational training, and apprenticeship; refugee life; mental and physical health, including disabilities and nutrition; children's songs, folktales, and art; sports and play; orphans; life on the streets; child labor and children as family breadwinners; child soldiers and militarization; sexual exploitation; growing up in prison; marriage; family violence; and other issues vital to understanding, empowerment, and transformation. Children of Afghanistanis the first volume that not only attempts to analyze the range of challenges facing Afghan children across class, gender, and region but also offers solutions to the problems they face. With nearly half of the population under the age of fifteen, the future of the country no doubt lies with its children. Those who seek peace for the region must find solutions to the host of crises that have led the United Nations to call Afghanistan .the worst place on earth to be born.. The authors ofChildren of Afghanistan provide child-centered solutions to rebuilding the country's cultural, social, and economic institutions.
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© 2015,This provocative book takes a look at children's consumption of sexualized media messages while providing parents, teachers, and professionals with strategies for abating their influence. * Provides a quick overview of previous works in child development, communication, and education * Discusses four mediating variables influencing children's values: culture of celebrity, family factors, gender, and community systems * Includes an "In Their Voices" section featuring specific responses from children, adolescents, parents, and professionals * Covers television, movies, music, and other media * Demonstrates the impact of both positive and negative media messages
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© 2014,A key issue for researchers and practitioners is how to support the social engagement of children with autism in ordinary, everyday social processes that are transactional in nature and involve mixed groups of children, with and without autism, in rich and varied relationships. Autism and the Social World of Childhood brings together current understandings about the social engagement of children with autism, gained from psychology-based research into autism, with well-established ideas about children's everyday social worlds, gained from sociocultural theories of childhood. It describes the experiences of interaction, friendship and play from children's own point of view as a way of giving insight into children's lives as they are lived and understood by them. Such an understanding serves to inform educational practice and aids the provision of more effective learning environments. Autism and the Social World of Childhood includes sections on: the nature of play, social interaction and friendship in autism the nature of children's ordinary social worlds, including children's cultures of communication and variation in children's play research approaches to investigating the social engagement of children with and without autism in natural contexts educational approaches to supporting the integration of children with autism within a school setting the importance of assessment in autism education. Autism and the Social World of Childhood includes real life descriptions of children's social experiences taken from ethnographic research into the play and interaction of children with and without autism. Practical guidance is provided on educational approaches to supporting the inclusion of children with autism within the ordinary social worlds of childhood.
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© 2014,It has long been recognized that an improved standard of living results from advances in technology, not from the accumulation of capital. It has also become clear that what truly separates developed from less-developed countries is not just a gap in resources or output but a gap in knowledge. In fact, the pace at which developing countries grow is largely a function of the pace at which they close that gap. Thus, to understand how countries grow and develop, it is essential to know how they learn and become more productive and what government can do to promote learning. In Creating a Learning Society , Joseph E. Stiglitz and Bruce C. Greenwald cast light on the significance of this insight for economic theory and policy. Taking as a starting point Kenneth J. Arrow's 1962 paper "Learning by Doing," they explain why the production of knowledge differs from that of other goods and why market economies alone typically do not produce and transmit knowledge efficiently. Closing knowledge gaps and helping laggards learn are central to growth and development. But creating a learning society is equally crucial if we are to sustain improved living standards in advanced countries. Combining accessible prose with technical economic analysis, Stiglitz and Greenwald provide new models of "endogenous growth," up-ending the thinking about both domestic and global policy and trade regimes. They show how well-designed government trade and industrial policies can help create a learning society, and how poorly designed intellectual property regimes can retard learning. They also explain how virtually every government policy has effects, both positive and negative, on learning, a fact that policymakers must recognize. They demonstrate why many standard policy prescriptions, especially those associated with "neoliberal" doctrines focusing on static resource allocations, have impeded learning. Among the provocative implications are that free trade may lead to stagnation whereas broad-based industrial protection and exchange rate interventions may bring benefits--not just to the industrial sector, but to the entire economy. The volume concludes with brief commentaries from Philippe Aghion and Michael Woodford, as well as from Nobel Laureates Kenneth J. Arrow and Robert M. Solow. -
© 2014,When did the kid who strolled the wooded path, trolled the stream, played pick-up ball in the back forty turn into the child confined to the mall and the computer screen? How did "Go out and play!" go from parental shooing to prescription? When did parents become afraid to send their children outdoors? Surveying the landscape of childhood from the Civil War to our own day, this environmental history of growing up in America asks why and how the nation's children have moved indoors, often losing touch with nature in the process. In the time the book covers, the nation that once lived in the country has migrated to the city, a move whose implications and ramifications for youth Pamela Riney-Kehrberg explores in chapters concerning children's adaptation to an increasingly urban and sometimes perilous environment. Her focus is largely on the Midwest and Great Plains, where the response of families to profound economic and social changes can be traced through its urban, suburban, and rural permutations--as summer camps, scouting, and nature education take the place of children's unmediated experience of the natural world. As the story moves into the mid-twentieth century, and technology in the form of radio and television begins to exert its allure, Riney-Kehrberg brings her own experience to bear as she documents the emerging tug-of-war between indoors and outdoors--and between the preferences of children and parents. It is a battle that children, at home with their electronic amenities, seem to have won--an outcome whose meaning and likely consequences this timely book helps us to understand. -
© 2014,Media and the Sexualization of Childhood examines the on-going debates surrounding the prominence of sexual themes in children's lives, from clothes and accessories, toys and games, to music, entertainment media, advertising, and new media platforms. Parents, educators and politicians around the developed world have raised concerns about the effects all these experiences can have on the socialisation and psychological development of children and the extent to which the premature introduction of sexuality into their lives can place them at risk of unwanted attention. This book explores these issues using an evidence based approach that draws on research findings from around the world, representing the most comprehensive single account of the field. The book will be invaluable to students studying topics surrounding children and the media and childhood studies, as well as students of communication, media, cultural studies, sociology, psychology and health science. -
© 2014,When Judy Y. Chu first encountered the four-year-old boys we meet in this book, they were experiencing a social initiation into boyhood. They were initially astute in picking up on other people's emotions, emotionally present in their relationships, and competent in their navigation of the human social world. However, the boys gradually appeared less perceptive, articulate, and responsive, and became more guarded and subdued in their relationships as they learned to prove that they are boys primarily by showing that they are not girls. Based on a two-year study of boys aged four to six, When Boys Become Boys offers a new way of thinking about boys' development. Chu finds that behaviors typically viewed as "natural" for boys reflect an adaptation to cultures that require boys to be emotionally stoic, competitive, and aggressive if they are to be accepted as "real boys." Yet even as boys begin to reap the social benefits of aligning with norms of masculine behavior, they pay a psychological and relational price for hiding parts of their authentic selves. Through documenting boys' perceptions of the obstacles they face and the pressures they feel to conform, and showing that their compliance with norms of masculine behavior is neither automatic nor inevitable, this accessible and engaging book provides insight into ways in which adults can foster boys' healthy resistance and help them to access a broader range of options for expressing themselves. -
© 2013,This book explores the dynamics in children's everyday lives as they move between school and the family, with particular consideration of how children's motives change in response new challenges. Professors Mariane Hedegaard and Marilyn Fleer follow four children, two from Australia and two from Denmark, over a twelve-month period. Using these case studies, they show how children's everyday activities, play, and the demands of both family and educational contexts influence their learning and development. The authors contribute to a sociocultural theory formulation that includes the child's perspective in cultural historical contexts. Their approach yields insights that transcend specific nationalities, cultures, and socioeconomic situations. The analysis shows not just how children's family life shapes their experiences in school, but how schools influence and shape their lives at home. -
© 2013,Negotiating Adult-Child Relationships in Early Childhood Research presents a substantive critique of technicist and neoliberal approaches to ethics through an exploration of the complicated and often messy situations faced in negotiating relationships in research with children. Drawing upon data from their own research, the authors contend that relationships are part of a wider web of social relations and space-time configurations. They propose and develop a relational ethics of answerability and social justice, inspired by the work of Bakhtin, and in addition explore the way material bodies come to matter, the ambiguity of consent in educator-research, and the risks and possibilities of research relationships. Chapters include innovative formulations of reciprocity, sensing practices, and political-ethical responsibility. -
© 2013,There's no doubt that having twins is challenging. First, there's the pregnancy. But after the twins arrive, the real work begins: coordinating sleep schedules, feeding two babies at the same time, buying five hundred diapers a month while saving enough to send two kids to college in eighteen years, and maintaining your own sanity throughout. But it's also incredibly rewarding - if you're well prepared!In What to Do When You're Having Two, national twins guru and founder of Twiniversity (and mom of twins herself!) Natalie Diaz provides a no-holds-barred resource about life with twins, from pregnancy and birth all the way through your duo's first year of life.Funny, reassuring, and full of stories and advice, this life-saving book covers: **making a birth plan checklist*overcoming the challenges of premature delivery and the NICU*sticking to one sleep schedule*double-duty breastfeeding*must-have gear, including a guide to double strollers*keeping your sanity and your finances under control*building one-on-one relationships with each child early Packed with tried-and-true tips from the trenches, this is the must-have survival guide for parents of twins.'Having one baby is hard enough, but two?! It's wonderful to finally have a book of real advice for real moms from a fabulous mom of twins whom I respect greatly.' Rosie Pope, Founder of Rosie Pope Maternity and Momprep, and author of Mommy IQ'Natalie's breadth of knowledge and experience makes you feel as if you are reading Consumer Reports and listening to Dr. Oz and Suze Orman all rolled into one wonderfully entertaining book. With heartfelt compassion, humor, and honesty, this book will empower you through your hectic and happy first year with twins.' Joan Friedman, PH. D., author of Emotionally Healthy Twins'This book will help you manage your life and preserve your sanity so you can enjoy the miracle of parenthood and have time to bond with your little ones.' Priscilla Dunstan, author of Calm the Crying -
© 2013,Master-Servant Childhood offers a new understanding of childhood in the Middle Ages as a form of master-servant relation embedded in an ancient sense of time as a correspondence between earthly change and eternal order. It challenges the misnomer that children were 'little adults' in the Middle Ages and corrects the prevalent misconceptions that childhood was unimportant, unrecognized or disregarded. The book argues for the value of studying childhood as a structure of thought and feeling and as an important avenue for exploring large scale historical changes in our sense of what it is to be and become human. -
© 2013,The aftermath of the World War II saw America become increasingly fearful of Soviet influence on its way of life. In response to this, a wide variety of institutions sought to protect the United States not just through militarization and diplomacy but also through the production of loyal, patriotic, disciplined citizens. These were created through child rearing and educational methods designed to produce desirable personality traits and to prevent antisocial behaviour. In this study, Kordas examines how childhood and adolescence were shaped by - and contributed to - Cold War politics in America. -
© 2013,Like the occupants of the children's table at a family dinner, scholars working in childhood studies can seem sidelined from the "adult" labor of humanities scholarship. The Children's Table brings together scholars from architecture, philosophy, law, and literary and cultural criticism to provide an overview of the innovative work being done in childhood studies--a transcript of what is being said at the children's table. Together, these scholars argue for rethinking the academic seating arrangement in a way that acknowledges the centrality of childhood to the work of the humanities. The figure we now recognize as a child was created in tandem with forms of modernity that the Enlightenment generated and that the humanities are now working to rethink. Thus the growth of childhood studies allows for new approaches to some of the most important and provocative issues in humanities scholarship: the viability of the social contract, the definition of agency, the performance of identity, and the construction of gender, sexuality, and race. Because defining childhood is a means of defining and distributing power and obligation, studying childhood requires a radically altered approach to what constitutes knowledge about the human subject. The diverse essays in The Children's Table share a unifying premise: to include the child in any field of study realigns the shape of that field, changing the terms of inquiry and forcing a different set of questions. Taken as a whole, the essays argue that, at this key moment in the state of the humanities, rethinking the child is both necessary and revolutionary. Contributors: Annette Ruth Appell, Sophie Bell, Robin Bernstein, Sarah Chinn, Lesley Ginsberg, Lucia Hodgson, Susan Honeyman, Roy Kozlovsky, James Marten, Karen Sánchez-Eppler, Carol Singley, Lynne Vallone, John Wall. -
© 2013,The postwar American stereotypes of suburban sameness, traditional gender roles, and educational conservatism have masked an alternate self-image tailor-made for the Cold War. The creative child, an idealized future citizen, was the darling of baby boom parents, psychologists, marketers, and designers who saw in the next generation promise that appeared to answer the most pressing worries of the age. Designing the Creative Child reveals how a postwar cult of childhood creativity developed and continues to this day. Exploring how the idea of children as imaginative and naturally creative was constructed, disseminated, and consumed in the United States after World War II, Amy F. Ogata argues that educational toys, playgrounds, small middle-class houses, new schools, and children's museums were designed to cultivate imagination in a growing cohort of baby boom children. Enthusiasm for encouraging creativity in children countered Cold War fears of failing competitiveness and the postwar critique of social conformity, making creativity an emblem of national revitalization. Ogata describes how a historically rooted belief in children's capacity for independent thinking was transformed from an elite concern of the interwar years to a fully consumable and aspirational ideal that persists today. From building blocks to Gumby, playhouses to Playskool trains, Creative Playthings to the Eames House of Cards, Crayola fingerpaint to children's museums, material goods and spaces shaped a popular understanding of creativity, and Designing the Creative Child demonstrates how this notion has been woven into the fabric of American culture.