Journal articles: 'Childhood'

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Facer, Keri, Rachel Holmes, and Nick Lee. "Childhood Futures: Better Childhoods?" Global Studies of Childhood 2, no. 3 (January 2012): 170–75. http://dx.doi.org/10.2304/gsch.2012.2.3.170.

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Lima, Camila Machado de. "infâncias e formação docente: gestos, sentidos e começos." childhood & philosophy 14, no. 30 (May 7, 2018): 297–315. http://dx.doi.org/10.12957/childphilo.2018.32049.

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The present text is an essay on childhood and teacher education, making approximations and meetings that put in question the school, the education, the teaching, the time. Childhood is not considered a category of chronological time, but an establishing force of possibility, impossibility, questions, interruptions. Childhood is affirmed beyond an age, understood as existence, life, embodied in any body and in another temporality. It is interesting to ask about the childhoods that go through the teacher formation and, perhaps, think not only how we form childhood, but how childhood forms us. How do they potencialize teachers work? Under what conditions do these childhoods arise? Is the teacher becoming a maturation of childhood, childhood or childhood? What gestures tear and explode with the ways we get used to being with the children and the ways we are used to becoming teachers? These questions have accompanied me in the challenge of devoting sensitivity, attention and listening to the senses emanating from childhood, and the childhood that emanates from the senses, in the exercise of being a teacher of Early Childhood Education. Therefore, this work is inspired by the childhoods of children of the Secondary Education of Pedro II College, in childhoods of my teaching with these subjects, in beginnings, openings and beginnings that potentiate to inhabit the school and become a teacher in a childish way.

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PRIESTLEY, MARK. "Childhood Disability and Disabled Childhoods." Childhood 5, no. 2 (May 1998): 207–23. http://dx.doi.org/10.1177/0907568298005002007.

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Hidayat, Yusuf, Nia Tania, Nurhayati Nurhayati, Neng Kurniasih, Heni Nuraeni, and Sri Ningsih. "Analysis of Parenting Styles on Early Childhood’s Independent Character Development." International Journal Corner of Educational Research 2, no. 2 (September 11, 2023): 70–76. http://dx.doi.org/10.54012/ijcer.v2i2.207.

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Parenting is the interaction process between parents and early childhood to instill and develop early childhood’s characters through natural since early age. The present study aims to analyze parenting styles applied by the parents to develop the early childhood’s independent character. In addition, this study employed a case study at which the reseachers gathered the data through observation and interview towards 13 early childhoods and 13 mother (parents) as the respondents. The results of the study revealed that 61,54% of the respondents apply positive parenting style to develop their early childhood’s independent character, 23,08% of the respondents apply permissive parenting style to develop their early childhood’s independent character, and 15,38% of the respondents apply mixed parenting style (positive and permissive parenting styles) to develop their early childhood’s independent character. Thus, the majority of the respondents apply positive parenting style to develop the early childhood’s independent character at home. In conclusion, the 3 parenting styles can be collaborated each other by the parents based on the characteristics of the early childhood, the tasks given, and also the situation.

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Firinci Orman, Turkan. "Adultization and blurring the boundaries of childhood in the late modern era." Global Studies of Childhood 10, no. 2 (July 15, 2019): 106–19. http://dx.doi.org/10.1177/2043610619863069.

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Although the modern Western concept of childhood is rapidly disappearing in the age of late modernity, this study asserts that childhood (as it is lived) has not disappeared but has been transformed. An integrated approach to childhood is employed in order to go beyond binary oppositions such as the Global North versus the Global South and/or childhood versus childhoods. It is argued that children while constructing their childhoods are confronted with processes of individualisation and globalisation through which new forms of adultization have emerged as concepts of ‘child consumerism’ and ‘child citizenship’. Beyond the opposing views involving the disappearance of childhood or its liberation, this study concludes that the concept of adultization can be used to problematise and analyse childhood in its current state.

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Soderberg, Laura. "Childhood Studies and the Politics of Horror." American Literary History 35, no. 4 (November 15, 2023): 1724–32. http://dx.doi.org/10.1093/alh/ajad189.

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Abstract Three [new] scholarly works … examine narratives in which childhood frightens both the children themselves and, more often, the adults observing childhood. … The childhoods they show can be both other and othering.

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Tesar, Marek, Zhen Phoebe Tong, Andrew Gibbons, Sonja Arndt, and Adrienne Sansom. "Children’s literature in China: Revisiting ideologies of childhood and agency." Contemporary Issues in Early Childhood 20, no. 4 (December 2019): 381–93. http://dx.doi.org/10.1177/1463949119888494.

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In this article we consider historical and contemporary ideologies of childhood in China and critically examine notions of ‘child’ and ‘childhood’ in Chinese children’s literature. We analyse the themes and knowledge that relate to relevant historical and contemporary political events and policies, and how these contribute to the production of childhoods. We focus on three images of childhoods in China: the Confucian child, the Modern child and the Maoist child. Each of the images reflects a way of seeing, a perspective about what a child ought to be and become, and what their childhood should look like. Everyday media are reflected in the texts and stories examined and portray both ‘imagined’ and ‘real-life’ narratives of children and their childhoods. The stories, and the connected power relations, represent an important link between the politics of childhood and the pedagogy associated with these politics, including large-scale state investment in the production of desired, ideal and perfect childhoods. Through such an examination of contemporary and historical children’s literature and media in China we also explore the ways in which contemporary media revitalise particular notions of child agency.

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Taylor, Affrica. "Reconceptualizing the ‘nature’ of childhood." Childhood 18, no. 4 (August 19, 2011): 420–33. http://dx.doi.org/10.1177/0907568211404951.

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This interdisciplinary article draws upon human geography to bring fresh new perspectives to the relationship between two commonly conflated concepts: ‘childhood’ and ‘nature’. Childhood studies scholars have gone a long way towards retheorizing childhood beyond the ‘natural’ and the ‘universal’ by pointing to its historical and cultural construction. However, as yet, not enough attention has been paid to childhood’s key collateral term, nature. This article seeks to redress this gap by drawing upon interesting retheorizings of nature that have taken place within human geography in order to suggest new ways of reconceptualizing childhood.

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MOFFITT, TERRIE E., and AVSHALOM CASPI. "Childhood predictors differentiate life-course persistent and adolescence-limited antisocial pathways among males and females." Development and Psychopathology 13, no. 2 (May 16, 2001): 355–75. http://dx.doi.org/10.1017/s0954579401002097.

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This article reports a comparison on childhood risk factors of males and females exhibiting childhood-onset and adolescent-onset antisocial behavior, using data from the Dunedin longitudinal study. Childhood-onset delinquents had childhoods of inadequate parenting, neurocognitive problems, and temperament and behavior problems, whereas adolescent-onset delinquents did not have these pathological backgrounds. Sex comparisons showed a male-to-female ratio of 10:1 for childhood-onset delinquency but a sex ratio of only 1.5:1 for adolescence-onset delinquency. Showing the same pattern as males, childhood-onset females had high-risk backgrounds but adolescent-onset females did not. These findings are consistent with core predictions from the taxonomic theory of life-course persistent and adolescence-limited antisocial behavior.

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Dillenburg, Elizabeth. "Molding Nineteenth-century Girls in the Cape Colony into Respectable Christian Women." Girlhood Studies 12, no. 2 (July 1, 2019): 137–40. http://dx.doi.org/10.3167/ghs.2019.120211.

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S. E. Duff. 2015. Changing Childhoods in the Cape Colony: Dutch Reformed Church Evangelicalism and Colonial Childhoods, 1860–1895. Basingstoke, UK: Palgrave Macmillan.In Changing Childhoods in the Cape Colony: Dutch Reformed Church Evangelicalism and Colonial Childhoods, 1860–1895 (hereafter Changing Childhoods), S. E. Duff explores shifting notions of childhood and, more specifically, the emergence of new ideas about white childhood in the Cape Colony, South Africa, during the late nineteenth century by examining various efforts to convert and educate children, especially poor white children, and improve their welfare. As indicated in the title, Changing Childhoods draws attention to the multiplicity of experiences of children who existed alongside each other in the Cape Colony and how they were shaped by a variety of factors, including religion, location, class, race, and gender. While many histories of childhood elide the experiences of boys and girls, Duff pays careful attention to the different constructions of girlhood and boyhood and how gender shaped the lives of boys and girls, men and women. Throughout the book, girls appear not as passive observers but as complex agents shaping and participating in broader social, political, cultural, and economic transformations in the Cape.

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Maitra, Dev Rup. "“For Me, They Were the Good Old Days”: Retrospective Narratives of Childhood Experiences in ‘the Gang’." Genealogy 4, no. 3 (July 1, 2020): 71. http://dx.doi.org/10.3390/genealogy4030071.

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Much of the existing scholarship on gang membership predominantly focuses on adolescence as being the formative time period for the development of gang identities; however, there has thus far been more limited attention towards the childhood experiences of gang members, (i.e., pre-adolescence). The organising principle of this paper is to articulate the retrospective accounts of gang members’ childhoods, and how these recollections form a central role to the emergence of gang identities. The data presented in this paper were collected during fieldwork in two adult, men’s prisons in England; interviews were conducted with 60 active and former prison gang members, identified through prison databases; a small number (n = 9) of interviews were conducted with ‘street’ participants, such as ex-offenders, outreach workers and gang researchers. This paper aims to show that many gang members romanticise accounts of their childhoods, in spite of often having experienced adverse childhood experiences:, so too do many gang members view their childhood experiences as part of their mythologised narrative of life in ‘the gang’. Nevertheless, a tension exists between how gang members seek to portray their childhood experiences around gangs and the negative labelling and strain they experienced during their childhood; often, romanticised accounts seek to retrospectively neutralise these harms. In so doing, the lens through which childhood gang membership is viewed is one which conceptualises childhood gang involvement as being something non-deleterious, thus acting as a lens that attempts to neutralise the harms and vicissitudes of gang affiliation.

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Rahmawati, Risa, Dede Siti Hodijah, Nu'man Ihsanda, Neni Susiyani, Sri Sugiarti, and Sandi Tya. "Teachers’ Strategies: Can It Prevent Bullying to Early Childhoods in Preschool Education?" Journal Corner of Education, Linguistics, and Literature 3, no. 4 (May 1, 2024): 368–76. http://dx.doi.org/10.54012/jcell.v3i4.287.

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Bullying is an action of verbal and non-verbal violences done repeatedly by a person to another. This study aims to determine the forms of bullying carried out by early childhood and teachers’ strategies applied to overcome bullying behavior in preschool education. The method used in this study is a qualitative under a descriptive approach. The findings of the present study show that bullying carried out by early childhoods is in the forms of aggressive and negative actions such as kicking, pinching, hitting, taunting, and pushing friends. In addition, the strategies used by the teachers to prevent bullying behavior to the early childhood are carried out through several steps: (1) the teachers conducted anti-bullying during the teaching and learning process through storytelling method using hand puppet as media related to bullying material, (2) the teachers invited the early childhoods to sing the song to know anti-bullying, (3) the teachers communicated to the parents about the dangers of bullying, (4) the teachers invited the parents to understand well their early childhood’s character, (5) the teachers invited the parents to participate in parenting program, (6) the teachers advised and supervised the early childhoods when they are at school, (7) the teachers provided strict policy against bullying behavior. In conclusion, bullying behavior can be prevented earlier through instilling character education and implement seven strategies such as mentioned above.

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Bramberger, Andrea. "Gestalt(ungen) von Kindheiten." Vierteljahrsschrift für wissenschaftliche Pädagogik 98, no. 3 (September 29, 2022): 387–98. http://dx.doi.org/10.30965/25890581-09703057.

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Abstract The Shape and Shaping of Childhood. Aspects of Movement as Parameters of Reflection The essay showcases modes in which critical reflection about research on childhood focusing on movement and motion extends discussions about childhood’s constructedness. These modes keep childhood, the narratives about children and generation, and education’s role in contesting or strengthening them flexible, dynamic, and in ongoing consideration for and search of alternative ways to think about them and conduct childhood studies’ research, theory, and practice.

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Ferguson, Maria. "Washington View: Lessons from Benjamin Franklin." Phi Delta Kappan 100, no. 7 (March 25, 2019): 72–73. http://dx.doi.org/10.1177/0031721719841344.

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Historian Nick Bunker’s Young Benjamin Franklin: The Birth of Ingenuity shows that young Franklin benefited from a childhood with an ambitious and loving family, access to educational opportunities, and free time to explore. Maria Ferguson considers how those lessons might apply to contemporary childhoods. From a policy perspective, Franklin’s childhood depended on strong early childhood education, access to higher education, and social and emotional learning. In all three areas, positive steps are being made, although progress is slow.

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Smith, Anne B. "Children's Rights and Early Childhood Education." Australasian Journal of Early Childhood 32, no. 3 (September 2007): 1–8. http://dx.doi.org/10.1177/183693910703200302.

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THERE IS STILL RESISTANCE and hostility within some circles to the United Nations Convention on the Rights of the Child (the Convention), but professionals working with children should be familiar with rights principles and their use in advocating for change. A rights perspective fits well with the new paradigm of Childhood Studies, which is critical of developmental psychology and recognises multiple childhoods, children's agency and competency, and the primacy of children's lived experience. The Convention has been used in advocating for reforms in early childhood services in New Zealand. One example is the development and implementation of our early childhood education curriculum, Te Whariki. The second example is New Zealand's Strategic Plan for Early Childhood Education (Ngā Huarahi Arataki), which is focused on improving early childhood education quality and participation. It is argued that child advocacy for better early childhood education policies can be strengthened by the use of the Convention.

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Heller, Rafael. "The Editor’s Note: Childhood, then and now." Phi Delta Kappan 100, no. 7 (March 25, 2019): 4. http://dx.doi.org/10.1177/0031721719841329.

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Childhood has changed dramatically over time, but it’s tricky to childhoods today with those of the past. Our perceptions may be influenced by our own vantage point. The experience of childhood varies not just by generation, but also by social class. But children of all backgrounds spend more time in school than in the past, making educators an important influence in children’s lives.

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Syme, Conor. "Childhood's End: Childhood Faith in Science Fiction." Film Matters 8, no. 1 (March 1, 2017): 72–76. http://dx.doi.org/10.1386/fm.8.1.72_1.

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Ankyiah, Francis. "Revisiting Childhood: A Phenomenological Study on Art Students' Lived Experiences of Memory and Fantasy Drawings." European Journal of Behavioral Sciences 7, no. 1 (May 13, 2024): 1–11. http://dx.doi.org/10.33422/ejbs.v7i1.1117.

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This phenomenological study explored art students' lived experiences of creating memory and fantasy drawings of their childhood. In-depth semi-structured interviews were conducted with 12 undergraduate art students who completed a drawing assignment revisiting their childhoods through memory and fantasy renderings. Data were analyzed using interpretative phenomenological analysis to extract themes and insights into the essence of the phenomenon. Findings revealed that memory drawings evoked vivid recreations of specific moments and relationships from childhood, eliciting emotional responses ranging from nostalgia to distress. Fantasy drawings provided opportunities for imaginative reworking of childhood experiences, allowing expression of latent wishes, fears, and curiosity. The act of rendering childhood memories and fantasies in visual form allowed access to embodied aspects of past experience and enabled new perspectives. Participants described the assignment as an insightful rediscovery and reevaluation of childhood. The study provides an enhanced understanding of how memory and fantasy drawings provide evocative access to lived dimensions of childhood among art students. The visual articulation and symbolic processing of remembered and imagined childhood experience facilitated self-reflection, emotional exploration and integration.

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Brzozowska-Brywczyńska, Maja. "Dzieciństwo: projekt w kryzysie." Kultura i Społeczeństwo 64, no. 3 (September 21, 2020): 5–25. http://dx.doi.org/10.35757/kis.2020.64.3.1.

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This article considers the idea of crisis as one of the key tools for conceptualizing the ambivalent nature of childhood. Although crisis narratives have been an inseparable part of describing childhood, the concept of a crisis (an end, a death) of childhood itself may refer to such different phenomena as slave labor or lack of access to education on the one hand, and the consumerist lifestyle and media addiction on the other. The author focuses mainly on the idea of the disappearance of modern childhood derived from Postman’s concept. Childhood is viewed in connection with the concept of childhood’s toxicity, the dichotomy between over-controlling and ignoring childhood, and the idea of childhood being inappropriate. The article concludes that although some of the problems signaled as part of the crisis diagnosis have a negative impact on the development of young people and require solutions, the idea that childhood en bloc is in crisis is rather an expression of the collapse of the classic vision of childhood, and thus of the hierarchical, dichotomous relationship between childhood and adulthood that it is based upon. The relationship thus defined does not leave much conceptual space for recognizing the complex and ambivalent nature of childhood, or for describing the changes in childhood and adulthood and their mutual determinants.

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Bushati, Angela. "Tracing the Global Child: Global Politics Shaping Local Childhoods." European Journal of Education 1, no. 3 (November 29, 2018): 68. http://dx.doi.org/10.26417/ejed.v1i3.p68-72.

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The concept of childhood, and particularly considering the social and cultural construction of childhood, has not received enough focus in the ongoing debates on globalization and its consequences. Yet, essential elements of globalization are omnipresent in the guise of new discourses around childhood, which have become particularly resonant transnationally. A lot of international treaties or conventions, such as the United Nations Children’s Rights Convention (1989) shape national and local realities of children worldwide based on global conceptualisations of childhood, which are based mainly on western ideals of what it means to be a child. Applying such global notions of childhood in different contexts around the world often does not consider local realities and cultural ideologies of childhood, and indirectly does more harm than good. Childhood constitutes an essential and very delicate nexus in the continuously changing realities. Since childhood occupies a symbolic space where the consequences of globalization can be reflected, it cannot be left unconsidered. Not only childhood comprehends the basis of cultural connection, but it is the main mechanism of social recreation. Building on postcolonial and critical whiteness studies, the paper tries to analyse a few aspects relating the westernization and construction of the global child ideal and presenting an overview of the impacts of children global policies towards shaping local childhoods.

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Bushati, Angela. "Tracing the Global Child: Global Politics Shaping Local Childhoods." European Journal of Education 6, no. 1 (April 1, 2023): 85–92. http://dx.doi.org/10.2478/ejed-2023-0008.

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Abstract The concept of childhood, and particularly considering the social and cultural construction of childhood, has not received enough focus in the ongoing debates on globalization and its consequences. Yet, essential elements of globalization are omnipresent in the guise of new discourses around childhood, which have become particularly resonant transnationally. A lot of international treaties or conventions, such as the United Nations Children’s Rights Convention (1989) shape national and local realities of children worldwide based on global conceptualisations of childhood, which are based mainly on western ideals of what it means to be a child. Applying such global notions of childhood in different contexts around the world often does not consider local realities and cultural ideologies of childhood, and indirectly does more harm than good. Childhood constitutes an essential and very delicate nexus in the continuously changing realities. Since childhood occupies a symbolic space where the consequences of globalization can be reflected, it cannot be left unconsidered. Not only childhood comprehends the basis of cultural connection, but it is the main mechanism of social recreation. Building on postcolonial and critical whiteness studies, the paper tries to analyse a few aspects relating the westernization and construction of the global child ideal and presenting an overview of the impacts of children global policies towards shaping local childhoods.

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Tesar, Marek. "Timing childhoods: An alternative reading of children’s development through philosophy of time, temporality, place and space." Contemporary Issues in Early Childhood 17, no. 4 (December 2016): 399–408. http://dx.doi.org/10.1177/1463949116677924.

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This article argues that the denial of development can be a productive space and a liberating time for children in the current outcomes-driven times. The author offers an alternative reading of childhood, considering children’s development differently through various philosophical theorizations of events, which emerge through utilizing philosophy and theory as a method. This approach allows a merging of analyses of childhood, philosophical concepts of time and temporality, place, space and popular culture, in order to outline how the development of a child may be resisted through the notion of ‘time and temporality’. The idea of working with the temporality of ‘timing childhoods’ can mimic the notion of a ticking clock. Positioned against the background of the story of Peter Pan, this article challenges established ways of thinking of/about childhood and development, arguing that they perpetuate inequalities, homogenize children and essentialize childhoods. It thinks divergently with theories and philosophies about how childhoods are conceptualized and dissected, distinguished and ‘timed’. The denial of development could be a very power-disrupting, and therefore liberating and exhilarating, experience for children and their childhoods, as the different theoretical and philosophical frameworks analysed in this article point out, through time, temporality and space.

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Barnsley, Veronica. "Everyday childhoods in contemporary African fiction." Journal of the British Academy 10s2 (2022): 283–96. http://dx.doi.org/10.5871/jba/010s2.283.

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This article contends that humanitarian imagery and sociopolitical discourses that present African childhoods as �lacking� are being rigorously challenged by African fiction that illuminates the diversity of childhood experiences that make up the everyday. The article aims to show that neither the trope of the African child as silent victim nor the globalised African child whose trajectory is characterised by escape from local and national ties is able to capture the complexity and plurality of �parochial� (Jaji 2021) childhoods and suggests that new versions of childhood are emerging in African writing. By analysing the role of the everyday and the ambiguity of play in fiction by Tsitsi Dangarembga, NoViolet Bulawayo, Jennifer Nansubuga Makumbi and Khadija Abdalla Bajaber, alongside stories from the 2021 Caine Prize shortlist, the article showcases the fresh and adventurous narratives of childhood to be found in contemporary African fiction.

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Bellis, Mark, Karen Hughes, Katie Hardcastle, Kathryn Ashton, Kat Ford, Zara Quigg, and Alisha Davies. "The impact of adverse childhood experiences on health service use across the life course using a retrospective cohort study." Journal of Health Services Research & Policy 22, no. 3 (July 2017): 168–77. http://dx.doi.org/10.1177/1355819617706720.

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Objectives The lifelong health impacts of adverse childhood experiences are increasingly being identified, including earlier and more frequent development of non-communicable disease. Our aim was to examine whether adverse childhood experiences are related to increased use of primary, emergency and in-patient care and at what ages such impact is apparent. Methods Household surveys were undertaken in 2015 with 7414 adults resident in Wales and England using random probability stratified sampling (age range 18–69 years). Nine adverse childhood experiences (covering childhood abuse and household stressors) and three types of health care use in the last 12 months were assessed: number of general practice (GP) visits, emergency department (ED) attendances and nights spent in hospital. Results Levels of use increased with increasing numbers of adverse childhood experiences experienced. Compared to those with no adverse childhood experiences, odds (±95% CIs) of frequent GP use (≥6 visits), any ED attendance or any overnight hospital stay were 2.34 (1.88–2.92), 2.32 (1.90–2.83) and 2.67 (2.06–3.47) in those with ≥ 4 adverse childhood experiences. Differences were independent of socio-economic measures of deprivation and other demographics. Higher health care use in those with ≥ 4 adverse childhood experiences (compared with no adverse childhood experiences) was evident at 18–29 years of age and continued through to 50–59 years. Demographically adjusted means for ED attendance rose from 12.2% of 18-29 year olds with no adverse childhood experiences to 28.8% of those with ≥ 4 adverse childhood experiences. At 60–69 years, only overnight hospital stay was significant (9.8% vs. 25.0%). Conclusions Along with the acute impacts of adverse childhood experiences on child health, a life course perspective provides a compelling case for investing in safe and nurturing childhoods. Disproportionate health expenditure in later life might be reduced through childhood interventions to prevent adverse childhood experiences.

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Chakera Nandita Thakur, Sameena. "Management of Childhood Obesity." International Journal of Science and Research (IJSR) 12, no. 5 (May 5, 2023): 1513–16. http://dx.doi.org/10.21275/sr23425152342.

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Mukhamattairovna, Bakhavadinova Zamira. "PROPAEDEUTICS OF CHILDHOOD DISEASES." International Journal of Medical Sciences And Clinical Research 4, no. 2 (February 1, 2024): 69–73. http://dx.doi.org/10.37547/ijmscr/volume04issue02-10.

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This article explores the paramount role of propaedeutics in pediatric medicine, specifically focusing on its significance in understanding and managing childhood diseases. Propaedeutics, defined as the preliminary study and diagnosis based on observable signs and symptoms, serves as a critical tool for pediatricians in unraveling the complexities of health challenges faced by children. The article delves into the components of propaedeutics, encompassing keen observation, developmental milestones assessment, growth monitoring, and the use of diagnostic tools. Furthermore, it highlights the preventive aspects of propaedeutics, including immunization strategies, nutritional guidance, and environmental considerations. Ultimately, propaedeutics emerges as an indispensable guide, paving the way for early intervention and fostering optimal health outcomes for the youngest members of our society.

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Mayar, Mahshid. ""Playes Print the Letter": American Child(hoods) as Archival Present/ce." Journal of the History of Childhood and Youth 16, no. 3 (September 2023): 361–83. http://dx.doi.org/10.1353/hcy.2023.a909986.

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Abstract: Drawing attention to the "similar motivations of nostalgia, desire, fantasy, and power" that bind childhood and archival studies together, Karen Sánchez-Eppler observes that "[t]he questions of politics and power at stake in archival work and in Childhood Studies are often one and the same." In this article, I expand Sánchez-Eppler's already complex directory by adding temporality to it. Pausing in the middle to examine a number of letters that children sent to the juvenile periodical St. Nicholas in the 1890s, I engage with the notion of time as a productive means to comprehend and ultimately work to counter the relative dearth of authorial, intentional, and dedicated archives of childhood—what historians of childhood have long identified as one of the main challenges for writing the history of children and youth. As I argue in this paper, to engage with time in the study of children and childhoods past begins with making the case for childhood as both a temporary and a temporal category and examining what this dual temporality means and does to archiving childhood.

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Quarshie, John. "The Cultural Lens of Childhood." International Journal of Children’s Rights 32, no. 2 (June 3, 2024): 380–408. http://dx.doi.org/10.1163/15718182-32020002.

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Abstract This study explores how parents’ understanding of childhood shapes their awareness and support for children’s participation in family decision-making in Akropong Akuapem, Ghana. Adopting the interpretivist paradigm, a qualitative analysis of semi-structured interviews with 43 parents conveniently sampled revealed three key themes: dependency; identity formation; and empowerment. Understanding childhood as a period of dependence, parents acknowledge their role as duty-bearers towards their children who are right-holders. Childhood’s role in shaping identity highlights the strong bond between children, families and the community, notably through naming ceremonies and puberty rites. Additionally, considering childhood as an empowering system emphasises children’s active contributions to their development. The study advocates for nurturing childhood as a period of empowerment, facilitating active children’s participation in family decisions concerning them whilst upholding rich cultural values. These insights have practical implications for Ghanaian culture and human rights.

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Vänskä, Annamari, Sini Mickelsson, Daria Morozova, Heidi Härkönen, Olga Gurova, and Elina Pirjatanniemi. "Arctic childhood in data-driven culture: Wearable technology and children’s right to privacy in Finland." Critical Studies in Fashion & Beauty 14, no. 2 (December 1, 2023): 261–83. http://dx.doi.org/10.1386/csfb_00067_1.

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The article discusses the definition of ‘Arctic childhood’: how it affects the ideal of childhood in the Arctic countries while differentiating it from understandings of childhood in more temperate climates. Arctic childhood offers novel viewpoints to the concept of childhood. It grants agency to the non-human world: environment, weather and design solutions such as clothes and wearable technology. It also highlights how these shape the concept of childhood in the Arctic and beyond. The article focuses on wearable technology, which brings new legal issues to considerations of childhood in data-driven culture. The central argument is two-fold. As design solutions, wearable technology may preserve the ideal of the active child, essential to Arctic and Finnish childhoods. Legally, however, there are some issues: since wearable technology is designed to bring forth and share with others the vital functions of the child’s body, it raises concerns about children’s fundamental right to privacy and data protection. By bringing together fashion studies and the doctrinal study of law, and by using wearable technology as an example, the article argues that multidisciplinary approaches are needed when new technologies designed to track and monitor individuals are offered to minors in the name of staying healthy.

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Masters, Yeny Díaz Cortes. "CHILDHOOD FROM CHILDHOOD. METAPHORS IN THE NARRATIVES OF GIRLS AND BOYS FROM A PROTECTION BOARDING SCHOOL IN MEDELLÍN. COLOMBIA." Child in a Digital World 1, no. 1 (2023): 149. http://dx.doi.org/10.61365/forum.2023.123.

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This research will be qualitative with a hermeneutic approach with narrative methodology. The new social studies on childhood imply a social, cultural and historical reconfi guration, which goes through language, new scenarios and new ways of looking at the world. Much has been said regarding the conceptions of childhood, the relationship with school, learning and education, given from the voices of teachers, professionals and adults, who have been in charge of giving meaning to constructing from the discourse, and to make visible what years ago did not even have a name. Therefore, it is pertinent in this work to talk about institutionalized childhoods, that is, the childhood under the protection of the State, from the very voice of the boys and girls, starting from that there are other childhoods that do not have the daily life of being in a traditional family. The objective is to understand the metaphors about the conceptions that boys and girls construct, regarding their own experience as infants. The respondents are studied in a protective boarding school at the Colombian Institute of Family Welfare (ICBF), in order to make visible other childhood voices and other scenarios different from traditional ones. The discourse metaphors of boys and girls studying in a protectionist boarding school will be examined in detail, taking into account that most discourses and concepts are partially understood with others, and that here they acquire relevance in conditions of a destructive and destructive nature. Differentiated character, manifested in other ways called symbolic, takes into account the complexity of childhood experience through the use of metaphor. Thus, an approach to an abstract and reconfi gured language of the new has been developed.

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Land, Nicole. "Movement belongs to all of us? Thinking interdisciplinarity with early childhood studies and kinesiology." Journal of Pedagogy 13, no. 1 (June 1, 2022): 71–87. http://dx.doi.org/10.2478/jped-2022-0004.

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Abstract This article takes up a question of how early childhood studies and kinesiology might undertake interdisciplinarity together. Working with the provocation of the phrase ‘movement belongs to all of us’, this article probes the character of three particular interdisciplinary alliances between early childhood studies and kinesiology, asking what becomes possible and impossible for interdisciplinary work amid each collision. These intersections include moving with humans and new materialist movements, dancing childhoods and bodily boundaries, and doing collaboratories and social justice. Working closely with each of these intersections, I propose discord, perceptibility, and collectivity as three possible practices toward inventing unfamiliar interdisciplinarity between early childhood studies and kinesiology.

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Herlina, Herlina. "IMPLEMENTASI KTSP DALAM PROGRAM PEMBELAJARAN DI PAUD ALIF PAMIJAHAN BOGOR." As-Syar'i : Jurnal Bimbingan & Konseling Keluarga 2, no. 1 (April 15, 2020): 84–103. http://dx.doi.org/10.47467/as.v2i1.123.

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ABSTRACT This study aims to give ficturing the teachers and head scools of early childhood to improved quality of services in each early childhoods. This study uses is descriptive qualitative research. It is heald in Alif early childhood ( Kindergarden) at Pamijahan Bogor.The data was taken from observation,interview, documentation, and library studys. Based on the result of research, the implementation of KTSP from learning programs is maked improved tree asfect 1) curiculums developing of childrens 2) to establish a cooperation with school and parents with parenting programs 3) developing programs to get teacher make better in professionalism. Keyword : curiculums, Learning programs, early childhood

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Herlina, Herlina. "Implementasi KTSP dalam Program Pembelajaran di PAUD Alif Pamijahan Bogor." As-Syar'i: Jurnal Bimbingan & Konseling Keluarga 2, no. 1 (April 15, 2020): 84–103. http://dx.doi.org/10.47467/assyari.v2i1.123.

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ABSTRACT This study aims to give ficturing the teachers and head scools of early childhood to improved quality of services in each early childhoods. This study uses is descriptive qualitative research. It is heald in Alif early childhood ( Kindergarden) at Pamijahan Bogor.The data was taken from observation,interview, documentation, and library studys. Based on the result of research, the implementation of KTSP from learning programs is maked improved tree asfect 1) curiculums developing of childrens 2) to establish a cooperation with school and parents with parenting programs 3) developing programs to get teacher make better in professionalism. Keyword : curiculums, Learning programs, early childhood

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Darlin, Darlin, Samar S., and Busyairi Ahmad. "PENERAPAN MODEL PEMBELAJARAN ROLE PLAYING UNTUK MENINGKATKAN KEMAMPUAN BERBAHASA PADA ANAK USIA DINI KELOMPOK B TK KARTIKA VI-15 BIAK." Al-Hikmah : Indonesian Journal of Early Childhood Islamic Education 5, no. 1 (June 25, 2021): 1–13. http://dx.doi.org/10.35896/ijecie.v5i1.182.

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The implementation of Role PlayingLearning Model to improve the Language Skill of Early Chilhood in Grup B class at KartikaVI-15 Kindergarten Biak. The purpose of the research is to know the improvement of the language skill of early childhood at Kartika VI-15 Kindergarten Biak by conducting the RolePlaying Learning Model. The research method is Classroom Action Research. The data are collected by: (a) observation sheets; (b) interview of early childhood’s language skill; and (c) recording the learning process which is involved the communication the teachers and the learners to know the improvement of early childhood’s language skill. Based on the result of the cycle I, most of the early childhood leaners can already do the activity well, however have not reached the indicator percentage which is 75% that if the early childhood learners reach the score of Growing as Expected and Growing well. While, the result of cycle II evaluation, 95% has been reached by 19 early childhood learners, therefore general the result showed that program of a series impelementation of learning in improving early childhood’s language skill through Role Playing Learning Model in Kartika VI-15 Kindergarten has been completed and achieved the research target which is 75% of success indicator.

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Garbula, Joanna Maria, and Małgorzata Kowalik-Olubińska. "Sociocultural constructs of children and childhood." Problemy Opiekuńczo-Wychowawcze 578, no. 3 (March 31, 2019): 3–10. http://dx.doi.org/10.5604/01.3001.0013.2263.

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Interpretations of the concepts of children and childhood have significantly changed over the past centuries. In the eighteenth century childhood was ascribed a status of a separate phase of human life in which human beings learn, grow and develop. Research conducted within the developmental psychology paradigm based on the notion of childhood’s ‘naturalness’ and on the necessity and normality of development has contributed to the emergence of a universal vision of the child and childhood. This vision has been challenged by the research conducted within the sociocultural paradigm in which childhood, understood as a social construction, is neither a natural nor a universal feature of human groups but appears as a specific structural and cultural component of many societies. We focused our attention on the sociocultural interpretations of the concepts of children and childhood. Our aim is, therefore, to show the ways in which children and childhood are understood in a sociocultural perspective. In the introductory part of the paper we briefly describe a universal vision of child development as well as the criticism it met from the supporters of the social childhood studies. In the main part of the article we focus our attention on the issue of social constructing of children and childhood. Sociocultural approach to childhood reveals a multitude and diversity of images of children and childhood constructed by adults in a variety of places, contexts and social spaces.

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Sales, Rodrigo Viana, and Ana Laudelina Ferreira Gomes. "THE BACHELARDIAN ONEIRIC CHILDHOOD." Revista Inter-Legere 1, no. 22 (August 9, 2018): 154–79. http://dx.doi.org/10.21680/1982-1662.2018v1n22id15299.

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This text deals with the notion formulated by Gaston Bachelard of oneiric childhood, which refers to a permanent childhood that is renewed through active imagination and poetic reverie, promoting an articulation between memory and imagination in our awaken dreams. Aiming to give visibility and more reflection on the bachelardian oneiric childhood, we have investigated the approaches of this phenomenon within works of post-graduate students supervised by Ana Laudelina F. Gomes in the Research Group in which we participate - Mythos-Logos:religion, myth and spirituality. After doing a bibliographical research on thesis, dissertations and papers written by some of the members that are part of the group which works with such a notion, like Badiali (2016), Batista (2015, 2016, 2017, 2018), Eustáquio (2015, 2016), Melo (2012) and Gomes (2013b), it was noticed how this theme was recurring in a lot of different works. I perceived that reading these studies has triggered my own oneiric childhood, as it is in a ritual of anthropophagic readings. My infant being was fed by the narratives and images of those childhoods, which further expanded my poetic reveries, experience and reflection on the theme. Therefore, I have decided to present within this article some of the repercussions these readings provoked in me, stems from the collective orientation given by the supervisor Professor and sometimes by an invited person, when all the postgraduate students involved in the research read and make comments on the studies of one another. Keywords: Childhood; Gaston Bachelard; Oneiric Poetry; Anthropophagic Readings;

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Caldecott, Léonie. "Childhood." Chesterton Review 31, no. 3 (2005): 290–91. http://dx.doi.org/10.5840/chesterton2005313/437.

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Minogue, Valerie, Nathalie Sarraute, and Barbara Wright. "Childhood." Modern Language Review 81, no. 1 (January 1986): 215. http://dx.doi.org/10.2307/3728813.

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Amy Fish. "Childhood." Transition, no. 121 (2016): 16. http://dx.doi.org/10.2979/transition.121.1.02.

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Diamond, Elin, Nathalie Sarraute, and Simone Benmussa. "Childhood." Theatre Journal 37, no. 4 (December 1985): 487. http://dx.doi.org/10.2307/3207521.

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Strange, Sharan. "Childhood." Callaloo 16, no. 1 (1993): 15. http://dx.doi.org/10.2307/2931804.

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Strange, Sharan. "Childhood." Callaloo 24, no. 3 (2001): 896. http://dx.doi.org/10.1353/cal.2001.0214.

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Goodland, Giles. "Childhood." English: Journal of the English Association 67, no. 258 (2018): 284–85. http://dx.doi.org/10.1093/english/efy034.

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Castaneda, C. "Childhood." TSQ: Transgender Studies Quarterly 1, no. 1-2 (January 1, 2014): 59–61. http://dx.doi.org/10.1215/23289252-2399605.

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Sgritta, Giovanni B. "Childhood." International Journal of Sociology 17, no. 3 (September 1987): 38–57. http://dx.doi.org/10.1080/15579336.1987.11769933.

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Achinto and Mary Shaw. "Childhood." International Journal of Epidemiology 32, no. 6 (December 2003): 949. http://dx.doi.org/10.1093/ije/dyg317.

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Bax, Trent. "The Adverse Childhood Experiences of Methamphetamine Users in Aotearoa/New Zealand." International Journal of Criminology and Sociology 10 (November 4, 2021): 1430–42. http://dx.doi.org/10.6000/1929-4409.2021.10.164.

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Using in-depth semi-structured interviews, the family environment of forty-one former frequent methamphetamine users is analyzed using a ten category measure of adverse childhood experiences (ACEs). The qualitative analysis reveals almost three-quarters experienced four or more ACEs, especially parental separation, parental substance abuse, emotional neglect and physical neglect. Females compared to males, and Māori compared to European/Pākehā, experienced more adversity, while father figures played a disproportionate role in producing participants’ childhood adversity. Physical neglect, physical abuse, parental mental illness, sexual abuse and early age of parental separation were especially detrimental to participants’ healthy development. With approximately five ACEs each on average, this first ever life course-based qualitative study of frequent methamphetamine users in Aotearoa/New Zealand adds further evidence to the body of knowledge that demonstrates frequent substance use is an adaptive counterproductive coping mechanism to adverse childhood experiences. However, six interviewees were exposed to none or one ACE. With ‘good’ and ‘fortunate’ childhoods, and loving and supportive parents, such contrary childhoods underscore the importance of cultivating and practicing prosocial authoritative parenting practices.

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Herniawati, Ani, Yusuf Hidayat, Aan Hasanah, and Bambang Samsul Arifin. "Qur’anic Methods in Instilling Characters in a family: An Educational Perspective." International Journal Corner of Educational Research 3, no. 2 (June 24, 2024): 87–94. http://dx.doi.org/10.54012/ijcer.v3i2.309.

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Characters are closely related to morality which is underpinned on the moral strength based on the value system instilled as early as possible in a family. The study aims to discuss the Qur’anic methods used to instill the early childhood’s characters in a family. To gain the data, the researchers employ qualitative method under descriptive approach. In addition, to analyse the data, it is used content analysis technique. The results of the study assert that characters education needs to be taught and instilled as early as possible to early childhood at home. Through the education, the parents need an enormous efforts to instill characters education to the early childhood. One of the efforts is using the Qur’anic methods used to instill the early childhood’s characters in a family. The Qur’anic methods consist of the Amtsal method, the Kisah (story) method, the Ibrah Mauidzah method, the Targhib wa Tarhib method, the Tajribi method, the Uswah Hasanah method, and the Hiwar method. In conclusion, instilling characters to early childhood in a family needs the suitable methods, so that its implementation is going to be in harmony with planning and achieve the goal to create early childhood to be ‘Insan Kamil’.

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Sanchez, Miranda, and Christopher Ferguson. "Exposure to Bullying, Childhood Trauma, and Violence in Video Games Among Perpetrators of Mass Homicides: A Brief Report." Journal of Mass Violence Research 1, no. 1 (March 1, 2022): 72–80. http://dx.doi.org/10.53076/jmvr91931.

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Perpetrators of mass homicides have often been believed to have experienced certain events in their childhoods that may have led to their crimes. Among the issues that were considered in this study were childhood trauma, which included abuse history, and history of childhood bullying. Another issue that was examined was whether they played violent video games as a child. Exposure to these variables were compared between a sample of 169 male firearm mass homicide perpetrators and preexisting research samples of the same age and gender who had not committed mass murders. Analyses were preregistered. Hypotheses that were tested included whether mass homicide perpetrators had experienced more childhood abuse, more childhood bullying or played more violent video games compared to matched samples. Results suggest that mass homicide perpetrators had experienced more abuse than other individuals, but not bullying. By contrast, mass homicide perpetrators had played fewer violent video games than had matched samples. These results seem to match previous data on mass homicide perpetrators.

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Hariyanto, Hariyanto, and Arif Hariyanto. "MINDSET SEBAGAI DASAR PENGEMBANGAN PENDIDIKAN ANAK USIA DINI." LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan 18, no. 1 (June 15, 2024): 1–16. http://dx.doi.org/10.35316/lisanalhal.v18i1.1-16.

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Education development now demands struggle and hard work from all parties, especially in the world or the realm of early childhood education. Not a few education experts then offer formulas to maximize the talents and potential of these early childhoods. Early childhood development has not experienced much differentiation or even resistance. Children's lives at this age have unique characteristics, but simultaneously, they provoke the curiosity of all parties. The conception built from the mindset and attitude patterns of children aged 0-6 years (some say early age is children aged 0-8 years) also has its character. Not a few experts in the current field of psychology have tried to examine the dynamics of this early childhood. They compete with the thesis that providing education in early childhood is a significant period in building human resources. Because this period only comes once and cannot be repeated, early stimulation, one of which is education, is absolutely necessary.

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Journal articles on the topic 'Childhood'

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