Childhood

This project collected the views of young children on play provision within two local parks through research conducted by Early Childhood Studies students and academics. Findings identified that traditional playground equipment and ‘risky’ play were important for children. Natural features and semi-permanent provision were valued, alongside the provision of mixed-age fixed equipment. Children were highly aware of health and safety, and they were very risk averse. Conclusions recognised constraints and limitations of collaborative working, including eliciting authentic voices of children.

leukemia (T-ALL) and lymphoblastic T-cell non-Hodg-kin’s lymphoma (T-NHL) are closely related disorders, and distinguishing between the two may be difficult. Cytogenetic investigations of large NHL series report-ed different recurring chromosomal alterations. Among these, aberrations of chromosome 1p seem to be associated with T-cell differentiation, the region most frequently involved in breakpoints being band 1p32-36. Deletions and translocations involving the same chromosomal region are frequently observed in T-ALL, in which one of the most common genetic changes is the breakage of the TAL1 gene, mapped to the 1p32 chromosomal region. The objective of this study was to assess the possibility of TAL1 involve-ment also in T-NHL. Design and Methods. A series of 17 pediatric T-NHL patients was molecularly characterized by micro-satellite markers analysis and by TAL1 gene micro-deletions. Results. TAL1 gene rearrangement was found in one case, while loss of heterozygosity (LOH) and mi...

1032 NOTICES OF THE AMS VOLUME 52, NUMBER 9 Introduction In 1954 the scientific community celebrated the 100th anniversary of Henri Poincare’s birth. At that time, Poincare’s fame was not at its highest point among mathematicians, and the spirit of Hilbert dominated most mathematical minds. His fame was also not at its highest point among physicists, as physics was then essentially concerned with quantum theory. Nevertheless, the celebration was important in the many places where Poincare’s presence or name had been significant. The proceedings of this celebration were published as a memorial book and were reproduced in the last volume of Poincare’s Scientific Work. This year, as we celebrate the 150th anniversary of Poincare’s birth, his popularity has reached new summits in the scientific world and even among laymen. Chaos theory and the origins of special relativity have brought Poincare’s name and picture to most popular science journals. But although several new books about Ein...

On 26 December 1996, 7 hours after Patsy Ramsey informed the police that her daughter had been kidnapped for ransom, 6-year-old JonBenet Ramsey's beaten body was found by her father in an unused storage room in the basement of their upper middle-class home. The media and public fascination with this story, and, in particular, with the visual images of JonBenet

AimTo examine how the experience of genocide in Srebrenica in the early childhood (ages 1-5) influences the psychological health in adolescence.MethodsThis study included 100 school-attending adolescents, age 15-16 (born in 1990-91) who were divided in two groups according to the place of residence from 1992-1995: the Srebrenica group – adolescents who lived in Srebrenica during the siege and the non-Srebrenica group who lived in the “free territory,” were not wounded, and experienced no losses. We used the socio-demographic questionnaire created for the purposes of our study and the War Trauma Questionnaire, Posttraumatic Stress Reactions Questionnaire, Self-report Depressive Scale (Zung), Freiburg Personality Inventory, and the Lifestyle Questionnaire.ResultsSrebrenica adolescents experienced significantly more traumatic experiences (14.26±3.11 vs 4.86±3.16, P<0.001). Although there was no significant difference in the total score of posttraumatic stress reactions and intensity of depression between the two groups, significantly higher scores of posttraumatic stress reaction were noticed for several specific questions. The most prominent defense mechanisms in both groups were projection, intellectualization, and reactive formation. Srebrenica adolescents had higher sociability levels (34.7% vs 16.0%, χ2=7.231, P=0.020).ConclusionSrebrenica adolescents reported significantly more severe PTSD symptoms and significantly greater sociability. Our findings could be used for planning treatment and improving communication and overcoming traumas in war-affected areas.

O presente estudo teve como objetivo desenvolver e validar uma escala sobre as competências pedagógicas dos educadores, para lidarem com crianças expostas a situações indutoras de stresse. A amostra é composta por 188 educadores do sexo feminino (96,8%) e do sexo masculino (3,2%), com idades entre os 18 e 55 anos, em que 22% são profissionalizados, 25% alunos em situação de estágio, 15% monitores cabo-verdianos, 17% educadores em autoformação, 10% alunos brasileiros e 12% alunos que cursam a educação básica. Desenvolvem a atividade docente ou equiparada, em instituições públicas (63%), IPSS (32%) e privadas (5%), com criança dos 2 aos 6 anos de idade. Neste estudo aplicamos a escala de Competências Pedagógicas para Lidar com o Stresse na Infância (ECPLSI), desenvolvida por Gomes & Pereira (2009), no âmbito do doutoramento em psicologia. É uma escala tipo Likert com 15 itens, que procura estudar as propostas educativas que permitam desenvolver por parte do educador, uma prática educa...

Tesar, M. (2015). Childhood and Borders. New York, NY: Oxford University Press. Available at http://www.oxfordbibliographies.com/obo/page/childhood-studies. DOI: 10.1093/OBO/9780199791231-0154

Childhoods and borders are contested categories and spaces. Following the tradition of childhood studies, this article utilizes a wide range of theoretical perspectives on these concerns. The subject of childhood and borders continues to be an underresearched area of study, spanning from notions of global childhoods to localized experiences, and geographical, sociological, anthropological, and philosophical perspectives on childhood and borders. In this article, borders and borderlands and acts of crossing them are argued in both a real and a metaphorical sense. Childhoods are exposed to and experience many types of borders and borderlands, including both real and imaginary experiences. This article addresses these complexities and perspectives. This article contributes to the paradigm shift in research concerning children and childhoods that allows the resurfacing and elevation of traditionally subjugated knowledges and stories. Moreover, forthcoming publications both theorize and tell the narratives of childhood crossing/living/being over/in/with borders and border spaces. This article should therefore be treated as a live commentary that will be regularly updated as new knowledge, ideas, research, and narratives emerge. Children’s voice, participation, experience, and resistance are particularly seminal in this context. This article juxtaposes such influential and seminal sources with texts that may seem more obscure, yet that are important to contextualize issues in local settings with global practices, and to present the breadth and richness of the scope of childhood studies. By exploring borders, boundaries, and borderlands, this article leads also to notions of space, place, and power, and further into constructs of foreigners and strangers, and anthropological, sociological, and philosophical perspectives on childhoods. As borders and borderlands change and evolve in a geographical sense, so do the ideas and notions around them. Borders and borderlands can therefore also be seen as metaphorical, and present a fascinating view of children’s lives and experiences of their childhoods. This article of “Childhood and Borders” thus draws on diverse disciplines to examine notions of borders, boundaries, borderlands, and crossings from actual, real, and metaphorical imagined perspectives. What unites the disciplinary diversity in this article is the focus on the child and childhoods through a childhood studies lens, and the various manifestations of it in relation to children, childhoods, and borders.

Patterning is related to important geometrical concepts and processes. Our experiment with kindergarten children was performed to examine their acquisition of patterns as revealed in their verbal and nonverbal acts and to identify the mathematical concepts that emerged.

The United Nations Convention on the Rights of the Children came up with a number of children rights. Among them is the Right to eat healthy food, derived from Article 27, which states that every child has a right to a standard of living that is good enough to meet their physical, social and mental needs. The study investigates relationship between diet variety and parent perceptions of pre-schooler children, the eating challenges which pre-schoolers face, the levels of parental awareness on the significance of dietary varieties and strategies parents are using to curb eating problems of pre-schooler children. The study recommends that, there be a link between diet variety and parents’ perceptions on mealtime behaviours of their children particularly the pre-schoolers. Therefore parents should be taught on the importance of dietary variety to the children and how to enforce good eating habits.  Article visualizations:

"The paper aims at presenting the Italian edition of Philippe Meirieu's book "Lettre aux grandes personnes sur les enfants d’aujourd’hui" (Rue du monde, Voisins-Le-Bretonneux, 2009); it is the occasion to reflect on children's rights and on adults' responsabilities within Ecec services and to highlight that both educational
alliances between adults and the development of educational research could promote a positive understanding and image of children but also enrich their learnings and education."

There have been substantial changes over time in scientific and public perspectives regarding children&#39;s adjustment to divorce in the US. Decades of divorce research have created a more complex and nuanced understanding of how divorce impacts children and adolescents. The stressors and risks which divorce presents for children, the resiliency demonstrated by the majority of children, and protective factors which are associated with better adjustment following divorce are described, and distinctions drawn between painful memories and psychopathology. This more differentiated body of research is helpful in policy formation and for educating divorced parents about known risk factors for their children and what protective behaviors may enhance their children&#39;s longer-term adjustment.

This thesis is an examination of the 19th century adornment assemblage recovered from the archaeological excavation of two features (1859-1884) at the Industrial School for Girls in Dorchester located at 232 Centre Street in Dorchester, Massachusetts. The school was administered by middle class Bostonian women that wished to train working class girls from broken, abusive, or unfit homes in professionalized domestic work. This thesis is a rare examination of a site that is single-gendered, and predominantly single-classed and aged with a large collection of documented activity. This investigation was conducted in order to question the values that the administration of the institution placed on dress and how the social movements of the time, such as domesticity, womanhood, gentility, and the Second Great Awakening, influenced those values. The school was to act as a home with the matron as the “mother” that would impart values and give a regimented schedule with an environment filled with objects that were to exude purity and domesticity. An extensive investigation of the Secretary Records, Annual Reports, and Intake Records were consulted in conjunction with the adornment assemblage of 2,832 artifacts to answer this question. After this investigation it was found that the girls were dressed in similar styles to that of each other and domestic servants as a way to assert the girls’ place in society, economic thrift, and morality. These ideas were directly related to the values the administration placed on adornment objects due to the influence of social movements at the time.

Creativity in adults is highly valued in our society. Personal creativity contributes to inventiveness, innovation, social and cultural change as well as political development and economic progression. The creator is an innovator, a problem solver, an entrepreneur, an artist. Creative people have rapid and effective responses that help them to achieve their life goals and allow them to enjoy the journey. Creativity is both a skill set and a unique and individual character structure that is developed throughout childhood and fine-tuned in adolescence and adulthood. Education has a key role to play in its development. Positive creativity inspiring experiences at every stage of the educational journey are needed. This is especially true in early childhood. Educators who rise to the creativity challenge will be well rewarded in rich teaching experiences and the joy of seeing children reach their creative potential in supportive and integrated learning communities.

The term 'chrysom' (or 'chrisom') is often used to describe effigies or subsidiary 'weeper' figures of swaddled babies on medieval and Renaissance tomb monuments, including brasses and incised slabs. However, the exact meaning of this word is often misunderstood and yet has seldom been queried. Moreover, there is the questionable assumption that these 'chrysom' figures represent babies who died before their mothers' churching and who were therefore buried in their baptismal clothes. This paper addresses the occurrence and meaning of this type of memorial to children who died in early infancy and who were remembered in the way that best befitted their stage in life - in their swaddling clothes.

Organizadoras: Gilka Girardello, Monica Fantin

O livro celebra os 20 anos de criação do NICA - Núcleo Infância, Comunicação, Cultura e Arte -, grupo de pesquisa sediado na Universidade Federal de Santa Catarina (UFSC/CNPq).  A coletânea reúne artigos baseados nas pesquisas realizadas no grupo ao longo dos últimos dez anos, no âmbito do Programa de Pós-Graduação em Educação da UFSC.

ISBN:
978-65-5939-024-3 (eBook)
978-65-5939-025-0 (brochura)

DOI: 10.31560/pimentacultural/2020.243

Schooling is a form of misopedy and a fundamental structure in conditioning societal acceptance of domination in other registers. The subordination of children begins with the misguided notion that they are incapable of autonomy, reinforcing a dichotomous understanding of adult/child or teacher/student. Schooling should not be confused with education. The former represents the interests of oppression, molding societal consciousness to accept the conditions of subjugation. In contrast, education in its idealized form is a process of self-discovery, an awakening to one’s potential, and a desire to see such abilities realized. To ensure the absence of coercion in education children need to explore for themselves, making their own decisions about what their interests are, and how those curiosities might be fulfilled. Presenting a broad range of opportunities is crucial, but the decision about what path to follow should be determined by the child. When bound to a classroom we often mistake obedience for education. Yet learning, as geographers recognize, best occurs 'through the soles of our feet' and when children explore the world through unschooling, they live into their creative potential, opening an aperture on alternative ontologies. Unschooling is, in short, one of the most powerful forms of anarchism we can engage.

La novela de la escritora ecuatoriana Mónica Ojeda, Nefando (2016), centra el interés
de una reflexión acerca de las posibilidades de nombrar y narrar experiencias corporales
extremas, cuando de una infancia vulnerada se trata. Interesa también reconocer en la
novela una línea de pensamiento en torno a la escritura, la violencia y el dolor de los
demás. Escribir, perturbar, renombrar, obscenizar son verbos que coinciden en el horizonte de un campo semántico que busca poner en crisis nociones asumidas respecto a la infancia y la familia. Cómo decir lo que no puede decirse es una pregunta que activa la escritura de Nefando.

Peters, M. A., & Tesar, M. (2018). The philosophy of early childhood: Examining the cradle of the evil, rational and free child. In M. A. Peters & M. Tesar, (Eds.), Troubling the changing paradigms: An Educational Philosophy and Theory Early Childhood Reader (2-15). New York, NY: Routledge.

The depiction of teenage pregnancy as a social problem relies on the assumption of adolescence as a separable stage of development. Utilizing a Derridian framework, the author analyses how the dominant construction of adolescence as a transitional stage: (1) acts as an attempt to decide the undecidable (namely, the adolescent who is neither child nor adult, but simultaneously both) - an attempt which collapses in the face of teenage pregnancy; (2) relies on the ideal adult as the endpoint of development; and (3) has effects in terms of gendered and expert/parent/adolescent power relations.

In 1787 an anonymous student of the Perth Academy spent countless hours transforming his rough classroom notes into a beautifully inscribed notebook. Though this was an everyday practice for many Enlightenment students, extant notebooks of this nature are extremely rare and we know very little about how middle class children learned to inscribe and visualize knowledge on paper. This essay addresses this lacuna by using recently located student notebooks, drawings and marginalia alongside textbooks and instructional literature to identify the graphic tools and skills that were taught to Scottish children in early modern classrooms. I show that, in addition to learning the facts of the curriculum, students participated in educational routines that enabled them to learn how to visually package knowledge into accessible figures and patterns of information, thereby making acts of inscription and visualization meaningful tools that benefitted both the self and society.

The tables and figures for this essay can be downloaded at: http://www.dur.ac.uk/m.d.eddy/SHAPE.pdf""

The binary between the figure of the child and the fully human being is invoked with regularity in analyses of race, yet its centrality to the conception of race has never been fully explored. For most commentators, the figure of the child operates as a metaphoric or rhetorical trope, a non-essential strategic tool in the perpetuation of White supremacy. As I show in the following, the child/ human binary does not present a contingent or merely rhetorical construction but, rather, a central feature of racialization. Where Black peoples are situated as objects of violence it is often precisely because Blackness has been identified with childhood and childhood is historically identified as the archetypal site of naturalized violence and servitude. I proceed by offering a historical account of how Black peoples came to inherit the subordination and dehumanization of European childhood and how White youth were subsequently spared through their partial categorization as adults.

Introduction
 
The current use of the term adultism was first defined in 1978 by psychologist Jack Flasher (Flasher, 1978).  In was later taken up and established as a meaningful concept by academics, researchers and advocates within the children's right movement and the sociology of childhood.  Critical psychologists, critical developmental psychologists and liberation psychologists working at the interface with childhood studies use this term to describe and explain not only children's disadvantaged position within social life but also their positioning within adult-centric research and paternalistic practice generated by the field of mainstream psychology (Burman, 2008; LeFrançois, 2013; Watts and Flanagan, 2007).  Not a new term, adultism has been taken up most significantly within Northern Europe.
 
Definition
 
Adultism is understood as the oppression experienced by children and young people at the hands of adults and adult-produced/adult-tailored systems.  It relates ...