Children’s Use of Knowledge of Place in Understanding Social Relations

The article explores how children use different types of knowledge of place to make sense of their relations to other children. The participants are children aged 11–12 in a small town in southern Sweden. The methodology used is place mapping with group interviews. A significant outcome is that the children connect emplaced and spatial knowledge in their efforts to understand themselves and others. Their emplaced knowledge is thus not separated from the spatial knowledge. Another significant result is that the participating children are engaged in an exchange of knowledge of place with other children and with adults.     

Violence and Vulnerability: Children’s Strategies and the Logic of Violence in Burundi

This study explores how children in conflict‐affected Burundi deal with violence in their everyday lives. Focusing on schools as a context in which children are prepared for further roles in society, child‐centred, qualitative and mixed‐methods research was conducted at 36 primary schools throughout Burundi. Findings reveal that children use a variety of strategies to deal with violence they encounter. These strategies reflect a learned ‘logic of violence’, matching dynamics of violence and vulnerability in society at large. Children’s strategies are ultimately aimed at reducing vulnerability to (future) violence and indicative of the omnipresence of violence and uncertainty in Burundi.     

Gender,Culture and Intervention: Exploring Differences between Aboriginal and Non‐Aboriginal Children’s Responses to an Early Intervention Programme

Evaluation of a group parenting programme in the Northern Territory of Australia showed significant differences in benefits for Aboriginal and non‐Aboriginal boys and girls. The analysis considers whether boys and girls from different cultural backgrounds present with different problems; whether parental expectations for boys and girls differ and whether the intervention activates different responses in different settings. Conclusions suggest that there is a need to closely examine the ‘cultural logic’ of interventions, the appropriateness of their assumptions about child development and hypothesised mechanisms of change in different settings.     

Managing Children’s Friendships Through Interparental Relationships: Roles of Ethnicity and Friendship Context

Twenty African American and European American mothers of fourth‐grade students reflected on strategies for managing children’s friendships maintained across a variety of contexts. Ethnicity differentially located families within specific social contexts that yielded children’s friendships, then informed social processes as they unfolded within these contexts. Maternal knowledge concerning children’s friendships developed as a function of the types of relationships formed among parents encountered within different settings. Findings suggest that interparental relationships represent a key source of information about children’s friendships. Yet, maternal opportunities to establish such relationships differ on the basis of both ethnicity and the nature of contexts in which children’s friendships are maintained.     

Gutter to Garden: Historical Discourses of Risk in Interventions in Working Class Children’s Street Play

This article investigates interventions in the gutter play of British working class children in the first decade of the 20th century through their re‐location within Free Kindergartens. In contemporary literature, the street child was viewed through a binary lens, as both ‘at risk’ and ‘as risk’, reflecting wider societal discourses in a period of rapidly developing social policy. The paper interrogates the motivations of free kindergarten activists from the standpoint of a range of theory and builds on recent papers discussing 21st century urban childhoods. The findings suggest both historical continuities and discontinuities in the theorisation of risk, which have implications for current social policy, urban design and early childhood education. The questions raised include issues of children’s rights, citizenship, inclusion and cultural diversity.     

Low‐Income Mothers’ Private Safety Nets and Children’s Socioemotional Well‐Being

Using longitudinal data from the Fragile Families and Child Well‐being Study (N = 1,162) and the National Evaluation of Welfare‐to‐Work Strategies (N = 1,308), we estimate associations between material and instrumental support available to low‐income mothers and young children’s socioemotional well‐being. In multivariate OLS models, we find mothers’ available support is negatively associated with children’s behavior problems and positively associated with prosocial behavior in both data sets; associations between available support and children’s internalizing and prosocial behaviors attenuate but remain robust in residualized change models. Overall, results support the hypothesis that the availability of a private safety net is positively associated with children’s socioemotional adjustment.     

Perspectives of Looked after Children on School Experience — a Study Conducted among Primary School Children in a Children’s Home in Singapore

Singapore is known for its well‐developed public education. Although there have been prolific studies and advancement in pedagogy of different groups of learners, the progress has yet to capture the interest of children in residential care, and their educational needs remain a field lacking in discussion. This study seeks to give these children a voice by answering three main questions: (1) What have the children experienced in school? (2) How do they feel about these experiences? (3) To what extent are the children’s experiences and feelings related to their background?A mixed‐method approach that encompasses both quantitative and qualitative instruments has been employed to find out from the Primary School children in a local Children’s Home their perspectives on school experience. The findings reveal that looked after children do encounter greater challenges in school because of their unique background and lack of resources. Most of them would need to rely on the authorities in both the school and the Home for support if better experience and performance in school are to be achieved.     

Going to the Courts Twice: A Critical Appraisal of the UK’s Policy of Re‐adoption for Intercountry Adoptions

The policy of re‐adoption for UK‐citizen parents of intercountry adopted children is designed to protect children and safeguard their best interests, but in fact may breach a variety of rights and international Conventions, and when applied to specific cases can lead to more harm than good. In this review, I want to argue that the policy of re‐adoption be reconsidered to minimise the distress to families when they return to the UK with their already legally adopted children. © 2011 The Author(s). Children & Society © 2011 National Children’s Bureau and Blackwell Publishing Limited.     

Perceptions of Children’s Parental Preferences in Lesbian Two‐Mother Households

This study explores how lesbian mothers perceive their 3½‐year‐old children’s parental preferences in families in which one mother is genetically linked to the child. Thirty lesbian couples (60 women) were interviewed about their children’s parental preferences, their explanations of why preferences for one parent existed (or not), and their affective and behavioral reactions to such preferences. Many women acknowledged that their children, as infants, preferred their birth mothers due to biological factors (i.e., breastfeeding) or differential time spent with the child. Despite this initial preference, most women perceived little stability in children’s preferences over time, such that children preferred both mothers equally. Findings support the power of “social motherhood” in fostering maternal connections that transcend biological relatedness over time.     

The Timing of Family Instability and Children’s Social Development

This study extends the growing literature of family instability by investigating the significance of its timing for children’s social adjustment. We find that more than a third of the 1,364 elementary school children in the NICHD Study of Early Child Care and Youth Development experienced some family structure change. Their cumulative level of family instability was associated with multiple indicators of social development at the end of elementary school, associations that were especially strong for boys. These associations were driven largely by the lasting effect of family change in early childhood, demonstrating the significance of early family instability for children’s later social development.     

The Form of Children’s Political Engagement in Everyday Life

This article explores the form of children’s political engagement, considering the politicization of events, their political understanding and alignments. It draws on research into memories of childhood and social change in the latter half of the 20th century and builds on academic debates about children’s political participation. Children’s experience of policing, industrial unrest, popular dissent, social movements and party politics is discussed. Children’s political engagement involves three elements. They must navigate different political perspectives, their understanding grows through feelings of concern and empathy, and they align to groups they can relate to and feel might make a difference.     

Palestinian Children: Authors of Collective Memory

This article investigates the premise that Palestinian children are the authors of collective memory. Palestinian society employs an oral tradition that propagates the collective experience among different generations in which the individual dimensions of each is apparent. The oral history for Palestinian children not only illustrates past events, it also provides the tool for grasping the present and traversing the future. In this ethnographic study, 12 Palestinian children from cities, villages and refugee camps in the West Bank were interviewed. The children demonstrated active roles in reconstructing previous collective memory in relation to their own experiences and vigorously restructured the collective memory as a prerequisite for passing it to the next generation.     

‘Occupation Children’ in Germany after World War II — Problems and Coping Strategies

The article focuses on the autobiographical memories of people born in Germany after the Second World War, whose mothers were local women and whose fathers were members of the allied forces. Based on the analysis of narrative interviews, we ask how these people experienced their growing up and their sociocultural environment in the post‐war era, and what kind of coping strategies they developed to deal with adverse living conditions.     

‘Orphans and Rich People’: A Discourse Analysis of the ‘Children's Lives’ Exhibition in Birmingham,UK

In 2012, an art gallery in Birmingham, England presented an exhibition of ‘Children's Lives’. Through its curation of photography, fine art, objects, video and text, ‘Children's Lives’ claimed to ‘let childhood through the ages speak for itself’ and to contribute ‘to a debate over what it means to be a child’. In this article, we offer a critical analysis of the exhibition, examining the relationship between the exhibition as discourse and the ‘external’ discourses around childhood that are reinforced, negotiated and in some cases challenged by the assemblage of image, text and the spatial ‘narrative’ of the gallery.     

How Children and Young People Influence Policy‐Makers: Lessons from Nicaragua

This article describes a participatory research project, which explored four case studies of children and young people's successful political advocacy in Nicaragua. The analysis combined a human rights‐based approach and a human development approach, and included concepts of multiple settings and levels, interrelated participation spaces, children and young people's citizenship, inclusion and exclusion, democracy, advocacy and empowerment. The main problems faced by children and young people seeking to influence policy‐makers were identified as adultism, dependency and lack of accountability. The research identified pre‐conditions, participation spaces and ways of organising for effective advocacy, and facilitation methods that had proved effective. It concludes that children and young people who achieve effective advocacy are generally self‐empowered, but can count on effective adult support and facilitation. They work through coordination with the authorities and not by clashing with them, but need to ensure effective follow up if they want politicians to keep their promises.     

Stakeholder Perspectives on Children's Mental Health Needs and Supports in Six Low‐ and Middle‐Income Countries

Low‐ and middle‐income countries (LMIC) are faced with disproportionately high levels of unmet child mental health needs. This study explored through interviews the perspectives of 17 inter‐agency service stakeholders from Brazil, Indonesia, Kenya, Pakistan, Rwanda and Turkey on existing supports and challenges. Four themes emerged on the holistic nature of children's mental health needs linked with disadvantage; limited resources and skilled workforce; stigma; and strategies for future implementation, including awareness, parental engagement, skills‐based programmes and cultural adaptation. Stakeholder input is essential in conceptualising, developing and evaluating culturally appropriate interventions for vulnerable children in LMIC.     

Childhood in Children's Eyes: Analysis of a Discourse among Middle‐Income Sectors in Santiago,Chile

This article describes the results of a qualitative study, based on the perspective of critical discourse analysis, which explores the discourse on childhood of 10‐ and 11‐year‐old boys and girls from a middle‐income socioeconomic sector in Santiago, Chile. Among the findings, a complex and relational notion of childhood is highlighted. The children perceive themselves as overwhelmed and subjected to excessive demands by grown‐ups, and conceive of adulthood as a state without real freedom due to the excessive demands of work and family.     

Desiring Self‐Determination in Research and Beyond: Parental Consent Requirements and Situated Ethics for Migrant Young People Living amid Changing Family Dynamics

How are procedural research ethics complicit in homogenising and paternalising young people? Through a youth‐centred ethnographic study completed in Canada, I illustrate how migrant young people's complex experiences of family separation, responsibility, and autonomy sit in relation to parental consent requirements for research. By complicating notions of childhood and critically discussing capacity to consent, I elucidate how procedural ethics can negate diversity among young people and perpetuate the structural barriers some face in determining their lives. More flexible ethical procedures and responses could reduce barriers and better accommodate young people's inclusion by recognising their specific circumstances, desires and competencies through heightened contextual awareness.     

Symptoms of Mental Health Problems: Children’s and Adolescents’ Understandings and Implications for Gender Differences in Help Seeking

Amidst concerns that young people’s mental health is deteriorating, it is important to explore their understandings of symptoms of mental health problems and beliefs around help seeking. Drawing on focus group data from Scottish school pupils, we demonstrate how they understood symptoms of mental health problems and how their characterisations of these symptoms as ‘rare’ and ‘weird’ informed participants’ perceptions that peers, teachers and parents would respond to disclosure in stigmatising ways. Consequently, participants suggested that they would delay or avoid disclosing symptoms of mental health problems. We highlight subtle gender and age differences and outline implications for policy and practice.     

‘Big Society’ in the UK: A Policy Review

Alongside the UK Coalition Government’s historic public spending cuts, the ‘Big Society’ has become a major narrative in UK political discourse. This article reviews key features of Big Society policies against their aims of rebalancing the economy and mending ‘Broken Britain’, with particular reference to their implications for children and young people, and for the voluntary and community sector working with them. Although many positives are acknowledged, flaws are identified in the lack of attention paid to the unique position of children in society, and in an inconsistent conceptualisation of the voluntary sector on which Big Society policies rely.