Spaces of Participation in Pre‐School: Arenas for Establishing Power Orders?

This article reports an ethnographic study of pre‐school children's social knowledge domains. Results show how the children's shared knowledge concerning social status and social differentiation in the group was strengthened and confirmed during a traditional teacher‐led ring game, where they were supposed to choose a friend. We suggest that from the perspective of the children, the game situation may be understood as, at the same time, a space of participation and an arena for establishing the power order. From the perspective of the teacher, pedagogical intentions may be challenged as they encounter and are mediated and interpreted by children's peer‐cultures.     

Migrant Children,Social Capital and Access to Services Post‐Migration: Transitions,Negotiations and Complex Agencies

For migrant children, moving to a new country is marked by excitement, anxiety and practical challenges in managing this significant transition. This paper draws upon the concepts of social capital and social networks to examine migrant children's access to services post‐migration. Using data from a qualitative study with Eastern European families in Scotland, we identify a range of cumulative barriers that limit children's access to services and illustrate how their experiences are shaped by ethnicity, social class and place. The study shows that migrant children are often disadvantaged post‐migration and develop their own mechanisms to mitigate the impact of migration on their lives. We argue that migrant children's own social networks are relevant and they need to be analysed through a more individualised approach.     

Local translations of a universal concept: ‘Child Perspective’ in Swedish social assistance

In recent years, scholars have called for studies exploring how key concepts originating from the children's rights discourse are understood in local contexts. In Sweden, national policy advocates that a child perspective should guide social assistance (SA), a cash benefit constituting society's last safety net. The study analyses the child perspective as an idea (i.e. an ambiguous principle), which is translated (i.e. reformulated and interpreted) at the local level. The findings indicate multiple and partly inconsistent translations of a child perspective. The study argues that it is unclear what adopting a child perspective implies for children in families receiving SA.     

Re‐framing the Analysis: A 3‐dimensional Perspective of Prisoners’ Children's Well‐being

This article highlights three dimensions to understanding children's well‐being during and after parental imprisonment which have not been fully explored in current research. A consideration of ‘time’ reveals the importance of children's past experiences and their anticipated futures. A focus on ‘space’ highlights the impact of new or altered environmental dynamics. A study of ‘agency’ illuminates how children cope within structural, material and social confines which intensify vulnerability and dependency. This integrated perspective reveals important differences in individual children's experiences and commonalities in broader systemic and social constraints on prisoners’ children. The paper analyses data from a prospective longitudinal study of 35 prisoners’ children during and after their (step) father's imprisonment to illustrate the arguments.     

Children's Presence in the Neighbourhood: A Social‐Pedagogical Perspective

In this article we discuss some theoretical and methodological perspectives for studying children's neighbourhoods as a social‐pedagogical context. This social‐pedagogical perspective includes a focus in research on a reflective approach based on the acquisition of empirical indicators about the impact of the neighbourhood on children's socialisation. A research outline based on the idea of mapping children's neighbourhoods within their social and historical context is presented as one possible example of such an analysis.     

Space and place in an Urban Landscape: Learning from children's views of their social worlds

In this paper, I examine photos made by children as one part of a three‐year, ethnographic study of childhoods in different communities in California. Within this study, the children's photographs—and their talk about these and other images—illuminate distinctions between the urban spaces that outsiders might notice from particular urban places meaningful to children themselves. These images and commentaries reveal some of the ways in which the children's urban experiences are shaped by social class, gender, ethnicity, immigration, and racialization. They also confirm the importance of social relationships for the meanings that children attach to the urban landscapes in which they live.     

Measuring Children's Experience of Their Right to Participate in School and Community: A Rights‐Based Approach

This paper discusses the development of a children's rights‐based measure of participation and the findings from its use in a survey of 10‐ to 11‐year‐old children (n = 3773). The measure, which was developed in collaboration with a group of children, had a high reliability (Cronbach's alpha = 0.89). Findings suggest that children's positive experience of their participation rights is higher in school than in community, and higher for girls compared to boys. It is argued that involving children in the ‘measurement’ of their own lives has the potential to generate more authentic data on children's lived experiences.     

Children's agency and its contradictions in the context of transnational labour migration from Vietnam

In this article, we contribute to the growing and diverse literature on the lived experiences of children and their agency in the context of migration. Drawing on in‐depth interviews with children whose migrant parents have left them behind, as well as with those who care for them in Vietnam, we demonstrate that the various ways in which they affect migration decision‐making and transnational communication shape the children's imaginations of migration. The context‐specific social construction of childhood, or more specifically adult perceptions of children's agency and needs, in turn structures these processes. We emphasize the need for debates on children's agency to take into account both broader socio‐economic processes at the macro level and the concrete and local scale at which children's lives unfold. By outlining how children's experiences of parental migration are constitutive of their attitudes toward this livelihood strategy, we also argue that the ability of those ‘left‐behind’ to exercise agency is closely intertwined with processes of social becoming and navigation in the transnational social fields constructed for them by adults.     

Children's participation in ethnographic research: Issues of power and representation

The recognition of children's social agency and active participation in research has significantly changed children's position within the human and social sciences and led to a weakening of taken‐for‐granted assumptions found in more conventional approaches to child research. In order to hear the voices of children in the representation of their own lives it is important to employ research practices such as reflexivity and dialogue. These enable researchers to enter into children's ‘cultures of communication’. Drawing on detailed examples from an ethnographic study on child health and self‐care, the article examines issues of power, voice and representation central to the discussion of children's participation.     

Children's narratives of post-divorce family life: from individual experience to an ethical disposition

This article draws on interviews with 60 children and young people to explore how they construct narrative accounts of post‐divorce family life. Rather than seeking to describe children's experiences as if their accounts are simple factual recollections, the focus of the article is on how young people position themselves in their narratives and the ways in which they construct their past experiences. It is argued that these narratives are multi‐layered, often revealing ambivalence and contradictions. The conclusion turns to the question of whether these individual accounts can give rise to what might be referred to as an ethical disposition in which children's experiences can inform a broader social ethos on how to divorce ‘in the proper manner’.     

Reconciling Children's Policy and Children's Rights: Barriers to Effective Government Delivery

Countries which have ratified the United Nations Convention on the Rights of the Child, have committed to implementing its principles in law and policy. This article explores the challenges for securing children's rights through policy, drawing on a research project conducted for the Northern Ireland Commissioner for Children and Young People, which sought to identify barriers to effective government delivery for children and young people from the perspective of key stakeholders. The research concluded that, while some barriers (such as delay and availability of data) are not child‐specific, they can be accentuated when children and young people are the main focus of policy development and more so when seeking to adopt a child rights‐compliant approach to policy development and implementation.     

Playing Well with Others in Kindergarten: The Benefit of Siblings at Home

There are many reasons to expect that children gain something by growing up with siblings, yet there is surprisingly scant evidence of this advantage. Indeed, the vast majority of research assessing the consequences of siblings reports negative effects: Children with many siblings do not perform as well in school as children with few siblings. By focusing almost exclusively on educational outcomes, however, previous studies have neglected ways in which children might benefit from siblings. One possibility, for example, is that siblings promote children's social and interpersonal skills. In this study, we analyze a sample of kindergartners (N = 20,649) from The Early Childhood Longitudinal Study—Kindergarten Class of 1998–99 to replicate the often‐noted negative relationship between number of siblings and cognitive outcomes, and then demonstrate that this pattern does not extend to social skills. Findings are consistent with the view that children negotiate peer relationships better when they grow up with at least one sibling.     

Analyzing Children's Learning and Development in Everyday Settings from a Cultural-Historical Wholeness Approach

The main point in this article is to conceptualise how demands connected to children's life conditions influence both children and caregivers. To pursue this aim I advocate an extension of Vygotsky's cultural-historical theory of children's learning and development. Vygotsky pursued a wholeness approach to children's development with his concept of “the child's social situation of development” as the child's dialectic experiential and motivational relation with his or her surrounding. This conception I extend with the concepts of institutional practice and activity setting. The conditions for children's activities are the institutional practice and its activity settings. But a child's activities in these settings also has to be seen from the child's perspective, that is, his or her motive orientation. To focus on the child's motive within an activity setting—requires the researcher to focus on the child's social situation of development to discern how the dialectic between the child's orientation within an activity setting and the demands from the setting and other persons influence the child's activities within the child's zone of proximal development.     

Children's Emotional Regulation and Social Competence in Middle Childhood

SUMMARY

Associations among parental behaviors, children's emotional reactivity, and dimensions of children's social competence were examined. Fourth grade children (N = 103) and their parents participated in a laboratory discussion task. Parent-child relationship qualities, parental emotion socialization behaviors, measures of children's emotional regulatory abilities, and social competence (assessed by teachers and peers) were obtained. Results indicated that parents' behaviors in the discussion task were related to both children's emotional and social competence. Both mothers' and fathers' behaviors were linked to children's emotional regulatory abilities and social competence. In addition, children's emotional regulation was related to children's social competence. Only limited evidence of the mediating role of emotion regulation was found. Implications for relative roles of mothers and fathers in the emergence of emotional and social competence were noted.     

Changing Childrearing Beliefs Among Indigenous Rural‐to‐Urban Migrants in El Alto,Bolivia

Sociologists have long noted that childrearing shapes young people's life chances. Worldwide, rural‐to‐urban migration is growing, yet we know little about whether or how migrants adopt new childrearing beliefs during this rapid social transformation. Using interviews with 63 parents and ethnographic observation at a public school, I examine how rural‐to‐urban migration affects the childrearing beliefs of indigenous peasants who move to the city of El Alto, Bolivia. Many migrants reject rural childrearing's reliance on corporal punishment and limited verbal communication, instead embracing more open communication, limited physical punishment, and parent–child trust. Urban organizations and social ties expose parents to a new childrearing model, and parents find this model credible when they observe that it buffers children from urban dangers that threaten young people's mobility chances. Adopting urban childrearing ultimately entails accepting an underlying model of children's agency, wherein children need internal motivation instead of external impulsion. This case shows that individuals’ childrearing beliefs are more malleable than previous sociological studies suggest. I close with policy implications for parental education and child well‐being initiatives.     

Parents' Relationship Quality and Children's Behavior in Stable Married and Cohabiting Families

Although an extensive literature has shown that family structure is linked with child well‐being, less well understood is how the dynamics within families affect children, in particular the extent to which positive mother–father relationship quality is linked with children's outcomes. In this study the authors used data from the Fragile Families and Child Wellbeing Study (N = 773) to examine how couple supportiveness in stable coresident families is related to children's externalizing and internalizing behavioral problems over ages 3 through 9. Using latent growth curve and fixed effects models, they found that parents' greater supportiveness has a slight association with lower levels of children's behavioral problems. Using cross‐lagged structural equation models to examine the direction of the association, they also found some evidence that parents' relationship quality and children's behavioral problems are reciprocally related. Overall, this study suggests that more positive couple interactions are beneficial for children residing with both of their biological parents.     

Giving,Saving, Spending: What Would Children Do with £1 Million?

This article explores children's responses to a single question: ‘If someone gave you £1 million today, what would you do with it?’ Although such an exploration might seem trivial, we argue that their responses provide important insights into children's values and priorities. One‐third intend to spend it all, one quarter to save it. But the largest group claim that they would give all or some of the money away. Their responses highlight the divergent ways in which children use money to foster particular forms of social relations and social standing. Against the prevalent discourse of consumer society, the dominant theme of giving may indicate that the individualism of neoliberalism is less pervasive than is often feared, but also suggest that further research is needed into the social contexts and processes which encourage children to be ‘givers’, ‘savers’ or ‘spenders’.     

Reactivating the ‘communist hypothesis’: Alain Badiou and social work

It has been argued that Alain Badiou could contribute to social work's engagement with social theory. This paper critically responds to this assertion and identifies some of the theoretical problems associated with Badiou's core conceptualisations. Divided into two sections, it will begin by outlining his main thematic preoccupations and will go on to focus on his interpretation of the significance of Saint Paul, the apostle. The second half of the paper will dwell on Webb's attempt to connect Badiou to social work so as to disrupt focal ideas on ‘diversity’ and ‘difference’. This section will conclude by critically exploring Badiou's comments on children, children's rights and abuse. Although, so far receiving no attention in the social work literature, his interventions on these matters are problematic in that they imply that children lie outside the ‘one world’ politics that he promotes. Despite such criticisms, it is concluded Badiou's theorisation needs to be included within the academic literature of European social work.     

Mother–child and teacher–child relationships and their influences on Chinese only and non-only children's early social behaviors: The moderator role of urban–rural status

Investigations regarding the differences between Chinese only and non-only children primarily examine children's social behaviors, which are closely related to their early relationships with mothers and teachers. In recent years, the number of non-only children born in urban areas has increased because of the softening of the One-Child Policy, which leads to the distribution of non-only children shifting from being primarily in rural areas to being in both urban and rural areas. The present study investigates the current characteristics and influences of mother–child and teacher–child relationships on Chinese only and non-only children's early social behaviors from the perspective of urban and rural differences. Data were obtained from 126 rural only children, 94 rural non-only children, 168 urban only children and 155 urban non-only children from 38 semi-urban kindergartens in Beijing, China. Hierarchical multiple regression analyses found that mother–child closeness positively predicted children's social skills particularly in non-only children, whereas mother–child conflict positively predicted internalizing behavior problems in all four groups. Teacher–child conflict negatively predicted children's social skills most strongly in urban only children. Teacher–child conflict aggravated rural only children's, urban only children's and non-only children's internalizing and externalizing behavior problems, but mother–child closeness buffered rural only children's externalizing behavior problems. Findings underscore the importance for mothers to improve closeness, especially with rural only children, and for teachers to avoid conflict with both urban only and non-only children, as well as with rural only children.