Changes in the social definition of early childhood and the new forms of symbolic violence

Conclusion The nursery school may be considered an institution and a market where the habits produced by the family are moulded, developed and standardized; thus, it is confronted with an objective definition of early childhood embedded in pedagogical practices. The proper objective of a sociology of nursery-school practice is the analysis of the lag between the functions delegated to the school by the different social classes and the functions which it objectively tends to fulfill. Here we have the best test of the lag between the pedagogic demands of the different classes and what the schools supply-which is very abstract, with results that are only visible at a later stage in the school career. It is not so much a question of learning to read or of preparing to do so (the acquisition of certain logical operations or a developed sensitivity, of acquiring a few I.Q. points). This learning takes place through many varied activities which apppear to be far from the learning function.All told, the conditions for understanding nursery-school exercises flow from the conditions for inventing these exercises. For instance, in games of manipulation, construction, classifying various objects, is not some knowledge of Piaget (at least in the sense of some psychologikal knowledge) needed to understand that practical manipulation is also logical manipulation, to see in cube games the learning of logic? Similarly, the language naïveté cultivated in language games is a clever naïveté, which supposes for example a cultured re-discovery of popular archaic language or of child talk. p ]Is it not likely to appear as pure childishness to those who, without the ncessary cultural knowledge, do not have the keys to decipher these ostensibly naïve exercises? Similarly, the conditions for understanding children's drawings as artistic learning (and the nursery school as an educational institution) are the very conditions for understanding modern art as art.It is not just a matter of perception and understanding; as the objective definition of early childhood proper to the different social classes becomes pervasive both in the relationship with school and in the socialization practices of the family, it patterns the children's habitus (as long-lasting internalized dispositions), which in turn influence the child's behavior and attitude towards school.The perception categories and the different forms of treatment of young children appropriate to each social class are not simply the result of the diffusion of definitions of early childhood produced by the autonomous evolution of scientific and artistic disciplines. They are the products of all the social and cultural conditions which define the class situation. We may also wonder whether at least some pedagogy and certain types of exercises do not presume that the child has socially marked attitudes, produced in some classes by family inculcation. For instance, a general attitude of disinterested interest is required by a pedagogy offering multiple activities and open to an attitude of active research and exploration. Does not this attitude suppose as an existential possibility the condition of social classes protected from economic pressure and from the urgency of immediate life, a general attitude towards life nearer to leisure than to the constraints of work?Thus, in confronting supply with demand—here even less than elsewhere-there is no question of comparing the expectations arising from users' opinions with the program offered in the official definition of the institution. The expectations are those which arise from objective determinations inherent in each social group, the forms of treatment and perception of early childhood. To analyze the program-and therefore to ascertain the social conditions governing the use of the nursery school—the dominant definition of early childhood on which the institution is founded must be brought to light. Moreover, the way in which this definition is written into the curriculum (and, subsequently, into pedagogical practice) must also be studied. This implies that the preliminary condition for a sociological analysis of the functions performed by the nursery school for the different social classes would be an analysis of a) the components of this dominant definition of early childhood and b) of the social conditions in those groups which make it possible to identify these components.We wish to thank P. Bourdieu for his advice during our research. R. Collins provided useful suggestions after reading the first version of this paper.     

Understanding changes in Māori incomes and income inequality 1997–2003

This paper examines recent changes in weekly income levels and dispersion for Māori, New Zealand’s indigenous ethnic group. Changes in the Māori income distribution between 1997 and 2003 reflect rapid increases in economic growth and employment rate. A reduced proportion of people had zero or benefit-level incomes and a higher proportion had high incomes. Income inequality declined for working-aged Māori and was stable for employed Māori. The average income gap between Māori and Europeans declined. The increased Māori employment rate during this period was the single most important driver of changes in the Māori income distribution.

An experimental investigation of transitivity in set ranking

A decision under ‘complete uncertainty’ is one where the decision maker knows the set of possible outcomes for each decision, but cannot assign probabilities to those outcomes. This way, the problem of ranking decisions is reduced to a problem of ranking sets of outcomes. All rankings that have emerged in the literature in this domain imply transitivity. In the current study, transitivity is subjected to an empirical evaluation in two experiments, where subjects are asked to choose between sets of monetary consequences. After analysis with a Bayes Factor, very few violations of transitivity were found. It can be concluded that transitivity seems a plausible condition for the ranking of sets of monetary consequences.     

Child custody issues and co‐occurrence of intimate partner violence and child maltreatment: controversies and points of agreement amongst practitioners

The situation of families undergoing separation in a context of co‐occurrence of intimate partner violence (IPV) and child maltreatment raises certain issues related to child custody. The results presented in this paper were collected and analysed within the framework of a qualitative study aiming to identify the principal points of agreement and the main controversies amongst practitioners in several different types of organizations. Focus groups were held with a total of 43 practitioners from six different settings concerned with child custody in cases of co‐occurrence of IPV and child maltreatment. Although they agreed on the importance of ensuring the safety of victims of violence, their views diverged on three points: (1) the importance of preserving the father–child relationship; (2) collaboration between voluntary organizations and semi‐voluntary or legal agencies; and (3) consideration of cultural differences.     

Csiszar’s ϕ-divergences for testing the order in a Markov chain

x ₁, ..., x _n+r can be treated as the sample values of a Markov chain of order r or less (chain in which the dependence extends over r+1 consecutive variables only), and consider the problem of testing the hypothesis H ₀ that a chain of order r− 1 will be sufficient on the basis of the tools given by the Statistical Information Theory: _ϕ-Divergences. More precisely, if p _{a 1 ....., a r}: _{a r +1} denotes the transition probability for a r ^th order Markov chain, the hypothesis to be tested is H ₀:p _{a 1 ....., a r}: _{a r +1} = p _{a 2 ....., a r}: _{a r +1}, a _i ∈{1, ..., s}, i = 1, ..., r + 1 The tests given in this paper, for the first time, will have as a particular case the likelihood ratio test and the test based on the chi-squared statistic. Received: August 3, 1998; revised version: November 25, 1999     

Lower posterior death probabilities from a quick medical response in road traffic accidents

Introduction: We use data from Spain on roads and motorways traffic accidents in May 2004 to quantify the statistical association between quick medical response time and mortality rate. Method: Probit and logit parameters are estimated by a Bayesian method in which samples from the posterior densities are obtained through an MCMC simulation scheme. We provide posterior credible intervals and posterior partial effects of a quick medical response at several time levels over which we express our prior beliefs. Results: A reduction of 5 min, from a 25-min response-time level, is associated with lower posterior probabilities of death in roads and motorways accidents of 24% and 30%, respectively.     

Multivariate Kendall's tau for change‐point detection in copulas

Statistical procedures for the detection of a change in the dependence structure of a series of multivariate observations are studied in this work. The test statistics that are proposed are $L_1$ , $L_2$ , and $L_{\infty }$ distances computed from vectors of differences of Kendall's tau; two multivariate extensions of Kendall's measure of association are used. Since the distributions of these statistics under the null hypothesis of no change depend on the unknown underlying copula of the vectors, a procedure based on the multiplier central limit theorem is used for the computation of p‐values; the method is shown to be valid both asymptotically and for moderate sample sizes. Alternative versions of the tests that take into account possible breakpoints in the marginal distributions are also investigated. Monte Carlo simulations show that the tests are powerful under many scenarios of change‐point. In addition, two estimators of the time of change are proposed and their efficiency is carefully studied. The methodologies are illustrated on simulated series from the Canadian Regional Climate Model. The Canadian Journal of Statistics 41: 65–82; 2013 © 2012 Statistical Society of Canada