Rev. ed. of: The child's world: assessing children in need. 2001.

What is a child? The concept of childhood is so familiar that we tend to assume its universality. However, the meaning of childhood is always being negotiated, not only by the imaginations of adults, but also by nations, markets, history and children themselves. Yet, as much as the question is considered by the social world, the contributions in this book remind readers that children are also active, embodied, and inquiring agents engaged in figuring a relationship with that the world they inherit. This book’s unifying theme, "The child in question," emerges from an assertation that childhood has boundaries far more elastic than can be held by the familiar notion of the innocent child developing toward a heteronormative future. The title pays homage to the work of sociologist, Diana Gittins, who, over twenty years ago, asked how the shifting meanings of children and childhood impact the lives of children. The contributions of this book examine contemporary educational policy and practice, curriculum material, literary and visual representations, and teacher narratives to further probe how and why it matters that childhood, as a concept and experience, remains as multiple and elusive as ever. The chapters in this book were originally published as a special issue of the journal, Curriculum Inquiry.

"The book is well written and the theorists and their respective work are well-presented and clearly explained. . . . As a text dealing with the historical overview of major theorists and their work in human development over the last century or so, it is extremely strong and could be widely used in a variety of both undergraduate and graduate courses." —Ann C. Diver-Stamnes, Humboldt State University "In general, I found the websites and references listed at the end of each chapter to be very interesting and useful for taking students beyond what is in the text." —Jane Ledingham, University of Ottawa "A fine choice for a classic theories course, and I believe that the level of presentation would be appropriate for advanced undergraduate or graduate students. . . . The up-to-date web sites at the end of each section are a definite plus. The choice of sites is excellent." —Cosby Steele Rogers, Virginia Tech An Introduction to Theories of Human Development examines the development process, looking at the series of changes that occur as a result of an interaction between biological and environmental factors. Why might our behavior as an adult be so different from when we were infants? Why and how does one stage of development follow the next? Are the changes that we experience abrupt in nature or smooth and predictable? Author Neil J. Salkind reflects on such critical questions to help readers understand what happens along the way as one develops from infancy through later life. This book provides a comprehensive view of the primary theoretical models of human development including those from the biological, psychoanalytic, behavioral, and cognitive developmental perspectives. Along with a brief discussion of a historical background for each of these approaches, An Introduction to Theories of Human Development examines the application of these theories to various aspects of human development, such as the effectiveness of early intervention, individual differences, adolescence, and sociobiology. Features of this text: A final, integrative chapter compares the various theories presented in the book using Murry Sidman′s model of six criteria for judging a theory to help develop students′ skills for critically assessing theory. Classic approaches to understanding human behavior across the lifespan are also examined. Pedagogical features such as chapter opening quotes, boxed highlights, key terms, a glossary, and websites for further reading enhance student understanding of everyday human behavior. An Introduction to Theories of Human Development is an accessible text for advanced undergraduate students in the social and behavioral sciences including such fields as psychology, education, human services, nursing, sociology, social welfare, and human development and family studies.

There is a growing interest in understanding how early years care and education is organised and experienced internationally. This book examines key influential approaches to early years care as well as some less well-known systems from around the world. In particular the book aims to: Inform those studying early years about perspectives in other countries Encourage critical thinking about issues, influences and the complexities of early years provision around the world Promote critical reflection on students’ own provision and the current context of that provision Each chapter provides an overview of early years provision and explores historical and current influences in context, as well as offering insights into daily life through short vignettes, longer case studies and commentary from practitioners. Whilst many approaches - such as Reggio Emilia, Te Whariki and Head Start - are widely admired, it is important for reflective practitioners to understand the motivation which gave rise to these influential approaches in their original context. Additionally, broadening understanding through information on less widely known systems, the book provides students with a good grounding in the international context of early years, the provenance of different early years approaches and principles, and the influences on their own countries’ provision. Written in a straightforward and accessible style, the book is designed to meet the needs of students studying modules related to international perspectives on a range of foundation, bachelor and master’s degrees in early years. Contributors: Verity Campbell-Barr, Federica Caruso, Carmen Dalli, Rebecca Carter Dillon, Annie Davy, Chandrika Devarakonda, Alena Drzalová, Hasina Banu Ebrahim, Susan Edwards, Dora Ho, Valerie Huggins, Anne Hunt, Kerstin Kööp, Éva Kovácsné Bakoski, Caroline Leeson, Beth Marshall, Nancy McDermott, Julia Morgan, Joce Nutall, Elin Eriksen Ødegaard, Philip Selbie, Paolo Sorzio, Manabu Sumida, Keang-ieng (Peggy) Vong, Karen Wickett “The book rightly challenges common assumptions about the value of Western perspectives of ECEC and skilfully enables the reader to recognize the various social, political and economic drivers and processes that have shaped early years pedagogy on a global level.” Dr Janet Rose, Early Years Education Award Leader, Bath Spa University, UK “Given the ever increasing interest and importance of global early childhood education and care, this critically informed book offers valuable and challenging internationalised comparative arguments for students and academics at all levels.” Dr Guy Roberts-Holmes, Senior Lecturer, Early Years and Primary Education Department, University of London, UK

In this stimulating and provocative book the editors have drawn together a diverse and international range of respected authors, each of whom has taken a critical approach to the contentious question of how you define and achieve quality early childhood services. It is a book designed to provoke and promote critical dialogue and discourse amongst practitioners and students through critical engagement with the position of the authors within the text. I believe anyone who reads this book will be inspired and motivated to challenge and extend their thinking and professional practice, adopting the critical stance which lies at the heart of quality services for children and families. Professor Chris Pascal, Director of Centre for Research in Early Childhood (CREC) Early childhood is a complex and important area of study where it is important to develop your critical thinking and reflect upon key issues. This book will help do both. It explores interrelated topics such as: Child development Play Safeguarding Professionalism Curriculum and Policy Each chapter will not only engage with what you need to know but help you develop your academic skills. The book also comes with lots of online resources and include: Podcasts from the authors of each chapter so you can better understand the key concepts PowerPoints to help you revise the essential information Journal articles related to each chapter provide further reading Michael Reed and Rosie Walker are both Senior Lecturers in Early Childhood at the Institute of Education, University of Worcester.

Carefully researched and highly readable, this textbook explores what enables good and effective practice in local authority field social work delivered to children, young people and their families. The book sets the context for local authority social work practice and then chapter-by-chapter takes the reader carefully through the social work process. Detailed case studies work really well in embedding the legal and theoretical context firmly within the practice challenges of safeguarding children. Overall the book is about social workers effecting change so that children can continue to live successfully with their families and within their communities. Key features include: " Strong links between theory and practice; " Core themes relevant to training and practice- assessment, decision-making, interprofessional collaboration and reflective practice; " Accessible and jargon-free, also includes a useful glossary of relevant legislation; " Learning points and case study exercises in each chapter. Written in a lively and engaging style, students and newly qualified social workers will find this book provides a helpful introduction to children and families local authority social work as it exists today. It will be invaluable for students taking courses in child and family social work and child protection. The book will also appeal to experienced practitioners who want to explore action research or create the space for reflective practice as part of their continuous professional development. It will help other professionals involved in supporting children develop insight into the practice of social workers.