Analysing contemporary childhood by examining new lines of argument about diversity, disability and difference. >

(1949).

The philosophy of childhood is still a young science area. Human being is childhood and adulthood and requires communication, a dialogue. The dialogue philosophy offers an integrative basis in the interdisciplinary context of psychology, biology, pedagogy, sociology, law and religion: •What is childhood? •Which natural law does a child have? •Who carries the responsibility for a child? •Which stages of childhood development can be differentiated in dialogue philosophy? •What means the generation concept for childhood and adulthood? •What is the basic thesis of education? •Which myth (fairy tale) was paved the way for our state constitution? •Which parenting conflict remains unsolvable? •What fundamental rights are missing in the United Nations Convention on the rights of child? •Which rights and duties can be deduced from the self-understanding of nature? Towards adulthood being a child means a weaker position and the risk of abuse. In the childhood-philosophical sense, an answer to the risks of being a child and the best possible protection of the child is required. The legal foundation is the United Nations Convention on the Rights of the Child. But we do not reach the children with laws. It takes more than just dialogue and parental care. There are controversial arguments in politics and science. The author finds clear answers.

Childhood joy, pleasure, and creativity are not often associated with the civil rights movement. Their ties to the movement may have faded from historical memory, but these qualities received considerable photographic attention in that tumultuous era. Katharine Capshaw’s Civil Rights Childhood reveals how the black child has been—and continues to be—a social agent that demands change. Because children carry a compelling aura of human value and potential, images of African American children in the wake of Brown v. Board of Education had a powerful effect on the fight for civil rights. In the iconography of Emmett Till and the girls murdered in the 1963 Birmingham church bombings, Capshaw explores the function of children’s photographic books and the image of the black child in social justice campaigns for school integration and the civil rights movement. Drawing on works ranging from documentary photography, coffee-table and art books, and popular historical narratives and photographic picture books for the very young, Civil Rights Childhood sheds new light on images of the child and family that portrayed liberatory models of blackness, but it also considers the role photographs played in the desire for consensus and closure with the rise of multiculturalism. Offering rich analysis, Capshaw recovers many obscure texts and photographs while at the same time placing major names like Langston Hughes, June Jordan, and Toni Morrison in dialogue with lesser-known writers. An important addition to thinking about representation and politics, Civil Rights Childhood ultimately shows how the photobook—and the aspirations of childhood itself—encourage cultural transformation.

Two voices blend in this poignant memoir from the Civil Rights era in Mississippi--a father's and a daughter's. He was Andrew L. Jordan, a son in a dirt-poor family of sharecroppers near Greenwood. Jordana Shakoor is his little girl who grew up to write this book. In her southern childhood she is just becoming aware of her people's dreadful predicament of loving their homeland but of hating its mistreatment of blacks. Like virtually all other southern black families, the Jordans endured humiliation and fear of white reprisals. The child states that her father rejected the ugly Jim Crow tradition and aimed at achieving an improbable dream in black Mississippi--to become a schoolteacher. First, he served as a "colored soldier" in the armed forces. Then he returned home to marry in 1955, an especially ominous year in the calendar of black southerners (the heinous murder of the black northern teenager Emmitt Till occurred then). Jordan got his education with aid from the GI Bill and realized his dream of teaching. But it wasn't enough. Beginning to live according to his conscience, he joined his life to the Civil Rights Movement. At first he moved behind the scenes and then worked openly in mass meetings and voter registrations. For his activism he lost his job and, unemployable at home, he was driven from Mississippi. In Ohio his family merged into the American middle class. When the daughter was twelve, Jordan let her read his fascinating memoir. It made her proud. When she was thirty-five, her father died. By the time she was forty she had begun to intertwine their two stories and their two voices. In a loving reminiscence of her childhood and family influences in Mississippi during a time of danger and strife Civil Rights Childhood unites their two lives and their histories. The voices in this book tell a story whose theme is familiar to legions of African Americans. Yet its particular voices, until now, have gone unheard. Though this is told by a child born in the segregated South, it also is the story of her family's triumph over a dark heritage, a story of a Civil Rights childhood that casts away a centuries-old tradition of insult and denial to embrace instead a Civil Rights heritage of freedom and love.

Subjective human rights of children are reasonably fathomed cooperatively by practice, activism and research. Approaches in interdisciplinary learning and teaching in childhood and children’s rights are demonstrated as possibilities for social change through acquiring competencies to think and act children’s rights. This book is dedicated to Manfred Liebel and focuses on his life’s work. He has, throughout his life and work, combined social scientific childhood theories and children’s rights discourses with practical, topical examples of protagonism and agency of children and young people in different national and international contexts.

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

Children are one of the most important phase of human development and the most important target group for social work intervention. Most of the schools of human development and social work round the world have an elective course on children and some offer a concentration in this area. There are plenty of textbooks on intervention with children published by Western authors, focusing on useful theories and skills but mainly at the remedial level. They neither use the preventative approach nor the child rights perspective, which has been found useful in the developing nations. The books on child rights are generally published by the United Nations Children's Fund (UNICEF) and other international organisations working in the field of children such as Save the Children. These books focus on the useful child rights perspective but they neither integrate theories nor use the preventative approach. The proposed book A Rights-based Preventative Approach for Children’s Psychosocial Well-Being: will be the first to apply the child rights perspective and the preventative approach to intervention for children's psychosocial well-being. It is an integration of theories with practice and teaching relevant in different parts of the world. The book is divided into the following three parts: Part 1: Introduction to a Rights-based Preventative Approach for Children’s Psychosocial Well-Being.- Part 2: Primary Prevention for Children's Psychosocial Well-Being.- Part 3: Secondary and Tertiary Prevention for Children's Psychosocial Well-Being