Summary
Contents
Subject index
‘This is an urgently needed book that explores a number of different concepts of childhood in 21st century. The book throughout considers enduring topics and new concepts of childhood, and initiates a number of questions that students of education , childhood and early childhood studies can engage as lines of inquiries. The book offers a multidisciplinary approach of the child today, that influences practice, policy, and education, and offers diverse dimensions to provoke our thinking’. Dr. Ioanna Palaiologou, Institute of Education, University College London How we understand what ‘childhood’ means in today’s society is constantly changing, and the rate of this change is unprecedented. This new edited book explores what it really means to be a child of the 21st century, and how we as professionals, researchers, parents and adults can understand an environment seemingly in constant flux. Each chapter seeks to explore and problematise some of the different ‘labels’ that we give to children in an attempt to understand their contemporary experiences. From the Regulated Child to the Stressed Child to the Poor Child the book covers a wide array of key issues in contemporary childhood, including obesity, risk, special needs, wellbeing and poverty. The pace of change in childhood can be daunting but this book helps students, practitioners and researchers to explore and understand the variety of issues affecting children in the UK and all over the world.
The Cotton Wool Child
The Cotton Wool Child
Chapter Objectives
- To explore issues related to safeguarding and ‘over’ protection.
- To underline how and why risk is a vital part of child development.
- To endorse the transition from the cotton wool child to the ‘risk literate’ child.
- To unpick the notion of risk literacy.
Risk and challenge are fundamental components of child development and well-being. Yet concerns for danger, injury, and the threat of modern societies have led to an increase in regulation and provision intending to ensure secure, risk-free environments. Nevertheless, the confrontation of risk does not only lie in adults’ experience but is also a lifelong skill that may be fostered from early childhood through risk literacy. The aim of this chapter is to explore the position of ...
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