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 Universal Child
The Universal Child
Chapter Objectives
- To discuss research evidence that has informed international and national childhood policies.
- To explore how such policies and regulatory frameworks portray the image of the universal normative child, an image that is far removed from the geopolitical, socio-economic and cultural influences upon a child in a given place at a given time.
- To propose a pedagogical approach that ensures each and every child reaches their full potential, cultivates their capabilities and asserts their individuality through just and fair educational entitlement.
The image of the universal child, as portrayed in developmental theories, has long been contested by academics, researchers and practitioners alike. Yet this image remains dominant in international and national childhood policies and regulatory frameworks that inevitably influence expectations about ...
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