“It is refreshing to see a book such as this which is both broad in its conceptualization of the field of child research and deep in its focus. The volume's editors are paragons of awareness when it comes to the need for interdisciplinary research and theory to illuminate the lives and experience of children.”

James Garbarino, Loyola University Chicago

“Covers a satisfying and unprecedentedly wide range of research relating to childhood. The contributors include many eminent international scholars of childhood, making the book a valuable resource for child researchers. Child advocates will also find the book to be invaluable in their efforts to improve children's well-being, and to change policies and practices for the better.”

Anne Smith, University of Otago

“A really scintillating collection that will provide a lasting perspective on child studies - stimulating and comprehensive!”

Jonathan Bradshaw, University of York

In keeping with global changes in children's social and legal status, this Handbook includes examination of children as family members, friends, learners, consumers, people of faith, and participants in law and politics. The contributors also discuss the methodological and ethical requirements for research that occurs in natural settings and that enables children themselves to describe their perspective.

The book is divided into three parts: Part I: Setting-Specific Issues in Child Research; Part II: Population-Specific Issues in Child Research; Part III: Methods in Research on Children and Childhood

The Settings of Childhood

The settings of childhood

We live in a changing world. Whether discussing information technology and the new era of information (Compaine, 2001; Drori, 2005; Jackson, 2008), changing gender roles (Fagot, Rodgers and Leinbach, 2000; Helwig, 1998; Herold and Milhausen, 1999; Montgomery, 2010), the globalization of markets (Alderson, 1999; Alderson and Nielsen, 2002; Berberoglu, 2005; Berger, 2000; Brady, Beckfield and Zhao, 2007), or the emergence of new global cultures (Featherstone, 1990; Franklin, Lury and Stacey, 2000), it seems one consensus can easily be agreed upon – societies have changed dramatically, and many of the institutions within society have changed as well.

Most of the institutions we refer to as central to children and childhood have undergone extraordinary change in the past generation or two. ...

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