“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

Young Children as Learners

Young children as learners


Learning can be defined as ‘every process among living organisms which leads to a permanent change of capacity and which is not simply due to forgetting, biological maturation or aging’ (Illeris, 2007: 15). This broad, comprehensive definition enables us to understand learning as a phenomenon that all people experience, regardless of their age. If, however, we parse this definition, learning can denote the result – the information or skill that has been acquired. Learning can be also understood as a cognitive process mirroring the process of interaction between individuals and their physical and social environments. What we cannot identify is learning itself, the particular moment when change of capacity takes place. Thus, although a mundane experience, how people ...

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