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Descriptors:
Developmental Stages; Foster Care; Cultural Influences; Social Work; Young Adults; Child Development; Parent Child Relationship; Literature Reviews; Attitude Measures; Parent Attitudes; Childhood Attitudes; Foreign Countries

Abstract:
Irrespective of type of placement, contact with the birth family is one of the more contentious issues in decision-making for children in care. Despite widespread belief that contact with the birth family is beneficial for children and young people in care, this aspect of children's care experience has not received a great deal of attention. In this article I review the literature and draw on research I have undertaken to explore the views of children and young people in care, foster parents, and social work practitioners. The complexity of belonging to more than one family is discussed and tensions in relation to contact with the birth family are identified. It becomes clear that each situation is unique and that there is no "rule of thumb" that can be applied. Five key variables are identified: child or young person's developmental stage and history; child or young person's views and wishes; type of placement and future goals; cultural factors; and work with birth families. Practice guidelines in relation to these are developed in the final section. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Social Isolation; Foreign Countries; Qualitative Research; Poverty; One Parent Family; Children; Childhood Attitudes; Social Bias; Interviews; Cross Cultural Studies; Family Environment; Friendship; Parent Child Relationship

Abstract:
This article presents some of the key findings from a comparative, qualitative research study carried out in the United Kingdom, Greece, and Cyprus. The main goal of the study was to investigate single-parent children's experiences and understandings of poverty and social exclusion in their everyday lives and to make relevant policy recommendations. The article highlights children's voices and illustrates the utility of integrating them in efforts to develop sensitive policies which meet their needs as these stem from their own experiences of poverty and social exclusion while also making the case for the utility of comparative, qualitative, cross-national research. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Environment; Problem Solving; Financial Support; Administrator Attitudes; Childhood Attitudes; Parent Attitudes; Clergy; Participation; Observation; Interviews; Mathematical Applications; Mathematical Aptitude; Mathematical Concepts; Religion Studies; Number Concepts; Number Systems; Numeracy; Influences; Theory of Mind; Beliefs; Spiritual Development; Role of Religion

Abstract:
The purpose of this study was to examine children's mathematical understandings related to participation in tithing (giving 10% of earnings to the church). Observations of church services and events, as well as interviews with parents, children, and church leaders, were analyzed in an effort to capture the ways in which mathematical problem solving was related to the social context of tithing. I introduce the direct influence model to describe components of the practice itself and to identify supports and constraints that exist related to children's opportunities to engage in problem solving that varied by participation frequency and mathematical complexity. (Contains 2 figures and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Social Isolation; Foreign Countries; Group Discussion; Puppetry; Childhood Attitudes; Pilot Projects; Inclusion; Observation; Questionnaires; Mixed Methods Research; Bullying; Games; Friendship; Children

Abstract:
Background: Although social exclusion among typically developing school-aged children has been well explored, it is under-researched for children with disabilities even though they are at a higher risk for being excluded. While there are a number of different programs available to improve social inclusion at school, the appeal of these programs to children remains unknown. Objective: The objective of this pilot study was to elicit children's perceptions of the desirable components of two commonly used social inclusion programs in Ontario, Canada. Methods: An exploratory mixed methods design (group discussion, observation notes, and a brief questionnaire) was used to provide an in-depth understanding of children's perceptions of two social inclusion programs: A group-based game (n = 87) and a puppet show (n = 78). Results: Children in each program reported that several aspects of the content appealed to them including learning about (1) bullying; (2) disability; (3) building friendships and encouraging social inclusion; (4) preventing social exclusion. The desirable aspects related to the format of the game and puppet show included (1) the interactive components; (2) the relevant topics and characters; (3) the length of the programs. Conclusions: Children's insights about social inclusion programs should be considered in development and improvements of future programs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Enrollment; Foreign Countries; Enrollment Rate; Multivariate Analysis; Labor Force; Educational Trends; Rural Education; War; Gender Differences; Employment Potential; Educational Attainment; Educational Attitudes; Parent Attitudes; Childhood Attitudes

Abstract:
Little is known about the educational consequences in Iraq during the U.S.-led invasion of 2003-2010. This study examines school enrollment based on the 2007 Iraq Household Socio-Economic Survey. There are three main findings. First, a population-weighted analysis indicates that the school enrollment rate (72.3%) is lower than past Iraqi rates but comparable to that in neighboring Arab countries. Second, a multivariate analysis shows that boys and rural children are far more likely to be enrolled. Last, household opinions suggest that a key reason for non-enrollment is lack of child or parent interest. An analysis of adult labor force participants suggests that the lack of interest is attributable to weak employment prospects for educated youth. Data limitations, however, prevent an adequate inquiry into the plight of the internally displaced. (Contains 4 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Student Relationship; Foreign Countries; Praxis; Young Children; Pedagogical Content Knowledge; Child Psychology; Childhood Attitudes; Childhood Interests; Learning Strategies; Teaching Methods; Educational Practices; Educational Philosophy

Abstract:
In this article I explore if and how very young children can be the educators of their early childhood educators. I describe and discuss a story constructed from a fieldwork done in one early childhood setting in Norway. The story is read with Levinas and his concepts Said and Saying. Further I discuss if and how this might be understood as education arguing that the children`s expressions are offering new beginning and change in the pedagogical thinking and praxis within the early childhood setting. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Well Being; Family Role; Young Adults; Mothers; Family Relationship; Family Structure; Divorce; Marriage; Fathers; Longitudinal Studies; Parent Child Relationship; Conflict; Parenting Styles; Gender Differences; Counseling; Childhood Attitudes

Abstract:
Current research on stepfamily well-being often overlooks the perspective of children, and deals primarily with factors as reported by the adults involved. The authors examine a number of family role characteristics, parental subsystem characteristics, and resources that might influence how children perceive the quality of their stepfamily relationships. A sample of 1,088 children in households with a mother and stepfather, ages 10 to 16 years, in the National Longitudinal Survey of Youth, 1979 cohort--Children and Young Adult Sample, is used for the analyses. Results indicate that open communication between children and their mothers, low amounts of arguing between mothers and stepfathers, along with agreement on parenting, and gender, all affect the closeness children report having with their stepfathers. Conclusions, limitations, and clinical implications are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Childhood Attitudes; Middle Class; Theory of Mind; Path Analysis; Young Children; Intervals; Correlation; Child Development; Moral Values; Moral Development; Task Analysis

Abstract:
Associations between young children's developing theory of mind (ToM) and judgments of prototypical moral transgressions were examined 3 times across 1 year in 70 American middle class 2.5- to 4-year-olds. Separate path models controlling for cross-time stability in judgments, within-time associations, and children's age at Wave 1 indicated that across both 6-month intervals, children who evaluated moral acts as more wrong independent of authority had more mature ToM 6 months later; in addition, judgments of moral transgressions as less permissible at Wave 2 also led to more advanced ToM at Wave 3. Children with more advanced ToM judged that moral rules are more alterable, however, and rated moral transgressions as less deserving of punishment. Finally, more advanced ToM initially led to evaluations of moral transgressions as less independent of rules and then to judgments of moral transgressions as more independent of rules. During the preschool years, early moral judgments and theory of mind appear to develop as reciprocal, bidirectional processes. (Contains 1 table and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Work; Child Custody; Synthesis; Qualitative Research; Preferences; Child Advocacy; Childhood Attitudes; Meta Analysis; Ethnography; Participative Decision Making; Literature Reviews; Divorce; Child Behavior; Conflict Resolution

Abstract:
Objectives: This qualitative synthesis explores the voices of children in the context of child custody disputes over the last 20 years. The purpose was to (1) systematically retrieve qualitative studies to explore children's views and preferences in the context of decision making postseparation and divorce and (2) explore how children's voices are being heard or not. Method: Qualitative studies were identified through a systematic retrieval process using an inclusion and exclusion criteria. A meta-ethnographic approach was used for the qualitative synthesis of included studies. Results: Thirty-five qualitative studies were included in the final analysis, involving 1,325 children from 11 countries. Conclusions: Findings reveal that children generally want to be engaged in the decision-making process regarding custody and access, even if they are not making the final decisions. Implications for social work practice and policy are discussed, including providing space for children's voices within the context of this work. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Aggression; Gender Differences; Childhood Attitudes; Prosocial Behavior; Verbal Communication; Interaction; Age Differences; Social Behavior

Abstract:
Participants (138 children; 7-12 years of age) rated how often nice and not nice behaviors occurred when (a) participants (boys/girls) were the actor and peers (males/females) were the target and (b) when participants were the target of peers' actions in a school setting. Children indicated they were nicer to their same-gender peers than to their opposite-gender peers. Also, older boys, in comparison to young boys, indicated that not nice interactions occurred more often among them and male peers. Nice (e.g., helping) and not nice (e.g., verbal aggression) behaviors were also generated, which also differed by age and gender. Finally, this study has important implications for educators in that from children's point of view these are the types of behaviors that are occurring during their time at school. Although there are programs in schools that are aimed at decreasing physical aggression, more attention should be given to the more indirect or subtle forms of aggression, such as social manipulation and verbal. At the same time, programs that encourage nice behaviors, such as helping and sharing, should be expanded. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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