Pub Date : 2023-03-30DOI: 10.1080/14733285.2023.2195045
S. Walker
{"title":"The (unaccompanied) minor as mobility: the tactics of young African migrants in Italy to contest spatio-temporal control","authors":"S. Walker","doi":"10.1080/14733285.2023.2195045","DOIUrl":"https://doi.org/10.1080/14733285.2023.2195045","url":null,"abstract":"","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"65 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125810993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-25DOI: 10.1080/14733285.2023.2192339
H. Badland, K. Villanueva, A. Alderton, M. Davern, S. Goldfeld
{"title":"An urban neighbourhood framework for realising progress towards the New Urban Agenda for equitable early childhood development","authors":"H. Badland, K. Villanueva, A. Alderton, M. Davern, S. Goldfeld","doi":"10.1080/14733285.2023.2192339","DOIUrl":"https://doi.org/10.1080/14733285.2023.2192339","url":null,"abstract":"","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115302275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-24DOI: 10.1080/14733285.2023.2192338
H. Weir
{"title":"Spaces for children's play and travel close to home: the importance of threshold spaces","authors":"H. Weir","doi":"10.1080/14733285.2023.2192338","DOIUrl":"https://doi.org/10.1080/14733285.2023.2192338","url":null,"abstract":"","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121223002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-08DOI: 10.1080/14733285.2023.2175315
Anna-Lena Borg
{"title":"‘This place does not feel safe’: safe and unsafe spaces in Swedish school-age educare","authors":"Anna-Lena Borg","doi":"10.1080/14733285.2023.2175315","DOIUrl":"https://doi.org/10.1080/14733285.2023.2175315","url":null,"abstract":"","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122153308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-06DOI: 10.1080/14733285.2023.2175314
O. Kaščák, T. Komárková, Yvona Kostelecká, Veronika Klapálková
ABSTRACT The study describes elements of the daily spatial and time systems relating to online home-based primary education during the pandemic school closures. It was conducted from the children’s perspective (semi-structured interviews with children), which is only marginally discussed in research on the effects of home-based education during the COVID-19 pandemic. The data were analysed using thematic analysis. The spatial recontextualization of the household and home, brought about through the transference of school functions to the home environment, cannot be viewed in isolation from the temporal recontextualization. The results point to a fundamental shift in the nature and functionality of educational space and time during the pandemic school closures and online home-based education. It changed not only the home and its time–space structures but also the educational space–time structures. These changes are described and discussed in relation to time-geography concepts and cultural analysis. Moreover, our data show that the children were able to develop strategies for adapting to and coping with the new educational situation and spatial–temporal context during the pandemic-driven shift to home-based education.
{"title":"Not being able to fool around with my friends at break – children’s home-based education in space and time","authors":"O. Kaščák, T. Komárková, Yvona Kostelecká, Veronika Klapálková","doi":"10.1080/14733285.2023.2175314","DOIUrl":"https://doi.org/10.1080/14733285.2023.2175314","url":null,"abstract":"ABSTRACT The study describes elements of the daily spatial and time systems relating to online home-based primary education during the pandemic school closures. It was conducted from the children’s perspective (semi-structured interviews with children), which is only marginally discussed in research on the effects of home-based education during the COVID-19 pandemic. The data were analysed using thematic analysis. The spatial recontextualization of the household and home, brought about through the transference of school functions to the home environment, cannot be viewed in isolation from the temporal recontextualization. The results point to a fundamental shift in the nature and functionality of educational space and time during the pandemic school closures and online home-based education. It changed not only the home and its time–space structures but also the educational space–time structures. These changes are described and discussed in relation to time-geography concepts and cultural analysis. Moreover, our data show that the children were able to develop strategies for adapting to and coping with the new educational situation and spatial–temporal context during the pandemic-driven shift to home-based education.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114514753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-04DOI: 10.1080/14733285.2023.2171770
Tania de St Croix, L. Doherty
{"title":"‘It’s a great place to find where you belong’: creating, curating and valuing place and space in open youth work","authors":"Tania de St Croix, L. Doherty","doi":"10.1080/14733285.2023.2171770","DOIUrl":"https://doi.org/10.1080/14733285.2023.2171770","url":null,"abstract":"","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123350501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-02DOI: 10.1080/14733285.2023.2170747
Jane Spiteri
ABSTRACT While research demonstrates that family and school dynamics play a role in shaping children’s behaviour, little is known about the actual and potential bi-directional influences young children have on their teachers’ and mothers’ environmental learning. This study begins to fill this gap in early childhood education for sustainability (ECEfS) research by recognising young children as agents of intergenerational learning for sustainability. It explores the ways in which young children (aged 4–7 years), in Malta, influence the way mothers and teachers learn about the environment and environmental issues. Socio-cultural and ecological theoretical perspectives framed this research. Designed within an interpretive methodology, this qualitative multiple case study generated data through classroom observations, semi-structured interviews with children, mothers and teachers, and document analysis, thus enabling the triangulation of data. Findings revealed instances of intergenerational environmental learning between children and adults (teachers and mothers), and vice versa. The implications of these findings in relation to ECEfS are explored. New approaches to support intergenerational environmental learning at familial, school and societal levels, starting in early childhood, are discussed. Lastly, areas for further research are identified.
{"title":"Environmental learning across generations: spontaneous encounters and interactions between young children, mothers and teachers","authors":"Jane Spiteri","doi":"10.1080/14733285.2023.2170747","DOIUrl":"https://doi.org/10.1080/14733285.2023.2170747","url":null,"abstract":"ABSTRACT While research demonstrates that family and school dynamics play a role in shaping children’s behaviour, little is known about the actual and potential bi-directional influences young children have on their teachers’ and mothers’ environmental learning. This study begins to fill this gap in early childhood education for sustainability (ECEfS) research by recognising young children as agents of intergenerational learning for sustainability. It explores the ways in which young children (aged 4–7 years), in Malta, influence the way mothers and teachers learn about the environment and environmental issues. Socio-cultural and ecological theoretical perspectives framed this research. Designed within an interpretive methodology, this qualitative multiple case study generated data through classroom observations, semi-structured interviews with children, mothers and teachers, and document analysis, thus enabling the triangulation of data. Findings revealed instances of intergenerational environmental learning between children and adults (teachers and mothers), and vice versa. The implications of these findings in relation to ECEfS are explored. New approaches to support intergenerational environmental learning at familial, school and societal levels, starting in early childhood, are discussed. Lastly, areas for further research are identified.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131279668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.1080/14733285.2022.2153328
N. Nisbett
ABSTRACT This paper considers critical approaches to child malnutrition and its broader causes, which necessarily include, but extend beyond, food. Materialist approaches to food in geography have emphasised how food is only one thing to move through, affect or be incorporated into children’s bodies alongside numerous other social and material relations. Drawing on (the untapped similarities in) wider geographies of infrastructure and care, as well as feminist perspectives on childhood, infant feeding and shame, this paper attempts to develop a broader geography of infrastructures of nurture: the underlying and contested relationships necessary to sustain life; and the consequences attached to their gaps and failings.
{"title":"Malnutrition as more-than-food: understanding failings in the broader infrastructures of nurture","authors":"N. Nisbett","doi":"10.1080/14733285.2022.2153328","DOIUrl":"https://doi.org/10.1080/14733285.2022.2153328","url":null,"abstract":"ABSTRACT This paper considers critical approaches to child malnutrition and its broader causes, which necessarily include, but extend beyond, food. Materialist approaches to food in geography have emphasised how food is only one thing to move through, affect or be incorporated into children’s bodies alongside numerous other social and material relations. Drawing on (the untapped similarities in) wider geographies of infrastructure and care, as well as feminist perspectives on childhood, infant feeding and shame, this paper attempts to develop a broader geography of infrastructures of nurture: the underlying and contested relationships necessary to sustain life; and the consequences attached to their gaps and failings.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132024944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-20DOI: 10.1080/14733285.2023.2168179
K. Tardif-Grenier, C. Gervais, I. Côté
ABSTRACT Immigration is a major life experience that changes family dynamics and can increase stress and internalizing symptoms in some children. Very few studies have documented these changes using the perspectives of children themselves. This study relied on a convergent mixed-method design (quan + QUAL) and focused on the family representations after immigration of 33 children (6–13 years) who had recently immigrated to Canada. To explore the distinctions between children who experienced this transition more positively and less so, participants were divided into two groups according to whether they had low/normative (n = 23) or clinically significant (n = 10) levels of internalizing symptoms. Family dynamics in the immigration context were documented and compared between the two groups with the aim of identifying potential risk or resilience factors that are significant from children’s perspectives. In both groups, children reported increased time spent with their father following immigration. Children with low/normative internalizing symptoms reported greater diversity in interactions with their parents after immigration. A need for cohesion was frequently mentioned by children who had clinically significant internalizing symptoms. By drawing attention to factors considered important from the perspectives of immigrant children, this exploratory research will help future studies to identify potential resilience factors in that young population.
{"title":"Exploring recent immigrant children’s perceptions of interactions with parents before and after immigration to Canada","authors":"K. Tardif-Grenier, C. Gervais, I. Côté","doi":"10.1080/14733285.2023.2168179","DOIUrl":"https://doi.org/10.1080/14733285.2023.2168179","url":null,"abstract":"ABSTRACT Immigration is a major life experience that changes family dynamics and can increase stress and internalizing symptoms in some children. Very few studies have documented these changes using the perspectives of children themselves. This study relied on a convergent mixed-method design (quan + QUAL) and focused on the family representations after immigration of 33 children (6–13 years) who had recently immigrated to Canada. To explore the distinctions between children who experienced this transition more positively and less so, participants were divided into two groups according to whether they had low/normative (n = 23) or clinically significant (n = 10) levels of internalizing symptoms. Family dynamics in the immigration context were documented and compared between the two groups with the aim of identifying potential risk or resilience factors that are significant from children’s perspectives. In both groups, children reported increased time spent with their father following immigration. Children with low/normative internalizing symptoms reported greater diversity in interactions with their parents after immigration. A need for cohesion was frequently mentioned by children who had clinically significant internalizing symptoms. By drawing attention to factors considered important from the perspectives of immigrant children, this exploratory research will help future studies to identify potential resilience factors in that young population.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122447064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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