Children & Society最新文献

英文中文

The legal, policy, institutional and programmatic context for protecting children against online sexual exploitation in Tunisia 突尼斯保护儿童免受网络性剥削的法律、政策、机构和计划背景

IF 1.7 3区社会学 Q2 SOCIAL WORK

Children & Society

Pub Date : 2024-07-29 DOI: 10.1111/chso.12895

Dorra Loudhaief Midani, Antoine Deliege, Patrick Burton, Joshua Amo‐Adjei

Evidence is absent in the legal, policy and programmatic landscape of online child sexual exploitation in countries in the Global South. Our work begins to contribute to filling this literature gap, drawing evidence from Tunisia, one of the least studied countries in the Middle East and North Africa (MENA). We reviewed legal and policy documents directly or indirectly connected to online child sexual exploitation, complemented with interviews from diverse actors in the child protection space at the national and sub‐national levels. We note that Tunisia is a signatory to several international and regional treaties and conventions that can be leveraged to tackle online sexual exploitation of children. Still, these have yet to be fully exploited for the benefit of children. Furthermore, we observed several disparate laws at the country level. These laws are scattered in many legal documents, and some aspects could be more specific, but currently not, which poses significant legal challenges to protecting children. Finally, many institutions implementing programmes in this space create less coordination and sometimes confusion. At best, interventions seem ad hoc without any clear mandate of specificity in institutional leadership. The implications of the findings for policies and programmes are highlighted.

在全球南部国家，有关在线儿童性剥削的法律、政策和计划方面缺乏证据。突尼斯是中东和北非（MENA）地区研究最少的国家之一，我们的研究开始为填补这一文献空白做出贡献。我们查阅了与网络儿童性剥削直接或间接相关的法律和政策文件，并在国家和次国家层面对儿童保护领域的不同参与者进行了访谈。我们注意到，突尼斯是多个国际和地区条约和公约的签署国，可以利用这些条约和公约解决对儿童的网络性剥削问题。然而，这些条约和公约尚未被充分利用来造福儿童。此外，我们还注意到在国家层面有几项不同的法律。这些法律散见于许多法律文件中，有些方面可以更加具体，但目前还没有，这给保护儿童带来了巨大的法律挑战。最后，在这一领域实施计划的许多机构造成协调不足，有时甚至造成混乱。在最好的情况下，干预措施似乎是临时性的，机构领导没有任何明确的具体任务。强调了调查结果对政策和计划的影响。

{"title":"The legal, policy, institutional and programmatic context for protecting children against online sexual exploitation in Tunisia","authors":"Dorra Loudhaief Midani, Antoine Deliege, Patrick Burton, Joshua Amo‐Adjei","doi":"10.1111/chso.12895","DOIUrl":"https://doi.org/10.1111/chso.12895","url":null,"abstract":"Evidence is absent in the legal, policy and programmatic landscape of online child sexual exploitation in countries in the Global South. Our work begins to contribute to filling this literature gap, drawing evidence from Tunisia, one of the least studied countries in the Middle East and North Africa (MENA). We reviewed legal and policy documents directly or indirectly connected to online child sexual exploitation, complemented with interviews from diverse actors in the child protection space at the national and sub‐national levels. We note that Tunisia is a signatory to several international and regional treaties and conventions that can be leveraged to tackle online sexual exploitation of children. Still, these have yet to be fully exploited for the benefit of children. Furthermore, we observed several disparate laws at the country level. These laws are scattered in many legal documents, and some aspects could be more specific, but currently not, which poses significant legal challenges to protecting children. Finally, many institutions implementing programmes in this space create less coordination and sometimes confusion. At best, interventions seem ad hoc without any clear mandate of specificity in institutional leadership. The implications of the findings for policies and programmes are highlighted.","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141865255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What features of education policies are effective in facilitating successful outcomes for Australian Department of Education students in out of home care? 教育政策的哪些特点能有效促进澳大利亚教育部的家庭外照顾学生取得成功？

IF 1.7 3区社会学 Q2 SOCIAL WORK

Children & Society

Pub Date : 2024-07-23 DOI: 10.1111/chso.12890

Celeste Musgrave, Belinda Hopwood, Sue Kilpatrick, Judith Hudson

Australian and international research has consistently revealed that children residing in Out of Home Care (OOHC) experience low academic achievement, high rates of suspension, high rates of early school drop‐out and poor representation in post school study. To address the issues experienced by many students in OOHC, trauma informed policies have been introduced in schools and education districts, both in Australia and internationally. Informed by current research and by the Trauma Informed Approach Guidelines, developed by the US Department of Health and Human Services Substance Abuse and Mental Health Services Administration (SAMHSA), this research aimed to identify and analyse current OOHC education policies and support documents implemented by Australian State and Territory Departments of Education. Using a thematic content analysis of national and international research on the concerning educational outcomes of OOHC students, a policy analysis framework was created and used as the tool to analyse Australian OOHC education policies currently implemented by state and territory Departments of Education. Considerable variations were evident in OOHC education policies throughout Australian Departments of Education, with only the states of Queensland, New South Wales and Victoria having policies explicitly for OOHC students. Significant variations also existed in the levels and types of support provided between Australian states and territories. Australian Departments of Education, schools and teacher practitioners can do more to further enhance the educational experience of students residing in OOHC. Suggestions have been made on how this can be achieved.

澳大利亚和国际研究一致表明，接受家庭外照料（OOHC）的儿童学习成绩差、停学率高、辍学率高，而且在毕业后的学习中表现不佳。为了解决许多在家庭外寄宿的学生所遇到的问题，澳大利亚和国际上的学校和教育机构都引入了以心理创伤为导向的政策。在当前研究和美国卫生与公众服务部药物滥用和心理健康服务管理局（SAMHSA）制定的《创伤知情方法指南》的启发下，本研究旨在确定和分析澳大利亚各州和地区教育部实施的当前 OOHC 教育政策和支持文件。通过对国内和国际上有关孤儿和健康孤儿教育成果的研究进行主题内容分析，建立了一个政策分析框架，并将其作为分析澳大利亚各州和地区教育部目前实施的孤儿和健康孤儿教育政策的工具。澳大利亚各教育部门的 OOHC 教育政策明显存在很大差异，只有昆士兰州、新南威尔士州和维多利亚州制定了明确针对 OOHC 学生的政策。澳大利亚各州和地区之间提供的支助水平和类型也存在很大差异。澳大利亚教育部、学校和教师从业者可以做得更多，以进一步改善居住在OOHC的学生的教育体验。本文就如何实现这一目标提出了一些建议。

{"title":"What features of education policies are effective in facilitating successful outcomes for Australian Department of Education students in out of home care?","authors":"Celeste Musgrave, Belinda Hopwood, Sue Kilpatrick, Judith Hudson","doi":"10.1111/chso.12890","DOIUrl":"https://doi.org/10.1111/chso.12890","url":null,"abstract":"Australian and international research has consistently revealed that children residing in Out of Home Care (OOHC) experience low academic achievement, high rates of suspension, high rates of early school drop‐out and poor representation in post school study. To address the issues experienced by many students in OOHC, trauma informed policies have been introduced in schools and education districts, both in Australia and internationally. Informed by current research and by the Trauma Informed Approach Guidelines, developed by the US Department of Health and Human Services Substance Abuse and Mental Health Services Administration (SAMHSA), this research aimed to identify and analyse current OOHC education policies and support documents implemented by Australian State and Territory Departments of Education. Using a thematic content analysis of national and international research on the concerning educational outcomes of OOHC students, a policy analysis framework was created and used as the tool to analyse Australian OOHC education policies currently implemented by state and territory Departments of Education. Considerable variations were evident in OOHC education policies throughout Australian Departments of Education, with only the states of Queensland, New South Wales and Victoria having policies explicitly for OOHC students. Significant variations also existed in the levels and types of support provided between Australian states and territories. Australian Departments of Education, schools and teacher practitioners can do more to further enhance the educational experience of students residing in OOHC. Suggestions have been made on how this can be achieved.","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141774483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The role of family and school during lockdown: Notable differences regarding children's satisfaction with their support 封锁期间家庭和学校的作用：儿童对其支持的满意度存在显著差异

IF 1.7 3区社会学 Q2 SOCIAL WORK

Children & Society

Pub Date : 2024-07-22 DOI: 10.1111/chso.12893

Carme Montserrat, Joan Llosada‐Gistau, Judit Gallart, Anna Planas‐Lladó, Carolina Martí‐Llambrich

Studying the support received from key agents in children's lives, family and school, from the point of view of the children themselves, will allow us to be better prepared to guide them in a post‐pandemic scenario. The main objective is to study the perceptions and evaluations of students between the ages of 9 and 17 regarding the guidance and support they received during the pandemic, and more specifically the help they received from their family and school. With a quantitative design, a questionnaire was administered to a sample of 1216 children (M = 14.3; SD = 2.468), from five geographical areas in Catalonia, Spain. Two multiple regression models were built with a good fit (p < .001) and explanatory capacity (adjR2 = 0.42 and adjR2 = 0.45). One of the outstanding results is the huge difference between the children's satisfaction with the help received from their family (very high) and from school (very low). In addition, children who identify as non‐binary as well as secondary school students show much lower average levels of satisfaction with the support they receive. The ultimate purpose of this article is to make proposals to strengthen personalization and support from the perspective of community socio‐educational resilience.

从儿童自身的角度出发，研究儿童生活中的关键因素--家庭和学校--为他们提供的支持，将使我们能够更好地在大流行后为他们提供指导。研究的主要目的是了解 9 至 17 岁学生对他们在疫情期间获得的指导和支持的看法和评价，特别是他们从家庭和学校获得的帮助。该研究采用定量设计，对来自西班牙加泰罗尼亚五个地区的 1216 名儿童（中位数 = 14.3；标准差 = 2.468）进行了问卷调查。建立的两个多元回归模型具有良好的拟合度（p < .001）和解释能力（adjR2 = 0.42 和 adjR2 = 0.45）。其中一个突出的结果是，儿童对来自家庭的帮助（非常高）和来自学校的帮助（非常低）的满意度之间存在巨大差异。此外，被认定为非二元身份的儿童以及中学生对所获支持的平均满意度要低得多。本文的最终目的是从社区社会教育复原力的角度提出加强个性化和支持的建议。

{"title":"The role of family and school during lockdown: Notable differences regarding children's satisfaction with their support","authors":"Carme Montserrat, Joan Llosada‐Gistau, Judit Gallart, Anna Planas‐Lladó, Carolina Martí‐Llambrich","doi":"10.1111/chso.12893","DOIUrl":"https://doi.org/10.1111/chso.12893","url":null,"abstract":"Studying the support received from key agents in children's lives, family and school, from the point of view of the children themselves, will allow us to be better prepared to guide them in a post‐pandemic scenario. The main objective is to study the perceptions and evaluations of students between the ages of 9 and 17 regarding the guidance and support they received during the pandemic, and more specifically the help they received from their family and school. With a quantitative design, a questionnaire was administered to a sample of 1216 children (M = 14.3; SD = 2.468), from five geographical areas in Catalonia, Spain. Two multiple regression models were built with a good fit (p < .001) and explanatory capacity (adjR2 = 0.42 and adjR2 = 0.45). One of the outstanding results is the huge difference between the children's satisfaction with the help received from their family (very high) and from school (very low). In addition, children who identify as non‐binary as well as secondary school students show much lower average levels of satisfaction with the support they receive. The ultimate purpose of this article is to make proposals to strengthen personalization and support from the perspective of community socio‐educational resilience.","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141774486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Children as ‘becomings’—Mapping parental adultcentrism in Hungary 作为 "成为 "的儿童--匈牙利父母的成人中心主义图谱

IF 1.7 3区社会学 Q2 SOCIAL WORK

Children & Society

Pub Date : 2024-07-19 DOI: 10.1111/chso.12892

Barbara Németh, Róza Sára Sulyok, Brigitta Szabó, Mónika Miklósi

Adultcentrism is the tendency of adults to view children from a biased perspective, hindering the recognition of children's competence and agency. It presents a challenge for parents, potentially influencing parenting practices and children's participation in decision‐making. Adultcentrism has received increasing attention in the literature, and with its recent operationalization, a new focus has emerged. However, adultcentrism has remained unexplored in Hungary. Using the Adultcentrism Scale, we aimed to conceptualize adultcentrism in this sociocultural context and validate the instrument in a different language, both for the first time. A cross‐sectional sample of 422 parents was surveyed online to analyse adultcentrism in Hungary and identify whether adult‐centric thinking is associated with less‐positive parenting behaviour. Our findings showed that extreme adult‐centric biases are rare among Hungarian parents and indicated that adult‐centric thinking has two major dimensions in our context. Firstly—and dominantly—adults tend to think about children as ‘becoming’ rather than ‘being’. Secondly, they tend to underestimate children's agency. The present conceptualization challenged the role of seeing children as incompetent in the construct. Adultcentrism indicated a weak positive association with parental perceptions of children's participation in decision‐making and positive parenting behaviours. However, it was not associated with negative behaviours, except for physical control. Our findings support the latest research that emphasizes that a certain level of adultcentrism is natural and presents thought‐provoking dilemmas regarding the understanding and measurement of adultcentrism in the Hungarian context. The study has implications for researchers analysing and theorizing this evolving construct and practitioners who want to improve the adult–child relationship.

成人中心主义是指成人倾向于从偏颇的角度看待儿童，阻碍了对儿童能力和能动性的认可。它给父母带来了挑战，有可能影响养育子女的做法和儿童参与决策的程度。成人中心主义在文献中受到越来越多的关注，随着其最近的操作化，出现了一个新的焦点。然而，成人中心主义在匈牙利仍未得到研究。通过使用成人中心主义量表，我们旨在将这种社会文化背景下的成人中心主义概念化，并首次用不同的语言对该工具进行验证。我们在网上对 422 名家长进行了横向抽样调查，以分析匈牙利的成人中心主义，并确定以成人为中心的思想是否与不太积极的养育行为有关。我们的研究结果表明，极端的以成人为中心的偏见在匈牙利家长中很少见，并表明在我们的环境中，以成人为中心的思维有两个主要方面。首先，成人倾向于认为儿童是 "成为 "而不是 "存在"，这一点占主导地位。其次，他们倾向于低估儿童的能动性。目前的概念对将儿童视为无能者的观点提出了质疑。成人中心主义与父母对儿童参与决策和积极养育行为的看法有微弱的正相关。然而，除身体控制外，成人中心主义与负面行为没有关联。我们的研究结果支持最新的研究，这些研究强调一定程度的成人中心主义是自然的，并提出了在匈牙利背景下理解和测量成人中心主义的发人深省的难题。这项研究对分析这一不断发展的概念并将其理论化的研究人员，以及希望改善成人与儿童关系的从业人员都具有重要意义。

{"title":"Children as ‘becomings’—Mapping parental adultcentrism in Hungary","authors":"Barbara Németh, Róza Sára Sulyok, Brigitta Szabó, Mónika Miklósi","doi":"10.1111/chso.12892","DOIUrl":"https://doi.org/10.1111/chso.12892","url":null,"abstract":"Adultcentrism is the tendency of adults to view children from a biased perspective, hindering the recognition of children's competence and agency. It presents a challenge for parents, potentially influencing parenting practices and children's participation in decision‐making. Adultcentrism has received increasing attention in the literature, and with its recent operationalization, a new focus has emerged. However, adultcentrism has remained unexplored in Hungary. Using the Adultcentrism Scale, we aimed to conceptualize adultcentrism in this sociocultural context and validate the instrument in a different language, both for the first time. A cross‐sectional sample of 422 parents was surveyed online to analyse adultcentrism in Hungary and identify whether adult‐centric thinking is associated with less‐positive parenting behaviour. Our findings showed that extreme adult‐centric biases are rare among Hungarian parents and indicated that adult‐centric thinking has two major dimensions in our context. Firstly—and dominantly—adults tend to think about children as ‘becoming’ rather than ‘being’. Secondly, they tend to underestimate children's agency. The present conceptualization challenged the role of seeing children as incompetent in the construct. Adultcentrism indicated a weak positive association with parental perceptions of children's participation in decision‐making and positive parenting behaviours. However, it was not associated with negative behaviours, except for physical control. Our findings support the latest research that emphasizes that a certain level of adultcentrism is natural and presents thought‐provoking dilemmas regarding the understanding and measurement of adultcentrism in the Hungarian context. The study has implications for researchers analysing and theorizing this evolving construct and practitioners who want to improve the adult–child relationship.","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141737655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Fun, flirtation and fear: Selfies in teenage girls digital exchange cultures 乐趣、调情与恐惧：少女数字交流文化中的自拍照

IF 1.7 3区社会学 Q2 SOCIAL WORK

Children & Society

Pub Date : 2024-07-11 DOI: 10.1111/chso.12891

Raksha Janak, Deevia Bhana, Valerie Reddy

This paper explores teenage girls' engagement with digital images on social media. Using new feminist materialism, we foreground digital images as an assemblage of materialities (human and more‐than‐human) filled with affective potentials that materialise in/capacities. Drawing from interviews and focus group discussions, we show how the production and sharing of selfies through posting and sexting unlocked new ‘becomings’ through expressions of heterosexual desirability and pleasure but also generated fear through sexual objectification, sexual double standards and harassment. A recognition of digital images as materially embodied through which unequal gender power relations materialise is vital to addressing online sexual risk.

本文探讨了少女与社交媒体上数字图像的互动。利用新女性主义唯物主义，我们将数字图像视为一种物质性（人类和非人类）的集合体，其中充满了在/能力中具体化的情感潜能。通过访谈和焦点小组讨论，我们展示了自拍照的制作和分享如何通过张贴和sexting来表达异性恋的欲望和快感，从而开启新的 "成为"，但同时也通过性物化、性双重标准和骚扰产生恐惧。认识到数字图像在物质上的体现，以及通过数字图像实现的不平等的性别权力关系，对于解决网络性风险问题至关重要。

引用次数: 0

Children's dark pictures—Societal critique in children's and young people's visual and verbal expressions about the UNCRC 儿童的黑暗图片--儿童和青少年关于《联合国儿童权利公约》的视觉和口头表达中的社会批判

IF 1.7 3区社会学 Q2 SOCIAL WORK

Children & Society

Pub Date : 2024-07-10 DOI: 10.1111/chso.12889

Alex Orrmalm

This article focuses on what the author has termed children's ‘dark pictures’ to explore how children’ and young people express themselves visually and verbally about difficult issues—such as violence, death and trafficking. Two pictures created by children and young people about the UNCRC, and the interviews accompanying these pictures, are analysed as examples of the commonness of ‘dark’ issues emerging even when they are given assignments emphasising ‘lighter’ issues. The potential of children's and young people's dark pictures to comment on and challenge, how difficult issues are communicated with children by adults and society is explored with the help of socio‐cultural and relational approaches to pictures. The article proposes the notion of dark visuality to highlight the critical potential of children's and young people's engagement with darkness through visual means and propose that their expressions can be understood as societal critique.

本文以作者所称的儿童 "黑暗图片 "为重点，探讨儿童和青少年如何通过视觉和语言表达自己对暴力、死亡和贩卖人口等棘手问题的看法。文章分析了两幅由儿童和青少年创作的有关《联合国儿童权利公约》的图片，以及与这些图片相关的访谈，以此为例说明，即使给儿童和青少年布置了强调 "浅色 "问题的作业，"深色 "问题也会普遍出现。文章借助图片的社会文化和关系方法，探讨了儿童和青少年的暗色图片在评论和挑战成人和社会如何与儿童沟通棘手问题方面的潜力。文章提出了 "黑暗视觉性 "的概念，以强调儿童和青少年通过视觉手段接触黑暗的批判潜力，并提出他们的表达可以被理解为对社会的批判。

引用次数: 0

Establishing a sense of community: Moral socialization in girls-only football for inclusion 建立社区意识：女子足球运动中的道德社会化以促进包容

IF 1.4 3区社会学 Q2 SOCIAL WORK

Children & Society

Pub Date : 2024-06-16 DOI: 10.1111/chso.12886

Madeleine Wirzén, David Ekholm

This article explores the establishment of a sense of community within a girls-only sports-based intervention targeting social inclusion in a socially disadvantaged area of Sweden. Employing an ethnographic approach involving participant observations and interviews, the study shows how moral socialization, through practices of discipline, teaching and care, fosters a sense of community. Through detailed observations, the study illustrates that community formation is an active, relational construct rather than a pre-existing entity, shaped significantly by both leaders and participants. Our findings reveal that the girls, through reflective engagement with norms and moral values, co-create a community that promotes social inclusion.

本文探讨了在瑞典的一个社会贫困地区，如何在以社会包容为目标的女童体育干预活动中建立社区意识。本研究采用人种学方法，通过对参与者的观察和访谈，展示了道德社会化是如何通过纪律、教育和关怀等实践来培养社区意识的。通过详细的观察，研究表明社区的形成是一种积极的、关系性的建构，而不是一个预先存在的实体，它在很大程度上是由领导者和参与者共同塑造的。我们的研究结果表明，女孩们通过对规范和道德价值观的反思，共同创建了一个促进社会包容的社区。

引用次数: 0

‘Each child must be assigned a key person’: Context and interpretation of a statutory requirement in English Early Childhood Education and Care settings 必须为每个儿童指定一名关键人物"：英国幼儿教育和保育机构法定要求的背景和解释

IF 1.4 3区社会学 Q2 SOCIAL WORK

Children & Society

Pub Date : 2024-06-16 DOI: 10.1111/chso.12887

Ulrike Hohmann

This article explores whether the statutory key person policy can mediate children’s experience of fragmentation due to a variety of transitions in the English Early Childhood Education and Care (ECEC) sector. I explore the policy enactment in the context of another statutory requirement, the staff:child ratio, and against the backdrop of a fragmented and neoliberal ECEC system. Data are from interviews with staff in three ECEC settings and publicly available Ofsted reports. I conclude that the contemporary understanding and practice of the key person policy is less likely to address all challenges of fragmentation experienced by children. The interplay of various patterns of attendance, complex staff rotas, and the requirement to stay in ratio impacts on the ability to offer continuity of care. I suggest ways to reduce the fragmentation experienced within the existing policy framework.

本文探讨了法定关键人物政策是否能够调解儿童因英国幼儿教育和保育（ECEC）部门的各种过渡而产生的碎片化体验。我在另一项法定要求--工作人员与儿童的比例--的背景下，并在分散的新自由主义幼儿保育和教育体系的背景下，探讨了该政策的制定。数据来源于对三所幼儿保育和教育机构工作人员的访谈以及公开的 Ofsted 报告。我的结论是，当代对关键人物政策的理解和实践不太可能解决儿童所经历的所有碎片化挑战。各种出勤模式、复杂的工作人员轮换以及保持比例的要求等因素相互作用，影响了提供连续性保育的能力。我提出了在现有政策框架内减少分散性的方法。

引用次数: 0

China's left-behind children: Caretaking, parenting, and struggles By Xiaojin Chen, New Brunswick: Rutgers University Press . 2024. pp. 218 (hardcover). ISBN: 9781978837157 中国的留守儿童：中国留守儿童：照顾、养育和挣扎陈晓瑾著，新不伦瑞克：罗格斯大学出版社 .2024. pp.ISBN: 9781978837157

IF 1.4 3区社会学 Q2 SOCIAL WORK

Children & Society

Pub Date : 2024-06-11 DOI: 10.1111/chso.12885

Kaidong Guo

引用次数: 0

Can club activities foster adolescents' citizenship in sub-Saharan Africa?: The evidence from the Good Neighbors' club in Malawi 俱乐部活动能否培养撒哈拉以南非洲青少年的公民意识？来自马拉维 "好邻居 "俱乐部的证据

IF 1.4 3区社会学 Q2 SOCIAL WORK

Children & Society

Pub Date : 2024-06-02 DOI: 10.1111/chso.12882

Hwanbo Park

The purpose of this study was to explore the effects of adolescent' participation in club activities on their citizenship in sub-Saharan Africa countries, specifically focusing on participation in Good Neighbors International's club activity in Malawi. For this, the Good Neighbors' Hope School Project Survey data were analysed through ordinary least squares and propensity score matching regression. The results showed that participation in club activities had a positive effect on improving adolescents' citizenship. This study also showed that school-related factors and relationship with others affect adolescents' citizenship. Based on this finding, the study concluded that participation in club activities can be understood as a process that connects adolescents with their lives and community problems or internalizes the global agenda, and it implies adolescents can grow up as global citizens through club activities in Malawi.

本研究的目的是探讨撒哈拉以南非洲国家青少年参加俱乐部活动对其公民身份的影响，特别关注在马拉维参加睦邻国际俱乐部活动的情况。为此，我们通过普通最小二乘法和倾向得分匹配回归法对睦邻国际希望学校项目调查数据进行了分析。结果表明，参加俱乐部活动对提高青少年的公民意识有积极影响。本研究还表明，学校相关因素和与他人的关系会影响青少年的公民意识。基于这一发现，研究得出结论，参加俱乐部活动可以被理解为一个将青少年与他们的生活和社区问题联系起来或将全球议程内化的过程，这意味着马拉维的青少年可以通过俱乐部活动成长为全球公民。

引用次数: 0

首页上一页

下一页尾页

类型

全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

数据库

全部 ACS Publications Elsevier ieeexplore Springer The Royal Society of Chemistry Wiley

期刊

Children & Society

全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.

﹀