Children & Society最新文献

This article scrutinises the relational processes regarding how street-connected young people's families, relationships and societal influence affect their mobility and vice versa, and how these young people navigate between important settings in their lives. It explores how street-connected youth practise and describe their decision-making regarding socio-spatial mobility in relation to the multiple settings in which they move. The study draws on ethnographic data collected in two Brazilian cities—Recife in 2018–2019 and Salvador in 2022–2023—with fifteen street-connected young people. The article illustrates how young people's movement within survival was fundamentally formed in relations with others, while not ruling out the existence of their own agency in these mobility practices. The results elaborate on the nuanced contexts in which the young people were both thrown out of and ran away from difficult situations. The article argues that, despite their desire to move, street-connected youth are not solely agents moving as they wish; rather, their mobility decisions are relationally embedded in both society and the people around them. Thus, street-connected young people's relational mobility practices and multilocality need to be recognised in related policy and practice.

Social–emotional development is a vital component of early child development, laying a critical foundation for a child's overall well-being and success in school and community settings. This study examines the relationship between the ‘type and time of family bonding activity’ and ‘children's social-emotional development’ using the 2022 National Survey of Children's Health data. Using a sample of children between 3 and 5 years of age (M = 4, 51.1% male, 64.8% non-Hispanic White), study results showed that ‘singing or telling stories’ (female: β = 0.112, p < 0.001; male: β = 0.127, p < 0.001) and ‘reading to children’ (female: β = 0.107, p < 0.001; male: β = 0.159, p < 0.001) were positively related to both female and male children's social–emotional development, while ‘having meals together’ only showed a positive relationship with male children's social–emotional development (β = 0.058, p = 0.006). Findings suggest that spending more days doing family bonding activities can be a practical, relatively easy, cost-effective way to implement at home and promote young children's social–emotional development.

The significance of walkability in creating sustainable and livable cities cannot be overstated. However, the majority of cities in Turkey still struggle to meet the needs of vulnerable populations, particularly parents with children aged 0–6, in terms of walkability. It aims to assess the walkability of pedestrian sidewalks for parents using strollers in selected areas within the city center of Isparta, a presumed location with inadequate walkability. The investigation employs a combination of site surveys and questionnaires to achieve its objectives. Site surveys are conducted in accordance with established walkability principles, while questionnaires are administered both in person and online to 525 participants who have toddlers. The collected questionnaire data is subsequently analysed using the SPSS program. The findings reveal that, with the exception of 1509th street, the sidewalk widths across all studied locations adhere to relevant standards. However, issues emerge concerning sidewalk heights and slopes, with most sites falling short of conformity. This study underscores that Isparta lacks sufficient sustainable walkability measures. Consequently, to address the needs of parents with strollers, adjustments such as lowering sidewalk heights and slopes and removing obstacles and deteriorations in line with universal walkability principles, should be prioritised throughout the city.

There is a need for longitudinal and systematic focus on the students' perspective on inclusive education in the field of educational research, especially in Finland. This study contributes to this research area by introducing students' perspectives on studying in inclusive classrooms. The participants were Finnish comprehensive school students from inclusive classrooms in years 5, 7 and 8. The method of empathy-based stories (MEBS) was utilised in the data collection and resulted in 79 stories from the students. The stories were written based on two different frame stories related to studying in an inclusive classroom, and this data was analysed with thematic analysis. The results showed that students hoped for support for learning in a positive learning environment. A positive learning environment was often related to good discipline, group spirit and peer support, whereas negative aspects in the learning environment were identified as noise, bullying and lack of support. A teacher often played a key role, especially in situations where classroom management and support for learning were needed. The findings are further discussed in relation to the human rights-based approach of inclusive education and previous research focusing on the student perspectives on inclusion.

Recent scholarly attention has focused on YouTubers' advertising practices and their influence on young followers' understanding of commercial content. Although previous studies primarily explore children's advertising literacy, they often treat YouTubers' influencer marketing as a unified phenomenon. This article distinguishes between two types of advertising: sponsored content and merchandise (merch) advertising. Merch advertising is viewed as more personally connected to the YouTuber than third-party sponsorships. The study examines how children, ages 10–13, interpret these forms of advertising within parasocial relationships with YouTubers. Based on group interviews with 19 Swedish children, the analysis explores appropriation, moral economy and parasocial relationships. The findings reveal that children find sponsored content more intrusive and deceptive than merch advertising, which is discussed more as a product. These results highlight the importance of a nuanced understanding of YouTubers' advertising practices in research involving children and YouTubers.

This article examines young European migrants' relations with professionals in the school settings in Sweden. The research draws on a broader research project—‘Transnational childhoods: building of significant relationships among Polish and Romanian migrant children after reunification with parents in Sweden’, where 18 young people from Poland and Romania, aged between 16 and 29 were interviewed twice, using visual data such as lifelines and network maps. The article's main argument is that migrant children, who received recognition and care from teachers and other personnel in schools experienced long-lasting positive effects on their self-esteem and identity-building. It is vital to convey this knowledge to the professionals working with children and young people with a migrant background as such knowledge may have a direct impact on the well-being of newly arrived children in their current situation as well as in a longer time perspective.

Despite growing research concerning banter in educational settings, this article is the first to examine how primary-school aged children conceptualise, engage in, and navigate banter in England. This focus is important given this impressionable phase of childhood development and teachers and policymakers concerns regarding possible links between banter and bullying. Key findings from eight focus groups with 32 children (aged 9–10 years) are thematically analysed using theoretical concepts of individual civilising process, habitus, and figuration. Whilst being able to differentiate ‘good’ from ‘bad’ banter, pupils conceptualised banter in a prosocial manner, reported regularly engaging in banter for enjoyment and social bonding purposes. Furthermore, pupils navigated banter by appraising content, relationships between those involved, and how comments were received. The figurational dynamics within the school day meant that banter most often took place within breaktimes, whereby pupils mostly engaged with like-minded same-sex peers. To differentiate good from bad banter and navigate such banter, pupils had to exhibit relatively sophisticated cognitive, emotional, and social intelligence. To substantiate and develop our findings, ethnographic research is needed to gather observations of pupils' (and possibly teachers') engagement in banter and the extent that banter is self-regulated and/or socially constrained by peers and teachers.

Close to two decades after Romania's landmark legislation on the rights of the child and adoption, this paper explores six points of consensus concerning rights-based practice in child protection and public education. Drawing on conceptual work on ‘assemblages’ in social services reform and an analytical focus on inconsistencies, incoherences and tensions in professional practice, we explore 30 key informants' narrative focus on ‘sites of strain’ in what they wished to be nation-wide rights-based social service provision, through a grounded theory-inspired analytical approach. Alongside three widely shared inadequacies in rights-based practice—good legislation, but inadequate implementation, wide variation in service quality, and the lack of an ethic of care in work with children—, we also highlight three positive developments flagged: growing awareness of children's rights among children; legislative amendments based on children's input and civic mobilisation; and the crucial role of NGOs' ‘fantastic’ service provision. The paper concludes with policy recommendations for better managerial oversight, accountability and professional support from central government agencies.

The present article examines how younger pupils in Swedish school-age educare centers (SAECs) manage super-diversity. Previous scholars have documented that pupils belonging to ethnic minority groups often are categorised as deviant and ‘other’ in relation to the native majority. In super-diverse contexts, however, the relationship between majority and minority groups is not given, affecting social relationships. Data were drawn from ethnographic fieldwork in a super-diverse SAEC (age 6–10 years). This article shows that in superdiverse SAECs, pupils construct and manage diversity in ethnic terms, challenging the normative language use which is a cornerstone of everyday nationhood in educational settings.