Academic literature on the topic 'Childhood dangers'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Childhood dangers.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Childhood dangers"
1
The Lancet. "The dangers of childhood." Lancet 360, no. 9336 (September 2002): 811. http://dx.doi.org/10.1016/s0140-6736(02)11007-5.
Full text
2
de Francisco, Andres, Adnan A. Hyder, Shams-El-Arifeen, and Abdullah H. Baqui. "The dangers of childhood." Lancet 361, no. 9351 (January 2003): 86. http://dx.doi.org/10.1016/s0140-6736(03)12153-8.
Full text
3
Endang Rasmani, Upik Elok, Siti Wahyuningsih, and Yuanita Kristiani Wahyu Widiastuti. "PENYULUHAN SELF READINESS TERHADAP BENCANA KEBAKARAN PADA ANAK USIA DINI." Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini 6, no. 1 (March 30, 2021): 1–7. http://dx.doi.org/10.24903/jw.v6i1.556.
Full textAbstract:
Fire is a dangerous threat and can result in the loss of a person's life and material loss. Early childhood is very risky to become victims of fire so there is a need for counseling and assistance to children as provisions in preventing casualties. This research is focused on the socialization of early childhood understanding of the dangers and prevention of fires that have occurred recently. This study uses a qualitative approach with a socialization model. The data was obtained by observation and interviews using Google Form involving resource persons consisting of the principal, teachers of class B. This study revealed that the socialization of early childhood understanding regarding the dangers and fire prevention is very necessary as an effort to prepare for prevention and provision of children's readiness to face fire disaster that can happen at any time.
4
Colver, Allan. "Are the dangers of childhood food allergy exaggerated?" BMJ 333, no. 7566 (August 31, 2006): 494–96. http://dx.doi.org/10.1136/bmj.333.7566.494.
Full text
5
Hourihane, Jonathan O'B. "Are the dangers of childhood food allergy exaggerated?" BMJ 333, no. 7566 (August 31, 2006): 496–98. http://dx.doi.org/10.1136/bmj.38931.581505.801.
Full text
6
Csikszentmihalyi, Mihaly. "Commentary: Reflections on Some Dangers to Childhood Creativity." LEARNing Landscapes 6, no. 1 (June 1, 2012): 19–25. http://dx.doi.org/10.36510/learnland.v6i1.571.
Full textAbstract:
In this commentary, renowned author and psychologist Mihaly Csikszentmihalyi reflects on the state of creativity in today’s children. From his many years of studying creativity, Dr. Csikszentmihalyi has observed that the most creative people share a common experience in childhood: that of being left alone, often in a barren environment, and of being bored. Paradoxically, solitude and boredom become the springboard from which a creative passion is born. Finally, the author questions whether the presence of technology in children’s lives today is an opportunity for learning or a source of effortless experiences that are not conducive to nurturing creativity
7
Byard, Roger W. "Accidental Childhood Death and the Role of the Pathologist." Pediatric and Developmental Pathology 3, no. 5 (September 2000): 405–18. http://dx.doi.org/10.1007/s100240010089.
Full textAbstract:
The following study provides an overview of accidental childhood death. This study is based on a review of 369 cases of fatal childhood accidents taken from the records of the Department of Histopathology, Women's and Children's Hospital, Adelaide, Australia, over a 34-year period from 1963 to 1996. Data provide information on deaths due to motor vehicle accidents, drownings, accidental asphyxia, burns, poisonings, electrocution, and miscellaneous trauma. In addition, certain categories have undergone further examination, including asphyxial deaths due to unsafe sleeping environments and unsafe eating practices, drowning deaths, and deaths on farms, following identification of significant child safety problems in these areas as part of the “Keeping Your Baby and Child Safe” program. Previously unrecognized dangers to children detected through this program include mesh-sided cots, V-shaped pillows, and certain types of stroller-prams. The production of information pamphlets and packages for parents and the recall of certain dangerous products following recommendations made by pathologists demonstrate that pediatric and forensic pathologists have an important role to play in preventive medicine issues and in formulating public health strategies.
8
Nurul Huda, Sheila, and Muhammad Fadillah Ramadhan. "Designing Educational Game to Increase Environmental Awareness." International Journal of Emerging Technologies in Learning (iJET) 16, no. 15 (August 11, 2021): 181. http://dx.doi.org/10.3991/ijet.v16i15.22661.
Full textAbstract:
Plastic is a versatile material that is inexpensive and has the characteristics of being lightweight, strong, durable, anti-corrosive, with high thermal and electrical insulation properties. Regardless of the positive impact on economic development, it brings negative impacts on the environment. The amount of plastic waste, that continues to increase, pollutes the environment and ocean chronically. There needs to be a change in people behavior and awareness to reduce the use of it. In fact, raising awareness of the environment from the dangers of plastic waste is not an easy matter, but if taught since childhood, good environmental awareness and habits will be formed. This research tried to raise awareness among elementary school children in Indonesia of the dangers of plastic waste through an educational game developed using the Game Development Life Cycle (GDLC). GDLC consists of six phases: initiation, pre-production, production, testing, beta, and release. Strategy genre was chosen for engaging gameplay. Environmental awareness and knowledge on the danger of plastic waste were given integrally through storylines, gameplay, goals, and animated cutscenes. The results of testing at the beta stage on the respondents showed that 71.11% of primary school student respondents gained environmental knowledge.
9
Madsen, David. "Childhood fears: The importance of horror elements in It Can Pass Through the Wall." Short Film Studies 7, no. 2 (October 1, 2017): 187–90. http://dx.doi.org/10.1386/sfs.7.2.187_1.
Full textAbstract:
This article will examine how the film uses horror tropes through its title, mise-enscène and camerawork to create a dichotomy between the cosy, ‘safe’ apartment and the dangers that manage to pass through its thick walls.
10
Bohleke, Briant. "An Oracular Amuletic Decree of Khonsu in the Cleveland Museum of Art." Journal of Egyptian Archaeology 83, no. 1 (December 1997): 155–67. http://dx.doi.org/10.1177/030751339708300109.
Full textAbstract:
CMA 14.723 (= P. Cleveland 14.723) belongs to the genre of texts known as Oracular Amuletic Decrees, compositions promulgated by deities to protect the wearer from physical and spiritual dangers. Although the surviving corpus is homogeneous in nature and of limited chronological scope, it is part of a larger ‘inoculation programme’ to protect juveniles from childhood diseases, accidents and premature death.
Dissertations / Theses on the topic "Childhood dangers"
1
Anderson, Janet. "Risk-taking, dangerous behaviour in childhood." Thesis, University of East London, 2001. http://roar.uel.ac.uk/3576/.
Full textAbstract:
This thesis describes qualitative research into risk-taking, dangerous behaviour in childhood using a post-Kleinian, psychoanalytic clinical approach. Risk-taking, dangerous behaviour itself has received no research attention, although a wider category of externalising behaviour has been the subject of many studies. Many factors have been identified which are associated with externalising behaviour but there is an absence of explanation between these factors and the problematic behaviour, neither a causal nor a meaningful link being made between them. Assessment and therapeutic treatments of children from three different age groups were undertaken. Clinical data from different sources were analysed using the constant comparative method of grounded theory, within a psychoanalytic framework. The factors already known to be associated with externalising behaviour were found to be present in the research families but none of these factors, nor other similarities and differences between families based on historical data, provided an organising principle enabling the risk-taking, dangerous behaviour to be understood. The organising principle which meaningfully discriminated between cases was the evident emotion of the parent or primary carer and an exploration of this revealed different emotional configurations in the parent-child relationship. Three different configurations were identified, emerging from the clinical material, which were linked to and extend established psychoanalytic theory. These were called illusory-haven, no-haven and periloushaven each of which is unsafe for the child. The connections made between these configurations and Oedipal theory gives the latter a central place in understanding the origin, structure and meaning of the risk-taking, dangerous behaviour. The concepts developed have significance for clinical work and are useful tools for any professionals working with children and families, helping them to identify different family patterns for which there are different strategies and different prognoses.
2
Russ, Jana R. "Dangerous Women." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1208185207.
Full text
3
van, der Riet Jane. "'Astride a dangerous dividing line': Preschool teachers' talk about childhood sexuality." University of Western Cape, 1999. http://hdl.handle.net/11394/7495.
Full textAbstract:
Magister Artium (Psychology) - MA(Psych)The focus of this thesis is preschool teachers' talk about childhood sexualities. A literature review of empiricist, psychoanalytic, feminist, social constructionist and post-structural approaches to childhood sexuality suggests that it is a marginalized research topic. Moreover, emphasis tends to fall on the problems associated with childhood sexuality, rather than regarding it as part of everyday life. In this study, I facilitated a focus group discussion with eight preschool teachers. The complexities of analyzing a text produced by participants with multiple identities are acknowledged: The discussion was hinged around vignettes and questions about childhood sexuality, and was transcribed into a written text. Using discourse analysis, I explore some of the 'taken-for-granted' assumptions about childhood sexuality, within 15 extracts from the text. I argue that multiple, paradoxical constructions of childhood sexuality position children 'astride a dangerous dividing line', which can be read on many levels. This unstable positioning both creates and is created by multiple discourses of 'taking charge'. The discourses of 'taking charge' impel preschool teachers to police 'dangerously' sexual children and protect 'innocent' children from corruption. These discourses are gendered: girl children are constructed as more vulnerable to corruption; boy children tend to be constructed with 'sexdrives' needing to be tamed; and adult women are constructed as the monitors of childhood sexuality. Furthermore, silences or taboos about childhood sexuality are integral to these discourses. Although there are hints of childhood agency, I suggest that the teachers themselves have limited access to or use for feminist and other liberatory discourses. More subtle resistance may be evident in many examples of laughter in the text. While this is project situated on the margins of psychology, by virtue of its subject, epistemology and methodology, I conclude by discussing various limitations .
4
Franklin, Leanne. "Parenting and childhood in a culture of fear." Thesis, Loughborough University, 2011. https://dspace.lboro.ac.uk/2134/8520.
Full textAbstract:
This thesis draws primarily upon the work of Furedi (2001; 2002) and his notion of a culture of fear to explore contemporary parenting and childhood from a social psychological perspective. Furedi argues that contemporary society is dominated by a sense of anxiety which is ubiquitous and free-floating (2007) and it is arguable that this fear is particularly easily attached to issues around childhood as children are considered increasingly vulnerable - giving rise to the phenomenon of paranoid parents (Furedi, 2002). While these and related issues have been explored elsewhere in the social sciences (e.g. Jackson & Scott, 2000; Katz, 2008; Valentine, 1996) there has yet to be a study from a social psychological perspective which would seek to understand how these fears are articulated, constructed and managed in relational interaction. The first stage of analysis is a content analysis of newspaper articles, providing partial information about the socio-cultural backdrop of the study. This is complemented by focus group data from both parents and children (aged 12-13) which is analysed using strategies and tools drawn from discursive psychology (Edwards & Potter, 1992). This approach allows for an examination of how participants construct fears, anxieties and concerns that exist in and around modern parenting and childhood. Themes that emerged from this analysis include a focus on the disappearance of Madeleine McCann, a fear of hypothetical dangers, and a catalogue of potential risks. These concerns are also worked up in the participants talk as related to wider social changes (such as an increase in crime and changes in family structure) and connected with a nostalgia for a past which is constructed as safer, simpler and more liberated; even the children display a fondness for this utopian childhood. Hence the study begins to develop an empirical understanding of how aspects of a culture of fear may be worked up in relation to contemporary parenting and childhood, and so points toward some of its possible psychological implications.
5
Kotsanas, Cassandra Marie. "Sustaining children's participation in early childhood settings ? : discourse, power and the 'danger' of participation practices /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/5817.
Full textAbstract:
This study explored the experiences of early childhood educators who sought to increase young children’s participation with the purpose of identifying how children’s participation can be made sustainable in early childhood settings. Increasing interest in young children’s participation rights as a result of the UNCRC, General Comment 7 and the new sociology of childhood, has led to a growing expectation that early childhood educators will enact participation rights in practice. There is a limited body of research on both young children’s participation and on the sustainability of early childhood practices. Of the available literature, the majority is framed within a modernist paradigm that fails to acknowledge the multiple and contradictory nature of early childhood practice.This study used Foucauldian discourse analysis and selected poststructuralist understandings of power, knowledge and truth to explore how socially constructed understandings of young children and of early childhood educators influence participation practices and their sustainability. Three semi-structured interviews were conducted with four early childhood educators across three settings. The analysis of interviews showed particular discourses of childhood informing early childhood practices and creating and maintaining regimes of truth. It highlighted the need to recognise that early childhood educators work within and through multiple and conflicting discourses, each offering a particular subjectivity. The analysis also illuminates the micro-practices of power that limit the possibilities for children’s participation and illustrate the ‘danger’ of assimilating children’s participation into existing early childhood practices without critically reflecting on that process. The study raised the question of whether—rather than how—children’s participation should be sustained if it is operating within a singular dominant discourse. The study’s selected poststructuraist approach enabled it to fill a gap in the existing research, and has implications for practice, policy and training and provides direction for future research in the area of children’s participation.
6
Mokrzycki, Bartosz Paul. "Stranger danger: the politics of child safety in the age of Reagan." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/6255.
Full textAbstract:
This dissertation centers on a perceived child safety crisis in the late twentieth century U.S. It charts the emergence of specific cultural anxieties regarding American childhood and the development of new mechanisms designed to safeguard young Americans from “moral threats” such as stranger abduction, exploitation, and pornography. “Stranger Danger” shows that the politics of child safety coincided with Reagan-era efforts to snip the social safety net, promote law and order, lionize the business sector, and shore up the “traditional” family. The study argues that, as the New Deal order crumbled in the late twentieth century, so too did the state’s commitment to shielding American youths from structural problems such as hunger and poverty. Measures focused on child safety arose as social welfare programs like Aid to Families with Dependent Children, school lunch and child nutrition initiatives, and the Comprehensive Education and Training Act fell by the wayside. The shift from provision to protection that “Stranger Danger” takes as its central focus relied upon the development of a child safety apparatus, a collection of legal-cultural mechanisms that have exaggerated the prevalence of moral threats to American children, especially those perpetrated by strangers. Launched by activists and the bereaved parents of slain children, and eventually sanctioned by the Reagan administration, the 1980s child safety campaign authored an array of new instruments intended to protect young Americans from kidnapping, molestation, murder, exploitation, and corruption.
7
Sapotichne, Brenna. "Fearful Temperament Moderates the Effect of Harsh Parenting on Early Childhood Problem Behaviors within Dangerous Neighborhoods: A Multilevel Analysis." ScholarWorks@UNO, 2015. http://scholarworks.uno.edu/td/2106.
Full text
8
Clariana, Lionel. "Sociologie d’une construction préventive du rapport des services de protection de l’enfance aux familles étrangères dans le département de l’Hérault : approche socioéducative de la notion de risque de danger dans un contexte sécuritaire." Thesis, Montpellier 3, 2015. http://www.theses.fr/2015MON30021/document.
Full textAbstract:
Au cours des années 2000, alors que le référentiel sécuritaire se globalise, et contrairement à la dynamique préventive instaurée depuis deux décennies de décentralisation, le législateur dote progressivement la protection de l'enfance d'outils administratifs coercitifs qui la resitue dans le traitement de l'enfant dangereux.En même temps que l'avènement du néolibéralisme fait de l'individu en difficulté le responsable de sa condition et soumet l'attribution de l'aide à des principes méritocratiques, par la logique sécuritaire les difficultés éducatives parentales sont assimilées à de la déviance et chaque membre de la famille passe d'une position de victime à soutenir à celle de coupable à sanctionner. Aussi n'y a-t-il qu'un pas à franchir pour que l'évaluation de la problématique se transforme en contrôle et le suivi en correction des comportements.A partir du durcissement des politiques migratoires et dans un contexte exacerbé de racialisation et d'ethnicisation de la question sociale, les familles étrangères qui évoluent plus particulièrement en ZUS doivent soumettre leurs comportements à des normes dominantes et des systèmes de valeurs idéologisés. Plus qu'un autre, le parent étranger, régulier ou non régulier, doit produire les conditions de la sécurité éducative de son enfant dans un contexte d'insécurité sociale et administrative structurellement organisé. Et plus que pour un autre, le professionnel de la protection de l'enfance doit penser son action en fonction des contingences statutaires de chaque membre de la famille et veiller à ce que la mesure de soutien ne devienne pas un stigmate qui se rajoute à la couleur de la peau, à l'origine ou encore à la zone d'habitation dans un contexte institutionnel et politique sous tensionOver the years 2000, whilst the security-based referential is going through globalisation, and unlike the preventive dynamics in place for the past decades of decentralization, the legislator gradually provides childhood protection services with coercive administrative tools which restores it back to dealing with dangerous children.Whilst the outbreak of neoliberalism positions problem-stricken individuals as responsible for their condition and submits support attribution to meritocratic principles, parental educational difficulties are assimilated to deviance through a security-driven logic, and each family member goes from the status of a victim who needs support to a status of guilty individual who needs sanctioning. This therefore implies that there is only one step to take for the problematic to become a controlling measure and for the follow-up to become corrective measure of behaviours.In view of the tightening of migrating politics and in this context of exacerbating racialisation and ethnicisation of the social issue, foreign families who evolve in ZUS (« Sensitive Urban Zones ») have to submit their behaviors to dominating norms and to ideologized value systems. To a greater extent than anyone else, foreign parents, whether they are in a regular or irregular situation, must provide the conditions of an educational security for their child within a structurally organised context of social and administrative unsecurity. And to a greater extent than for anyone else, the professional in charge of childhood protection must think his action according to the statutory contingencies of each family member and see to the fact that the support measure doesn't become a stigmatism which comes on top of skin colour, origins or even living in an area within an institutional and political context which is under pressure
9
Táparo, Flávia Arantes [UNESP]. "Caracterização do comportamento e da ocorrência de acidentes entre escolares do 5º ano." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/137886.
Full textAbstract:
Submitted by FLAVIA ARANTES TAPARO null (flavia-arantes@hotmail.com) on 2016-04-08T19:33:11Z
No. of bitstreams: 1
Dissertação_Mestrado em Educação_Flávia Arantes Táparo.pdf: 966051 bytes, checksum: 3e26dca0c17b0f77a7021a0e53ff2728 (MD5)Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-04-11T17:49:01Z (GMT) No. of bitstreams: 1 taparo_fa_me_mar.pdf: 966051 bytes, checksum: 3e26dca0c17b0f77a7021a0e53ff2728 (MD5)
Made available in DSpace on 2016-04-11T17:49:01Z (GMT). No. of bitstreams: 1 taparo_fa_me_mar.pdf: 966051 bytes, checksum: 3e26dca0c17b0f77a7021a0e53ff2728 (MD5) Previous issue date: 2016-03-09
Alterações comportamentais e ocorrência de acidentes podem causar diversos problemas para o desenvolvimento infantil, mas são escassos trabalhos que investiguem estas variáveis de modo integrado, na busca de indicadores para futura atuação. Este estudo teve como objetivos caracterizar o comportamento e a ocorrência de acidentes de escolares do 5º ano do ensino fundamental e verificar as relações entre ambas as variáveis e entre os dados do comportamento obtidos com diferentes informantes. A pesquisa foi realizada em uma escola da rede municipal de Ensino Fundamental de uma cidade do interior do estado de São Paulo. Participaram 60 alunos de quatro turmas de 5º ano, de ambos os sexos e média de idade de dez anos, seus respectivos responsáveis e as quatro professoras das turmas. Foram utilizados o Questionário de Capacidades e Dificuldades (SDQ) com responsáveis e professoras e o Questionário de Rastreamento de Acidentes (QRA) com os escolares, mediante Termo de Consentimento. Verificou-se predominância de perfil normal de escolares de ambos os sexos em todas as escalas do SDQ, tanto de dificuldades quanto de capacidades. Entretanto, houve padrão anormal de comportamentos, segundo os responsáveis, na escala de sintomas emocionais, com 26,9% para o sexo feminino e 38,1% para o masculino e, de acordo com as professoras, nas escalas de problemas de conduta e de hiperatividade, com 37,5% cada. Foi identificada a ocorrência de 1315 acidentes, predominando acidentes de bicicleta, causados por contato com material cortante e por impacto contra objetos, diferente da literatura, que aponta predominância das quedas. Foi observado maior número de acidentes para o sexo feminino, diferente da literatura. Não foi observada diferença estatisticamente significante na comparação dos perfis comportamentais dos escolares. Entretanto, foi observada diferença significativa no acidente causado por contato com material cortante. Nas respostas dos responsáveis e das professoras ao SDQ, houve correlação estatisticamente significante em quatro situações: 1) problemas de conduta segundo as professoras e os responsáveis; 2) problemas de conduta segundo as professoras e hiperatividade segundo os responsáveis; 3) hiperatividade segundo as professoras e segundo os responsáveis; e 4) comportamento pró social segundo as professoras e hiperatividade segundo os responsáveis. Nas análises de correlação entre as respostas dos responsáveis ao SDQ e das crianças ao QRA e entre as respostas das professoras ao SDQ e das crianças ao QRA predominantemente não houve correlação estatisticamente significativa, diferente da literatura. Foi observada correlação negativa entre o comportamento de hiperatividade das crianças, segundo as professoras, e o acidente de bicicleta e entre o comportamento de sintomas emocionais nas crianças, segundo as professoras, e o acidente do tipo impacto contra objetos. Concluiu-se que o perfil comportamental dos escolares esteve predominantemente dentro dos padrões de normalidade, que a ocorrência de acidentes foi importante e houve pouca correlação significativa entre os resultados, diferentemente da literatura. Sugeriu-se ampliação da amostra e de locais de coletas para investigar os resultados peculiares.
Children's behavioral changes or accidents in childhood can be particularly troublesome for child development, but there are scarce studies that investigate these variables in an integrated manner, seeking indicators for future practice. This study aimed to characterize the behavior and the occurrence of accidents with 5th year of elementary school students and examine relationships between both variables and between the behavior's data from different informants. The survey was conducted in a municipal elementary school of a medium-sized city in the state of São Paulo. Attended by 60 students from four classes of 5th grade, of both sexes and an averege age of ten years old, their family and the four teachers of the classes. The Strengths and Difficulties Questionnaire (SDQ) was applied with family members and teachers and Accident Tracking Survey (QRA) was applied with the students; the participation of all was consented by signing the Term of Consent. There was a predominance of normal profile of students of both sexes in all SDQ scales, both in difficulties and in capabilities. However, there was an unusual standard of behavior, according to those responsible, in the emotional symptoms scale, with 26.9% for females and 38.1% for male and, according to the teachers, the scales of conduct problems and hyperactivity, with 37.5% each. The occurrence of 1315 accidents was identified, being bicycle accidents, contact with sharp materials and impact against objects, different from the literature, which indicates predominance in falls. There was a higher number of accidents for females, unlike literature. There was no statistically significant difference when comparing the behavioral profiles of schools. However, a significant difference was observed in the accident caused by contact with sharps materials. About the answers from their legal guardians and teachers of the SDQ, there was a statistically significant correlation in four situations: 1) conduct problems according to teachers and those responsible; 2) conduct problems according to teachers and hyperactivity, according to responsible; 3) hyperactivity according to the teachers and the responsible; and 4) social pro behavior according to the teachers and hyperactivity according to those responsible. In the correlation analysis between the answers of those responsible to the SDQ and children to the QRA and between the answers of teachers to SDQ and children to QRA predominantly there was no statistically significant correlation, unlike literature. Negative correlation between children's hyperactive behavior was observed, according to the teachers, and the bicycle accident and between the behavior of emotional symptoms in children, according to the teachers, and the accident of the type of impact against objects. We conclude that the behavioral profile of the students was mostly within the normal range, the occurrence of accidents was important and there was little correlation between the results, unlike literature. It is suggested larger sample collections and locations to investigate the peculiar results.
10
Boursier, François. "Vers une politique globale de l'enfance : naissance d'une association, l'ARSEA de Lyon, 1935-1950." Thesis, Lyon, 2019. http://www.theses.fr/2019LYSE2102.
Full textAbstract:
Cette thèse a pour objet d’étudier la création à Lyon de l’association « La Sauvegarde de l’enfance » sous le régime de Vichy. L’étude de cet « objet » a nécessité de désenclaver la période, afin de mettre davantage en évidence le rôle majeur des années de l’Entre-deux guerres dans l’élaboration d’un dispositif de prise en charge de l’enfance irrégulière et endanger moral. Et par conséquent d’inscrire cette étude dans la double continuité : années 30/Vichy, Vichy/Reconstruction. Ce temps étudié, met en évidence le rôle central que va jouer, tout au long des années 1935-1949, la neuropsychiatrie infantile dans l’élaboration du dispositif de prise en charge de l’enfance. Cela dans un contexte de forte médicalisation desquestions sociales. Au travers de cet objet historique, « La Sauvegarde de l’enfance », nous avons pu étudier au plus près la construction d’un rapport complexe entre l’Etat en pleine affirmation de son autorité, de renforcement de ses pouvoirs et l’Association comme expression de la société civile. Ce rapport complexe, fait de tensions, d’injonctions, et de reconnaissance mutuelle, s’inscrit dans une tradition élaborée dans le dernier tiers du XIXe siècle qui est celle du « concordat social », de la nécessité d’un compromis qui produit ce que Pierre Rosanvallon nomme « le jacobinisme amendé ». La Sauvegarde de l’enfance à Lyon, sera, entre 1943 et 1949, l’expression de cet amendement du jacobinisme. Cette étude a enfin permis de montrer, dans un contexte historique singulier, le rôle important des acteurs individuels ou collectifs, acteurs qui le plus souvent s’inscrivent au sein de réseaux et qui élaborent des stratégies. Ainsi au coeur de l’Occupation allemande, sous l’Etat Français de Vichy dans sa période la plus noire, des acteurs associatifs et politiques se donnent des marges de manoeuvres, négocient. Cette France au plus près du terrain a pu exprimer et réaliser ses vues, du moins les négocier, grâce à un contexte qui, paradoxalement, ne faisait pas de la protection de l’enfance une priorité de l’Etat. C’est là, au cours de cette séquence historique majeure, que les politiques de protection de l’enfance entrent dans un âge nouveau, que s’élabore un dispositif : fait d’un discours, d’une législation, d’institutions, de professionnels notammentThe purpose of this PhD dissertation is to study the creation process of the association « Sauvegarde de l’enfance » (protection/safeguard of childhood) in Lyon under the Vichy regime. This PhD disseration has required to open the period to the years which have preceded and followed the Vichy regime in order to evidence among others the major contribution of the inter-war period to the development of a scheme aiming at taking care of children in an irregular situation and in moral danger. And as a result to place this study in the double continuity : 30s/Vichy and Vichy/postwar reconstruction. The studied period highlighths the central role played by child neuropsychiatry through the years 1935-1949 in the development of the childcare system/scheme, in a context of heavy medicalisation of social matters. Through the historical object « The Protection/safeguard of childhood » it has been possible to study closely the development of a complex relation between the State - in a period where its authority grew significantly and got strengthened - and the associations / « the Association » as representative of the civil society. This complex relation, made of tensions, injonctions and mutual recognition, ties in a tradition developed during the last third of the 19th Century, the tradition of « social concordat », of the necessity of a compromise which developed into what Pierre Rosanvallon calls « the amended jacobinism ». The « Sauvegarde de l’enfance » in Lyon will be between 1943 and 1949 the expression of this amendment to jacobinism. This study has eventually allowed to show in a special historical context the important role of individual and collective actors, who most often relate to networks and work out strategies. Thus in the darkest period of the German occupation under the Vichy State its, associative and political actors negotiate. This France in contact with day-to-day realities has had the possibility to express and achieve its visions/intentions/aims/targets, at least negotiate them, thanks to a context where the State paradoxically did not prioritize the protection of childhood. It is in this period, during this major historical sequence, that policies aiming at protecting childhood entered into a new period ; this is when a care scheme has developped, made especially of an argumentation, a legislation and institutions
Books on the topic "Childhood dangers"
2
Anderson, Janet. Risk-taking, dangerous behaviour in childhood. London: University of East London, 2001.
Find full text
3
Warner, Marina. Into the dangerous world: Some reflections on childhood and its costs. London: Chatto & Windus, 1989.
Find full text
5
1952-, DeMers John, ed. Highways to the world: The engineer, the teacher and the dangerous 20th century. Houston, Texas: Bright Sky Press, 2013.
Find full text
6
Krensky, Stephen. Dangerous crossing: The revolutionary voyage of John Quincy Adams. New York: Dutton Children's Books, 2005.
Find full text
7
Powers, Ron. Dangerous water: A biography of the boy who became Mark Twain. New York: Basic Books, 1999.
Find full text
8
The WDDTY vaccination handbook: A guide to the dangers of childhood immunization. London: Wallace Press, 1991.
Find full text
9
Langford, Rachel. Theorizing Feminist Ethics of Care in Early Childhood Practice: Possibilities and Dangers. Bloomsbury Publishing Plc, 2020.
Find full text
10
Theorizing Feminist Ethics of Care in Early Childhood Practice: Possibilities and Dangers. Bloomsbury Publishing Plc, 2019.
Find full textBook chapters on the topic "Childhood dangers"
1
Pelias, Ronald J. "Childhood and Adolescent Dangers." In If the Truth Be Told, 35–73. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-456-5_2.
Full text
2
Moore, Allison, and Paul Reynolds. "Sex, Sexuality and Social Media: A New and Pressing Danger?" In Childhood and Sexuality, 225–46. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-52497-3_10.
Full text
3
Smaal, Yorick. "Boys and Homosex: Danger and Possibility in Queensland, 1890–1914." In Children, Childhood and Youth in the British World, 221–36. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-48941-8_13.
Full text
4
Smith, Michelle J. "Transforming Narratives of Colonial Danger: Imagining the Environments of New Zealand and Australia in Children’s Literature, 1862–1899." In Children, Childhood and Youth in the British World, 183–200. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-48941-8_11.
Full text
5
Lankester, Ted. "Dealing with childhood illnesses." In Setting up Community Health Programmes in Low and Middle Income Settings, edited by Ted Lankester and Nathan Grills, 271–93. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198806653.003.0016.
Full textAbstract:
This chapter discusses diseases that commonly kill children. It covers, causes, priorities, and community-based and clinic programmes, including immunization and the Integrated Management of Childhood Illness (IMCI). It emphasizes ways in which diarrhoea, pneumonia, and malaria can be managed at community and family level. It highlights the dangers and types of diarrhoea, its causes, and treatment. It includes a detailed section on dehydration and oral rehydration therapy (ORT and ORS), appropriate rehydrating foods, and how these can be embedded into use by families. It describes acute respiratory infection (ARI), its causes, prevention, diagnosis, and treatment. Importantly, it describes how community health workers (CHWs) and community members can assess ARI severity and how it can be best treated, including the careful use of community-based and home-based antibiotics in remoter areas. Finally, the chapter addresses malaria diagnosis and treatment, particularly how a community can set up a step-by-step control programme.
6
Mncanca, Mzoli, and Chinedu Okeke. "Early Exposure to Domestic Violence and Implications for Early Childhood Education Services." In Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools, 35–55. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7476-7.ch003.
Full textAbstract:
This meta-analysis drew statistical data from the Victims of Crimes Survey (VOCS) and gleaned empirical insights from the literature to present a comprehensive discussion about the extent of early childhood exposure to domestic violence and the effects on children's developmental trajectories. Bandura's social learning theory and the intergenerational transmission of violence were adopted as guiding theoretical perspectives to highlight the dangers of early exposure to violence and to elucidate the importance of raising children in safe and stable homes and schooling environments. Findings show that many South African children are severely affected by domestic violence, with far-reaching implications for their future holistic development and life chances. The chapter recommends that universities should ensure their early childhood education qualifications are socially relevant and contextually grounded. Similarly, practitioners should initiate and play a leading role in multi-stakeholder preventive interventions on domestic violence.
7
Bachynski, Kathleen. "The Rough and Tumble." In No Game for Boys to Play, 95–110. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469653709.003.0006.
Full textAbstract:
Whether a child’s death or injury associated with playing football could in fact be attributed to football was a crucial question in evaluating the sport’s risks. On a technical level, doctors debated such issues as whether heat strokes that athletes suffered while playing in hot weather constituted a direct or indirect injury. More broadly, doctors, coaches, parents, and sports supervisors debated whether certain risks were unique to the particular nature and techniques of football, or simply inherent to the “rough and tumble” of an active childhood. Putting football’s risks in context often involved comparisons to other activities, from driving to boxing to playing baseball. As doctors sought to identify ways to minimize the dangers, their beliefs in the sport’s social benefits shaped their interpretation of those dangers. The conceptualization of football injuries as a medical issue was deeply tied up with ideological, moralistic, religious, and nationalistic beliefs about the role of youth sports.
8
Koganzon, Rita. "Locke’s Authoritarian Education." In Liberal States, Authoritarian Families, 93–128. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197568804.003.0005.
Full textAbstract:
Locke’s pedagogy follows from his political and epistemic theory, counterposing an authoritarian pedagogy against limited formal parental authority. In light of his fears about the power of public opinion, Locke argued that personal authority in childhood was necessary for intellectual independence in adulthood, and the personal authority of parents was required to shield children against competing authorities in society. Locke’s account of human development reveals that the intervention of a unitary, personal authority to direct the will at the beginning is necessary for the will to be self-directing afterward. The inward-directed Lockean family forms a counterforce against the prevailing fashions outside. The private guidance of familial and pedagogical authority in childhood is a fence against the potential dangers of Locke’s political philosophy. His pedagogy argues that a state grounded in equality and individual liberty requires a hierarchical, authoritarian family to sustain itself.
9
Renfro, Paul M. "“He Was Beautiful”." In Stranger Danger, 25–56. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190913984.003.0002.
Full textAbstract:
Chapter 1 concentrates on the disappearance of six-year-old Etan Patz in Manhattan in May 1979. It shows how pictures of Patz—taken by his father, a professional photographer, and disseminated around New York City and beyond—inaugurated a new cultural form called the image of endangered childhood. This form foregrounded white childhood innocence and assumed sexual overtones, which shaped the ascendant child safety movement and the news media’s coverage of it. Specifically, observers more readily assigned sexual motives to missing child cases beginning in the late twentieth century. In the Patz case, the racialized and sexualized image of endangered childhood led investigators, activists, and the news media to (wrongly) implicate the North American Man/Boy Love Association in Etan’s abduction. The case thus revealed key fault lines in the LGBTQ and feminist movements, and in late twentieth-century American politics more broadly, while setting the foundation for the child safety regime.
10
Fagan, Brian. "Individualists." In From Stonehenge to Samarkand. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195160918.003.0015.
Full textAbstract:
The French-speaking Swiss traveler Ella Maillart (1903–1997) was a remarkable personality. By age thirty, she had taught French in a Welsh school, sailed in the Olympics for the Swiss team, acted on the Parisian stage, captained the Swiss women’s field hockey team, assisted on an excavation in Crete, studied film production in Moscow, published a book about a north-south walk through the Caucasus, and ridden a camel across the Kizil Kum Desert in present-day Kazakhstan and Uzbekistan, southeast of the Aral Sea—in midwinter. No one knows why she had such a penchant for adventure and variety: perhaps she was rebelling against the staid and thoroughly conventional family life of her childhood. The freedom and self-assertion taken for granted by many women today could then be achieved only by being unconventional and heading off into the unknown. At the age of twenty-eight, Maillart gazed on China for the first time. “In 1932, having gone east from Moscow, I climbed a mountain nearly 17,000 feet high on foot, and succeeded in reaching the eastern frontier of Russian Turkestan. There, at least, from the heights of the Celestial Mountains I could decry, on a plain far away and still further to the east, the yellow dust of the Takla Makan desert. It was China, the fabulous country of which, since my childhood, I had dreamed. There the caravan trails that were as old as the world, still wound. Long ago, Marco Polo followed them as far as Peking.”1 But she was unable to obtain a visa to enter Chinese Turkestan, which, like Outer Mongolia, was virtually isolated from the world by political turmoil. “Sadly,” she wrote, “I retraced my steps, turning my back on the limitless unknown that beckoned.” Maillart traveled in romantic lands whose very names evoke adventure— Pingliang, Yarkand, Kashgar. For centuries, the Silk Road was synonymous with danger, mystery, and high adventure beyond the frontiers of the Western world. The men and women who explored this remote and unfamiliar realm had no illusions about the dangers and political disorder that awaited them, but they would have been quietly horrified to hear their travels described as adventures.