Relevant bibliographies by topics / Childhood views

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Childhood views'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Childhood views"

1

Swischuk, Leonard E. "Comparative views in childhood fractures." Emergency Radiology 4, no. 1 (1997): 2. http://dx.doi.org/10.1007/bf01509333.

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Thors, Valtyr, Phoebe Moulsdale, and Adam Finn. "Parental Views on Childhood Influenza Vaccination." Pediatric Infectious Disease Journal 33, no. 3 (2014): 334–35. http://dx.doi.org/10.1097/inf.0000000000000236.

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SEYHAN, Gamze BILIR, and Sakire OCAK KARABAY. "Early Childhood Pre-service Teachers’ Views about Visual Arts Education and Aesthetics." Eurasian Journal of Educational Research 18 (March 1, 2018): 1–18. http://dx.doi.org/10.14689/ejer.2018.73.8.

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Repetto, Jeanne B., and Vivian I. Correa. "Expanding Views on Transition." Exceptional Children 62, no. 6 (1996): 551–63. http://dx.doi.org/10.1177/001440299606200606.

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This position paper defines transition from the early childhood and secondary perspectives, proposes an infrastructure for an expanded definition of transition based on common components, and advocates for a seamless model of transition service delivery in general and special education. The model includes program planning from birth through age 21, and addresses curriculum, location of services, futures planning, multiagency collaboration, and family and student focus. The article presents guidelines for implementing this seamless transition model throughout early childhood, elementary, middle, and secondary school programs.
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Firinci Orman, Turkan. "Adultization and blurring the boundaries of childhood in the late modern era." Global Studies of Childhood 10, no. 2 (2019): 106–19. http://dx.doi.org/10.1177/2043610619863069.

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Although the modern Western concept of childhood is rapidly disappearing in the age of late modernity, this study asserts that childhood (as it is lived) has not disappeared but has been transformed. An integrated approach to childhood is employed in order to go beyond binary oppositions such as the Global North versus the Global South and/or childhood versus childhoods. It is argued that children while constructing their childhoods are confronted with processes of individualisation and globalisation through which new forms of adultization have emerged as concepts of ‘child consumerism’ and ‘child citizenship’. Beyond the opposing views involving the disappearance of childhood or its liberation, this study concludes that the concept of adultization can be used to problematise and analyse childhood in its current state.
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Spivak, E. M., and R. M. Levit. "Current views on autoimmune gastritis in childhood." Voprosy detskoj dietologii 15, no. 1 (2017): 25–29. http://dx.doi.org/10.20953/1727-5784-2017-1-25-29.

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Henning, Elizabeth. "Views of childhood and knowledge of children." South African Journal of Childhood Education 4, no. 2 (2014): 4. http://dx.doi.org/10.4102/sajce.v4i2.200.

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<p>In a country where there is a consistent loud outcry about school achievement of youth<br />in the final school examination in Grade 12, attention has recently shifted to children in<br />the primary school. The very founding of this journal was motivated by a deep concern<br />about research in childhood education and children’s lives. Questions were being asked<br />about what happens in the first years of schooling, about the suitability of the national<br />curriculum for such a diverse population, about specialised research in the field of<br />learning in the early years, and about teaching with care and with insight, knowing<br />who the children of this nation are.<br />The journal took an early stand when, at its launch in 2010, the editor noted that the<br />notion of a national foundation phase curriculum assumes the existence of a ‘national’<br />Grade 1 learner. In South Africa there are children who come to school, well prepared<br />for the demands of school – and there are others who come with only their survival<br />records in homes of extreme poverty, of absent parents and of families broken by the<br />effects of the history of the nation and the effects of disease. Much as we would like<br />to see a standard of performance expected from the ‘national’ young learner, we need<br />to see the layers of diversity too. Can such a stratified population, socially fractured<br />in many ways, truly enact a differentiated curriculum for children who have so much<br />and for children who have so little at the same time and at the same pace? Can our<br />foundation phase classes be truly inclusive?<br />It remains a vexing question. Much research is needed to even try to give a robust<br />response. In recent years, in the research of the Centre for Education Practice Research<br />at my home institution, we have encountered more than 3000 children between five<br />and seven years old in an extensive interview test of mathematical cognition. In the<br />process we found children who had never encountered a print drawing and children<br />who did not know that a page can be turned. However, the very same children had<br />a perfectly normal idea of approximate number and size. We regard this as evidence<br />that they have the core knowledge of number that has to be developed by systematic<br />instruction and caring apprenticeship in classrooms. But for that they would need<br />teachers who know them as well as they know the latest curriculum and its suggested<br />tools of teaching.<br />This is but one example of how important teacher education is and how important<br />it is that we should investigate both learners and teachers, but also teacher education<br />and teacher educators. Teachers and their educators at universities have their own<br />view of children, of learning and of childhood. Much as we may all agree that the<br />core activity of schools is for the young to learn the three Rs and the subject areas of<br />the curriculum, there are researchers who are opposed to a developmental view of<br />learning. The journal’s stance is that, in the Vygotskian tradition (Kozulin, 1990), the<br />young learn and are initiated – and thus develop – in the work of school (and society).<br />SAJCE– December 2014<br />ii<br />In the SAJCE we welcome different views on child learning and celebrate South<br />Africa’s researchers who argue that “pedagogical ‘know-how’ and views of child and<br />childhood constitute the subject knowledge that is foundational in the foundation<br />phase curriculum” – as Murris and Verbeek do in this issue. Add to that knowledge<br />of how children the world over have core knowledge systems, as argued by cognitive<br />developmental psychologists and neuroscientists, and we have a composite picture<br />of what the object of teacher education is – to know 1) the learner and 2) the subject<br />content, but also 3) the self as teacher.<br />This ‘didactical triangle’, was already proposed as view of teaching in the 17th century<br />in Comenius’s major work, Didactica Magna (Comenius, 1632/1967). In the 20th century,<br />for some reason, the English- speaking world used the term ‘didactic’ to denote<br />teacher-centred learning, while Comenius proposed what can arguably nowadays be<br />termed pedagogical content knowledge (PCK). Jari Lavonen, the chair of the teacher<br />education department at the University of Helsinki, recently noted that PCK is the<br />transformation of subject content knowledge by infusing it with knowledge of the<br />learner and of the self as teacher. In Finland they refer to PCK simply as Didactics, while<br />taking full cognisance of Shulman’s model (Shulman 1986).<br />But, views on teaching become more complicated when teachers are faced<br />with children who enter Grade 1, but who are not ready to embrace the way of life<br />at school. Bruwer and her co-authors report in this issue on teachers’ views on the<br />predicament they face when children need to cross the liminality boundary – when<br />they are still ‘betwixt and between’ life as an informal learner and life in school, where<br />they have to be inducted into life as a formal learner in a national curriculum. In the<br />same vein, Condy and Blease argue that a “one-size-fits-all curriculum cannot address<br />the issues that rural multigrade teachers and learners face”. Seldom do educational<br />researchers contemplate this very real issue. I was in the same class in Grade 1 as my<br />brother, who was then in Grade 8, in a little farm school. I recall vividly how we young<br />ones spent much time making clay oxen while they were doing indecipherable maths<br />on the writing board.<br />When more than one language is used, or required to be used, in a single classroom<br />communication set-up, a teacher is faced with yet another dimension. Ankiah-Gangadeen<br />and Samuel write about a narrative inquiry that was conducted in Mauritius, noting<br />that the “narrative inquiry methodology offered rich possibilities to foray into these<br />[teachers’] experiences, including the manifestations of negotiating their classroom<br />pedagogy in relation to their own personal historical biographies of language teaching<br />and learning”.<br />Added to the multilayered types of knowledge around which a teacher needs to<br />negotiate her way in a foundation phase classroom, are knowledge and understanding<br />of children’s transition from one grade to the next. Nieuwenhuizen and co-authors<br />found that the move from Grade 2 to Grade 3 is notably more difficult for children than<br />earlier grade transitions. I wish to add that it is also a grade transition that requires<br />much more of the learning child in volume and in pace of learning; the transition<br />Editorial<br />requires a ‘mature’ young learner who has worked through the curriculum of the<br />earlier grades effectively.<br />Kanjee and Moloi not only present information about ANA results, but show how<br />teachers utilise these in their teaching. To that, the editorial team adds: what is the<br />national testing ritual really doing for teachers? Are there many unforeseen and even<br />unintended effects? Many teachers may say that it alerts them to gaps in their own<br />knowledge and pedagogy and, especially, we would think, the way in which they<br />assess children’s learning effectively. While Kanjee and Moloi invoke local national<br />tests, Fritz and her co-authors from Germany, Switzerland and South Africa show<br />how a mathematics competence and diagnostic test for school beginners found<br />its way from Europe to South Africa. They point to the challenges of translating an<br />interview-based test and of validating it in a local context in four languages. With the<br />promise that the test will be normed in this country, the foundation phase education<br />as well as the educational psychology community may stand to benefit from such a<br />test, which is theoretically grounded in children’s conceptual development.<br />The matter of teaching with formative assessment as pedagogical tool comes to<br />mind whenever one discusses assessment. In an article by Long and Dunne, one reads<br />about their investigation into teaching of mathematics with a very specific angle – how<br />to “map and manage the omissions implicit in the current unfolding of the Curriculum<br />and Assessment Policy Statement (CAPS) for mathematics”. In a very dense and fast<br />paced curriculum it is not possible to fill all the gaps. Who knows what the effect may<br />be for future learning of children who move through a curriculum quite rapidly?<br />Staying in the early grade classroom, Sibanda explores the readability of two<br />textbooks for natural science learning for Grade 4 learners. She touches on one of<br />the sensitive nerves of South African school education, namely the English language.<br />In her analysis of two textbooks, using a range of methods of text analysis, she<br />comes to the conclusion that the books are simply too difficult to read. She argues<br />that the authors have not taken into account that both vocabulary and syntax have<br />to be taught systematically in order for Grade 4 children to be able to read texts in a<br />language they do not know well, for one, and in a discourse of science writing that is<br />new for them as well.<br />Ragpot narrates the story of how an instructional film, #Taximaths: how children<br />make their world mathematical, was conceptualised, scripted and produced with<br />senior undergraduate students at UJ. This artefact serves not only as higher education<br />material in teacher education, but is also used as material for teacher development.1<br />This issue of the journal is rounded off by an important contribution about the<br />ethics of research on children. Pillay explains how experts in ethics have advised him<br />in the work they do in the National Research Foundation South African Research<br />Chair he holds in ‘Education and Care in Childhood’ at the University of Johannesburg.<br />The reader is reminded that care of vulnerable children and the protection of their<br />rights should be high on the list of educational practice and its research.<br />iii<br />SAJCE– December 2014<br />The next issue of SAJCE is a special one. It is edited by Nadine Petersen and Sarah<br />Gravett and it celebrates a programme of research and development of the South<br />African Department of Higher Education and Training, with funding support from the<br />EU. The Strengthening Foundation Phase Teacher Education Programme started in<br />2011 and included most of the universities in the country. The issue promises to be a<br />milestone publication on teacher education for the primary school.<br />Editorial greetings<br />Elizabeth Henning</p>
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Bakken, Borge. "Chinese Views of Childhood. Anne Behnke Kinney." China Journal 39 (January 1998): 167–69. http://dx.doi.org/10.2307/2667734.

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Lee, Thomas H. C. "Chinese Views of Childhood (review)." China Review International 4, no. 2 (1997): 454–57. http://dx.doi.org/10.1353/cri.1997.0134.

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Cole, Pamela M. "The Emotion Renaissance: Views From Early Childhood." Contemporary Psychology: A Journal of Reviews 38, no. 5 (1993): 481–82. http://dx.doi.org/10.1037/033305.

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Dissertations / Theses on the topic "Childhood views"

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Purssell, Edward. "A study of normal temperature in childhood and parental views of childhood fever." Thesis, King's College London (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439358.

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Clampett, Bridget. "Quality Early Childhood Development centres: an exploratory study of stakeholder views." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20702.

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This study 'Quality Early Childhood Development (ECD) centres: an exploratory study of stakeholder views' was carried out with a sample of fifteen principals of effective ECD centres in the Western Cape, South Africa. The study adopted a qualitative, exploratory approach using a semi-structured interview schedule for face-to-face interviews with the participants. A purposive sample was used and the selected sample were geographically spread across the Western Cape Metropolitan area.The findings revealed the following: Effective ECD centres that provide quality care and education is of critical importance and should be prioritised in South Africa. Governing bodies play critical roles in the effectiveness of ECD centres; these roles include: governance and accountability, ensuring financial sustainability, decision-making and administration, strategic planning, monitoring and evaluation, and conflict resolution. ECD forums are also a valuable asset for ECD centres. Structure and routine, indoor learning materials and the arrangement of the classroom are important components of quality learning programmes. Qualified ECD teachers provide quality learning programmes for children and outdoor play is important for children's holistic development. Parental involvement improves learning outcomes for children and relationships with stakeholder's assists centres in providing a holistic programme. Principals play a crucial role in ensuring a quality service is provided.
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Macdonald, Heather. "Early childhood practitioners' views on the use of technology with young children." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/19408/.

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This thesis examines the attitudes of early childhood practitioners regarding the use of technology with young children. The study utilised qualitative methods to investigate the range of attitudes that exist towards the use of technology with young children, as well as to explore the factors which have led to the practitioners’ attitudes. In phase one of the research, four focus groups with a total of twenty-two participants were held to begin to understand the range of attitudes that exist and to select participants for phase two. In phase two, ten participants were selected from the focus groups who represented the full range of attitudes expressed, from extremely negative at one end to extremely positive at the other. These ten participants engaged in in-depth interviews to explore their attitudes towards the use of technology with young children. Findings suggest that the attitudes of early childhood practitioners towards technology use with young children are more nuanced than simply positive or negative with a third category of ‘it depends on…’ attitudes emerging. A wide range of different factors, both extrinsic and intrinsic, have led to these attitudes; however, this thesis proposes that practitioners’ beliefs regarding technology as well as more existential beliefs, such as their pedagogical beliefs in the most appropriate approach to early childhood education and their belief in the importance and value of family life, are an extremely significant determinant of attitudes towards technology.
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Kimmy, Michelle. "Preschool Teachers' Views of Literacy Instruction." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4301.

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Students in Pennsylvania are falling behind in reading proficiency. Early literacy skills are the foundation for future reading success and students who have not learned to read proficiently by the end of 3rd grade have an increased chance of failing to achieve academic success. The purpose of this quantitative correlational study was to investigate the relationship between preschool teachers' perceived self-efficacy for literacy instruction and preschool literacy assessment scores of students at local private preschool classrooms. The research question focused on the relationship between preschool teacher self-efficacy for literacy instruction and student literacy achievement. Bandura's self-efficacy theory served as the theoretical foundation of the study. Preschool teachers' (n = 31) perceived levels of self-efficacy for early literacy instruction was measured using the Komlodi Assessment for Self-efficacy (KASE) survey. A Pearson correlation analysis of the KASE survey data along with preschool student literacy assessment scores from the Teaching Strategies GOLD preschool assessment was completed to determine whether a relationship exists. The results, however, revealed no significant correlation between teacher self-efficacy and student literacy achievement. The findings suggested that the preschool teachers perceived themselves as effective in both literacy instruction and knowledge of literacy concepts, but less efficacious in their ability to diagnose and provide successful interventions to students struggling with literacy. Recommendations include offering professional development opportunities to strengthen the skills where preschool teachers feel less effective. A focus on professional development and support for teachers may promote social change as students achieve higher early literacy proficiency and become successful members of society.
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Sevimli, Serap. "Movement Education In Early Childhood Education: The Views Of Parents And School Administrators." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12609896/index.pdf.

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The purpose of this study was to examine the views of parents and preschool school administrators about preschool movement education and the practices regarding the teaching movement education to young children in early childhood programs. Participants (8 preschool administrators and 21 parents) were from 8 randomly selected private preschool in the region of &Ccedil<br>ankaya, Ankara, Turkey. Semi structured interview and document analysis methods were used for data collection. Content analysis method was used for data analysis. The results suggested that play and movement activities had no effects on parents&rsquo<br>school choice and parents did not seem to be influential on curriculum decisions about movement education activities. Structured play and movement activities were not considered as an academic subject by both groups. Instead participants perceived structured play and movement activities as a free play. Parents were aware of subjects as math, science and language<br>but they had limited knowledge about movement education activities. Parents generally focused on children&rsquo<br>s such sport specific activities as swimming, tennis, horse riding which were not developmentally appropriate for children&rsquo<br>s fundamental movement skills. Demands about the additional skills related with the movement education focused more on sport specialized activities and large environments for children to play comfortable. To conclude, parents and administrators have little knowledge about movement education so they are needed to be informed about the subject through educative workshops or seminars given by the people who are professional in their field.
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Elsley, Susan. "Heroes and heroines or just like us? : young people's views on childhood in children's books." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/3232.

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Childhood is socially constructed and holds profound meaning for contemporary society. Although children are increasingly seen as social agents, the dominant view is that children are unable to make substantial contributions to society due to their immaturity and minority status. Childhood theorists have countered this by emphasising the importance of seeking children’s views, an approach which underpins this study. Children’s books provide ideological sources for constructing and understanding childhood. They have a cultural role in representing childhood to children and adults and are widely perceived to be a resource for children’s education and socialisation. In addition, children’s books are written, produced and their use is mediated by adults. This study aims to find out if books provide a space for children in a predominantly adult constructed world by exploring what young people think about the ways in which childhood is represented in children’s books. The research was undertaken with young people aged 10 to 14 years, concentrating on the lower and higher end of the age group, and took place in schools. Quantitative and qualitative methods were used with 158 young people taking part in a questionnaire survey and 43 participating in interviews. The study found that young people were active co-constructors, rather than passive recipients, of representations of childhood in children’s books. Young people demonstrated that they were skilled text handlers who acknowledged the influence of other media on their engagement with books although there were marked differences in their reading interests depending on age and gender. Young people were interested in fiction which portrayed assertive and competent depictions of childhood which they could relate to their own experience as well as enjoying reading about young characters with powers and skills which were extraordinary. Young people did not view childhood or the depiction of childhood negatively, accepting it as a state of being rather than one of becoming, hence contributing to their own understandings of childhood.
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Austin, Petra. "Caregivers' views on play and play areas in Salvokop Tshwane." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/60372.

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This study explored caregivers' views on play and play areas in Salvokop, Tshwane. Specific focus was placed on children's play, play between caregiver and child, and the importance of play spaces. Five relevant categories were identified for investigation including biographical details, the child in early childhood, caregivers' opinions on play, play between caregiver and child, and public play areas. The research methodology for this study was clearly defined and outlined where a qualitative research approach was utilised with a semi-structured interview schedule as data-collection method. The literature chapter focused on early childhood, theoretical perspectives on play, defining play, the advantages of play, as well as play between parents and child and the importance of public play areas. Research findings for this qualitative study were presented using tables which were fully discussed in the study in order to describe caregivers' views on play, play between caregiver and child, and play areas. Research findings showed that not all caregivers are aware of the importance of play for child development and do not consider play on its own as the most important activity during early childhood, yet caregivers indicate that their children spend most of their time playing. The types of play that children engage in have numerous advantages and are more varied than what caregivers deem important. Caregivers believe that children need long periods of play on a daily basis and most children do actually play for long periods every day. Children in this study also participate in more physical activity than children in some developed countries. Children have uninterrupted time to play where they are not hurried or directed by anyone. Caregivers play with their children and enjoy different types of play with their children. However, there is a lack of physical play between caregivers and children. There is no public play area in Salvokop but caregivers would like to have a public play area and indicate that their children will make use of a public play area extensively. Finally, conclusions and recommendations were made following the key findings for this study. The research question for this study was fully answered in that the empirical investigation provided a comprehensive reflection of caregiver's views on play and play areas.<br>Mini Dissertation (MSW)--University of Pretoria, 2015.<br>Social Work and Criminology<br>MSW<br>Unrestricted
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Cooke, Natalie Kathleen. "Assessing Future Healthcare Providers' Views of Childhood Obesity to Inform Premedical and Medical Curricular Changes." Thesis, North Carolina State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3584005.

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<p> Childhood obesity is a disease that affects 17% of children aged 2-19. This disease, best described by a social ecological perspective, is multifactorial in nature and includes individual, familial, community, and societal contributors. As the causes are multifactorial, so too should be prevention and treatment. Healthcare providers, specifically physicians, can play an important role in the diagnosis, prevention, and treatment of childhood obesity, especially if they appropriately utilize nutrition behavior change counseling to facilitate lifestyle changes. Behavior change falls within the realm of the social and behavioral sciences, disciplines that will receive greater emphasis on the newly designed MCAT 2015<sup>&reg;</sup>; therefore, premedical and medical programs may need to alter their approaches to disseminating this discipline-specific knowledge. Nutrition education is currently limited in medical education; and thus, just as premedical programs seek to increase the social and behavioral sciences, so too should they increase nutrition education. In light of these recommended curricular changes, researchers sought to investigate the current state of premedical and medical students. views of childhood obesity. This dissertation describes three studies conducted for that purpose. In study 1, researchers investigated 30 pre-healthcare undergraduate seniors. views of childhood obesity and their sources of knowledge through in-depth qualitative interviews. Investigators found that students with specialized coursework and significant volunteer and/or internship experience had a deeper understanding of childhood obesity; however, as a whole, students failed to see the role of healthcare providers in prevention and treatment. These findings provide justification for premedical programs to guide students to see their role in prevention and treatment through educating them on the social ecological model and providing them with relevant service-learning opportunities and guided reflection. In study 2, researchers conducted a similar nationwide qualitative investigation in 78 third and fourth year medical students. These students described student-, patient- and healthcare system-centered barriers, including their lack of knowledge, patients. lack of access, and their lack of time in practice. Students also requested more applicable information and counseling training in order to equip them to prevent and treat childhood obesity. Much like the pre-healthcare seniors, these medical students failed to discuss their role in prevention and treatment. Therefore, medical schools need to help their students overcome barriers by providing them knowledge and skills and helping them understand their role in prevention and treatment. In study 3, researchers built on the knowledge gained from study 1 and study 2 and developed a valid and reliable computerized tool, the Childhood Obesity Prevention Self-efficacy (COP-SE) survey. Factor analysis of 444 completed surveys from students at 53 medical schools revealed a two factor structure with a correlation of 0.637 between factors. Factor 1 assesses self-efficacy in nutrition counseling while Factor 2 measures self-efficacy to assess readiness to change and initiate nutrition lifestyle changes. There was high reliability within factors (Factor 1 = 0.946; Factor 2 = 0.927), and the correlation (0.648) between the COP-SE survey and a general self-efficacy survey confirmed that the COP-SE measures domain-specific self-efficacy. This valid and reliable survey can be used by medical schools as a formative or summative assessment of students. self-efficacy in childhood obesity prevention and treatment. Further research should include confirming the factor structure and exploring the significance of response trends seen in this sample. The findings of all three studies can be used by premedical and medical programs to maximize the effectiveness of their preparatory programs to provide students with the necessary skills for prevention and treatment of childhood obesity. With the appropriate preparation, future healthcare providers can build their self-efficacy in disease prevention and treatment, hopefully resulting in improved patient outcomes.</p>
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Abbott, Frances S. "Views on the roles in early childhood education found in selected post-secondary diploma programs in the province of Newfoundland and Labrador." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0029/MQ47433.pdf.

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George, Theresa I. "Early Childhood Teachers' Views On Working With Parents: Positive and Negative Encounters in Maintaining the Home/School Relationship." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1353346246.

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Books on the topic "Childhood views"

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DelCampo, Robert Louis. Taking sides: Clashing views in childhood and society. 8th ed. McGraw-Hill, 2010.

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DelCampo, Robert Louis, Diana S. DelCampo, and Kourtney Ty Vaillancourt. Taking sides: Clashing views in childhood and society. 9th ed. McGraw Hill, 2012.

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Kofman, Sarah. The childhood of art: An interpretation of Freud's aesthetics. Columbia University Press, 1988.

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Palma, Eugenio Luján. Trayectoria intelectual del joven Unamuno: Historia de una crisis de fundamentos : de la defensa de los postulados fueristas y euskalerríacos, a la de los liberales y anarquistas. Ayuntamiento de Bilbao, 2003.

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Group, United States National Education Goals Panel Goal 1. Technical Planning. Reconsidering children's early development and learning: Toward common views and vocabulary. National Education Goals Panel, 1995.

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1956-, Prochner Laurence Wayne, ed. Shades of globalization in three early childhood settings: Views from India, South Africa, and Canada. Sense Publishers, 2010.

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United States. Congress. Senate. Committee on Agriculture, Nutrition, and Forestry. Mickey Leland Childhood Hunger Relief Act: Report together with additional views (to accompany S. 757). U.S. G.P.O., 1991.

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Head Start Act: Report together with additional views (to accompany S. 1940). U.S. G.P.O., 2003.

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United States. Congress. Senate. Committee on Labor and Human Resources. Smart Start: The Community Collaborative For Early Childhood Development Act of 1989 : report together with minority views (to accompany S. 123). U.S. G.P.O., 1989.

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Peter, Milward, Milward Peter donor, and Milward Peter former owner, eds. T.S.Eliot and cross-cultural interactions: His early American years. Kougaku Press, 1999.

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Book chapters on the topic "Childhood views"

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Fawcett, Mary. "Historical Views of Childhood." In Focus on Early Childhood: Principles and Realities. Blackwell Science Ltd, 2008. http://dx.doi.org/10.1002/9780470690321.ch1.

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Crivello, Gina, Uma Vennam, and Anuradha Komanduri. "‘Ridiculed for Not Having Anything’: Children’s Views on Poverty and Inequality in Rural India." In Childhood Poverty. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230362796_14.

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Einarsdottir, Johanna. "Parents’ views on Icelandic preschool education." In Early Childhood Education and Change in Diverse Cultural Contexts. Routledge, 2018. http://dx.doi.org/10.4324/9780203732052-10.

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Jensen, Anders Skriver. "Educare: Practitioners’ Views on Care, Upbringing and Teaching." In International Perspectives on Early Childhood Education and Development. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75559-5_12.

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Lundkvist, Marina, and Heidi Harju-Luukkainen. "Perspectives on Quality in ECEC in Finland: A Content Analysis on First-Year Teacher Students’ Views." In Quality Improvement in Early Childhood Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73182-3_6.

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Yusof, Fadzlianie Binte, and Ai-Girl Tan. "Teaching Music in the Early Childhood Classroom for Convergent Creativity: Views from a Meta-synthesis." In Creativity in Music Education. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2749-0_18.

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Harris, Pauline. "In Dialogue with Children: Exploring Children’s Views of Literacy Practices in Their Early Childhood Settings." In Literacy in the Early Years. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2075-9_2.

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Miller, Ronald B. "Psychological suffering in childhood." In Not so abnormal psychology: A pragmatic view of mental illness. American Psychological Association, 2015. http://dx.doi.org/10.1037/14693-004.

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Richards, Clare M. "Taking a Holistic View: Critically Examining Complex Professional Issues." In A Critical Companion to Early Childhood. SAGE Publications, Inc., 2015. http://dx.doi.org/10.4135/9781473910188.n14.

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"Contributors." In Chinese Views of Childhood. University of Hawaii Press, 2017. http://dx.doi.org/10.1515/9780824861889-016.

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Conference papers on the topic "Childhood views"

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Khoiroh, Anisatul, Yeni Rachmawati, and Vina Adriany. "Analysis of Parental Views on the Value of Children." In 5th International Conference on Early Childhood Education (ICECE 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.052.

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Sari, Nadila, and Heny Djoehaeni. "Teacher’s Views on Investing Minang’s Culture in Early Childhood Education." In 5th International Conference on Early Childhood Education (ICECE 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.011.

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Bowyer, H., M. Girling, C. Exley, and D. Tweddle. "G364(P) Delays to diagnosis of childhood cancer: a qualitative study of specialist health care professionals’ views." In Royal College of Paediatrics and Child Health, Abstracts of the Annual Conference, 13–15 March 2018, SEC, Glasgow, Children First – Ethics, Morality and Advocacy in Childhood, The Journal of the Royal College of Paediatrics and Child Health. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2018. http://dx.doi.org/10.1136/archdischild-2018-rcpch.354.

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Mistry, R., M. Emonts, R. Agbeko, et al. "G472 Young people’s views on accessing and using personal records for research purposes." In Royal College of Paediatrics and Child Health, Abstracts of the Annual Conference, 13–15 March 2018, SEC, Glasgow, Children First – Ethics, Morality and Advocacy in Childhood, The Journal of the Royal College of Paediatrics and Child Health. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2018. http://dx.doi.org/10.1136/archdischild-2018-rcpch.460.

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Caldwell, C., V. MacBean, and A. Greenough. "G200(P) Parental views on attending ward rounds in a neonatal intensive care unit." In Royal College of Paediatrics and Child Health, Abstracts of the Annual Conference, 13–15 March 2018, SEC, Glasgow, Children First – Ethics, Morality and Advocacy in Childhood, The Journal of the Royal College of Paediatrics and Child Health. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2018. http://dx.doi.org/10.1136/archdischild-2018-rcpch.195.

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Junk, C., J. Wallace, P. Mallett, and A. Thompson. "G167 Promoting technology enhanced learning: assessing views and efficiency of mobile phones in clinical practice." In Royal College of Paediatrics and Child Health, Abstracts of the Annual Conference, 13–15 March 2018, SEC, Glasgow, Children First – Ethics, Morality and Advocacy in Childhood, The Journal of the Royal College of Paediatrics and Child Health. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2018. http://dx.doi.org/10.1136/archdischild-2018-rcpch.163.

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Lo, CY, H. Bedford, P. Winyard, and V. Palit. "G436(P) Pregnant women’s views and experiences of pertussis vaccination during pregnancy: a study in taiwan." In Royal College of Paediatrics and Child Health, Abstracts of the Annual Conference, 13–15 March 2018, SEC, Glasgow, Children First – Ethics, Morality and Advocacy in Childhood, The Journal of the Royal College of Paediatrics and Child Health. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2018. http://dx.doi.org/10.1136/archdischild-2018-rcpch.425.

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Mallett, P., S. Willis, JP Corrigan, et al. "G27(P) Promoting family-centred care: assessing parent & healthcare professionals’ views on introducing parental presence on picu ward rounds." In Royal College of Paediatrics and Child Health, Abstracts of the Annual Conference, 13–15 March 2018, SEC, Glasgow, Children First – Ethics, Morality and Advocacy in Childhood, The Journal of the Royal College of Paediatrics and Child Health. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2018. http://dx.doi.org/10.1136/archdischild-2018-rcpch.26.

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Pandya, AA, L. Halpin, D. Barnes, M. Libby, J. Endean, and L. Rogers. "G227(P) A qualitative study to capture parental views on the transition of care process from paediatric to young adult diabetes services." In Royal College of Paediatrics and Child Health, Abstracts of the Annual Conference, 13–15 March 2018, SEC, Glasgow, Children First – Ethics, Morality and Advocacy in Childhood, The Journal of the Royal College of Paediatrics and Child Health. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2018. http://dx.doi.org/10.1136/archdischild-2018-rcpch.222.

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Guo, Lei, Run-Yu Li, and Hong Liu. "qEasing the Shortageq in China: An Economic View on the Early Childhood Education and Care." In 4th Annual International Conference on Management, Economics and Social Development (ICMESD 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icmesd-18.2018.101.

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