Relevant bibliographies by topics / Children’s perspectives / Books
To see the other types of publications on this topic, follow the link: Children’s perspectives.

Books on the topic 'Children’s perspectives'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 books for your research on the topic 'Children’s perspectives.'

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.

Browse books on a wide variety of disciplines and organise your bibliography correctly.

1

Ceci, Stephen J., David F. Ross, and Michael P. Toglia, eds. Perspectives on Children’s Testimony. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4613-8832-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Kellett, Mary. Children’s Perspectives on Integrated Services. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-1-137-32709-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Gillett-Swan, Jenna, and Nina Thelander, eds. Children’s Rights from International Educational Perspectives. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80861-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Exenberger, Silvia, and Barbara Juen. Well-Being, Resilience and Quality of Life from Children’s Perspectives. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7519-0.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Children, childhood, and everyday life: Children's perspective. Charlotte, NC: Information Age Pub., 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

J, Ceci Stephen, Ross David F. 1959-, and Toglia Michael P, eds. Perspectives on children's testimony. New York: Springer-Verlag, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Nancy, Farnan, ed. Children's writing: Perspectives from research. Newark, Del: International Reading Association, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

1948-, Olwig Karen Fog, and Gulløv Eva, eds. Children's places: Cross-cultural perspectives. New York: Routledge, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Audrey, Mullender, ed. Children's perspectives on domestic violence. London: SAGE, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

A, Lehman Barbara, ed. Global perspectives in children's literature. Boston, MA: Allyn and Bacon, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
11

Homeless children: Their perspectives. New York: Garland Pub., 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
12

author, Sarkar Sukanta, ed. Vulnerable children: Human rights perspectives. Delhi: Kalpaz Publications, 2015.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
13

Children's liberation: A biblical perspective. Collegeville, Minn: Liturgical Press, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
14

I, Hamilton David, and Ollendick Thomas H, eds. Children's phobias: A behavioural perspective. Chichester: Wiley, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
15

Shapiro, Bonnie L. What children bringto light: A constructivist perspective on children's learning in science. New York: Teachers College Press, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
16

P, Steffe Leslie, Wood Terry Lee 1942-, and International Congress on Mathematical Education (6th : 1988 : Budapest, Hungary), eds. Transforming children's mathematics education: International perspectives. Hillsdale, N.J: L. Erlbaum, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
17

Karen, Broadhurst, Grover Chris 1967-, and Jamieson Janet, eds. Critical perspectives on safeguarding children. Oxford: Wiley-Blackwell, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
18

Wilson, Sonia. Family Language Policy: Children’s Perspectives. Palgrave Macmillan, 2020.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
19

Freeman, Michael, ed. Children’s Rights: Progress and Perspectives. Brill | Nijhoff, 2011. http://dx.doi.org/10.1163/ej.9789004190498.i-527.

Full text
APA, Harvard, Vancouver, ISO, and other styles
20

Duncan, Mandy. Participation in Child Protection: Theorizing Children’s Perspectives. Palgrave Macmillan, 2019.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
21

Duncan, Mandy. Participation in Child Protection: Theorizing Children’s Perspectives. Palgrave Macmillan, 2018.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
22

Moruzi, Kristine, Nell Musgrove, and Carla Pascoe Leahy. Children’s Voices from the Past: New Historical and Interdisciplinary Perspectives. Palgrave Macmillan, 2019.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
23

Ramani, Geetha B., and Robert S. Siegler. How Informal Learning Activities Can Promote Children’s Numerical Knowledge. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.012.

Full text
Abstract:
Before children begin school, there is a wide range of individual differences in children’s early numerical knowledge. Theoretical and empirical work from the sociocultural perspective suggests that children’s experiences in the early home environment and with informal number activities can contribute to these differences. This article draws from this work to hypothesize that differences in the home explain, in part, why the numerical knowledge of children from low-income backgrounds trails behind that of peers from middle-class backgrounds. By integrating sociocultural perspectives with a theoretical analysis of children’s mental number line, the authors created an informal learning activity to serve as an intervention to promote young children’s numerical knowledge. Our studies have shown that playing a simple number board game can promote the numerical knowledge of young children from low-income backgrounds. The authors discuss how informal learning activities can play a critical role in the development of children’s early maths skills.
APA, Harvard, Vancouver, ISO, and other styles
24

McLoyd, Vonnie C., Rosanne M. Jocson, and Abigail B. Williams. Linking Poverty and Children’s Development. Edited by David Brady and Linda M. Burton. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199914050.013.8.

Full text
Abstract:
This article examines the effects and mediators of childhood poverty, with particular emphasis on the confluence of forces that gave rise to these foci and perspectives. It first considers macroeconomic trends as a context for the study of childhood poverty in the United States, followed by a review of developments that directed attention to the dynamics and context of childhood poverty as research topics, along with a summary of the findings generated by this research. It then discusses perspectives that have emerged about processes that mediate links between poverty and child development, including the social causation and social selection perspectives, as well as the applicability of these perspectives for understanding the effects of poverty on children living in developing countries. Finally, it assesses the role of poverty in maternal and child mental health and the influence of parenting practices and investments on child development.
APA, Harvard, Vancouver, ISO, and other styles
25

Godleski, Stephanie A. Theoretical Perspectives to Studying the Development of Relational Aggression. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.003.0006.

Full text
Abstract:
Theoretical models for the development of relational aggression are reviewed, and the evidence in support of these models is briefly discussed. The central goal is to provide an overview of theoretical perspectives on the development and maintenance of relational aggression. Theories reviewed include the social information processing (SIP) model of children’s social adjustment (Crick & Dodge, 1994) as well as other important theories, such as an evolutionary explanation of relational aggression, attachment theory, and peer influences. The limitations of our theoretical understanding of relational aggression as well as the ways in which these models may inform future research in the field are discussed.
APA, Harvard, Vancouver, ISO, and other styles
26

Bradley, Deborah. The Inclusion Conundrum and Community Children’s Choirs in Canada. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.21.

Full text
Abstract:
Canada has established an international identity as a racially and culturally diverse society that prides itself on inclusion. Since the nation’s first policy of official multiculturalism was enacted in 1971, eventually culminating in the Canadian Multiculturalism Act in 1988, educational organizations, including many of Canada’s community children’s choirs, have sought to promote cultural diversity. Early attempts focused primarily on repertoire, and from today’s cultural understanding seem not only naive but trivializing, and from certain perspectives, colonizing. These initial attempts, congruent with the original goals for Canadian multiculturalism, which focused primarily on diversity of language, customs, and religion, have proven ineffective, however, in helping choirs attract diverse memberships. This chapter explores some of the reasons why the type of multiculturalism practiced in Canadian children’s community choirs has not led to the diversity of membership that many organizations desire.
APA, Harvard, Vancouver, ISO, and other styles
27

Berglund, Jenny, ed. European Perspectives on Islamic Education and Public Schooling. Equinox Publishing, 2018. http://dx.doi.org/10.1558/isbn.9781781797754.

Full text
Abstract:
Islamic religious education (IRE) in Europe has become a subject of intense debate during the past decade. There is concern that states are doing too little or too much to shape the spiritual beliefs of private citizens. State response to the concern ranges from sponsoring religious education in public schools to forgoing it entirely and policies vary according to national political culture. In some countries public schools teach Islam to Muslims as a subject within a broader religious curriculum that gives parents the right to choose their children’s religious education. In the other countries public schools teach Islam to all pupils as a subject with a close relation to the academic study of religions. There are also countries where public schools do not teach religion at all, although there is an opportunity to teach about Islam in school subjects such as art, history, or literature. IRE taught outside publicly funded institutions, is of course also taught as a confessional subject in private Muslim schools, mosques and by Muslim organisations. Often students who attend these classes also attend a publicly funded “main stream school”. This volume brings together a number of researchers for the first time to explore the interconnections between Islamic educations and public schooling in Europe. The relation between Islamic education and public schooling is analysed within the publicly and privately funded sectors. How is publicly funded education organised, why is it organised in this way, what is the history and what are the controversial issues? What are the similarities and differences between privately run Islamic education and “main stream” schooling? What are the experiences of teachers, parents and pupils? The volume will be of interest to scholars of Islam in Europe, policy makers of education and integration and teachers of religious education.
APA, Harvard, Vancouver, ISO, and other styles
28

Cook, Daniel Thomas. The Moral Project of Childhood. NYU Press, 2020. http://dx.doi.org/10.18574/nyu/9781479899203.001.0001.

Full text
Abstract:
The Moral Project of Childhood argues and demonstrates that fundamental problems stemming from a growing acceptance of children’s moral, spiritual, intellectual, and behavioral pliability drive the assembly of a contemporary “moral architecture” of childhood from extensive maternal responsibility coupled with the increasingly hegemonic presence and existence of child subjecthood. Drawing on materials published in periodicals intended for women and mothers from the 1830s to the 1930s, the book examines how mothers—and, later, commercial actors—found themselves compelled to consider children’s interiorities: their perspectives, needs, wants, pleasures, and pains. In this process, the child’s subjectivity progressively, albeit unevenly, arises as a form of authority in a variety of contexts, including discourses about Christian motherhood, the elements of cultural taste, and the discipline and punishment of children, as well as in machinations about play and toys, questions of children’s property rights, and the uses of money by and for children. The book considers the Protestant origins of the child consumer—a somewhat unlikely pairing—and makes visible and relevant the prefigurative elements and rhetorics from which the child consumer emerges as a contemporary, dominant, and normative ideal.
APA, Harvard, Vancouver, ISO, and other styles
29

Hedegaard, Mariane. Children, Childhood, and Everyday Life: Children's Perspectives. Information Age Publishing, Incorporated, 2018.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
30

Hedegaard, Mariane. Children, Childhood, and Everyday Life: Children's Perspectives. Information Age Publishing, Incorporated, 2018.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
31

Smith, Victoria Ford. Between Generations. University Press of Mississippi, 2017. http://dx.doi.org/10.14325/mississippi/9781496813374.001.0001.

Full text
Abstract:
Between Generations recuperates a tradition of adult-child collaboration in nineteenth- and early twentieth-century British children’s literature and culture, charting the emergence of new models of authorship and a growing cultural imperative to recognize the young as active, creative agents. The book examines the intergenerational partnerships that generated pivotal texts from the Golden Age of children’s literature, from “The Pied Piper” to Peter Pan, and in doing so challenges popular critical narratives that read actual young people solely as social constructs or passive recipients of texts. The spectrum of adult-child partnerships included within this book’s chapters make clear that the boundary between fictive collaborations and lived partnerships was not firm but that, instead, imaginative and material practices were mutually constitutive. Adults’ partnerships with young auditors, writers, illustrators, reviewers, and co-conspirators reveal that the agentic, creative child was not only a figure but also an actor, vital to authorial practice. These collaborations were part of a larger investigation of the limits and possibilities of child agency taking place in a range of discourses and cultural venues, from education reform to psychology to librarianship. Throughout, the book considers the many Victorian writers and thinkers, from Robert Louis Stevenson to Friedrich Froebel, who question the assumed authority of adults, who write about children as both passive and subversive subjects, and who self-consciously negotiate, alongside real children, the ideological and ethical difficulties of listening to and representing children’s perspectives.
APA, Harvard, Vancouver, ISO, and other styles
32

Syrett, Kristen. Acquisition of Comparatives and Degree Constructions. Edited by Jeffrey L. Lidz, William Snyder, and Joe Pater. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199601264.013.20.

Full text
Abstract:
This chapter looks at the acquisition of comparatives from formal, theoretical, and cross-linguistic perspectives. It begins by reviewing children’s aberrations from adults in the form of the comparative constructions that they produce through at least age 6, and then turns to theoretical accounts of comparatives and degree constructions across a range of languages to pinpoint specific areas in the construction of a comparative in which children’s representations and interpretations may go astray, or converge with adults. A range of studies and methodologies used over the years are reviewed in order to present a clear picture of what we currently know about children’s developing understanding of comparison and comparatives, and to clear a path for future research in this area.
APA, Harvard, Vancouver, ISO, and other styles
33

Bickford, Tyler. Earbuds Are Good for Sharing. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190654146.003.0003.

Full text
Abstract:
This chapter presents a detailed analysis of children’s practices of sharing earbuds with friends and peers. Portable music technologies mediate face-to-face relationships among schoolchildren, and the social links they support provide an intimate environment for interaction that mostly excludes adults. These face-to-face interactions using digital audio technologies challenge theoretical perspectives from two fields. First, a prominent view of sound technologies as progressively isolating individuals from one another fails entirely to account for children’s sociable practices. Second, while approaches to portable communication technologies increasingly do privilege communication among intimates, in their focus on communication at a distance they neglect the face-to-face connections in which these devices are embedded. Technology studies are also largely unconcerned with portable music listening as “new media,” accepting the view that portable music is isolating. The opposite is true for children, for whom music devices make connections in materially and spatially grounded face-to-face relationships.
APA, Harvard, Vancouver, ISO, and other styles
34

Smith, Anne B. Advocating for Children: International Perspectives on Children's Rights. University of Otago Press, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
35

B, Smith Anne, ed. Advocating for children: International perspectives on children's rights. Dunedin, N.Z: University of Otago Press, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
36

Vargha, Dora. Polio and Disability in Cold War Hungary. Edited by Michael Rembis, Catherine Kudlick, and Kim E. Nielsen. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190234959.013.22.

Full text
Abstract:
Concerns over children’s physical health and ability were shared experiences across post–World War II societies, and the figure of the child was often used as a tool to reach over the Iron Curtain. However, key differences in how children with polio were perceived, and as a result treated, followed Cold War fault lines. Concepts of an individual’s role in society shaped medical treatment and views of disability, which contributed to the celebrated polio child in one environment and her invisibility in another. Thus, through the lens of disability, new perspectives have emerged on the history of the Cold War, polio, and childhood.
APA, Harvard, Vancouver, ISO, and other styles
37

Dinnsen, Daniel A., Jessica A. Barlow, and Judith A. Gierut. Phonological Disorders. Edited by Jeffrey L. Lidz, William Snyder, and Joe Pater. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199601264.013.33.

Full text
Abstract:
This chapter highlights some of the descriptive and experimental findings about young children’s phonological (non-organic) disorders that have emerged from and contribute to contemporary rule- and constraint-based theories of phonology. Special attention is given to the nature of children’s underlying representations and the processes that relate those representations to corresponding phonetic outputs. Grammatical accounts of several characteristic error patterns are examined from different theoretical perspectives. The focus is on error patterns involving restrictions on phonetic inventories, distributional restrictions, paradigm effects (i.e., morpho-phonological alternations), conspiracies, and consonant clusters. Experimental results from clinical treatment studies are also brought to bear on the evaluation of several phonological claims.
APA, Harvard, Vancouver, ISO, and other styles
38

(Editor), Ann Lewis, and Geoff Lindsay (Editor), eds. Researching Children's Perspectives. Taylor & Francis Group, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
39

(Editor), Ann Lewis, and Geoff Lindsay (Editor), eds. Researching Children's Perspectives. Taylor & Francis Group, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
40

London, Marion, Judith Peacock, and Suzanne Stutman. Perspective on Mental Health (Perspectives on Mental Health). LifeMatters, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
41

Brake, Elizabeth, and Lucinda Ferguson, eds. Philosophical Foundations of Children's and Family Law. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198786429.001.0001.

Full text
Abstract:
This volume brings together new essays in law and philosophy on a broad range of topics in children’s and family law. It is the first volume to bring together essays by legal scholars and philosophers for an integrated, critical analysis of key issues in this area, marking the ‘coming of age’ of the comparatively new field of family law. Debates in children’s and family law are at once theoretical and empirical in nature. Not only does children’s and family law have significant consequences for individuals’ intimate lives, the field’s impact on lived experience highlights the socially constructed nature of law. Approaching this area of law often involves exploring a legal concept familiar from daily life, such as the very notion of ‘marriage’ or ‘family’, and examining it within its social, economic, and historical context. The normative basis for law regulating intimate personal and family life extends beyond any narrow legal philosophy or social context to its broader foundations in theories of morality or justice. The chapters included bring together a representative and broad range of pieces that engage with long-standing and contemporary debates. A wide range of perspectives is represented on topics such as same-sex marriage, polygamy and polyamory, alimony, unmarried cohabitation, gestational surrogacy and assisted reproductive technologies, child support, parental rights and responsibilities, children’s rights, family immigration, religious freedom, and the rights of paid caregivers. There is also philosophical discussion of concepts such as care, intimacy, and the nature of family and family law itself.
APA, Harvard, Vancouver, ISO, and other styles
42

Patterson, Catherine, and Laurie L. M. Kocher. Pedagogies for Children's Perspectives. Taylor & Francis Group, 2018.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
43

Patterson, Catherine, and Laurie Kocher. Pedagogies for Children's Perspectives. Taylor & Francis Group, 2018.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
44

Patterson, Catherine, and Laurie Kocher, eds. Pedagogies for Children's Perspectives. Routledge, 2018. http://dx.doi.org/10.4324/9781351266840.

Full text
APA, Harvard, Vancouver, ISO, and other styles
45

Harcourt, Deborah. Researching Young Children's Perspectives. Routledge, 2011. http://dx.doi.org/10.4324/9780203830437.

Full text
APA, Harvard, Vancouver, ISO, and other styles
46

Pedagogies for Children's Perspectives. Taylor & Francis Group, 2018.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
47

Perspectives on Children's Testimony. Springer, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
48

(Editor), Alex Thomas, and Jeff Grimes (Editor), eds. Children's Needs: Psychological Perspectives. National Association of School Psychologists, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
49

1944-, Thomas Alex, Grimes Jeff, and National Association of School Psychologists., eds. Children's needs: Psychological perspectives. Washington, DC: National Association of School Psychologists, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
50

Ceci, S. J. Perspectives on Children's Testimony. Springer, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Children’s perspectives' for other source types:
Journal articles Dissertations / Theses
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography