Böcker i Children's Well-Being: Indicators and Research-serien

The study sought to examine the current challenges faced by the Children's Court and to identify desirable and feasible directions for reform in each State and Territory.

This book presents new findings that deal with different facets of the well-being of children and their relevance to the proper treatment of children. The well-being of children is considered against the background of a wide variety of legal, political, medical, educational and familial perspectives.

This book examines infant and early childhood mental health and the importance of early emotional and social development for later developmental trajectories.

The book presented here describes an outstanding attempt, not only to include children's views but to partner with children to develop the concept of well-being and to study the phenomenon as the children understand it.

This volume addresses the conditions allowing the transformation of specific children's rights into capabilities in settings as different as children's parliaments, organized leisure activities, contexts of vulnerability, children in care.

The book presented here describes an outstanding attempt, not only to include children's views but to partner with children to develop the concept of well-being and to study the phenomenon as the children understand it.

This book shows the different ways in which migration matters in the context of global and local childhood and youth.

This book presents an analysis of the impact of the social crisis on the well-being of children and adolescents in Europe. Chapters in the book offer new perspectives of a reflexive crisis research objectifying crisis and analyzing what is referred to as crisis by whom, how, for what purposes and with which implicit or explicit solutions.

This book is highly relevant for education and training programs in pedagogy, psychology, social work, youth work, residential care, foster care and kinship care along with early childhood, primary, secondary and tertiary education courses.

This open access book presents a discussion on human rights-based attributes for each article pertinent to the substantive rights of children, as defined in the United Nations Convention on the Rights of the Child (UNCRC).

This open access book presents a discussion on human rights-based attributes for each article pertinent to the substantive rights of children, as defined in the United Nations Convention on the Rights of the Child (UNCRC).

This book provides new insights on the lives of children in street situations by providing analyses from a qualitative perspective on the sociology of childhood.

This book presents a range of innovative analytical frameworks that can be used to approach the complexities of children¿s understandings and experiences of well-being in a locally oriented, context-sensitive and multi-nationally comparative way. It addresses the challenges of undertaking research on children¿s understandings of well-being from a multi-national qualitative perspective. Chapters in the book present results that show how children from various places all over the world conceptualize and experience well-being as well as how this is linked local, regional and national social, political and cultural contexts.

This volume focuses on very young children¿s (aged 0-8) rights in a digital world. It gathers current research from around the globe that focuses on young children¿s rights as agental citizens to the provision of and participation in digital devices and content¿as well as their right to protection from harm. The UN Digital Rights Framework of 2014 addresses children¿s needs, agency and vulnerability to harm in today¿s digital world and implies roles and responsibilities for a variety of social actors including the state, families, schools, commercial entities, researchers and children themselves. This volume presents a broad range of research, including chapters on parental supervision and control, the changing forms of play, early childhood education, media and cultural studies, law, design, health, special-needs education, and engineering. Implicit within this book is the acknowledgement that children of various ages, abilities, socioeconomic and geographic backgrounds should haveequal access to, and positive / non-harmful experiences with, new digital technologies and content¿as well as adult support and expertise that enhances these experiences.This passionate book celebrates the diversity of young children¿s activities in the digital world. It interrogates these through four intersecting lenses: their rights, play experiences, contextualised design, and best practice. Balancing children¿s eager engagement with digital content alongside adult responsibilities for education, privacy and protection, the volume provides a fitting showcase for work of global relevance.Professor Lelia GreenProfessor of CommunicationsEdith Cowan UniversityPerth, Western AustraliaThis compelling text provides a critical resource to inform our understanding of the intersection of the digital world and children¿s rights.Ilene R. Berson, Ph.D.Professor of Early Childhood EducationAffiliate Faculty, Learning Design & TechnologyArea Coordinator, Early ChildhoodCoordinator, Early Childhood Ph.D. ProgramUniversity of South FloridaCollege of EducationA truly international collection that investigates young children¿s engagement with digital technologies. Identifying issues of public interest around digital practices, this highly readable book is a valuable resource for researchers, parents and policy makers. Professor Susan DanbyDirector, ARC Centre of Excellence for the Digital Child and,Faculty of EducationSchool of Early Childhood and Inclusive Education QUTKelvin Grove, Queensland

This book studies children's wellbeing from the perspective of Ethiopian immigrant families in Israel. It examines how the meeting of cultures within families affects relationships, language acquisition and the transmission of cultural heritage across generations after immigration. The younger generation, born in Israel or having arrived as infants, are faced with a reality very different from their parent¿s childhood in Ethiopia. The book therefore addresses these key questions: What are the differences between families that enable some children to adopt a hybrid identity while others feel detached? How are the children affected by their experiences in Israeli society and specifically the educational system? What factors in their childhoods foster resilience and how do these children relate to their Ethiopian heritage? The book presents unique insights into the realities experienced by immigrant families using their own narratives, as it is based oninterviews by the author with 50 members of immigrant families from different generations. It is of special interest to academic courses on wellbeing, family studies, immigrants, diaspora studies, ethnic and religious studies, anthropology, folklore, sociology, gender studies, social work, child psychology and more.