Respecting Childhood

Respecting Childhood critically examines modern day views and practices related to children and childhood. It begins with a discussion of how Western society conceptualizes and often idealizes children as being fragile, innocent and 'incompetent' (or 'immature'). Childhood is often reduced by adults to being seen as preparation for the future, instead of being viewed as a stage of life worthy of respect in its own right. This is evidenced in parenting styles, practices and structures in schools, and media representations. As a result of these views of childhood, many extreme ways of living and working with children have been proposed, from over-permissiveness on the one hand, to a call for a 'back to basics' strict style of discipline and education on the other. Childhood is now seen as being so complex that parents and teachers frequently feel the need to seek out and follow often conflicting 'expert advice' on how to raise and teach children, rather than following their natural instincts and common sense.   Respecting Children advocates a more balanced approach, calling for views of children that allow them to be children, and to live their childhood in the present, rather than constantly having to follow the dubious proposition of 'maximizing' their learning and development in order to become more competitive, successful adults in the future.   Each chapter explores a different aspect of children's lives, such as their relationships with others, their capabilities, their behaviour, and looks to how these compare in the different contexts of society, home and school life. 'Windows on research', case studies and discussion questions engage the reader, making this book accessible for undergraduate students of courses such as Childhood Studies, Early Childhood Education and Education Studies, and to those of MA Education and MA Childhood and Society programmes.

Table of Contents:
Acknowledgements Preface 1 Introduction The rationale for this text      What respect for childhood means The image of the child in society      A negative view of children: Traditional foundations              Positive views of children: An example from Reggio Emilia, Italy Case study Discussion questions Further resources 2 Respecting Children's Present and Future The big picture      Childhood as preparation for the future      Perspectives on the purpose of education      Media encroachments on childhood Respecting children's present and future at home      Extra-curricular activities and ‘hyper-parenting'      De-valuing unstructured play time Respecting children's present and future at school      Squeezing the school day      Opting out of time tyranny      Homework: Valuable learning opportunity or meaningless waste of time?      Future-focussed curriculum Case study Discussion questions Further resources 3 Respecting Children's Relationships and Family Life The big picture      The independent child      The interdependent child      The de-centred child: A postmodern view Respecting children's relationships and family life at home      The negative impact of popular psychology      The real experts: Parents      New technologies, new pressures Respecting children's relationships and family life at school          Egocentrism and social relationships      Classroom structures and practices which respond to the need for relationships      Productive home-school relationships Case study Discussion questions Further resources 4 Respecting Children's Capacities and Abilities The big picture      Traditional views of intelligence      Alternative views of intelligence      School entry age: Strategizing to get an edge      Accelerating cognitive development      Research on school entry age Respecting children's capacities and abilities at home      Respectful interior physical environments      Respectful exterior physical environments      Toys to support the capable child Respecting children's capacities and abilities at school      Reclaiming the value of the traditional scholarly disciplines      Prescriptive curriculum missing the mark      An alternative curriculum approach, and a compromise solution (for now!)      The drift towards home schooling: Is it such a bad thing?      The Whole Schooling Consortium  Case study  Discussion questions Further resources 5 Respecting Children's Behaviour and Morals The big picture      Moral development: Kohlberg's simplistic and negative view      Questioning the rationalist model of moral development Respecting children's behaviour and morals at home      Corporal punishment: Shaky logic supporting a risky practice      The impact of over-permissiveness      The authoritative parent Respecting children's behaviour and morals at school      Welcome to your new class...now control those kids!      Behaviourist approaches to classroom management: Putting out fires      Developing self-discipline Case study Discussion questions Further resources 6 Respecting Children's Differences The big picture      The disguise of tolerance      The power of media stereotypes      Discrimination Respecting children's differences at home      Disability and home institutionalisation      Reinforcing gender stereotypes at home Respecting children's differences at school      Inclusive education for children with diverse learning needs      Curriculum and support materials which include all Case study Discussion questions Further resources 7 Conclusion Limits on respect for children      Restrictive social conditions      Resisting the pressures on childhood A model of respect for childhood      Three principles for living and working with children References

About the Author :
Tim Loreman is Associate Professor of Education at Concordia University College of Alberta, Canada, and Editor of the International Journal of Whole Schooling.

Review :
‘Delightful to read. Loreman takes a fresh approach to the way in which we view children and challenges traditional, rigid child-adult relationships. It is a book for our new millennium. It traverses contemporary themes and issues, explores and values children's diversity and how we might educate them, and does so against a backdrop of research that provides a figurative flashlight beam into the future.' Adrian Ashman, Professor of Education, University of Queensland, Australia ‘There are few books on children and childhood that are as wide-ranging, well documented and timely as this one. The author, whose insight into and devotion to children is apparent on every page, presents issues like family relationships, technology, IQ tests, schooling, inclusion programs and societal perceptions of children in a beautifully written, jargon free manner that is reminiscent of the very best writing in the field of children and childhood. This book encourages the reader to get beyond both Freud and Piaget's definition of children as incomplete adults and to see childhood as a valuable stage of life in and of itself. A book like this is long overdue in this particular field because it contains many useful ideas for improving both our understanding and treatment of children.' David G. Wangler, Professor Emeritus, Department of Educational Policy Studies, University of Alberta, Canada