The aim of the present study, which involved preschool teachers, was to explore the area of working with musically gifted children. In particular, we focused on the identification of musically gifted children and monitoring of their musical development, preschool teachers’ competence for working with children, and evaluation of factors important for the development of musically gifted children. Research results showed that the majority of preschool teachers: were able to identify musically gifted (...) class='Hi'>children; rarely monitored and documented children’s musical development systematically and did not acquire enough knowledge for working with musically gifted children during their formal and informal education. Among the important factors influencing the development of musically gifted children, preschool teachers pointed out motivation to work with musically gifted children, identification of musically gifted children, cooperation with music experts and parents, and implementation of additional musical activities. Cilj ovog istraživanja, koje je uključivalo odgojitelje u vrtiću, bio je istražiti područje rada s glazbeno nadarenom djecom. Posebno smo se usredotočili na otkrivanje glazbeno nadarene djece i praćenje njihovog glazbenog napretka, kompetencije odgojitelja za rad s djecom i procjenom čimbenika važnih za razvoj glazbeno nadarene djece. Rezultati istraživanja pokazali su da je većina odgojitelja: uspjela otkriti glazbeno nadarenu djecu; rijetko su sustavno pratili i dokumentirali glazbeni napredak djece i nisu stekli dovoljno znanja za rad s glazbeno nadarenom djecom tijekom svog formalnog i neformalnog obrazovanja. Među važnim čimbenicima koji utječu na razvoj glazbeno nadarene djece odgojitelji su istaknuli motivaciju za rad s glazbeno nadarenom djecom, otkrivanje glazbeno nadarene djece, suradnju s glazbenim stručnjacima i roditeljima te provedbu dodatnih glazbenih aktivnosti. (shrink)

Publication date: 26 January 2017 Source: Author: Hanna David Many gifted children are “double labeled”, namely in addition of being gifted they are also learning disabled and/or suffer from emotional, social or behavioral problems. This article will present the difficulties gifted children with a double label have to deal with, especially the difficulties in the educational system. Because of the double label the educational team faces a double challenge, in most cases without being equipped with (...) the required knowledge or the support they need. This article will describe three case studies; techniques for intervention with such children and their families will be suggested. (shrink)

Violence has become a common phenomenon that affects women and children, particularly during the coronavirus disease 2019 (COVID-19) pandemic. While the lockdown regulations were meant to save lives by preventing further spread of the virus, another virus called ‘violence against women’ encroached the space which is supposed to be the safest for women and children. For women, homes have now been turned into cages of violence and slaughterhouses. Toxic masculinity is seen at play as all dominant and power (...) ideologies are employed against women. This article deals with these challenges of violence against women in Botswana from a pastoral care point of view. Firstly, it provides an overview of the current gender-based violence (GBV) situation in Botswana through empirical data from other social scientists. It then highlights some forms and the causes linked to the problem of GBV in Botswana. Secondly, it brings in pastoral care work, particularly mutual care, as a relevant tool for the church in addressing GBV. Lastly, it suggests ways in which the church could contribute in pursuit of gender justice and building a violence-free society. Contribution: While the article grapples with the challenges of GBV and persistent toxic masculinities from a theological point of view, the implications of the outcome are multidisciplinary. They aim to respond and raise awareness about the need to build a violence-free society, and to deal with the challenges of oppression, toxic masculinity and manhood ideologies which result in the domination and killing of women. (shrink)

During the summer of 1986, I was invited to become a Master Teacher in a summer program for gifted and talented children because of my experience and expertise with the Philosophy for Children program. Although this program is not designed specifically for gifted students, it is one which, in a regular school setting, has been seen to be particularly well-suited to their needs. I was curious to see whether implementation of the Pixie program in this setting (...) and with these students could be as successful as I had seen it be in the regular classroom. (shrink)

This paper promotes a philosophy derived from the direct distribution of goods to needs that occur in mothering and invisibly in many other aspects of life. Such a philosophy is suggested as an alternative to market based values, which currently permeate society. It is important to bring alternative values to consciousness and validate them for both teachers and children so that the orientation towards the other that characterizes the gift paradigm will not be lost in the fight for survival (...) endemic to a market society. The hope is that we can find solutions that are viable for all. After presenting this philosophy, we show how it already exists among educators and children, and we suggest ways in which it may be validated and promoted in early childhood education. (shrink)

This paper examines the phenomenon of transformational growth in maternal caregivers of children who have undergone a kidney transplant. Semi-structured interviews were conducted with seven mothers of transplant children who shared narrative accounts of their lived experience. Through a phenomenological analysis of the interview data, the fundamental structure of positive growth in caregivers of transplant children was illuminated, revealing both themes of unresolved suffering and trauma and themes of posttraumatic growth and transformation.

New foreword written by HeritageMom, Amber O'Neal Johnston. "During a time when the United States needed to be reminded of the contributions Black people have made to its democracy, freedom, music, literature, and more, W.E.B. Du Bois took on the task of enumerating the gifts that we've provided to our country. "When I began reading The Gift of Black Folk...the story that unfolded was one that I had never anticipated. We the People of the United States, all of us, have (...) left our indelible mark on America the Beautiful." -Amber O'Neal Johnston In 1924, William Edward Burghardt (W.E.B.) Du Bois (1868-1963) penned The Gift of Black Folk in response to systemic racism in the United States, showing that "...the American spirit is a new and interesting result of diverse threads of thought and feeling coming not only from America but from Europe and Asia and indeed from Africa." Du Bois was the first African American to earn a Ph.D. from Harvard University, and later became a professor of history, sociology, and economics at Atlanta University. In 1909 he co-founded the NAACP. Du Bois was a lifelong leader and proponent of civil rights. Amber O'Neal Johnston is a writer, speaker, and home educator who blends life-giving books with a culturally-rich environment for her four children and others. She's the author of A Place to Belong, a guide for families of all backgrounds to celebrate cultural heritage and embrace inclusivity in the home and beyond, and she's known for sharing literary "mirrors and windows" on HeritageMom.com. (shrink)

The present article reviews the psychological literature on selected problems of gifted education. It discusses issues which are particularly important from the point of view of the skills and tools used by psychologists, educational specialists, teachers and tutors in their daily work with gifted children and adolescents. The problems described include diagnosis of giftedness in education, types of educational support provided to the gifted, and the requirements placed on teachers of gifted students. A particular emphasis (...) is put on the contemporary research-related and practical challenges faced by gifted support specialists in schools. (shrink)

ALTHOUGH BIRTH CONTROL REMAINS A CONTROVERSIAL TOPIC AMONG Roman Catholics, it has all but disappeared in Protestant discussions of sexual ethics, owing to the seemingly more pressing issues of abortion and in vitro fertilization, as well as to the almost unanimous approval of contraceptive use among Protestant church bodies in the mid-1900s. This essay seeks to revive some past Reformed arguments pertinent to the subject, especially John Calvin's and Karl Barth's teachings on marriage and children, which both theologians view (...) as distinct goods. Marriage is seen as a covenant relationship, a good in and of itself, even apart from procreation; while children are a gift or "divine offer" from God that demands response. Reviving distinctively Christian descriptions of marriage and children is crucial to critiquing the utilitarian language that seeks to overshadow current conversations about marriage and children. (shrink)

In this article I examine two basic questions: first, what constitutes a gifted person, and secondly, is there justification in making special educational provision for gifted children, where special provision involves spending more on their education than on the education of ‘normal’ children? I consider a hypothetical case for allocating extra resources for the gifted, and argue that gifted children are generally denied educational justice if they fail to receive an education that adequately (...) challenges them. I further argue that an adequately challenging education is essential to human flourishing, but that most children can be adequately challenged in schools in ways that promote flourishing without doing so at the expense of other children. (shrink)

The necessity, method and content of childhood religious education are discussed from various perspectives in our country and around the world. The ‘Gift to the Child’ education method, which is applied in England where different religions live together, is a secular religious education approach with psychological, pedagogical and theological foundations. According to this method, which was developed with different methods from adult religious education and considering educational-scientific inferences, children can learn many information and skills based on religions and can (...) transform this into positive gains in their lives. The ‘Gift to the Child’ method processes concepts such as Allah, prophet, revelation and prayer with values such as responsibility, empathy, tolerance and love. It is distinguished from other religious education practices by aiming to highlight the child’s sense of holiness.This study examines the effect of the ‘Call to Prayer’ section, which is included in the ‘Gift to the Child’ method, one of the childhood religious education approaches, on children’s religious development in the Religious Culture and Moral Knowledge course. The applicability of the ‘Gift to the Child’ method, which aims to obtain educational-scientific inferences by comparing children with religious content, is discussed in terms of the educational process, teacher-student-material dimension and religious education.In examining the applicability of this approach, which evaluates religious development theory and development theories together and can be evaluated in terms of its achievements; After conducting a literature review from relevant sources, the data of the study were collected with the semi-structured interview technique, which is one of the qualitative research methods. The data of the study were collected through teacher interviews conducted with the cross-sectional research method. Semi-structured interviews were conducted with 10 teachers working in secondary schools of official educational institutions affiliated to the Ministry of National Education. During the course, the teachers allowed the students to express their opinions on the subject and did not intervene in their questions and answers. As a result of the findings obtained from the data, it was observed that the use of achievements and materials prepared according to the ‘Gift to the Child’ method in religious education positively affected the religious development of the students. (shrink)

Lavoie and Talwar examine the phenomenon of prosocial lie telling: lying with the intention to benefit others. They investigate how well children aged 4 to 11 are able to conceal information about a surprise gift from their parents based on these children’s responses to their parents’ questions. Lavoie and Talwar conclude that, as children’s theory of mind abilities and working memory improve, their ability to conceal information from others also develops.

Despite the welfare of the child being afforded special legal and moral importance, it appears that the law is currently not objective in its application to children. There is an undeniable link between healthy child development and education, with the latter greatly impacting on mental health and general well-being. Drawing on the example of the differential treatment of gifted children in an educational context, I argue that the legal framework with regard to learning disabilities and cognitive impairments (...) operates contrary to the proclaimed goal of protecting and promoting the welfare of the child. This, I argue, constitutes unjustified discrimination, especially since there is a case to be made that highly cognitively able children could be considered disabled under a social model of disability. Whilst the group of affected children is small at present, developments in cognitive enhancement technologies mean that many more children might in the future be affected. Since the law currently fails gifted children, it will by analogy also likely fail cognitively enhanced children. (shrink)

Marcus William Hunt argues that when co-parents disagree over whether to raise their child (or children) as a vegan, they should reach a compromise as a gift given by one parent to the other out of respect for his or her authority. Josh Millburn contends that Hunt’s proposal of parental compromise over veganism is unacceptable on the ground that it overlooks respect for animal rights, which bars compromising. However, he contemplates the possibility of parental compromise over ‘unusual eating,’ of (...) animal-based foods obtained without the violation of animal rights. I argue for zero parental compromise, rejecting a rights-oriented approach, and propose a policy that an ethical vegan parent and a non-vegan co-parent should follow to determine how to raise their children. (shrink)

Reasoning about ulterior motives was investigated among children ages 6–10 years (total N = 119). In each of two studies, participants were told about children who offered gifts to peers who needed help. Each giver chose to present a gift in either a public setting, which is consistent with having an ulterior motive to enhance one's reputation, or in a private setting, which is not consistent with having an ulterior motive. In each study, the 6- to 7-year olds (...) showed no evidence of understanding that the public givers might have ulterior motives, but the 8- to 10-year olds rated the private givers more favorably. In , the older children were more likely than the younger children to refer to impression management when explaining their judgments of the givers. The younger children who mentioned impression management did so to justify a preference for public givers (e.g., by explaining that public givers are nicer because more of their peers will know that they are nice). Results from suggest that developmental change in children's reasoning about intentions and social outcomes contributes to their understanding of ulterior motives. (shrink)

For the past two years, I have trained teachers in Dr. Matthew Lipman's Philosophy for Children program. During 1979-80, I worked with a group of ten suburban elementary school teachers, half of whom were teaching the gifted and talented; this year my class is composed of twenty elementary school teachers working in the regular classroom in an urban setting. A very brief comparison, based upon my observations, of how the program works with the suburban gifted and with (...) inner-city students who are frequently weak in basic skills reveals both predictable differences and surprising similarities. (shrink)

Is there a benefit to dying around 75 or 80 years old? Ezekiel Emmanuel argues that there is, but his reasoning is dubious. However it is argued here that Emmanuel is right that there is another benefit in store for the adult children of the one who dies.

In lieu of an abstract, here is a brief excerpt of the content:Receiving the Gift of Life: My Kidney Transplant StoryJudith W. RyanAs one of three siblings who all inherited an unfortunate gene from our mother, I was born with polycystic kidney disease (PKD). None of us knew of this, however, until later middle age, and my mother not until she was 76. I was the last sibling diagnosed at the age of 56. My brothers had been diagnosed some years (...) before and jokingly started to look at me as a universal donor. Since I had a 50-50 chance of having PKD and with a mother who was one of eight children with none of her siblings known to have the disease, I had not felt an urgency to be tested. Besides, I had no signs or symptoms. But now there was a reason. I made an appointment for a renal ultrasound and while having the procedure, I tipped the screen so that I could see the results. Although the technician was not happy with this, I was repaid with the view of my kidneys looking full of bubbles. Yes, our family was three for three in the genetic game of roulette.I knew immediately how I was going to navigate this health issue. As an adult nurse practitioner I had a very good understanding of what was to come. I knew my blood type “O” was the most common and would mean the longest wait for a deceased donor transplant, at least five years if I were lucky and only after enduring several years of progressing renal failure. In addition, I had cared for dialysis patients and watched my mother endure with difficulty both peritoneal and hemodialysis prior to her death a year before my diagnosis. Knowing I would not choose dialysis left me hoping for a miracle of a living donor or, more realistically, managing my disease as best I could until I died.The next step was managing PKD symptoms and issues as my kidneys continued to fail. One of the errors in my thinking during this time turned out to be that because I had two brothers who had the same disease and were ahead of me in their disease progression, I could follow their lead. It turned out that we manifested our disease very differently. My younger brother, who was diagnosed first, had to deal with significant pain from persistent cyst ruptures, monthly, biweekly then weekly. This continued even after his transplant until he had his native kidneys removed. The other two of us did not have to deal with cyst ruptures. Additionally, anemia was no problem for my younger brother but was for us older siblings. Significant fatigue and weariness were a problem for both of my brothers but not for me.And so it went, as we compared our blood test results, that the idea of a living donor entered the conversation. I knew this would be a problem for me because how do you ask people to consider being a donor? I had difficulty asking friends for a ride to the airport. This is where the grace and kindness of others and divine intervention enter [End Page 107] our story—word about our medical dilemma spread through the visibility of my younger brother, a minister in New England.Fortunately for me, my much beloved younger brother had dozens of people who wanted to be his donor. About 12 of these potential donors were actually tested before finding a match. One of his unmatched donors became the donor for my older brother (our first family transplant). Two years later, my other brother received his transplant. Three years later, after being told he was not a good match for my brother, this dear man came forward to be a possible donor for me. Hence, I got my transplant from an unused donor from my younger brother’s group. Overall, we had living donors from three different churches located within an hour of each other in New England. I even lucked out and acquired the minister of one of the churches as my donor. All three of us received kidneys over five years from living donors who did not know my older brother... (shrink)

The term “giving” refers to the altruistic act of offering something to another person for free without expecting anything in return. While prosocial behavior can also be found in very young children, altruistic behavior emerges later, with the moral and cognitive development, also supported by adult praise, that children may receive within the educational relationship. Education, in fact, has the noble purpose of guiding people to a better condition than they are now, through relationships. The aim of this (...) paper is to review the works that have analyzed the effects of praise in the relationship between teacher and student. Experimental studies over the last 50 years have shown that praise is a low-cost strategy that teachers can use to increase adaptive behavior in the classroom and decrease problem behavior. Furthermore, the use of praise improves the classroom climate, as it is a vehicle for positive emotions. Modern neuroscience has now shown how emotions play an important role in learning, including school learning. Therefore, we could consider praise as one of the greatest gifts a teacher can give to their students. (shrink)

This article is written from the perspective of Child Theology and a childist reading of scripture. Firstly, the article deals with the links between children, childhood and Childhood Studies, as well as with Theology. Secondly, in terms of a childist reading of scripture, it explains the difference between a low and a high view of childhood. The fact that both views of childhood are present in the Bible is highlighted. Thirdly, the article discusses three texts in 1 Corinthians, where (...) Paul used the childhood metaphor in a way that reflects a low view of childhood. Then, it investigates passages from the Synoptic Gospels as examples of Jesus’ implied high view of childhood. Finally, the article concludes with a challenge addressed to all adult theologians. Contribution: This article contributes to the enhancement of emancipatory methodologies for doing theology and research with children by exploring the different ways in which the childhood metaphor is used in 1 Corinthians and the Synoptic Gospels through a childist reading of the relevant texts. Through this hermeneutical approach, which places the article clearly in the scope of this Theological Journal, it is established that doing theology with children in an emancipatory way adult theologians have to operate with a high view of childhood, as expressed in the way the childhood metaphor is used in the Synoptic Gospels. (shrink)

Family-focused community education implies a relational pedagogy, whereby people of different ages and experiences, including children, engage interdependently in the education of selves and others. Educational projects grow out of lived experiences and relationships, evolving in dynamic conditions of community self-organisation and self-expression, however partial and approximate, as opposed to habitual and repetitive actions. In developing educational activities through radical listening, community educators aim to reflect the character of the neighbourhood and build on local knowledge and expertise. The paper (...) reports on ways in which one community school invited, encouraged and supported children as co-educators through projects that promoted collaborative leadership and unfolded, rather than being delivered through planned and scripted lessons. These were creative projects of cultural significance, characterised by attentive listening and aiming to promote intergenerational conversation. Through such transformative projects children emerged as educators by acting as catalysts of change, as cultural producers and as conversationalists, as did their parents and other members of the school community. The paper concludes that community co-education ideas should be re-visited to breathe new life into educational and social actions today. (shrink)

This book takes the contentious issue of designer babies and argues against the liberal eugenic current of bioethics that commends the logic and choice regimes of selective reproduction. Against conceptions of Procreative Beneficence that trade on a disregard for the gifts of maternal bodies, it seeks to recover a thought of maternal giving and a more hospitable ethic of generational beneficence. Exploring themes of responsibility, gift and natality, the book refigures the experience of reproduction as the site of an ethical (...) response to future generations, where refusal to choose one's children is one virtuous response. The book will appeal to anyone with an interest in reproductive ethics, feminist thought and those seeking principled grounds for resisting the technologies of choosing children. (shrink)

In Houston several projects in philosophy for children are in process or are about to be initiated. To begin with, I am continuing the work in philosophy for children which I began at the Laboratory School of the University of Missouri in 1976. My earlier work in Missouri focused primarily on the effect of philosophy for children as adjunct in developing children's syntactic skills and their understanding of science. Since arriving here in Houston, I have operated (...) philosophy for children classes for gifted students in the Clear Creek Independent School District of Houston. My interest in philosophy as an adjunct to science education continues and is now accompanied by an additional concern: the use of philosophy to increase student appreciation and understanding of mathematics. (shrink)

The article considers a pressing problem in the field of inclusive education: creating a comfortable learning environment for the effective education of children with special needs. In this article, a mobile electronic alphabet Braille simulator is an element of the learning environment for children with special needs. The article describes an experiment on teaching visually impaired and blind children using a mobile electronic Braille alphabet simulator. The mobile electronic Braille alphabet trainer, based on new advanced technology, was (...) developed by Kazakh scientist-inventor Galimzhan Gabdreshov under the brand of his company SEZUAL. It was developed to reduce the time that blind children need to learn to read. The relevance of the study lies in the need to educate visually impaired and blind children through the introduction of modern technologies. Children entering primary, mainstream and special needs schools have been learning Braille for several years with varying degrees of success. The article shows the result of an experiment on teaching children using an electronic Braille alphabet simulator and without this simulator. The experiment showed the benefits of teaching blind children using a Braille simulator. An experimental study on the implementation of the SEZUAL electronic alphabet simulator with Braille was carried out in schools for the blind in the cities of Atyrau and Astana. A way to improve a mobile electronic alphabet Braille simulator is to make a simultaneous sound signal when a child presses the keys of the Braille simulator, with different Braille characters. To enhance the impact on the associative zone of the cerebral cortex, in the Braille simulator, sound signals of each key are added to the touch keys, which, like visual signals, are processed by the associative zone of the cerebral cortex and help to consolidate the perception of the simulator keys. This article describes in detail an experiment on the assimilation of educational material by blind and visually impaired children using a combination of parameters of sensorimotor and auditory perception of children. To clarify the peculiarities of the perception of blind and visually impaired respondents, their leading representative systems and modalities were identified before the experiment. The test was conducted based on the educational institution Atyrau Regional School for Gifted Children, Republic of Kazakhstan. (shrink)

Considerable evidence supports that preschool education is a milestone stage for children. Nonetheless, systematic preschool gifted education programs rarely exist in public elementary schools. The current study explored the perceptions of 16 preschool teachers from seven public schools in Abu Dhabi, United Arab Emirates regarding their views about various components of gifted education for preschool children. Qualitative analyses, using the inductive data analysis method, revealed several themes such as the concept and identification of giftedness, characteristics of (...) gifted preschoolers, preschoolers’ problem-solving skills, the communication and social skills of gifted preschoolers, resources/services offered by the school to serve gifted preschoolers, enrichment programs available for gifted preschoolers, inclusive education for gifted preschoolers, twice-exceptional preschoolers, and governmental support. The results of this study may help advocate for infusing more services and programs related to the identification and education of gifted preschoolers in public schools. The findings identified the need to have an abundance of assessment tools and enrichment programs that can empower preschool teachers to cater for giftedness. (shrink)

Thirteen dwarves and a wizard invade the quiet abode of Bilbo Baggins in an effort to recruit him for an expedition, the purported purpose of which is to recover stolen treasure and exact vengeance on Smaug the dragon, the robber who had cruelly killed a large portion of Thorin's family and friends. Although most readers and critics approach J. R. R. Tolkien's The Hobbit as a children's story, an unserious dress-rehearsal-sketch of The Lord of the Rings at best, and (...) in spite of the fact that, as Nicholas Boyle notes, "there is something embarrassing" about discussing Tolkien's work in an academic context, for "it is so obviously not real literature," The Hobbit, with its "Secondary World" of fantastical creatures... (shrink)

Purpose of the articleThe presented study introduces the psychological factors which influence the creative development of young people in their families, especially from psychological position - acquired of birh of order - point of view. The study presents basic theoretical theses of birth orders´concept, as A. Adler and his followers introduced into psychological literature; it also brings information from empirical researches about the groups of five positions´ birth order: first-born, send-born, middle-born, youngest and parents´only children in relation to their (...) psychological characteristics. The second part is dedicated to issue of birth order in relation to creativity, intelligence and personality traits of 153 adolescents - students of the last year of high school who passed the exams for the artistic - technical study at the Faculty of Architecture with the average age 18.32 years. Methodology/methods The creativity was identified by Urban’s Test of Creative Thinking and Torrance Test of Creative Thinking. The intelligence was identified by the nonverbal Test of General Abilities. The Slovak version of NEO FFI Inventory was used for the measuring of five personality dimensions. The anamnestic data were obtained from our Questionnaire of the Family Constellation. The results were statistically processed by means of ANOVA SPSS program. The inter-group differences based on the birth-order were tested by the one-way ANOVA method as well as two-way analysis by ANOVA method and by T-test. Scientific aim The aim of the study was to find out in what kind of families live the gifted students, what are intersexual differences in creativity, intelligence, personality traits and in what birth order live the gifted adolescents, what are their typical personality traits and also the specifics of their creativity and the level of intelligence. Findings The research results on the sample of 153 adolescents showed that higher performances in the fluency and flexibility of thinking in the Torrance Creativity Test showed the women in comparison to men. The results indicate that the birth order differentiates the groups of gifted adolescents in the personality dimension openness to experience and agreeableness. Highly creative adolescents have ascribed themselves more often characteristics connected with creativity.The findings are comented as to the implications for the role of the creativity in both sexes and for the composition research sample and for research methods too. The other findings dealing with the specifics of creativity will be more broadly discussed in the study. (shrink)

Self-regulation, or the ability to effectively manage emotions and behavior, is a critical skill to develop in early childhood. Children living in a context of economic hardship are at an increased risk for developing self-regulation difficulties. However, few studies have comprehensively examined how multiple aspects of the caregiving environment, including fathers’ parenting and coparenting quality, may contribute to child self-regulation. Thus, this study applied a family systems perspective to examine whether coparenting and resident and non-resident fathers’ reports of parenting (...) quantity and quality were associated with observations of children’s self-regulation. Participants were drawn from the Embedded Developmental Study of the Three-City Study, a longitudinal study of children and families facing economic hardship. At Wave 1, when children were 2–4 years old, reports of parenting and coparenting were obtained. At Wave 2, when children were 3–6 years old, children participated in a snack delay and gift wrap task, which assessed their self-regulation. Multi-group path analyses indicated that resident fathers’ harsh parenting at Wave 1 predicted decreased levels of self-regulation at Wave 2. Non-resident fathers’ reported hours of involvement at Wave 1 predicted greater levels of self-regulation at Wave 2. Additionally, supportive coparenting among families with a non-resident father predicted greater self-regulation. Supportive coparenting was not associated with child self-regulation in families with a resident father. The implications for research focused on facilitating positive father–child relationships in diverse family contexts are discussed. (shrink)

The hypothesis for this research is that the youth is an inherent part of the church. The church, which includes the children, received spiritual gifts from God. The edification of the church is the main purpose in the utilisation of all the gifts. The church received a significant responsibility in equipping and convoying children to be obedient in their calling to be followers of Jesus Christ. Parents and children must use their gifts for their own diakonia. The (...) word diakonia gives expression to the fact that diakonia must take place in accordance to the calling by God. In recent research the expression diakonia also received a more comprehensive meaning. The research field will be explored in four phases and, in doing so, try to come to grips with the current practical-theological situation. In phase one the authors tried to offer a descriptive reflection on research in the practical theology. In phase two the authors undertook exploratory research from the field of the social psychology in order to indicate the prominent role of wrong attitudes and insufficient convoying of children in the praxis. Therefore the authors undertook an intra-disciplinary conversation with the development psychology. In phase three the authors offered basic-theoretical perspectives from Scripture in order to show how the praxis must be. In the last phase of this research practical-theoretical perspectives are explored in order to underline the responsibility of churches in this regard of equipping children in fulfilling their own diakonia. The authors drew a conclusion from their research that children who serve in diakonia and also in obedience to Christ, are also people that are enabled to show the attitude of Jesus Christ towards the world. Parents and other believers must serve in mentoring children. By mentoring children in their diakonia, they enable children and also contribute towards spiritual maturity in their lives. (shrink)

In this paper, we offer a childist reading of school strikes for climate in an overheated world. We argue that school strikes can be understood as offering a dynamic counterweight to formal education, by providing opportunities for children to self-educate, and for others, especially adults, to learn from them. We suggest that taking school strikes seriously as sites of political appearance—which highlight interdependencies and vulnerabilities in the face of crises in Anthropocene neoliberalism requires rethinking the boundaries of democratic participation (...) and education. In particular, we highlight that school strikes for climate serve as an invitation for adults to let children contribute to their own ongoing formation. A childist philosophical attitude that emphasises mutual teaching—i.e. the adult capacity to see and hear what children show and say—can expand through an engagement with, rather than against school strikes. Children’s political appearance on streets to influence political priorities from an intergenerational global justice point of view is a gift for adults and adultist structures. It is a passage to grasp deep interdependence and to assume appropriate responsibility. If ‘education’ is a beacon of hope in times of overheated despair, then the hope is in educational philosophies that have room for mutual teaching. The philosophical assumption that it is adults who must always, and necessarily, teach children to prepare them for a better future would have to be discarded. (shrink)

The purpose of the current research was to examine strategies of persuasion used by Arabic-speaking and Hebrew-speaking boys and girls to determine the relative contributions of culture and gender in determining communication styles. Children were asked to write a letter to a male or female peer asking for a gender-stereotyped or a gender-neutral gift. Four meta-categories were identified: formality, self-focus, other-focus, and gift-focus. For each meta-category except gift-focus, there were significant main effects and interactions. Language group was significant for (...) formality and other-focus but not for self-focus. Importantly, there were several interactions between participant gender, target gender, and gender-stereotypy of gift, but these did not interact with language group. The results were discussed in the context of children’s socialization to the ethos of musayara and dugri in Arabic-speaking and Hebrew-speaking culture. (shrink)

I present a qualified new defense of antinatalism. It is intended to empower potential parents who worry about their possible children’s life quality in a world threatened by environmental degradation, climate change, and the like. The main elements of the defense are an understanding of antinatalism’s historical nature and contemporary varieties, a positional theory of value based on Epicurean hedonism and Schopenhauerian pessimism, and a sensitive guide for reproductive decision-making in the light of different views on life’s value and (...) risk-taking. My conclusion, main message, to the concerned would-be parents is threefold. If they believe that life’s ordinary frustrations can make it not worth living, they should not have children. If they believe that a noticeably low life quality makes it not worth living and that such life quality can be reasonably expected, they should not have children, either. If they believe that a noticeably low life quality is not reasonably to be expected or that the risk is worth taking, they can, in the light of their own values and beliefs, have children. The conclusion is supported by a combination of the extant arguments for reproductive abstinence, namely the arguments from consent, moral asymmetry, life quality, and risk. (shrink)

Reproductive medicine, a sector of a health care system increasingly captured by the demands of the marketplace, is enmeshed in a drive to sell certain human bits and pieces, such as gametes, cells, fetal eggs, and fetal ovaries, for reproductive purposes. The ethical objection raised by Kant and Radin to the sale of human organs -that this is incompatible with human dignity and worth - also applies to these sales. Moreover, such sales nullify the reproductive paradigm, irretrievably replacing it with (...) a ma nufacturing paradigm. This represents a change in kind, not just of degree, in the way that we view our capacity to generate children and destroys our concept of reproduction as an essentially human activity. In the face of a struggle to retain those common ethical values at the foundation of reproductive medicine, this form of commodification of the human body should be viewed as ethically unacceptable. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Prelude to the Special Issue of the Journal of Aesthetic Education on Children’s LiteratureEllen Handler Spitz, Guest Editor (bio)When Professor Pradeep A. Dhillon, editor of the Journal of Aesthetic Education, suggested to me one day that I might guest edit a special issue of the journal devoted to the topic of children’s literature, my initial reticence was toppled and my sense of resolve buoyed as I began (...) to fantasize with billowing excitement about just how this might be done. First, I dreamt up the image of guest editor as bountiful hostess—setting out delectable dishes in an elegantly appointed banquet before the readers of this journal. That metaphor faded, however, despite Maria Tatar’s eloquent reminder to us in these pages that gastronomy has frequently and salubriously been juxtaposed with reading. I could not help worrying (even though children vociferously protest the logic of this problem) that one cannot have one’s cake and eat it too. Therefore, switching to music, I began to imagine the editor as conductor of a highly select ensemble of musicians, all gifted with glorious well-seasoned voices. They might perform a concert (recorded for posterity, of course) of pieces aimed at an audience of those who care passionately about aesthetics, education, literature, and above all about children, and at those who, perhaps with tenderness, still recall their own childhood reading.But how to accomplish this in practical terms? Well, I reasoned, I would simply invite a group of distinguished senior scholars who, having achieved their reputations in related fields and having written on other subjects as well, have published highly significant works pertaining to children’s literature. Each person would contribute a composition in his or her own voice, and there would be complete freedom, carte blanche, no holds barred—the only constraint being page numbers. Would the results turn out to be harmony or cacophony? Well, I speculated, if each voice were finely tuned, resonant, and clear, whether treble or bass, forte or pianissimo, the outcome—although [End Page 1] unpredictable in terms of specifics—would, unquestionably, be musical. But that, dear reader, is ultimately for you to judge, for you have now heard precisely how this issue came into being and will, we hope, read on. Each author I asked responded to my call with alacrity and, in his or her original style and tone, made my task as conductor a perfect pleasure.We offer you a work in three parts. First, you will encounter two melodious and euphonious pieces, contributed respectively by Marina Warner (“Out of an Old Toy Chest”) and Maria Tatar (“From Bookworms to Enchanted Hunters: Why Children Read”). Here, the overarching themes of children’s play and make believe are set up, analyzed, and explored. Playing and reading are placed side by side, as well as reasons why children love to read and how they are variously exhorted, extolled, and even occasionally excoriated by adults for doing so.Our second movement consists of three apparently unrelated motifs, contributed in turn by Gareth Matthews (“Philosophical Adventures in the Lands of Oz and Ev”), Seth Lerer (“Style and the Mole: Domestic Aesthetics in The Wind in the Willows”), and myself (“Ethos in Steig’s and Sendak’s Picture Books: The Connected and the Lonely Child”). Actually, however, these essays are not unrelated, for each motif arises from a particular mode of interpretation grounded in turn in philosophy, in literary history and theory, and in psychology. The works considered are all by notable writers for children: L. Frank Baum, Kenneth Grahame, William Steig, and Maurice Sendak.For our grand finale, we offer two sonorous, seriously challenging contributions, one by Jack Zipes (“Why Fantasy Matters Too Much”) and the other by Eliza T. Dresang and Bowie Kotrla (“Radical Change Theory and Synergistic Reading for Digital Age Youth”). These works grapple with contemporary matters, with fantasy, with technology, and with “radical change” as these can be discerned in the literature, imagery, and general cultural lives of today’s and even, quite possibly, of tomorrow’s children. Gesturing toward the future even more strikingly, we conclude this work with a flourishing coda in the actual voice of a living child... (shrink)

This essay explores a proper Confucian vision on genetic enhancement. It argues that while Confucians can accept a formal starting point that Michael Sandel proposes in his ethics of giftedness, namely, that children should be taken as gifts, Confucians cannot adopt his generalist strategy. The essay provides a Confucian full ethics of giftedness by addressing a series of relevant questions, such as what kind of gifts children are, where the gifts are from, in which way they are given, (...) and for what purpose they are given. It indicates that Confucians should sort out different types of enhancement and bring them to the test of the Confucian values in terms of both Confucian virtue principles and specific ritual rules. It concludes that Confucians can accept some types of enhancement but must reject others. (shrink)

This essay explores a proper Confucian vision on genetic enhancement. It argues that while Confucians can accept a formal starting point that Michael Sandel proposes in his ethics of giftedness, namely, that children should be taken as gifts, Confucians cannot adopt his generalist strategy. The essay provides a Confucian full ethics of giftedness by addressing a series of relevant questions, such as what kind of gifts children are, where the gifts are from, in which way they are given, (...) and for what purpose they are given. It indicates that Confucians should sort out different types of enhancement and bring them to the test of the Confucian values in terms of both Confucian virtue principles and specific ritual rules. It concludes that Confucians can accept some types of enhancement but must reject others. (shrink)

In standard times, approximately 20% of children and youth experience significant emotional, behavioral, or social challenges. During COVID-19, however, over half of parents have reported mental health symptoms in their children. Specifically, depressive symptoms, anxiety, contamination obsessions, family well-being challenges, and behavioral concerns have emerged globally for children during the pandemic. Without treatment or prevention, such concerns may hinder positive development, personal life trajectory, academic success, and inhibit children from meeting their potential. A school-based resiliency program (...) for children for children was developed, and the goal of this study was to collaborate with stakeholders to translate it into an online-live hybrid. Our team developed a methodology to do this based on Knowledge Translation-Integration, which incorporates stakeholder engagement throughout the entire research to action process. KTI aims to ensure that programs are acceptable, sustainable, feasible, and credible. Through collaboration with parents and school board members, qualitative themes of concerns, recommendations and validation were established, aiding in meaningful online-live translation. Even though the original program was developed for intellectually gifted children, who are at greater risk for mental health concerns, stakeholders suggested using the program for both gifted and non-gifted children, given the universal applicability of the tools, particularly during this pandemic time period when mental health promotion is most relevant. An online-live approach would allow students studying at home and those studying in the classroom to participate in the program. Broader implications of this study include critical recommendations for the development of both online-live school programs in general, as well as social-emotional literacy programs for children. (shrink)

The contemporary debate on the ethics of cognitive enhancement has mainly focused on the question whether, and to which extent, individuals should be granted the right to make use of new technologies in order to enhance their own cognitive powers. The question on the existence of a duty to implement the cognitive enhancement of the individuals has received less attention. In this paper, I argue that the state has a prima facie duty to pursue the cognitive enhancement of its citizens. (...) The argument involves an analysis of the so-called effect Flynn and of the public policies for the education of gifted children. The duty the state has to further the cognitive enhancement of its citizens is qualified by our knowledge of the efficacy and the safety of the procedures used for cognitive enhancement. (shrink)