We understand our lives through narratives, and the form of these narratives is appropriate for understanding the actions of others, writes MacIntyre (1981). Meanwhile, narratives and our understanding of them also inform our understanding of our own actions. In this article, student kindergarten teachers share anecdotes from their teaching practice assignments. These preservice teachers (PSTs) relay stories that are serious and important from a child’s perspective, and which they themselves experienced as serious and important while spending time with children and (...) listening to children’s voices. Our aim here is to give even very young children a voice in their own everyday lives and to discuss how PSTs might listen more closely to what children are saying. Our narrative analysis of stories (Van Manen, 1997, 2014; Clandinin, 2013) offered by Norwegian and Italian PSTs presents a range of perspectives on life management and a desire for conversation in children aged 2–8 years. The stories are told through the student kindergarten teachers’ voices, and they were shared with and reflected upon with the children’s in-service class teachers. The article sheds retrospective light on children’s telling of, and thinking about, stories. (shrink)

This book deals with themes concerning religious education and the spirituality of children. Throughout the seventeen chapters, the book stimulates a scholarly discussion about children and theology. The book makes clear that classical Christian theology can benefit from taking seriously children's voices and reflections about children. The volume demonstrates how nuanced and interdisciplinary reflections can be relevant for Christian and social practices of adults with children and how these practices can influence theology. This volume asks the following questions: - Why (...) is it important that we hear the 'voices of children' and what does this mean for how we treat children and relate to them? - What do the 'voices of children' express? How do children experience society and, in particular, religion, and what do they have to say about it? - What do the 'voices of children' mean for theology, ethics and religious education? In what way can our theology change when we see reality from the perspective of children? This book consists of five parts. In the first part the reader receives an overview of the current challenges concerning children and spirituality. The two chapters of this part offer an introduction to contemporary thinking about children, theology and spirituality and the place of 'children's voices' within this scope. The second part refers to biblical sources for contemporary theological reflection on children. The third part contains pedagogical and ethical reflections on children, as well as a view from practical theology about children in the world and the responsibility of churches. This third part looks mainly at children in relation to society, both in the past and in the present. The fourth part focuses on children living in the family, which is seen as a domestic church. The fifth part takes up the theme of children's spirituality again, showing children's own spiritual reflection and ways of theologizing with children in church and family contexts, by communication, literature and all forms of religious education and/or catechesis. (shrink)

Background Childhood cancers affect about 350 children every year in Sweden and are life-threatening diseases. During the treatment period, situations arise that can become morally challenging for the child. When knowing children’s values and morally challenging situations in childhood cancer care, targeted ethics support could be developed and used in care. Aim To explore children’s values and moral dilemmas ​​when undergoing cancer treatment. Methods This is a qualitative study based on empirical data. The data collection was conducted through (...) three focus group interviews and six individual interviews with children between 10 and 18 years (n = 16). A content analysis methodology was used to generate themes. Children who were/have been treated for cancer at three childhood cancer centres in Sweden were invited to participate. The study was approved by the Swedish Ethical Review Authority. The children’s participation was based on voluntariness and consent/assent. Findings During the analysis, five themes of values emerged: Personal relationships, Bodily ease and identity, Feeling in control and being involved, Positive distractions and Right care that is needed. Their moral dilemmas were thematized into: Should I consider others or not? Should I rest or not? and Should I refuse treatment or not? Conclusion Children undergoing cancer treatment want to have personal relationships with healthcare professionals. Their moral dilemmas were about questioning their own physical and psychological well-being against their expectations, the values of others and the treatment required. Further research is needed to understand how to deal with moral dilemmas in children undergoing cancer treatment. (shrink)

Medical assistance in dying (MAID) legislation in Canada followed much deliberation after the Supreme Court of Canada’s ruling inCarterv.Canada. Included in this deliberation was the Special Joint Committee on Physician Assisted Dying’s recommendation to extend MAID legislation beyond the inclusion of adults to mature minors. Children's agency is a construct advanced within childhood studies literature which entails eliciting children’s voices in order to recognise children as active participants in constructing their own childhoods. Using this framework, we consider the possible (...) extension of MAID legislation to most minors. We highlight important questions regarding how insights from children’s voices could be mobilised in the life or death context of MAID. We conclude that children’s voices have the potential to help determine their eligibility for MAID; however, incorporating children's voices in the context of MAID requires careful consideration due to the complexity of voice. (shrink)

This paper argues for the need to engage with the views of children in primary schools as a way of promoting inclusive education. One example from one primary school, where the views of children were explored in order to develop further the school’s practices, will be used to illustrate this argument. Methodological considerations, the benefits as well as the challenges associated with the process will be discussed.

In this paper I investigate how philosophy can speak for children and how children can have a voice in philosophy and speak for philosophy. I argue that we should understand children as responsible rational individuals who are involved in their own philosophical inquiries and who can be involved in our own philosophical investigations—not because of their rational abilities, but because we acknowledge them as conversational partners, acknowledge their reasons as reasons, and speak for them as well as let them (...) speak for us and our rational community. In order to argue this I turn, first, to Gareth Matthews' philosophy of childhood and suggest a reconstruction of some of his concepts in line with the philosophy of Stanley Cavell. Second, in order to examine more closely our conceptions of rationality and our pictures of children, I consider the children's books, The Lorax and Where is My Sister? and Henrik Ibsen's play, The Wild Duck. (shrink)

This paper examines the rise in school exclusions in England in the 1990s. It discusses the definitions and different types of exclusion and how policies towards exclusion have been changing. It considers the groups of students that have been, and remain, at the greatest risk of exclusion and the main reasons given by schools for excluding students. Particular attention is focused on the views of excluded children themselves, collated from a wide range of studies, including primary research with excluded students (...) and some of their parents. The 1999 government initiative to cut exclusions by one third by the year 2002 is then considered. The paper argues that much more attention should be given to the opinions and ideas of young people themselves in the search for a solution to young people's disaffection with education and England's high rates of exclusion. (shrink)

Digital Voice Assistants have become a ubiquitous technology in today’s home and childhood environments. Inspired by original study on how children’s ontological conceptualizations of life and technology were systematically associated with their real-world exposure to robotic entities, the current study explored this association for children in their middle childhood and with different levels of DVA-exposure. We analyzed correlational survey data from 143 parent–child dyads who were recruited on ‘Amazon Mechanical Turk’. Children’s ontological conceptualization patterns of life and (...) technology were measured by asking them to conceptualize nine prototypical organically living and technological entities with respect to their biology, intelligence, and psychology. Their ontological conceptualization patterns were then associated with their DVA-exposure and additional control variables. Compared to biology and psychology, intelligence was a less differentiating factor for children to differentiate between organically living and technological entities. This differentiation pattern became more pronounced with technological affinity. There was some evidence that children with higher DVA-exposure differentiated more rigorously between organically living and technological entities on the basis of psychology. To the best of our knowledge, this is the first study exploring children’s real-world exposure to DVAs and how it is associated with their conceptual understandings of life and technology. Findings suggest although psychological conceptualizations of technology may become more pronounced with DVA-exposure, it is far from clear such tendencies blur ontological boundaries between life and technology from children’s perspective. (shrink)

The aim of this study was to explore the role of voices as cues to adults of children’s needs for potential caregiving during early childhood. To this purpose, 74 college students listened to pairs of 5-year-old versus 10-year-old children verbalizing neutral-content sentences and indicated which voice was better associated with each of 14 traits, potentially meaningful in interactions between young children and adults. Results indicated that children with immature voices were perceived more positively and as being more helpless (...) than children with mature voices. Children’s voices, regardless of the content of speech, seem to be a powerful source of information about children’s need for caregiving for parents and others during the first six years of life. (shrink)

Nursing scholars have called for nursing approaches with children that ensure the promotion of their childhood, contesting dominant adult-based approaches that are adapted for practice with children. Although the nursing literature includes many important advances in the promotion of child-centered approaches, there are still significant gaps in fully recognizing the complexities of childhood within nursing. Within this paper, I (a) outline some key advances in nursing approaches with children, sometimes referred to as “Children's Nursing” (shifting away from “Pediatric Nursing” conceptions (...) that may be focused more on diseases than childhood); (b) highlight key gaps in current conceptions of Children's Nursing, namely the inadequate integration of work from the interdisciplinary field of Childhood Studies which challenges dominant age-based developmental models which discount children's voices and experiences as “immature”; and (c) propose a Childhood Ethics-based framework that bridges advances in Children's Nursing with those within Childhood Studies, which I refer to as the VOICE Children's Nursing Framework. The latter is rooted in the recognition of (a) children as active agents with capacities and interests in participating in discussions and decisions that affect them, and (b) best interests as the foundational basis for determining the nursing care required by a child which should be defined in an individualized manner, informed by a child's expressed aspirations and concerns. This Framework integrates biological, relational, and ethical dimensions of children's wellbeing and draws on hermeneutic approaches for eliciting and interpreting children's agential expressions, which involves continuous part/whole shifting to meticulously discern what is meaningful within a situation. The Framework is operationalized for clinical practice through the use of orienting questions, which is demonstrated through discussion of a clinical exemplar. The paper closes with proposed future directions for Children's Nursing development in practice, education, and research. (shrink)

This article explores a modern approach to childhood that abandons the traditional view of children in western societies as inferior, fragile and vulnerable. The modern approach explored in this paper takes a plural perspective in the conception of children as people who are able to think for themselves and who have the absolute right to participate in the affairs that affect them. This modern approach is related in this study to the free-rangers thesis, in which childhood is interpreted as a (...) process of maturation and not as a stage of life, which is the conception linked to the traditional percepcion of childhood in the western societies. In the framework of formal education, this modern approach to childhood is related to Freire’s liberating education and the proposals for the school of philosophy with children in which philosophical practices are encouraged from an early age, thereby stimulating a much more active role for children in schools and giving their voice due recognition. So, this study highlights the importance of promoting liberating education in schools with the aim of making every effort to subvert the traditional roles of both teachers and pupils in formal education to give a more active role to children. In thi sense, this paper calls for the activity of philosophy whith children and encourages the idea of putting philosophy at the service of schools to give children’s voices greater value. (shrink)

Evoking the old saying that ‘children should be seen and not heard’, Jana Mohr Lone’s new book presents a powerful case for not merely hearing—but more, for 'listening' 'to' - children. Lone is the Executive Director of PLATO—the Philosophy Learning and Teaching Organization affiliated with the University of Washington, Seattle (one of the leading forces for philosophy in schools in the USA)—and has been involved in bringing philosophical discussion into schools for over 25 years. She brings all this experience to (...) bear in this book. Before taking a good look at the book, I note that the publisher, Rowman & Littlefield, seems to have produced quite a few books in the philosophy in schools field recently, including Lone’s previous book 'The Philosophical Child', and a series edited by Tom Wartenberg. That a major publisher is interested in producing such books is a welcome sign indeed. (shrink)

Despite its invasive nature, specific consent for general anaesthesia is rarely sought—rather consent processes for associated procedures include explanation of risk/benefits. In adult intensive care, because no one can consent to treatments provided to incapacitated adults, standardised consent processes have not developed. In paediatric intensive care, despite the ready availability of those who can provide consent, no tradition of seeking it exists, arguably due to the specialty’s evolution from anaesthesia and adult intensive care. With the current Montgomery-related focus on consent, (...) this seems untenable. We undertook a qualitative study in a specialist children’s hospital colocated paediatric/neonatal intensive care (same medical team) in which parental acceptance of admission and entailed procedures is considered implied by virtue of that admission. Semistructured interviews were carried out with both staff and parents to investigate their views about consent, the current system and a proposedblanket consent system, in which parents actively consent at admission to routine procedures. Divergent views emerged: staff were worried that requiring consent at admission might prove a further emotional burden, whereas parents found providing consent a way of coping, feeling empowered and maintaining control. Inconsistencies were found in the way consent is obtained for your routine procedures. Practice does seem inconsistent with contemporary consent standards for medical intervention. Our findings support the introduction of a blanket consent system at admission together with ongoing bedside dialogue to ensure continuing consent. Both parents and staff expressed concern about avoiding possible harmful delays to children due to parental emotional overload and language difficulties. (shrink)

A series of experiments investigated the effect of speakers’ language, accent, and race on children’s social preferences. When presented with photographs and voice recordings of novel children, 5-year-old children chose to be friends with native speakers of their native language rather than foreign-language or foreign-accented speakers. These preferences were not exclusively due to the intelligibility of the speech, as children found the accented speech to be comprehensible, and did not make social distinctions between foreign-accented and foreign-language speakers. Finally, (...) children chose same-race children as friends when the target children were silent, but they chose other-race children with a native accent when accent was pitted against race. A control experiment provided evidence that children’s privileging of accent over race was not due to the relative familiarity of each dimension. The results, discussed in an evolutionary framework, suggest that children preferentially evaluate others along dimensions that distinguished social groups in prehistoric human societies. (shrink)

Discussing the meaning of childhood, friendship, justice and fairness, happiness, and death, Jana Mohr Lone considers how listening to children’s ideas can expand our thinking about societal issues and deepen our respect for children’s perspectives.

Researchers are increasingly interested in the impact of philosophical dialogues with children. Studies have shown that this approach helps realise dialogic ideals in learning environments and that Philosophy with Children significantly impacts children’s cognitive and social skills. However, other aspects of this approach have attracted less attention – for example, given the focus on children’s thinking, voices and perspectives in Philosophy with Children, surprisingly few studies have examined how children experience philosophical dialogues. The aim of this study was (...) to help fill this research gap by describing how children perceived a week of online philosophical dialogues. We conducted 58 dialogues in emergency teaching during the COVID-19 lockdown in Denmark and asked the children questions about their experiences of the dialogues – for instance, about their overall impressions, their perceptions of meaning and the facilitators, and their sense of community. We found that the children generally enjoyed the dialogues and understood their rationale even though the rationale had not been explicitly discussed with them. We also found that the children’s opinions were diverse and complex, that some of their descriptions were surprising and that their experiences, in general, matched influential descriptions of dialogic teaching ideals. Our findings confirm that it is important to examine children’s perspectives; therefore, we emphasise the need for further attention to the experiences of children participating in philosophical dialogues. (shrink)

Young children are prolific question-askers. The growing ubiquity of voice interfaces (e.g., Apple’s Siri, Amazon’s Alexa), as well as the availability of voice input in search fields, now make it possible for children to ask questions via Internet search when they are able to speak clearly, but before they have learned to read and write, typically between 3 and 6 years of age. The prevalence of voice search makes it important to understand children’s changing conceptions of (...) digital devices as a source of information and the role of technology-mediated question-asking in development. While limited research has focused on young children's use of voice interfaces, reviewing two related bodies of literature sheds light on how this use might unfold. This paper brings together studies of how children look for information, and of how they perceive and understand the informational and social roles of technology, drawing on human-computer interaction research. We conclude by highlighting lines of questioning for future work on younger children’s interaction through voice search. (shrink)

The essay proposes that children should not participate in custody proceedings because they lack a place in the public world, a concept which was developed by Arendt and which I elaborate on the basis of her writings. Arendt’s concepts of place in the world and of childhood are correlated, polar ethical concepts. ‘Place in the world’ as described by Arendt combines commitment to worldbuilding as a collaborative enterprise, relations of mutual-recognition among equal co-builders of the public world, an inviolable place (...) in public and private realms, and self-disclosure through the staging of public appearances. We should recognize children as rightful participants in divorce proceedings when we are ready to treat them as occupants of place in the world, split between public and private realms and corresponding public and private voices. Recent practices of children’s participation undermine the intimate realm of childhood as well as the public world. (shrink)

What challenges does the political participation of children pose to the Philosophy of Childhood? What challenges does the Philosophy of Childhood pose to children's political participation? This text is inspired by the idea that “research is not about enumerating situations, but making researchers lose their sleep”. It is divided into two distinct parts. In the first, we introduce the theoretical framework that orients our research group and our work with children in the philosophical research community. We posit a link between (...) listening to children's voices, the conditions of listening, and the location of their political participation in public space. The second part is comprised of a creative illustrated narrative in the form of a dialogue. From the coast of what could be called the territory of political participation, two characters - Sentinel and Walker - discuss the waves of children that crash onto the territory. To what extent does creating space and time for listening to children open polyphonic movements and enable the construction of new forms of polis: poly(s)phonies? In what ways does the Philosophy of Childhood challenge itself in the creation of poly(s)phonies where the participation of children sets the tone? In what ways does the Philosophy of Childhood in turn challenge us to create poly(s)phonies? (shrink)

The United Nations Convention on the Rights of the Child sets out the rights to which all children should have access. Included in the Convention is children’s right to participate and have a say in matters affecting them. This right is equally applicable within a research context as it is in children’s everyday lives. This desk-top study reviews published ethics guidelines and university ethics documents associated with research involving children in school contexts, to determine the presence of (...) class='Hi'>children’s participation rights. It draws attention to how growing understandings of children’s participation rights, and the ethical issues associated with these, are inadequately encompassed within ethics guidelines and documents. (shrink)

Poor nutrition habits have been reported in the childcare setting. While the literature advocates the need to carry out ‘Voice of the Child’ research, few studies have explored this methodology with regard to children and food, in particular in the pre-school setting. This article aims to outline the ethical issues raised by a research ethics committee and to discuss the impact of these issues on a study that hoped to determine the food perceptions of children (aged three to four (...) years) within an ongoing nutrition and lifestyle pre-school project in Ireland. Ethical approval was granted for this study but only upon the clarification of two aspects: that only hedonic symbols previously used in the literature could be included in the study; and that parental consent be obtained from both parents of each child. Children were shown food pictures and asked to use the hedonic symbols to answer questions posed to them on the food. Owing to the ethical constraints imposed by the requirement for two-parent consent, seven children, from a potential sample of 85, were eligible to partake in the study. These children did not seem to understand the hedonic symbols recommended for use by the ethics committee, therefore preventing the collection of in-depth qualitative data. The ethical constraints placed on this study impacted on both its design and its methodology and are discussed in relation to national and international ethical guidance and legislation. Future research with children regarding food choice must balance the need for strict ethical standards with the need to explore children’s views on this subject. (shrink)

The development and implementation of prenataldiagnosis has changed the experience of pregnancy for many women. How women make decisions about prenatal diagnosis PD is an important question that challenges us both individually and as a community. The questionof care is central to many women's decision-making process. How much care a child will require, how much care a woman feels confident to provide, and the level of care available for children with genetic conditionsand families from their communities all impact on women's (...) decisions to undertake prenatal diagnosis as well as how to use the information available from testing. Interviews with women making these decisions explored, among otherthings, the role that caring and access to care played in women's ethical deliberations. Before PD can widen women's reproductive choices and counter criticisms that its use is eugenically oriented, the central role that provision of, and access to, care holds for participants in PD programmes must be acknowledged and addressed. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:216 Feminist Studies 46, no. 1. © 2020 by Feminist Studies, Inc. Sealing Cheng Pikachu’s Tears: Children’s Perspectives on Violence in Hong Kong How do children experience the sudden onset of massive unrest, violence, and police brutality? It has been difficult even for many adults to process how Hong Kong—a cosmopolitan city known for its stability and low crime rate—descended overnight, on June 12, 2019, into tear gas (...) and violent confrontations. What began as a mass protest against amendments to a bill that would have facilitated the extradition of fugitives in Hong Kong to mainland China for trial turned into a protracted struggle for universal suffrage and investigations into police brutality. In the process, countless scenes of excessive police violence against protestors have challenged any dichotomous, black-and-white worldview of good cop/bad criminal; the geography and tempo of the city have been remade by protests, crackdowns, and transportation shutdowns; and social and familial tensions and divisions about the source of the violence have plagued the routines of everyday life. Children, like adults, have to find new ways of being and becoming in the city during this political upheaval. Their existential liminality, however, provides children with a unique perspective from which to sense, experience, and engage with the volatility around them. Careful listening allows children’s “small voices” to speak to “big issues.”1 1. Allison James, “Giving Voice to Children’s Voices: Practices and Problems, Pitfalls and Potentials,” American Anthropologist 109, no. 2 (2007): 261–72. Sealing Cheng 217 Unmooring children from “the restrictive and constricting frameworks of innocence and/or victimhood” with “incomplete moral and social personhood,” Karen Lury analyzed the child as a version of Berlant’s “infantile citizen,” whose “‘stubborn naïveté’ gives her/him enormous power to unsettle, expose, and reframe the machinery of national life.”2 I offer reflections below as an observer of the ways my children participate in their changing world as socio-moral beings. I write as a mother who searches for her own ethical anchor with and through my children in a collective project of engaging with our fears, hopes, and possibilities. “Will the Government Talk to Us?” I am a mother of two girls, ages six and nine. My daughters usually want to go swimming on Sundays, but since June 9, 2019, our family has instead spent many Sundays at marches and protests against the anti-extradition law and police brutality, reiterating the “five demands” of the movement. Our family has participated in protest marches before, but the prospect of walking in a crowd through the city streets for hours in the summer heat—rather than swimming in the pool—was highly unappealing to my kids. I had to explain to them why it was important. I said that if amendments to the Extradition Law passed, we could be accused of committing a crime under mainland Chinese laws, and we would lose our rights to do many of the things we had taken for granted. As an example, I explained that they would not be allowed to watch Winnie the Pooh again because President Xi did not like that people likened him to the cute bear. My daughters found it puzzling why anyone would object to such an innocuous comparison. I also said that if the law passed, we might no longer be free to say the words “8964” commemorating the June 4, 1989, Massacre on Tiananmen Square. (While these changes might not really happen, they speak to Hongkongers’ utter distrust of the judicial system in China.) I explained to my daughters that we needed to tell Chief Executive Carrie Lam and her government that we did not want this law passed. They agreed. 2. Karen Lury, “Children in an Open World: Mobility as Ontology in New Iranian and Turkish Cinema,” Feminist Theory 11, no. 3 (2010): 284; Lauren Berlant, The Queen of America Goes to Washington City: Essays of Sex and Citizenship (Durham, NC: Duke University Press, 1997), 29, quoted in Lury, “Children in an Open World,” 284–5. 218 Sealing Cheng When we joined our first anti-extradition march toward the government headquarters on June 9, we were among one million people who... (shrink)

This paper investigates critically the approaches to picturebooks as used in the history of philosophy for children movement. Our concern with picturebooks rests mainly on Morteza Khosronejad's broader criticism that children's literature has been treated instrumentally by early founders of P4C, the consequence of which is abolishing the independent voice of this literature. As such it demands that we scrutinize the position of children's literature in the history of this educational program, as well as other genres and forms, including (...) picturebooks as a highly valued artistic-literary form to educationalists. In our inquiry, we probe, therefore, the transition of approaches to picturebooks concomitantly with the investigation of the transition of approaches to children's literature. This research evinces that some later scholars and practitioners of P4C have departed significantly not only from Lipman's approach to children's literature and picturebooks, but also from his conceptualization of childhood and philosophy for children. Meanwhile, it demonstrates that in spite of P4C scholars' taking effective steps to address children's literature in general and picturebooks in particular, there are some steps for them to take in order to fully recognize this literature as an independent branch of knowledge and picturebooks as artistic-literary unique works. While revealing the limitations and paradoxes that P4C scholars continue to deal with, in this article, we see Khosronejad's earlier idea as a suggestion to overcome the instrumentalization of children's literature and picturebooks in P4C. Fundamental dialogue with children's literature theorists particularly those of picturebooks will open new horizons to the realization of our suggestion. (shrink)

International research guidance has shifted towards an increasingly proactive inclusion of children and adolescents in health research in recognition of the need for more evidence-based treatment. Strong calls have been made for the active involvement of children and adolescents in developing research proposals and policies, including in decision-making about research participation. Much evidence and debate on this topic has focused on high-income settings, while the greatest health burdens and research gaps occur in low-middle income countries, highlighting the need to take (...) account of voices from more diverse contexts. Between January and March 2014, 56 community representatives and secondary school students were involved in eight group discussions to explore views on the acceptability of involving children and adolescents in research, and how these groups should be involved in decision-making about their own participation. Discussions were voice-recorded and transcriptions analyzed using Framework Analysis, combining deductive and inductive approaches. Across these discussions, the idea of involving children and adolescents in decision-making about research participation was strongly supported given similar levels of responsibility carried in everyday life; existing capacity that should be recognized; the opportunity for learning involved; varying levels of parental control; and generational shifts towards greater understanding of science for adolescents than their parents. Joint decision-making processes were supported for older children and adolescents, with parental control influenced by perceptions of the risks involved in participation. Moves towards more active involvement of children and adolescents in planning studies and in making decisions about their participation are supported by these findings from Kenya. Important emerging considerations include the need to take account of the nature of proposed studies and prevailing attitudes and understanding of research in identifying children’s and adolescents’ roles. More research is needed to expand diversity and develop approaches to joint assent and consent processes that would fairly represent children’s and adolescents’ wishes and interests, towards their long term benefit. (shrink)

Panagiotis Kanellopoulos explores children's talk about musical thinking through the study of their reflections on their own improvised music. He accepts the possibility that children's discourse on music is the beginning of their philosophizing about music, an idea that is related to the larger issue of how to develop a music education perspective that gives voice to the learners and welcomes experimentation, constantly questioning the assumptions we bring as music educators. Based on particular examples of discussions with eight-year old (...) children he explores the development of their discourse, interpreting the meaning of their thinking, and illustrating how they put forward issues that although they begin from concrete particulars point to issues usually confined to abstract philosophical concerns. Children's reflective potential as well as their particular views has important educational implications. Discussions with the children about their work highlight interpretation and meaning-formation at the center of their experience as artists. And musical improvisation emerges as a source of genuine musical experiences and a core means for the creation of communities of practice, dialogue, and reflection. (shrink)

Although there is much interest in the development of prosocial behaviour in young children, and many interventions that attempt to cultivate kindness in children, there is a paucity of research exploring children’s lived experiences of kindness and including their voices. In this study, children’s understanding of kindness is approached through qualitative interviews using puppets. Interviews were conducted with 33 children aged 5-6 years in 3 schools in the United Kingdom. Through thematic analysis, 4 themes were developed: doing things (...) for others, relating with others, rules and values, and kindness affects us. These themes are examined in light of current thinking on prosocial and sociomoral development, and several key insights are highlighted, including types of prosocial behaviour, social connection, kindness-by-omission and defending, in-group bias, universal kindness versus personal safety, self-image, and a desire to improve the condition of society. These findings have implications for future research on prosocial development and for the design of kindness-based interventions, as well as providing an ecologically valid method of inquiry for use with young children. (shrink)

There has been a marked increase in the active involvement of children and young people in social research. This move is underpinned by rights based arguments that children and young people should have a voice, and that this voice should be listened to. However, concerns have been raised about the appropriateness of children’s and young people’s rights and participation in research. This is primarily due to queries over whether they have enough capacity to enact the individual agency (...) required to be rights holders and participate in research. In addition, a focus on their inherent vulnerability continues to be a key feature of research ethics protocols. In this paper I argue that both capacity and vulnerability should be seen as socially produced, meaning that the scope for capacity to be increased and vulnerability decreased also lies within the social. I draw from notions of relational autonomy or ‘associational presence’ to argue that what children and young people need to be active participants in research is the creation of spaces within which relational agency can be nurtured and sustained. Such techniques and values are found in participatory research approaches and can be used to create such emancipatory environments. (shrink)

Existing evidence suggests that children from around the age of 8 years strategically alter their public image in accordance with known values and preferences of peers, through the self-descriptive information they convey. However, an important but neglected aspect of this 'self-presentation' is the medium through which such information is communicated: the voice itself. The present study explored peer audience effects on children's vocal productions. Fifty-six children (26 females, aged 8-10 years) were presented with vignettes where a fictional child, matched (...) to the participant's age and sex, is trying to make friends with a group of same-sex peers with stereotypically masculine or feminine interests (rugby and ballet, respectively). Participants were asked to impersonate the child in that situation and, as the child, to read out loud masculine, feminine and gender-neutral self-descriptive statements to these hypothetical audiences. They also had to decide which of those self-descriptive statements would be most helpful for making friends. In line with previous research, boys and girls preferentially selected masculine or feminine self-descriptive statements depending on the audience interests. Crucially, acoustic analyses of fundamental frequency and formant frequency spacing revealed that children also spontaneously altered their vocal productions: they feminized their voices when speaking to members of the ballet club, while they masculinized their voices when speaking to members of the rugby club. Both sexes also feminized their voices when uttering feminine sentences, compared to when uttering masculine and gender-neutral sentences. Implications for the hitherto neglected role of acoustic qualities of children's vocal behaviour in peer interactions are discussed. This article is part of the theme issue 'Voice modulation: from origin and mechanism to social impact (Part II)'. (shrink)

While some argue that the only way to make a place for Philosophy for Children in today's strict, standardised classroom is to measure its efficacy in promoting reasoning, we believe that this must be avoided in order to safeguard what is truly unique in P4C dialogue. When P4C acquiesces to the very same quantitative measures that define the rest of learning, then the philosophical dimension drops out and P4C becomes yet another progressive curriculum and pedagogy for enhancing argumentation skills that (...) can easily be appropriated by any content area. What we want to offer in this article is a reevaluation of P4C that remains faithful to a radical kernel that we find when we do philosophy with children and young adults. To theorise the potential for P4C, we draw heavily on Agamben's work, and in particular his reflections on speech and infancy. We propose that the redemption of P4C necessitates a shift from a community of inquiry to a community of infancy. Such a community is not a community that operates according to predefined rules or standardised assessment protocols but rather is an inoperative community that is defined by letting ends idle. On our account, a community of infancy is an example of dialogic studious play that is neither ritual nor just play, thus avoiding the extreme polarities of the ritualised classrooms of high-stakes testing and the ‘ludic’ postmodern classroom of free play. What is at stake here is to preserve the last vestige of freedom within the school. (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)

In the early 1970s Japan witnessed the emergence of a new women's liberation movement that put forward an unprecedented gendered critique of Japanese post-war society. Known as ūman ribu (woman lib) or simply ribu (lib), this movement appeared at a historical time when the numerical increase in cases of mothers who killed their own children prompted the news media to describe maternal filicide as a dramatic social phenomenon. This article explores ribu's engagement with the increased public visibility of mothers who (...) kill. It contends that the solidarity and support the movement demonstrated for these criminalised mothers radically challenged idealised notions of motherhood, maternal love and the sanctity of the mother—child bond, and deeply questioned the post-war nuclear family as the cornerstone of society. The article investigates the revolutionary potential of ribu's preoccupation with murderous mothers by framing it in the context of the movement's call for consciousness transformation and for the pursuance of a more genuine relationality, and it gestures towards an understanding of what might be at stake in reading maternal filicide through the interpretative grid of a revolutionary agenda. (shrink)

This paper asks whether adult children have aduty of justice to act as caregivers for theirfrail, elderly parents. I begin (Sections I.and II.) by locating the historical reasons whyrelationships within families were not thoughtto raise issues of justice. I argue that thesereasons are misguided. The paper next presentsspecific examples showing the relevance ofjustice to family relationships. I point outthat in the United States today, the burden ofcaregiving for dependent parents fallsdisproportionately on women (Sections III. andIV.). The paper goes on to (...) use Rawls''theoretical tool of the veil of ignorance toargue that caring for parents should not belinked to a person''s sex and more generally,that there is no duty of justice to assume therole of caregiver for dependent parents(Sections V.). Although justice does notprovide the moral foundations for parent care,I show that it nonetheless places importantlimits on the instinct to care. I concludethat the voice of justice should be audible,and is intrinsically present, withinfamilies. (shrink)

Classical conceptual distinctions in philosophy of education assume an individualistic subjectivity and hide the learning that can take place in the space between child and adult. Grounded in two examples from experience I develop the argument that adults often put metaphorical sticks in their ears in their educational encounters with children. Hearers’ prejudices cause them to miss out on knowledge offered by the child, but not heard by the adult. This has to do with how adults view education, knowledge, as (...) much as child, and is even more extreme when child is also black. The idea is what Miranda Fricker calls ‘epistemic injustice’ which occurs when someone is wronged specifically in their capacity as a knower. Although her work concerns gender and race, I extrapolate her radical ideas to child. Awareness of the epistemic injustice that is done to children and my proposal for increased epistemic modesty and epistemic equality could help transform pedagogical spaces to include child subjects as educators. A way forward is suggested that involves ‘cracking’ the concept of child and a different non-individualised conception of education. (shrink)

Traditionally, physicians and parents made decisions about children’s health care based on western practices. More recently, with legal and ethical development of informed consent and recognition for decision making, children are becoming active participants in their care. The extent to which this is happening is however blurred by lack of clarity about what children — of diverse levels of cognitive development — are capable of understanding. Moreover, when there are multiple surrogate decision makers, parental and professional conflict can arise (...) concerning children’s ‘best interest’. Giving children a voice and offering choice promotes their dignity and quality of life. Nevertheless, it also presents with many challenges. Case studies using pseudonyms and changed situational identities are used in this article to illuminate the complexity of ethical challenges facing nurses in end-of-life care with children and families. (shrink)

The impact of domestic violence and abuse is far reaching not least in terms of both the immediate and longer term physical and mental wellbeing of those who have experienced abuse. DVA also exerts a considerable detrimental impact on the wider family including children. While professional perspectives of working with DVA survivors is increasingly well documented, there remains a paucity of accounts of encounters with healthcare services and/or healthcare professionals from survivors of DVA themselves. A central aim of this study (...) was the exploration of women’s experiences of healthcare encounters told purely as personal narrative rather than framed in more traditional research terms. The focus of this paper therefore is unedited personal stories of encounters with healthcare professionals. The position of narrative as research method and the presentation of narratives in this particular instance are also considered. (shrink)

One area in which children’s rights are rarely considered in the USA is that of autonomy over their bodies. This right is routinely ignored in the arena of health care decision making. Children are routinely excluded from expressing their opinions involving medical decisions that affect them. This article discusses the complex reasons why children’s voices are typically not heard in the USA, the consequences of their disempowerment, and the ethical obligations of health care providers to advocate for the (...) rights of children, even in the absence of a legal mandate to do so. (shrink)

This article provides a philosophical analysis of a putative right of the child to have their expressed views considered in matters that affect them. Article 12 of the United Nations Convention on the Rights of the Child 1989 is an influential and interesting statement of that right. The article shows that the child’s ‘right to a voice’ is complex. Its complexity lies in the problem of contrasting an adult’s normative power of choice with a child’s weighted views, in the (...) various senses in which we might consider the child’s views, and in the questions of how to weight those views and how their weighting makes a practical difference in coming to a decision. In so doing we criticise other accounts that simply regard a child’s views as having consultative value. We also make better sense of how we might weight a child’s views. The philosophical issues addressed in the article carry implications for how we might understand Article 12 that are not satisfactorily identified and addressed in the voluminous literature on Article 12 within childhood studies. These issues also have implications for how we might understand the distinction between adults and children in respect of powers of personal choice. We conclude by emphasising the importance and value of the right that Article 12 seeks to formally identify. (shrink)

At 14 months, children appear to struggle to apply their fairly well-developed speech perception abilities to learning similar sounding words (e.g., bih/dih; Stager & Werker, 1997). However, variability in nonphonetic aspects of the training stimuli seems to aid word learning at this age. Extant theories of early word learning cannot account for this benefit of variability. We offer a simple explanation for this range of effects based on associative learning. Simulations suggest that if infants encode both noncontrastive information (e.g., cues (...) to speaker voice) and meaningful linguistic cues (e.g., place of articulation or voicing), then associative learning mechanisms predict these variability effects in early word learning. Crucially, this means that despite the importance of task variables in predicting performance, this body of work shows that phonological categories are still developing at this age, and that the structure of noninformative cues has critical influences on word learning abilities. (shrink)

Packed with ideas designed to help children learn to sing, this booklet offers criteria for selecting songs, strategies to bring out the best in children's voices, and suggestions for games, ideas, and resources.

Since the turn of the millennium, a new phenomenon has arisen on the global stage, as girls have increasingly begun to raise their voices. In an effort to achieve new philosophical understandings of contemporary childhoods in a post-truth era, the present article examines this Girl Rising movement from an existential perspective. In doing so, the article aims to problematise children’s right to be heard and listened to, as enshrined in Article 12 of the Convention on the Rights of the (...) Child. More specifically, the article explores children as rights-holders and their rights-subject position and how these positions are supported (or not) by adults in different ways. Throughout the analysis, Greta Thunberg is used as a case study to illustrate the phenomenon under study. This new movement highlights children’s right to be heard as a valuable right. The defence of this view relies on the claim that at the heart of adult’s acknowledgement lies the uniqueness of each child and the implications of this uniqueness. Taking into consideration the realisation of children’s rights, powerful stakeholders who seek to silence children’s voices are also identified, as are worldwide adult acknowledgements intended to empower girls to exist ‘in’ and ‘with’ the world in a ‘grown-up’ way. (shrink)

This rich and diverse collection offers a range of perspectives and practices of Philosophy for Children (P4C). P4C has become a significant educational and philosophical movement with growing impact on schools and educational policy. Its community of inquiry pedagogy has been taken up in community, adult, higher, further and informal educational settings around the world. The internationally sourced chapters offer research findings as well as insights into debates provoked by bringing children’s voices into moral and political arenas and to (...) philosophy and the broader educational issues this raises, for example: historical perspectives on the field; democratic participation and epistemic, pedagogical and political relationships; philosophy as a subject and philosophy as a practice; philosophical teaching across the curriculum; embodied enquiry, emotions and space; knowledge, truth and philosophical progress; resources and texts for philosophical inquiry; ethos and values of P4C practice and research. The Routledge International Handbook of Philosophy for Children will spark new discussions and identify emerging questions and themes in this diverse and controversial field. It is an accessible, engaging and provocative read for all students, researchers, academics and educators who have an interest in Philosophy for Children, its educational philosophy and its pedagogy. (shrink)