Improving outcomes for children living in poverty through home-school partnerships in the early years: final report

This project was commissioned by Save the Children to inform the planning of a long termprogramme of activities in West Dunbartonshire Council. Save the Children has identified in2008 the improvement of the educational experiences and life chances of children andyoung people living in severe poverty as one of its main objectives. As part of this initiative,this study was commissioned in March 2009, to identify the priority areas in relation to Savethe Children's future contribution in West Dunbartonshire to inform future interventions in thefield of home-school partnership that will improve educational outcomes for children living insevere and persistent poverty.This research was designed as a qualitative study aimed toreport on current initiatives and practice in relation to home-school partnerships and servicedelivery for the poorest families and to identify programming opportunities that could formpart of a long term collaborative programme of activities between West Dunbartonshire Council and Save the Children

Henri Temianka (Concert Programs)

This collection contains material pertaining to the life, career, and activities of Henri Temianka, violin virtuoso, conductor, music teacher, and author. Materials include correspondence, concert programs and flyers, music scores, photographs, and books.https://digitalcommons.chapman.edu/temianka_ephemera/1035/thumbnail.jp

Learning & Education: Young Children 0-8 Years

A report on early childhood education by Save the Children, used as a reference document by the ILOInternational Labour Organizationpublishe

Guía de buenas prácticas en educación inclusiva

Esta publicación ha sido realizada con el apoyo financiero de la Agencia Española de Cooperación Internacional para el Desarrollo (AECID), con cargo al Convenio “Promoción de la atención integral de los niños y las niñas de 5 a 12 años en el ámbito educativo y comunitario”.Bibliogr.: p. 186-188, 192-19

Resilience and well-being among children of migrant parents in South-East Asia

There has been little systematic empirical research on the well-being of children in transnational households in South-East Asia—a major sending region for contract migrants. This study uses survey data collected in 2008 from children aged 9, 10 and 11 and their caregivers in Indonesia, the Philippines, and Vietnam (N=1,498). Results indicate that while children of migrant parents, especially migrant mothers, are less likely to be happy compared to children in non-migrant households, greater resilience in child well-being is associated with longer durations of maternal absence. There is no evidence for a direct parental migration effect on school enjoyment and performance. The analyses highlight the sensitivity of results to the dimension of child well-being measured and who makes the assessment.Publisher PDFPeer reviewe

Balancing Autonomy Rights and Protection:Children’s Involvement in a Child Safety Online Project

Researchers who involve children in their research are faced with the challenge of choosing between differing theoretical approaches which can prioritise children’s autonomy rights or their ‘vulnerability’ and their need to be protected. Somewhat confusingly, ethical guidelines seem to reflect a combination of these approaches. Even when researchers have settled on their preferred approach, they may find that this then has to be modified in accordance with gatekeeper requirements. In the context of children’s involvement in a child safety online project, this paper highlights the difficulties encountered because of a tension between children’s autonomy rights, educational norms in a school setting and child protection concerns, and considers whether an appropriate balance was achieved

Caught in the cross fire: Children's right to education during conflict - the case of Nepal 1996-2006

The article focuses on the impact on children, schools and education during the 10year conflict in Nepal and raises questions for further research on schooling in the post-conflict era. The article is based on research undertaken as part of a British Council funded Higher Education Link. Focus group discussions and interviews were conducted with school children, parents, teachers and community leaders between 2004 and 2006 and draws on informal discussions and observations with NGOs and teachers in the post-conflict period, including NGOs visual methods to enable children's voices to be heard in the peace process. © 2012 National Children's Bureau and Blackwell Publishing Limited

Locating the place and meaning of physical activity in the lives of young people from low-income, lone-parent families

Background: In the United Kingdom (UK), it is predicted that economic cuts and a subsequent increase in child poverty will affect those already on the lowest incomes and, in particular, those living in lone-parent families. As a result, the informal pedagogic encounters within the family that contribute to the development of physical activity-related values, beliefs and dispositions from a very early age will be affected. Therefore, it is vital that we gain an understanding of the place and meaning of physical activity in the lives of young people, as well as the informal pedagogic practices and the socio-cultural forces that influence individual agency. Purpose: Based on Bourdieu's key concepts, this paper explores the interplay of structural conditions and personal agency with regard to physical activity in the lives of young people from low-income, lone-parent families. Methods: This study reports on the voices of 24 participants (aged 11–14) from low-income, lone-parent families in the West Midlands, UK. These participants were engaged in paired, semi-structured interviews to explore issues of personal agency by listening to how they reported on their present lives, past experiences and future possibilities with regard to physical activity. All corresponding interview data were analysed using analytical induction. Findings: This paper suggests that young people exhibited diminished desires to engage in activity due to structural constraints of time, parents' work commitments and a lack of transport that resulted in engagement in sedentary alternatives. Informal pedagogic practices within these families were restricted due to the associated structural conditions of living in a lone-parent family. As such, young people's choice to not seek out physical activities when at home reflected a ‘taste for necessity’ resulting from a lack of cultural and economic capital, placing restrictions on physical activity opportunities that stemmed from their family doxa. Conclusions: To succeed in fostering dispositions and opportunities to participate in physical activity, we must engage with young people from low-income, lone-parent families from an early age. Certainly though, further consideration of the informal pedagogic practices within, and the demands on, lone-parent families is required when designing any intervention or policy that seeks to enhance their current circumstances and provide opportunities for engagement in a variety of contexts