Child development

Psychological Empowerment: Issues and Illustration

The thesis of this paper is that the development of a universal and global measure of psychological empowerment may not be a feasible or appropriate goal. It begins by distinguishing between empowerment processes and outcomes. Underlying assumptions are discussed including the notion that empowerment differs across people, contexts, and times. A nomological network that includes…

Publication year: 1995
Content Type: Academic paper

Children’s Experience of the Physical Environment in Poor Urban Settlements and the Implications for Policy, Planning and Practice

This paper describes how children’s needs are routinely ignored or misunderstood by urban development policy, plans and practice – and the very high costs this brings for them in terms of ill-health, injury, premature death and impaired physical, mental and social development. For instance, provision for water, sanitation and housing often fails to address the…

Publication year: 1999
Content Type: Academic paper

Landscape as Playscape: The Effects of Natural Environments on Children’s Play and Motor Development

This study investigated the impacts of playing in a natural environment on motor development in children. A quasi-experimental study was conducted on five-, six-, and seven-year old children with an experimental group playing in a natural environment and a control group playing in a more traditional playground. When provided with a natural landscape in which…

Publication year: 2004
Content Type: Academic paper

Qualitative Research on Children’s Play: A Review of Recent Literature

This book chapter is a review of the recent, English-language qualitative research on children’s play. It focuses on the place play has in children’s experience and giving sense to the world. Thus, it will leave aside the large and important body of research on the effect or outcomes (benefits and possible harmful consequences) of play…

Publication year: 2007
Content Type: Book

Children’s Play, Well-Being and Involvement: How Children Play Indoors and Outdoors in Norwegian Early Childhood Education and Care Institutions

In this article, we report on a Norwegian study exploring the relationship between children’s play, well-being, and involvement, and identify how children play in indoor and outdoor environments at their early childhood education and care (ECEC) institution. In this quantitative study, structured video observations (960 two-minutes sequences) of 80 free play sessions (indoors and outdoors)…

Publication year: 2019
Content Type: Academic paper

Listen to Me: Protecting the Development of Young Children in Armed Conflict

Young children do experience violence, they do try to understand it, and they do remember it. We must pay attention to their reactions to these experiences. We must learn to comprehend the meaning of violence for young children especially when they lack critical language skills which help them to organize their perceptions and express their…

Publication year: 1998
Content Type: Report

Restorative Experience, Self-Regulation, and Children’s Place Preferences

We examined the role of restorative experience and self-regulation in the formation of place preferences by Finnish children. Girls and boys aged 8-9 or 12-13 and living in downtown Tampere or Helsinki answered open- and closed-ended questions in a structured interview. One or both parents completed a questionnaire. We did not find statistically significant associations…

Publication year: 2002
Content Type: Academic paper

Cultural Variations in the Play of Toddlers

The present study examines differences in the social play of toddlers from four communities. Fourteen children, between the ages of 12 and 24 months, from four cultural communities (San Pedro, Guatemala; Kecioren, Turkey; Dhol-Ki-Patti, India; Salt Lake City, United States) participated in the study. This paper is based on an analysis of data from a…

Publication year: 2000
Content Type: Academic paper

Play as Children See It

The first section considers studies that ask children the seemingly simple question: What happens when you go to school? Of interest is whether play enters into children’s school scripts and, if it does, where it goes. Do children’s responses reveal their emotional and motivational judgments of schools and, if so, how are these judgments expressed?…

Publication year: 2006
Content Type: Book

A Future for the World’s Children? A Who–Unicef–Lancet Commission

In 2015, the world’s countries agreed on the Sustainable Development Goals (SDGs), yet nearly 5 years later, few countries have recorded much progress towards achieving them. This Commission presents the case for placing children, aged 0–18 years, at the centre of the SDGs: at the heart of the concept of sustainability and our shared human…

Publication year: 2020
Content Type: Report

Restoring Playfulness: Different Approaches to Assisting Children Who Are Psychologically Affected by War and Displacement

This book is divided into two parts. The first part provides an overview of key themes and issues related to refugee children including their experiences, the importance of culture, play, parenting and school for their recovery, the need for timely intervention and strategies to achieve maximum impact. The second part presents seven case studies conducted…

Publication year: 1996
Content Type: Book

Young Children’s Rights: Exploring Beliefs, Principles and Practice

This book examines how children’s rights as set out in the UNCRC applies to young children (0-8 years old). It discusses how to find a balance between children’s provision, protection and participation rights, especially when adults consider that they are looking out for a child’s ‘best interest’ they become overprotective and deny children their right…

Publication year: 2008
Content Type: Book

Play in Early Childhood

This book is written in Arabic and provides an overview of play theories as well as some examples of play and play provision in Lebanon.

Publication year: 2006
Content Type: Academic paper

Thematic Area: Child development

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