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'Doing Children's Geographies' provides a useful resource for all those embarking on research with young people. Drawing on reflections from original cutting-edge research undertaken across three continents, the book focuses on the challenges researchers face when working with children, youth and their families.

Armed conflicts continue to wreak havoc on children and families around the world with profound effects. In 2017, 420 million children—nearly one in five—were living in conflict-affected areas, an increase in 30 million from the previous year. The recent surge in war-induced migration, referred to as a \"global refugee crisis\" has made migration a highly politicized issue, with refugee populations and host countries facing unique challenges. We know from research related to asylum seeking families that it is vital to think about children and families in relation to what it means to stay together, what it means for parents to be separated from their children, and the kinds of everyday tensions that emerge in living in dangerous, insecure, and precarious circumstances. In Global Child, the authors draw on what they have learned through their collaborative undertakings, and highlight the unique features of participatory, arts-based, and socio-ecological approaches to studying war-affected children and families, demonstrating the collective strength as well as the limitations and ethical implications of such research. Building on work across the Global South and the Global North, this book aims to deepen an understanding of their tri-pillared approach, and the potential of this methodology for contributing to improved practices in working with war-affected children and their families.

This book is the first comprehensive history of the development of child study during the early part of the twentieth century. Most nineteenth-century scientists deemed children unsuitable subjects for study, and parents were hostile to the idea. But by 1935, the study of the child was a thriving scientific and professional field. Here, Alice Boardman Smuts shows how interrelated movements-social and scientific-combined to transform the study of the child. Drawing on nationwide archives and extensive interviews with child study pioneers, Smuts recounts the role of social reformers, philanthropists, and progressive scientists who established new institutions with new ways of studying children. Part history of science and part social history, this book describes a fascinating era when the normal child was studied for the first time, a child guidance movement emerged, and the newly created federal Children's Bureau conducted pathbreaking sociological studies of children.

The art and science of doing qualitative research involving children is the subject of this book. Elizabeth Graue and Daniel Walsh carefully discuss the research process, emphasizing the areas where work with children presents particular challenges.

Early Childhood Matters documents the rapid development of early years education and care from the late 1990s into the new millennium. It chronicles the unique contribution of the EPPE research to our understanding of the importance of pre-school. The Effective Pre-school and Primary Education (EPPE) project is the largest European study of the impact of early years education and care on children’s developmental outcomes. Through this ground-breaking project a team of internationally-recognised experts provide insights into how home learning environments interact with pre-school and primary school experiences to shape children’s progress. The findings of this fascinating project: provide new evidence of the importance of early childhood experiences show how these experiences influence children’s cognitive, social and behavioural development give new insights on the importance of early years education will be relevant to a wide audience who are interested in policy development, early years education and care, and ‘effectiveness’ research examine how the combined effects of pre-school, primary school and the family interact to shape children’s educational outcomes. This insightful book is essential reading for all those interested in innovative research methodology and policy development in early childhood education and care. It provides new evidence on good practice in early years settings and will have a wide appeal for students and those engaged in providing accredited courses of study at a range of levels in early childhood. Selected Contents: Chapter 1 Introduction: Why EPPE? Kathy Sylva and the EPPE Team Chapter 2 The EPPE settings in the context of English pre-schools Iram Siraj-Blatchford Chapter 3 The EPPE Research design: An educational effectiveness focus Pam Sammons Chapter 4 Why children, parents and home learning are important Edward Melhuish Chapter 5 Quality in Early Childhood settings Kathy Sylva Chapter 6 Does pre-school make a difference?: Results over the pre-school period (to aged 5) Pam Sammons Chapter 7 Do the benefits of pre-school last? Investigating pupil outcomes to the end of Key Stage 2 (aged 11) Pam Sammons Chapter 8 A focus on pedagogy: Case studies of effective practice Iram Siraj-Blatchford Chapter 9 Vulnerable children: Identifying children ‘at risk’ Brenda Taggart Chapter 10 A linked study: Effective Pre-school Provision in Northern Ireland Edward Melhuish Chapter 11 Making a difference: How research can inform policy Brenda Taggart Chapter 12 Re-thinking the evidence-base for Early Years policy and practice Kathy Sylva Glossary of terms Appendix 1 How children were assessed at different time points throughout the study Appendix 2 The Home Learning Environment at different time points Appendix 3 The EPPE Technical Papers Appendix 4 Social/behavioural dimensions at different time points (items associated with dimensions) Appendix 5 The Multiple Disadvantage Index Appendix 6 Results from analyses of pre-school effects compared with those of family income and parents’ employment status Kathy Sylva is Professor of Educational Psychology, University of Oxford. Edward Melhuish is Professor of Human Development, Birkbeck College, University of London. Pam Sammons is Professor of Education, University of Oxford. Iram Siraj-Blatchford is Professor of Education, Institute of Education, University of London. Brenda Taggart is Senior Research Officer, Institute of Education, University of London.

This volume focuses on emerging research and issues related to emotional and behavioral disorders (EBD).  Chapters include reports of original research and summaries of new and emerging research issues. Specific topics include bullying, technology-based self-monitoring, and issues around identifying evidence-based practice in EBD.