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This book examines the ways in which ideas about children, childhood and Ireland changed together in Irish Protestant writing of the seventeenth and eighteenth centuries. It focuses on different varieties of the child found in the work of a range of Irish Protestant writers, theologians, philosophers, educationalists, politicians and parents from the early seventeenth century up to the outbreak of the 1798 Rebellion. The book is structured around a detailed examination of six 'versions' of the child: the evil child, the vulnerable/innocent child, the political child, the believing child, the enlightened child, and the freakish child. It traces these versions across a wide range of genres (fiction, sermons, political pamphlets, letters, educational treatises, histories, catechisms and children's bibles), showing how concepts of childhood related to debates about Irish nationality, politics and history across these two centuries.
This collection brings together scholars from disciplines including Children's Literature, Classics, and History to develop fresh approaches to children's culture and the uses of the past. It charts the significance of historical episodes and characters during the long nineteenth-century (1750-1914), a critical period in children's culture. Boys and girls across social classes often experienced different pasts simultaneously, for purposes of amusement and instruction. The book highlights an active and shifting market in history for children, and reveals how children were actively involved in consuming and repackaging the past: from playing with historically themed toys and games to performing in plays and pageants. Each chapter reconstructs encounters across different media, uncovering the cultural work done by particular pasts and exposing the key role of playfulness in the British historical imagination.
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This book rigorously investigates the contemporary state of children's rights and the multifaceted challenges facing children, uncovering the complexities at their core. In 1989, the United Nations introduced the Convention on the Rights of the Child (CRC), ratified by 196 nations, promising a world where children's rights would reign supreme. In practice, however, realising these rights proves intricate and often precarious. Policies may shine on paper, but their implementation grapples with the challenges posed by global governance structures, national strategies, and local factors. Over three decades since the CRC's inception, this book scrutinises the true efficacy of international commitments, shedding light on underexplored issues and revealing shortcomings in both discourse and actions. With diverse, interdisciplinary perspectives, it recognises the profound influence of global and transnational forces in generating outcomes that impact children's rights and welfare.
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This topical book, now available in paperback, comprehensively draws together diverse perspectives from key leaders in the field to address critical issues for children in relation to their rights, welfare and protection at a critical time in Ireland. The broad array of chapters addresses the changing and complex landscape of policy, practice and law. It discusses the politics of children's rights, the impact of child abuse within the Catholic Church, diverse approaches to service delivery and professional practice, the media and representations of child protection practice and the relationship between research evidence and practice. It offers a critique of governance in children's services and identifies key barriers to fundamental progress in the area of children's rights and the protection of children. This original book fills a gap in publications in this area in Ireland. It is vital reading for academics, practitioners, managers, students and policy-makers, as well as being accessible to individuals with a broad interest in child welfare and protection.
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This is the first book-length history of the classic French children's author, the comtesse de Ségur. Virtually unknown in the English-speaking world, in France Ségur is a national icon and a cultural phenomenon. Generations of children have grown up reading her stories. This book combines a discussion of her life, her works, and their reception with a broader analysis of the cultural context of the mid-nineteenth century. It offers a unique insight into the political engagement of Catholic women through the medium of children's literature and education, and brings out new aspects of the history of publishing aimed at children, with particular reference to the market for books for girls. With its lively subject matter and accessible style, this book will appeal not only to scholars of nineteenth-century France, but also to specialists and students interested in the fields of children's literature, gender studies, and religious history. ;
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Tiger Asks Why?Theo and his cuddly toy Tiger are the very best of friends. They do everything together: Eating breakfast, getting dressed, going to kindergarten, playing, and reading. And Tiger has a question about everything: Why do we have to get up? Why are the other children allowed to play, too? And why does Theo have to brush his teeth? How good that Theo knows so much! And why do Theo and Tiger actually love each other so much? That's why!Julia Boehme lovingly narrates a story that humorously plays with children’s curiosity, atmospherically illustrated in a funny picture book that is very close to children's everyday lives,. About the special relationship between child and cuddly toy, Theo’s thirst for knowledge and questions children think about.
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Wim the Raccoon is a happy guy; he lives in the forest with Hector the Hare, and they have a great time together. But then Wim changes. He becomes sad and gloomy, and Hector doesn’t know what’s wrong with him. The hare goes to look for help and meets Dr Owl, an expert in invisible illnesses. With Dr Owl’s help, Wim the Raccoon starts to enjoy life again. This book explains to children and their parents different mental illnesses, how to recognize them, and how and where to get help. As well as important information, the children’s book also provides practical tasks and exercises. For:• children of primary school age(between 6 and 12) who come intocontact with a mental disorder andtheir parents• relatives and therapists
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Ten-year-old Emma has cancer and is undergoing her first days in hospital. There are many feelings connected with this: she is worried about the treatment and misses home. Because she can’t go to a friend’s birthday party, she feels increasingly lonely. A conflict occurs with her roommate, but this resolves into a friendship. The two of them talk about their problems and are able to help each other. They start to make life on the children’s cancer ward as pleasant as possible. This book aims to help children affected by cancer to cope with their worries and feelings. It shows the children that they are not alone and that others are having a similar experience to theirs. For:• children of elementary school age(between 6 and 12 years) who havecancer• parents and relatives• therapists
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