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Under the Fascist regime, young Italians amused themselves by practicing the war games of adulthood. Paper soldiers marched across board games set in the newly established empire of Italian East Africa. To reveal how these vicious lessons worked, this article examines three types of toys. It starts with the design and deployment of paper soldiers: Italian Alpinisti, Eritrean Ascari, and Somali Dubat. Next, a playbook for The Conquest of Abyssinia boardgame provides a guide to military conquest. Finally, I examine where these toys come from, revealing the financial structures that underpinned colonial propaganda for Fascist government projects. Ultimately, toys wrote scripts for adult violence in the colonies. [ABSTRACT FROM AUTHOR]

Organized youth sport has become a prominent activity in Western societies, one around which myriad families structure their daily lives. Despite its popularity, or rather because of it, youth sport is besotted with complex problems. One distinctive set of problems pertains to children's opportunities to benefit from engagement in sport. Such problems require a reflection on the conditions of justice. The goal of this paper is to explore ethical guidelines to make youth sport more just. The paper begins by characterizing childhood, youth, and youth sport. Then, it articulates considerations of justice in youth sport. Together, these sections provide a basis to formulate the general features of a just youth sport. What emerges is a vision of youth sport that the adults involved in it should emphasize and implement if their young charges, and youth sport, are to flourish, as well as a novel approach to formulating and justifying normative criteria to make youth sport more just. [ABSTRACT FROM AUTHOR]

Background: Neurodiversity is increasingly discussed in relation to autism research and practice. However, there is a lack of scholarship concerning the neurodevelopmental condition of Developmental Language Disorder (DLD) and the neurodiversity movement. While this movement may hold opportunities for the DLD community, the application of the concept of neurodiversity to DLD research and practice needs consideration, as DLD and autism have very different levels of public and professional awareness and understanding. Aims: In this article, we discuss what the concept of neurodiversity and the associated neurodiversity movement could mean for DLD research and practice. We aim to critique some assumptions that may arise from the application of neurodiversity principles (or assumed principles) to the field of DLD. Methods: This is a discussion paper, drawing on the personal experiences and reflections of the author team. Main Contributions: We make the case for why DLD should be included in discussions about neurodivergence and outline considerations for doing so, and why some issues and applications may be particular to DLD. We outline points of similarity and contrast with autism in relation to our understanding of neurodiversity. We consider the issues around diagnosis and terminology and urge practitioners to continue to diagnose DLD using currently agreed terminology, so as not to undermine recent awareness efforts. We note that a neurodiversity‐informed perspective challenges us to offer interventions that operate at the level of our environments, not just at the level of an individual. Indeed, neurodiversity offers a platform to argue for better rights and more inclusive spaces in mental health settings, education and work for children and adults with DLD. Conclusions: DLD should be considered from a neurodiversity‐informed perspective, and it is our hope that this will lead to neurodiversity‐affirming practice that will afford young people with DLD better understanding from members of the public and the professionals who work with them. Further work is needed to better support children, young people and adults with DLD to have a voice in the neurodiversity movement. WHAT THIS PAPER ADDS: What is already known on the subject: Neurodiversity approaches are increasingly being taken up in research and practice in relation to autism, meaning that our understanding of autism and how autistic people are supported is increasingly drawing on the principles of neurodiversity. However, autism is not the only neurodivergent population. Developmental Language Disorder (DLD) is another neurodevelopmental condition; however, relative to autism, DLD has lower awareness amongst professionals and the public. There has been no scholarship that has examined DLD through the lens of neurodiversity, or considered the application of neurodiversity‐affirming approaches to DLD. What this paper adds to existing knowledge: In this paper, we examine what the neurodiversity movement means for DLD research and practice. In particular, we consider what neurodiversity in the field of autism might teach us about the application of neurodiversity in the field of DLD, and highlight where we believe there are important differences between the two populations. We reflect on what neurodiversity means for intervention, diagnosis, terminology and championing the need for accessibility, especially with regard to mental health support, education and employment. What are the potential or actual clinical implications of this work?: Neurodiversity highlights the need to consider interventions at the level of an individual's environment (e.g., how can we make this space more inclusive?) as well as interventions operating at the level of the individual themselves (e.g., interventions focusing on an individual's language skills). We challenge the notion that neurodiversity‐affirming approaches mean not diagnosing DLD or changing DLD's terminology: we argue that this is not in the spirit of the original neurodiversity movement, but also that for a condition with such low public awareness, these actions could do more harm than good for families affected by DLD. We call for more in‐depth scholarship and discussion around the application of neurodiversity approaches to DLD and argue that the neurodiversity movement offers an important opportunity to raise better awareness and understanding of DLD in multiple sectors, including (but not limited to) mental health, education and employment. [ABSTRACT FROM AUTHOR]

Eating Disorders are behavioral conditions characterized by severe and persistent disturbance in eating behaviors and associated distressing thoughts and emotions. Eating Disorders have become a major health issue in our current society for both men and women. People with eating disorders, in particular those with Anorexia Nervosa, are at high risk in terms of their health and safety. Unfortunately, they have the highest mortality of any psychiatric illness. Mortality rates are over 5 times higher than the general population. Both their physical and suicidal behaviors contribute to this risk. The risk of others is less of a concern. Disturbed eating behaviors such as dietary restriction, episodes of binge eating, excessive exercise, self-induced vomiting and the use of laxatives make it difficult for a person to maintain a healthy body weight and lead to the development of physical and psychological symptoms of nutritional imbalance and starvation. The factors involved in the assessment of risk in people with eating disorders include medical risk, psychological risk, psychosocial risk and insight/capacity and motivation. OBJECTIVES This paper aims to provide a general perspective on the evolution of a patient diagnosed with Anorexia Nervosa, the need to measure capacity, and to consider the use of mental health law. METHODS This paper will present a case report of a 23-year-old woman, Ward of Court status review, under section 107, sub-section 5, of the Assisted Decision-Making (Capacity) Act 2015 who was admitted to the hospital in Ireland to enter the in-patient weight management programme. [ABSTRACT FROM AUTHOR]

How do assumptions about where children naturally belong reinforce colonial productions of the human? This paper presents research from a study examining how North American Waldorf educators navigated the colonial legacies of common-sense understandings of childhood. I focus on the ideas about childhood that emerge in a belief that Waldorf kindergartens are ideal places for children. The pedagogical space of the Waldorf kindergarten is built on intuited assumptions about children being close to nature, family, and home. I bring together childhood studies and anticolonial theory to argue that these assumptions are not neutral or ahistorical, but instead originate in colonial stories of the human structured by settler geographies. This paper explores how relying on these assumptions ultimately meant that participants had to negotiate the racism and ableism embedded within their origins, illustrating larger implications for other educators who navigate dominant Western understandings of childhood that organise pedagogy and pedagogical spaces. [ABSTRACT FROM AUTHOR]

Coetzee’s early interest in photography provides the stimulus for this paper, which argues that photography serves as a useful gateway into his novel-writing, with a particular focus on his before-and-after pairing of school photographs. The paper traces a line between this early interest and themes of individual resistance to co-optation by the state that would later come to define Coetzee’s fictional work. It contends that his experimentation with ‘before-and-after’ technique in photography taught him valuable lessons that would later be used to disassemble narratives that compel individuals to conform to societal expectations. The paper includes a detailed examination of the way that Coetzee challenges the social structures of both family and the school in the ‘Jesus’ trilogy, developing methods which arguably have their origin in the early photography, techniques of juxtaposition, seriality and montage. The thesis is that ‘photographic thinking’ has remained an influential feature of Coetzee’s work throughout his writing career, albeit with significant changes that are discussed here. [ABSTRACT FROM AUTHOR]

The aim of this study is to explore how professionals with personal experiences of family‐related childhood adversity describe and make sense of the relationship between their experience and their supportive practice. It builds on interviews with 10 professionals working within two Swedish non‐governmental organizations offering support to children experiencing family‐related adversity. The findings show that the participants draw upon their own experiences when identifying children's need for individual support, recognition, belonging, knowledge and hope. Together, these five aspects can be said to form an experience‐informed narrative about children's support needs. The paper concludes by suggesting that the concept of a 'professional peer' may be a useful term for encompassing the dual role of professionals who have personal experiences of family‐related childhood adversity and who provide support to children in similar situations. [ABSTRACT FROM AUTHOR]

Drawing on qualitative focus groups and interviews, this paper draws on participatory and relational approaches to explore how prospective and very new workers in their early teens in Canada talk about and navigate workplace safety. We foreground our young participants' discussions and safety management strategies to discuss their shared and sometimes narrow understanding of unsafe work; their mixed, and often limited, experiences of safety training; and the individualized avenues they prioritize to deal with potential and concrete safety issues. Countering our participants' inclination towards individualized solutions, we focus on how these young workers are embedded in relationships with others as well as the material world, including workplace cultures; networks and hierarchies of people; specific materials, time and time pressures; and safety‐related policies. Such a relational lens can in turn guide how we think about fostering workplace safety in ways that challenge more individualized approaches, specifically through recognizing interdependencies that shape how young people think about workplace safety; expanding beyond unidirectional, individualized educational strategies; and favouring shared self‐advocacy, especially with older workers, including through unionization. [ABSTRACT FROM AUTHOR]

Citizen participation among children and adolescents is key for the development of society. According to the Convention on the Rights of the Child, the legal and ethical recognition of public, education, and social policies for children is vital for ensuring an active and critical society. The aim of this research paper is to analyse the characteristics and challenges of citizen participation during childhood as an educational process. The methodology employed was a systematic review carried out using the WOS, SCOPUS, and ERIC databases, taking into account the PRISMAS 2020 protocol. The results show that the incorporation of a culture of participation in children and adolescents will guarantee the persistence of democratic systems, although there are still challenges to overcome. The conclusions suggest that it is crucial that educational institutions, families, and society as a whole commit to promoting the philosophy of citizen participation at an early age in formal and non-formal educational contexts. [ABSTRACT FROM AUTHOR]

The present systematic review aims to assess the psychological adjustment of children born through assisted reproductive technologies (ARTs) and to screen for clinical problems when compared with normative data from the standardized indexes of mental health. Following PRISMA guidelines, the search was conducted from inception through September 2021 using APA PsycInfo, APA PsycArticles, Psychology and Behavioural Sciences Collection, Academic Search Complete, Pubmed, Scopus, Web of Science, Scielo, and RCAAP. Search terms related to ART and children's psychological adjustment were combined to Boolean operators to identify relevant published studies in English, French, Italian, Portuguese and Spanish. Peer-reviewed studies focused on the psychological adjustment of ART children aged between the 3 and 11 years were included. From a total of 337 results, 45 papers were eligible to be included in this review. Data extraction was performed independently by two authors and revised and confirmed by other two authors. All children scored below the clinical range for psychiatric symptoms when compared with normative data for the Strengths and Difficulties Questionnaire (SDQ) or the Achenbach System of Empirically Based Assessment (ASEBA), regardless of type of ART and different family configurations. Further, some evidence suggests that surrogacy children with gay fathers present the lowest levels of psychological problems when compared to normative data. These findings enable practitioners to develop an informed view of ART children mental health outcomes to help parents find more adaptive strategies to navigate their chosen pathways in healthier ways. [ABSTRACT FROM AUTHOR]

Given the hegemony of developmentalism in early childhood education and care, this article uses a poetic juxtapositional approach to bewilder Piaget's theory of cognitive development. Critical consideration of how the theory of cognitive development has contributed to the imagining of a universal, ahistorical child and childhood(s) are discussed and analysed whilst providing a rationale for a more complex and nuanced understanding of how children develop, drawing on the theoretical concept of clocking practices. This paper analyses data from Piaget's writing in 'The Origins of Intelligence in Children' and micro-ethical events from research with children, teachers, families from an affirmative diffractive stance through the lens of bewilderment. Creative poetic vignettes are included which encourage readers to unsettle dominant and deficit assumptions made about children and their abilities, framed by Piagetian theory. The insights are shared via three propositions: following learning experiences of and with children requires openness, forms of resistance to linear understandings of time are generative, and resist the desire to chase secure meanings and intentions. These propositions and the corresponding questions offer possibilities for seeing children's ideas and contributions through a capability-oriented lens. [ABSTRACT FROM AUTHOR]

This paper explores how children's rights are operationalised in practice, specifically by Canadian child and youth advocate offices (all 12 offices across Canada), international children's commissioners' offices (in Northern Ireland, Australia, New Zealand, Belgium, Norway and Denmark), and their institutional structures. A total of 24 participants took part in the study, including 12 current child and youth advocates from the Canadian Council of Child and Youth Advocates (CCCYA), two former advocates from the CCCYA, three additional staff members of the CCCYA (collectively, representing all 12 jurisdictions across Canada), one children's commissioner and six designates on behalf of various international children's commissioners. This paper shifts the research focus of children's rights and childhood studies from the narrow confines of the individual child to a focus on the broader relational and interdependent aspects inherent within institutions that protect and promote children's rights. [ABSTRACT FROM AUTHOR]

Irritability is a transdiagnostic indicator of child and adolescent internalizing and externalizing problems that is measurable from early life. The objective of this systematic review was to determine the strength of the association between irritability measured from 0 to 5 years and later internalizing and externalizing problems, to identify mediators and moderators of these relationships, and to explore whether the strength of the association varied according to irritability operationalization. Relevant studies published in peer-reviewed, English-language journals between the years 2000 and 2021 were sought from EMBASE, PsycINFO, MEDLINE, CINAHL, and ERIC. We synthesized studies that included a measure of irritability within the first 5 years of life and reported associations with later internalizing and/or externalizing problems. Methodological quality was assessed using the JBI-SUMARI Critical Appraisal Checklist. Of 29,818 identified studies, 98 met inclusion criteria, with a total number of 932,229 participants. Meta-analysis was conducted on 70 studies (n = 831,913). Small, pooled associations were observed between infant irritability (0-12 months) and later internalizing (r = 0.14, 95% CI = 0.09, 0.20) and externalizing symptoms (r = 0.16, 95% CI = 0.11, 0.21) symptoms. For toddler/preschool irritability (13-60 months), small-to-moderate pooled associations were observed for internalizing (r = 0.21, 95% CI = 0.14, 0.28) and externalizing (r = 0.24, 95% CI = 0.18, 0.29) symptoms. These associations were not moderated by the lag between irritability and outcome assessment, although the strength of the associations varied according to irritability operationalization. Early irritability is a consistent transdiagnostic predictor of internalizing and externalizing symptoms in childhood and adolescence. More work is required to understand how to accurately characterize irritability across this developmental period, and to understand mechanisms underlying the relationship between early irritability and later mental health problems. One or more of the authors of this paper self-identifies as a member of one or more historically underrepresented racial and/or ethnic groups in science. One or more of the authors of this paper self-identifies as living with a disability. We actively worked to promote sex and gender balance in our author group. We actively worked to promote inclusion of historically underrepresented racial and/or ethnic groups in science in our author group. Early irritability as a transdiagnostic neurodevelopmental vulnerability to early onset mental health problems: A systematic review; https://www.crd.york.ac.uk/prospero/ ; CRD42020214658. [ABSTRACT FROM AUTHOR]

This paper explores children's and youth's understandings of Colombian citizenship. Drawing from ethnographic work in the Museo Casa de la Memoria in Medellín, where I accompanied 15 school visits with young museum workers and over three hundred school-aged children, this paper proposes that citizenship appears to be a double-bind and disputable categorization. Citizenship was defined as a failed formal project and lived as relational and bounded by the shared violence historically suffered by vulnerable communities. To the post-accord generation, being Colombian is about learning of the collective suffering, and their perceived civic responsibility is to collective memory and peacebuilding. [ABSTRACT FROM AUTHOR]

BackgroundMethodsResultsConclusionsAbbreviationsDepression, anxiety, and stress are persistent and co-occurring symptoms in survivors of childhood traumatic brain injury (TBI), and often impact on health-related quality of life (HRQoL). This paper explored emotional distress symptom clusters and associated factors in young adults with childhood TBI.We included 54 young adults who sustained mild (n = 14), moderate (n = 27), and severe (n = 13) childhood TBI, at 20 years post-injury. The Depression Anxiety Stress Scale was administered. Cluster group membership was identified using two-step clustering and hierarchical clustering methods, and associated factors were assessed with multiple regression models.Two symptom cluster groups were identified, including a No Distress (n = 66%) and an Elevated Distress (n = 33%) group, with the latter showing significantly higher symptoms of depression, anxiety, and stress (all p < .001). Elevated Distress group membership was linked to tobacco use and poor sleep quality, while poor HRQoL was associated with younger age at injury and Elevated Distress group membership.Using cluster methodology, we showed that one-third of young adults with childhood TBI had elevated emotional distress symptoms. This underscores the complex emotional profile of this subgroup and the need for assessment, analysis, and treatment methods that target a range of symptoms rather than relying on single-diagnostic protocols.ANOVA: Analysis of Variance; CT: Computed Tomography; DASS: Depression Anxiety Stress Scale; GCS: Glasgow Coma Scale; HREC: Human Research Ethics Committee; HRQoL: Health-Related Quality of Life; IBM: International Business Machines Corporation; MRI: Magnetic Resonance Imaging; PTA: Post-Traumatic Amnesia; QoL: Quality of Life; QOLIBRI: Quality of Life after Brain Injury Scale; REDCap: Research Electronic Data Capture; SES: Socioeconomic Status; SPSS: Statistical Package for the Social Sciences; TBI: Traumatic Brain Injury. [ABSTRACT FROM AUTHOR]

Over the last three quarters of a century, international guidelines and regulations have undergone significant changes in how children are problematised as participants in biomedical research. While early guidelines enacted children as vulnerable subjects with diminished autonomy and in need of special protection, beginning in the early 2000s, international regulatory frameworks defined the paediatric population as vulnerable due to unaddressed public health needs. More recently, ethical recommendations have promoted the active engagement of minors as research partners. In this paper, I adopt a post-structuralist approach to policy analysis to examine deep-seated assumptions and presuppositions underlying the changes in the problematisation of children as biomedical research participants over time. While biomedical research ethics focuses on the autonomy and vulnerability of minors, ethical guidelines are situated in specific sociocultural contexts, shaped, among other things, by contingent public health needs and changing conceptions of the value of research and science for society. In the process, I demonstrate the challenge of moving away from an approach that in taking adults as the model overshadows the complexity of children's lived experiences as well as their personal, cultural, and social lives. The lack of acknowledgement of this complexity makes children vulnerable to epistemic injustice, which is particularly crucial to address in public involvement initiatives. [ABSTRACT FROM AUTHOR]

Autobiographical memory supports three functions of remembering past, the self, social, and directive. Previous studies undertaken with adults recalling their play experiences have identified three aspects: the ages between 7 and 12 years are key; there are significant adults involved in the play and location that play talks place. This paper, drawing on an online questionnaire (n = 55), explores adult memories of attending an after-school club as a child between 1990 and 2010. A thematic analysis was undertaken on the responses from the fifty-five participants. The results from this study found adults had predominately positive memories of their time at the after-school club in respect of the activities that were on offer, the supervising adults, the food provided, and friendships made. One negative theme of boredom was identified. This study has implications for professional practice in after-school provision in supporting children's play. [ABSTRACT FROM AUTHOR]

Parental monitoring is a construct of longstanding interest in multiple fields—but what is it? This paper makes two contributions to the ongoing debate. First, we review how the published literature has defined and operationalized parental monitoring. We show that the monitoring construct has often been defined in an indirect and nonspecific fashion and measured using instruments that vary widely in conceptual content. The result has been a disjointed empirical literature that cannot accurately be described as the unified study of a single construct nor is achieving a cumulative scientific character. Second, we offer a new formulation of the monitoring construct intended to remedy this situation. We define parental monitoring as the set of all behaviors performed by caregivers with the goal of acquiring information about the youth's activities and life. We introduce a taxonomy identifying 5 distinct types of monitoring behaviors (Types 1–5), with each behavior varying along five dimensions (performer, target, frequency, context, style). We distinguish parental monitoring from 16 other parenting constructs it is often conflated with and position monitoring as one element within the broader parent-youth monitoring process: the continuous, dyadic interplay between caregivers and youth as they navigate caregivers attempts' to monitor youth. By offering an explicit and detailed conceptualization of monitoring, we aim to foster more rigorous and impactful research in this area. [ABSTRACT FROM AUTHOR]

In this paper we aim to explore the interconnection between Children's Literature and contemporary technologies, though not from the perspective of technology as a didactic tool or as a media to produce or reproduce literary texts. Instead, we examine how technology is present in books for children and picture books. This approach is based on the concepts of children's literature, and childhood and technologies. We also present an initial corpus of stories and picture books either about technology or in which technology structures the book or the narrative. Our conclusion is that in some texts the encounter of both worlds produces significant literary experiences. However, there is a literary core that cannot be integrated with technology. This tension is also part of the cultural representations. [ABSTRACT FROM AUTHOR]

This paper addresses the potential for using childhood memories shared on social media as a means of interrogating experiences of twentieth-century social historical geographies of home and family life. In so doing, the paper discusses briefly the value of children's perceptions as guests in others' homes as an insightful source of data, before exploring the value of social media as a place for sharing these recollections and accessing them as a researcher. The paper draws data from a thread on the popular UK-based parenting website and internet discussion space, 'Mumsnet', asking contributors to share the 'weirdest' thing they saw at someone else's house when they were a child. This paper positions social media research as an ethically, epistemologically and ontologically sound approach to creating data for geographical research, which has become well-established in other sub-disciplines. The paper seeks to explore what it is to remember intimate childhood experience alongside those whose memories might reflect or conflict with your own. Further, the paper addresses the way in which a social media thread created new narratives and uncovered long-buried memories which provide an insightful lens for exploring a particular domestic historical geography. [ABSTRACT FROM AUTHOR]

Bereavement and mourning are arguably one of the research interests of psychologists, psychoanalysts, and psychiatrists since Freud's publication of Mourning and Melancholia. This paper is a qualitative case study that sought to examine the mourning experience of the participant from childhood until his adolescence. For theoretical foundation, the four tasks of mourning primarily developed by James Worden was utilized for the proper direction of the research inquiry; namely: a.) accepting the reality of death; b.) experiencing the feeling of grief; c.) adjusting and creating new meanings in the post-loss world; and d.) reconfiguring the bond with the lost person. The paper finds that the participant's cognitive attitude, emotional experiences, and personal observations of the environment enable him to overcome actively (in an overlapping manner) the three tasks of mourning. However, the failure to find an enduring connection with his deceased parents is not a result of strong attachment but with the absence of personal belief about the meta-existence of God. [ABSTRACT FROM AUTHOR]

In this paper, Christian Morgner provides a critical reading of Niklas Luhmann's thinking as ignoring human beings or even as antihumanist. Here, he presents an alternative view that centers on Luhmann's idea of the child or human being as a medium. To explain Luhmann's use of these ideas to conceptualize the child and the consequences for research, Morgner refers to the translation of Luhmann's paper "The Child as the Medium of Education" and to as yet unpublished material from his famous card‐box reference system. Drawing on these materials, Morgner can more clearly illuminate Luhmann's novel perspective and how it could inform further theoretical development, supported by new analysis of existing research in other fields, including developmental psychology, education, philosophy, and sociology. He concludes that, far from neglecting the human, Luhmann's theory takes human being very seriously and acknowledges its key role as a form‐giving medium in addressing the challenges faced by contemporary society. This renewed perspective should be of particular interest to educational theorists, enabling them to more freely apply his ideas in various settings. [ABSTRACT FROM AUTHOR]

Our paper looks at three popular tween shows premised on tween girls creating digital content— iCarly, Bizaardvark and Coop & Cami Ask the World. Using the theoretical frameworks of critical digital labor studies, girls' media studies, and feminist theory, we argue that the tween-coms imagine the tween content creator as a post-feminist neoliberal subject in three ways: first, by hiding the labor behind the affective sentiments of play; second, by obscuring the misogynistic structure; and third, by framing childhood digital spaces as separate from adult spheres, legitimizing corporate encroachments into children's digital lives. The shows are a distillation of the neoliberal, post-feminist ideologies that define late-stage capitalism. The discursive formation of digital girls on children's television has been overlooked in the field of digital studies and girl studies. Our paper explores how digital content creation is discursively constructed within the cultural imaginaries of children's media. [ABSTRACT FROM AUTHOR]

The idea that implicit and explicit mindreading form a continuum is controversial. This paper presents a systematic review of longitudinal findings on the development of mindreading in children to compare the main theoretical explanations of this capacity (enrichment and conceptual change theories, submentalizing theory and two-system theory). The longitudinal findings on the predictive relationships between implicit and explicit measures of mindreading demonstrate a continuum between children's implicit and explicit capacities to understand others' mental states. Moreover, the findings support the theory of continuous conceptual enrichment and change and provide evidence against submentalist theories. This paper proposes that implicit mindreading is based on the interactive processes of joint attention and shared intentionality that precede explicit mind comprehension. [ABSTRACT FROM AUTHOR]

Retinal dystrophies are inherited disorders of photoreceptor and retinal pigment epithelial function that may result in severe visual impairment. Advances in molecular genetics have helped identify many of the gene defects responsible, and progress in gene transfer technology has enabled therapeutic strategies to be developed and applied. The first human clinical trials of gene therapy for RPE65 associated retinal dystrophy have shown promising initial results and have helped prepare the way for further trials of gene therapy for inherited retinal disorders. The results of these trials will provide further insight into the safety and efficacy of gene therapy for a range of currently untreatable and debilitating eye disorders. [ABSTRACT FROM AUTHOR]

This paper investigates the effects of early-life exposure to persecution risk on human capital formation and marital sorting, while also analyzing how these effects are influenced by the timing of the exposure during early life. Utilizing the context of China’s “class struggle” period, which targeted various classes including landlords, capitalists, and intellectuals, this study demonstrates that individuals who experienced persecution risk during their childhood exhibit lower formal education attainment, reduced cognitive skills, and lower earnings. They are more likely to form marriages with individuals from classes that were previously favored by the regime but have comparatively lower human capital outcomes. Moreover, the study highlights that the most substantial and enduring impacts occur when the exposure to class struggle persecution risk takes place during early childhood. [ABSTRACT FROM AUTHOR]

Diffracting a research project in a UK primary school, this paper concerns feminist materialist orientations to odd-ness as a relational, distributed, and affective form of "thinking-feeling". It suggests that attuning to affect as it moves through a context resistant to disruption, involves becoming "bad researchers"; bad for composing an unruly research problem, for embracing a transgressive methodology, and for writing in willfully inconclusive ways. It comments too on the dangers of embracing badness as an identity if used to conceal rather than acknowledge ongoing inequalities between researchers and children and between privileged researchers and others routinely marginalised. [ABSTRACT FROM AUTHOR]

The severity of late cardiotoxicity after anthracycline treatment for childhood cancer relates mainly to the cumulative anthracycline dose received, but all dose ranges cause some cardiac dysfunction. Anthracycline administration by infusion in order to lower peak drug concentration has been used in an attempt to reduce cardiotoxicity. Cardiac performance was assessed by echocardiography in children who were relapse-free survivors of treatment for acute lymphoblastic leukaemia (ALL). They received the same cumulative anthracycline dose (daunorubicin 180 mg/m2) either by bolus injection (UKALL  X protocol, n = 40) or by infusion (UKALL XI protocol, n = 71) with a follow-up duration of 5·3 ± 2·0 and 5·4 ± 1·0 years respectively. On analysis, both the bolus administration and infusion groups showed similar mild impairment of cardiac performance, characterized by increased left ventricular end systolic stress and impaired left ventricular function. In conclusion, subclinical abnormality of left ventricular performance was confirmed in both groups despite the relatively modest cumulative anthracycline dose received. We were unable to demonstrate an advantage of anthracycline administration by 6-h infusion with respect to late cardiotoxicity at this dose. [ABSTRACT FROM AUTHOR]

Through the creation of safe spaces in which to explore and challenge dominant negative views of disabled children and young people, this co‐written paper presents unique insight into the meaning and impact upon disabled young people's lives of medical lenses and deficit models of disability. Bodies of work and dominant debates in medical sociology, disability studies and childhood studies have so far largely overlooked the experiences and positioning of disabled children and young people and have rarely involved them in the development or discussion of theory. Drawing on empirical data, and through a series of creative, reflective workshops with a UK‐based disabled young researchers' collective (RIP:STARS), this paper discusses areas of theoretical importance identified by the disabled young researcher collective—the validation of their lives, negotiation of their identity and acceptance in society. The implications, and possibilities, of platforming disabled children and young people's voices in theoretical debates are deliberated and are achieved through the yielding of privileged academic voice and the development of a symbiotic, genuine partnership which resonates with disabled young people and recognises them as experts in their own lives. [ABSTRACT FROM AUTHOR]

In this paper, I interrogate the images of childhood in the model of respectful parenting from a sociological perspective. I am interested in problematizing the notion of agency in articulation with the new social studies of childhood. To this end, I describe the main characteristics that define respectful parenting from the perspective of its followers, and I focus on the example of complementary feeding where I delve into how it produces a view of babies which enhances their agency when it comes to managing the feeding process. This paper is based on previously conducted qualitative ethnographic research about the experiences of middle-class mothers who follow this style of parenting in the city of Buenos Aires, Argentina. [ABSTRACT FROM AUTHOR]

In 1934, during the centenary celebrations commemorating Melbourne's European settlement, the Age newspaper published a short history of the inner suburb of North Melbourne. By this time only people who had been children in the early years of the suburb were left to reminisce and they did so with great enthusiasm, writing a string of over 80 letters to the editor in response to the article. The analysis of the letters in this co-authored paper, pairing the insights of local history and childhood studies, appreciably illuminates the urban settler-colonial identity that developed in Hotham/North Melbourne. This paper uses the lens of memory to show how childhood recollections were mobilized by the letter writers to naturalize and normalize settler presence. Several themes in the letters evidence this narrative: conquering the space through play; local personalities positioned in the settler space; pride in key colonial moments; positioning First Nations people as wandering fringe-dwellers; and claims of colonial childhood as 'original' or 'native' to the area. We identify a gendered nature to these reminiscences. Significantly, we argue that the adult employment of childhood memories is a particularly powerful mode of erasure and self-indigenization. [ABSTRACT FROM AUTHOR]

This paper is based on the researcher's work at a shelter home with the runaway "street child." In the Indian subcontinent where religion, gender, family and caste dominate identity structures, within the confines of a "home" exist children unnamed, born out of the social order. Through a clinical presentation and tracing the construction of childhood in Kakar and Nandy, this paper is an attempt to figure this forgotten child in psychoanalytic thought. With this reimagination of a clinic at the gates of homeless homes, psychoanalysis is looked at anew. The aim is to note urban homelessness as not merely a systemic failure, but also an exile from western developmental theory. [ABSTRACT FROM AUTHOR]

Childhood gender segregation, the tendency for children to form acquaintanceships and friendships with those of the same gender (Mehta & Smith, 2019), has been proposed to be a universal phenomenon (Maccoby, 1998; Maccoby & Jacklin, 1974). However, as socialization and peer culture vary cross-culturally (Munroe & Romney, 2006), gender segregation may vary according to cultural context. This paper uses a sociocontextual framework to review cross-cultural comparative research on childhood gender segregation, considering cultural similarities and variations in correlates of gender segregation, including behavioral compatibility, age, the homosocial norm, availability of playmates, familiarity with peers, and gendered societal norms and constraints. In closing, the paper reflects on what cross-cultural research tells us about gender segregation and offers recommendations for future research. [ABSTRACT FROM AUTHOR]

This paper explores the relationship between theology and philosophy through an analysis of the first fragment of Walter Benjamin's On the Concept of History. Benjamin uses the allegory of an automaton that always wins at chess, but is secretly controlled by a dwarf, to illustrate how "historical materialism" depends on theology for its success. This paper explores Walter Benjamin's concept of theology as a means of escaping totalitarianism. It analyzes various theological ideas, such as inversion, recapitulation, recollection, the hunchbacked dwarf, redemption, nihilism, pure violence, and unwritable life, as indicators of the messianic Kingdom. By examining these theological concepts, the paper sheds light on how the marxist idea of a classless society is a secularization of the messianic Kingdom. [ABSTRACT FROM AUTHOR]

Despite an increased drive over the past two decades in Western societies to promote children's physically active play to improve their health, there are concerns that childhood has become less physically active. There are also fears that a previously naturally occurring aspect of childhood has become less authentically playful. Both trends highlight changes over time in the amount and type of play practiced by children and are often cited as consequences of generational shifts. Yet, research which analytically employs the concept of generation to connect changes to childhood with relevant social transformations is lacking. Inspired by Mannheim's conceptualisation of generations, this paper draws on life history interviews with 28 United Kingdom residents born between 1950 and 1994 to propose a fracturing of naturally occurring physical activity from childhood play. As shifts in childhood and parenting have become inextricably linked, this argument illustrates the impact of an intensification to parenting upon greater parental surveillance of increasingly organised forms of childhood physical activity at the expense of spontaneous play. Future physical activity policy should be sensitive to the social climate in which recommendations for children are made, as this places expectations upon parents due to how childhood is currently understood within neoliberal contexts. [ABSTRACT FROM AUTHOR]

Context Poor diet quality and unhealthy dietary patterns have been linked to poor bone health, yet few studies have investigated the role of diet quality in bone health in pediatric populations. Objective This systematic review aims to assess the available evidence on the association between diet quality and bone health markers in children and adolescents. Data Sources The PubMed, Scopus, and Virtual Health Library databases were searched electronically from October to November 2022, without any restrictions on date or language. The STROBE (Strengthening the Reporting of Observational Studies in Epidemiology) checklist was used to assess the quality of the studies. Data Extraction Published observational studies in children and adolescents (ages 2 to 19 years) that investigated the association between diet quality and bone health were eligible for inclusion. Two researchers independently analyzed and selected all articles using the Rayyan app. Initially, 965 papers were identified. A total of 12 observational studies qualified, including 8 cross-sectional and 4 longitudinal studies. The sample comprised 7130 individuals aged 3 to 17.9 years, representing both sexes. Bone health was evaluated by measures of bone mineral density and bone mineral content. Data Analysis Seven studies (58.3%) showed significant associations between diet quality and bone health markers, all of which evaluated diet quality by identifying dietary patterns. Diet quality as evaluated by all dietary indexes was not associated with bone health markers. Conclusions Adherence to a healthy diet may benefit bone health in children and adolescents. These findings emphasize the importance of developing effective public health policies that encourage healthy eating habits from childhood to preserve bone health. Longitudinal research using a specific tool to assess diet quality in relation to bone health is warranted. Future studies should also measure bone-regulating hormones and markers of bone turnover. Systematic Review Registration PROSPERO registration no. CRD42022368610. [ABSTRACT FROM AUTHOR]

Background: Eating disorders in childhood and adolescence negatively affect many areas of development and functioning of children, adolescents, and their families. Psychoeducation has an important role in management and treatment of eating disorders. Methods: A systematic literature review was performed using multiple databases (PsycInfo, PubMed, and Web of Science). The inclusion criteria comprised empirical studies of psychoeducation for patients with eating disorders or their caregivers. The study reporting quality was assessed with the revised Cochrane Collaboration's risk of bias tool and the Standard Quality Assessment Criteria for Evaluating Primary Research Papers from a Variety of Fields for non‐randomized studies. Results: Ten studies met the inclusion criteria, in three of which the interventions were patient‐centred and in seven of which the interventions were caregiver‐centred. The studies differed in terms of methodology, outcome measures, and quality. The results suggest that psychoeducation is an effective intervention for children, adolescents and caregivers in the treatment of eating disorders. It may lead to weight gain, a decrease in eating disorder symptoms, and a reduction in caregiver burden. Conclusions: There is a need for more randomized controlled trials to determine the effectiveness of psychoeducation for children, adolescents and caregivers in treatment of eating disorders. Key points: Eating disorders in childhood and adolescence negatively impact many areas of development and functioning in children, adolescents, and their families.Psychoeducation for children, adolescents and parents plays an important role in the treatment of eating disorders.Psychoeducation can lead to positive outcomes for patients, their caregivers or both. It can lead to weight gain, a decrease in eating disorder symptoms, and a reduction in caregiver burden.Psychoeducation appears to be an effective treatment for eating disorders, but there is a need for more randomized controlled trials in this area. [ABSTRACT FROM AUTHOR]

In this explorative and collectively written paper, researchers and archivists from the research project Children’s cultural heritage — the visual voices of the archive ponder, wrestle with, confront, and dig deeper into what it means to preserve and include children’s own voices in archives. The authors acknowledge that child-produced cultural objects are historical landmarks and significant parts of national heritage. The article raises questions about where and how the ‘doing’ of what is here called children’s cultural heritage takes place, what it means to archive from children’s perspectives, and what aspects of children are saved during these preservation and archival management processes. To collect, preserve and provide access to heritage might empower and affirm individuals and subordinated groups of people who have not been seen or heard in the historical past, in the present, or in future pasts. Children, as a category, is one such subordinated group in heritage contexts. Adults therefore have a responsibility to empower children by strengthening their position towards other social groups, towards society and the heritage domain. This article provides insights into the challenges that heritage establishments face in taking children’s cultural heritage seriously. [ABSTRACT FROM AUTHOR]

In this paper, we analyze two mainstream children's films, Storks (2016), and The Boss Baby (2017), both of which answer the proverbial question, "Where do babies come from?" with "They come from corporate factories above the clouds." We argue that these films bypass the gendered labor of reproduction, forwarding instead a politics of neoliberal multiculturalism in which the entrepreneurial spirit of masculinized reproductive industries appears to facilitate a post-racial utopia. These films tacitly reinstate traditional familial and heteronormative whiteness as the path toward the intertwined goals of capital accumulation and happiness. As such, they support the socialization of children into a policy landscape that increasingly devalues the physical, emotional, and economic labor of gestation, birth, and parenting, which in turn contributes to the conditions for disinvestment in the structures and policies that would ensure reproductive rights, health, and justice for marginalized groups. [ABSTRACT FROM AUTHOR]

(1) Background: To systematically review evidence on the safety and efficacy of psychopharmacological treatments available for psychomotor agitation (PA) in children and adolescents. (2) Methods: Studies assessing the safety and efficacy of psychopharmacological treatments for acute PA in children and adolescents that were published between January 1984 and June 2022 on PubMed were systematically reviewed. We included: (i) papers that presented a combination of the search terms specified in the "Search strategy" sub-paragraph; (ii) manuscripts in English; (iii) original papers; (iv) prospective or retrospective/observational studies and experimental or quasi-experimental reports. The exclusion criteria were: (i) review papers; (ii) non-original studies including editorials and book reviews; (iii) studies not specifically designed and focused on the selected topic. (3) Results: We selected 42 papers: 11 case series (11/42, 26.19%), 8 chart reviews (8/42, 19.05%), 8 case reports (8/42, 19.05%), 6 double-blind placebo-controlled randomized studies (6/42, 14.29%), 4 double-blind controlled randomized studies (4/42, 9.52%), 4 open-label trials (4/42, 9.52%) and 1 case control (1/42, 2.38%). (4) Conclusions: The drugs most frequently used to treat agitation in children and adolescents were ziprasidone, risperidone, aripiprazole, olanzapine and valproic acid. Further studies are needed to evaluate the efficacy/safety ratio, considering the limited number of observations in this field. [ABSTRACT FROM AUTHOR]

The paper begins with the concept of voice, and tries to question its different meanings, especially in educational settings, in order to propose a philosophical framing of people-ofyoung-age's material voices. It then proposes to understand those voices as disruptive differences or opportunities to (re)think about our roles as educators and, most of all, to return to the question of what a philosophical approach to childhood might disrupt. In doing so, it outlines some ideas about "voice" as sound and materiality (Cavarero, 2005) and about "listening" as permanent attention to what might emerge (Nancy, 2002; Davies, 2014), in order to then extend specific meanings of these concepts to the practice of thinking philosophically with people of different ages in the community of philosophical inquiry educational setting (Kennedy; Kennedy, 2012). It also builds on the concept of "event" by Gilles Deleuze (Deleuze, 2013) as a potential immanent within a confluence of forces to then ask how we can foster a philosophical way of living (in) education that understands people-of-young-age's material voices as something we cannot afford to lose. Finally, the paper proposes to frame the community of philosophical inquiry as a philosophical community of voices, in the sense of an opportunity to experience the materiality of all the voices as something that matters for the shared thought of its participants. [ABSTRACT FROM AUTHOR]

The paper arises from a shared event that turned into an experience: the finding of a childlike piece of paper on our way to a conference about philosophy in schools and how it affects our educational ideas and research practices on listening to children. Triggered by the question of what it means to listen, we are led to the exercise of self-questioning inspired by some of the authors that have already written about the topic, specifically in the context of the community of philosophical enquiry. The thinking unfolds with the telling of the story about the found piece of paper, crossing different layers of questioning and trying to keep the enquiry open for the readers: what is it that we do not know about listening to children? And to what extent might that, which we do not know, be the cause of biased and adultist practices? Is it necessary to return to what philosophy is and where one can find it inside the school environment? Is it already there when the adults arrive? Are we not listening to it? Or are there specific places for philosophical conversations, such as the classroom? Is philosophy also invited to the margins of those spaces? Who decides what counts as philosophical? It is not about answering questions and giving closure to our concerns as educators and researchers, but rather sharing with the readers how even in the least suspected place - an academic event about bringing philosophy to school - one might still not be listening to children. In returning to this self-questioning movement, we want to echo some of the troubling in the thinking and practices of listening in the so-called movement of Philosophy for/with Children: this for/with phenomenon, its politics and relations; some of the assumptions that might be present in the dilemmas in practice for educators and researchers; but also its aesthetics resonances, the sheer beauty of troubling, the (out of) tune of self-questioning, the questions it raises for us as researchers and the space of doubting and uncertainty it offers, like a hesitation or a breathing space. And perhaps, we wonder, it is in-between spaces, in its cracks and transitions, that important things can find their way into our thinking and conversations about childhood. Just like a piece of paper in a hotel room. [ABSTRACT FROM AUTHOR]

Understanding our beliefs and experiences means we must often explore our childhood experiences, and reflect on how, at certain points in our life, a range of barriers, obstacles, and societal or social constructs have resulted in shaping the opportunities we had and our behaviours in accessing them. Herein we consider and reflect on the paper '"Muddy Glee": rounding out the picture of women and physical geography fieldwork' and take inspiration to reframe and discuss a broader context of childhood experiences in setting the background for the observations made within the paper. We highlight and discuss three key provocations, which provide a framework to explore how social constructions of gender, from within the womb onwards, impact women's experiences, challenges, and pleasures of fieldwork in geography, and moreover link these experiences to the restrictions on access to the outdoors women experience in everyday life. Understanding our beliefs and experiences means we must often explore our childhood experiences, and reflect on how, at certain points in our life, a range of barriers, obstacles, and societal or social constructs have resulted in shaping the opportunities we had and our behaviours in accessing them. Herein we consider and reflect on the paper '"Muddy Glee": rounding out the picture of women and physical geography fieldwork' and take inspiration to reframe and discuss a broader context of childhood experiences in setting the background for the observations made within the paper. [ABSTRACT FROM AUTHOR]

Modern schooling systems operate through normative and sedentary framings of childhood, within which migrant childhoods get constructed as outliers. This paper problematizes the discriminatory ways in which such a system operates. The inclusionary mechanisms adopted to 'mainstream' 'hard to reach' migrant children into formal schools do not address the fundamental spatio-temporal modalities of modern schooling. This complicates the relationship between migrant childhoods and presumed policy dichotomies such as inclusion and exclusion. Drawing on ethnographic fieldwork in the southern Indian city of Bangalore, this paper foregrounds how migrant children's lives, are spatio-temporally liminal and precarious in the city. It further explores how these modalities of migrant children's lives are in discordance with the spatio-temporal framing of modern childhood and schooling. Moreover, migrant children's own experiences of schooling and socio-spatial marginalization in the city bring out the contradictions of modern schooling. [ABSTRACT FROM AUTHOR]

This paper examines the spatial and temporal dimensions of varied schooling agendas for poor and oppressed caste children and adults in the princely state of Travancore in nineteenth-century colonial south India. Schools became socially contested and politically charged spaces in which various subaltern castes, particularly the Dalits and Nadars, articulated a new language of social and religious self-fashioning. British Protestant missionaries played a crucial role in provoking these imaginations and yet, the joint workings of caste and racial prejudices resulted in ambivalent cultural encounters in the educational landscape. Caste was central to these contestations and negotiations in making modern child subjectivities and tended to produce new forms of inequality and reproduce existing ones. I argue that schooling campaigns for the poor resulted in the perpetuation of hierarchised, caste-inflected norms of childhood and produced multiple marginal children in local society. This paper draws upon British Protestant missionary archives to highlight the unstable and violent geographies in which children of subaltern castes navigated the sphere of modern schooling in colonial Travancore and the constitutive function of schools in the making of marginal childhoods. [ABSTRACT FROM AUTHOR]

This paper explores how educational commons, in which education and learning are shaped by the members of the educational community in terms of equality, freedom, and creative participation, contribute to addressing inequalities, empowering democracy, and enhancing inclusion. The discussion focuses on the crucial debate around public formal education and the potential for radical democratisation it offers through three case studies carried out in formal and non-formal educational settings in Thessaloniki, Greece. The research was conducted in three different types of education centres: a public kindergarten, a self-organised autonomous libertarian educational community, and an after-school programme of a primary school where Workshops for Nurturing and Developing Environmental Resilience (WONDER) were implemented by the environmental organisation Mamagea. Through patterns of commoning practices, like peer governance, co-creation of knowledge, and peer learning, the case studies aimed to establish the prerequisites for the co-creation of a community that offers pupils and students, teachers, and educators the chance for self-formation and equal participation. The article makes the case that educational hierarchies and governance models can be reconfigured in order to incorporate the democratic values of solidarity, equality, self-organisation, and self-formation even in structures that are still tailored to formal schooling. The article argues that educational commons can make a decisive contribution to tackling inequalities, and the commons logic can grow effectively in school education under specific conditions. The pedagogical practice is shifted in educational commons in ways that balance out contemporary enclosures based on several inequalities. [ABSTRACT FROM AUTHOR]

There has been a major ongoing health impact of the COVID-19 pandemic on children's lives, including lifestyle and overall health. Enforcement of prevention measures, such as school closures and social distancing, has significantly affected children's daily routines and activities. This perspective manuscript aims to explore the rise in childhood obesity and its association with hypertension during pandemics. The COVID-19 pandemic has led to significant disruptions in children's routines, including reduced physical activity, increased sedentary behavior, and changes in dietary patterns. These factors, coupled with the psychological impact of the pandemic, have contributed to an alarming increase in childhood obesity rates. This paper has highlighted the concerning increase in childhood obesity and hypertension during pandemics. The disruptions caused by the COVID-19 pandemic, including reduced physical activity, increased sedentary behaviors, and changes in dietary patterns, have contributed to the rise in these health conditions. It is crucial to recognize the long-term consequences of childhood obesity and hypertension and the urgent need for a comprehensive approach to address them. [ABSTRACT FROM AUTHOR]

Emotional self-regulation is important for resolving conflicts assertively, controlling impulsivity and frustration, expressing emotions appropriately, and improving quality of life and subjective well-being. However, in higher education, the cognitive component is privileged and the socioemotional training of students is usually not considered. Moreover, emotional self-regulation has hardly been studied in Colombia. Therefore, this paper aims to identify the emotional regulation of pre-service teachers. The Adult Emotional Development Questionnaire (CDE-A) was administered to 311 students in early childhood education, early childhood pedagogy and special education in Bogotá, Colombia. Teachers-in-training were found to have low levels of emotion regulation, manifested by impatience, restlessness, stress, anger, and impulsivity. This behavior is worrisome because pre-service teachers will be dealing daily with first-cycle girls and boys in formal education, who learn primarily from teacher models. The findings confirm the need provide socioemotional training to future teachers so that they design and implement teaching strategies to develop their students' socioemotional intelligence. [ABSTRACT FROM AUTHOR]

What does it mean to be at home in oneself? How is that sense created, lost, and restored? This paper explores psychoanalytic self-state theory and illustrates its application to the treatment of painful, dissociated states originating in childhood trauma, using a blend of psychoanalytic and somatic approaches. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]