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Critical theoretical approaches to the concept of recognition emphasise the Hegelian concept of a morally motivated struggle to obtain an identity that can be characterised as authentic. This paper takes the concept of a struggle for recognition, Erwing Goffman's concept of "passing", and the cross-disciplinary concept of languaging as its theoretical points of departure. Data from two empirical studies – one of children with cochlear implants in a school for the deaf and one of these children languaging with typically hearing peers – are presented. The data show that the deaf children in the mainstream kindergarten and school frequently display the behaviour that Goffman coined passing: they pretend to understand, strive to appear as if they were typically hearing, and deploy a range of strategies designed to conceal that they have trouble understanding their peers. Goffman's work on passing is combined with the data at hand in order to understand passing both as a challenging and exhausting activity and as a symptom indicating that the deaf children experience stigma in Goffman's sense. Passing can be understood as a struggle for recognition, but since passing is a strategy at odds with the idea of an authentic identity presupposed in Critical Theory, behaviours of passing might be understood as a moral problem that can be displayed and analysed in various ways. The paper concentrates on questions of what Axel Honneth calls "solidary recognition" and suggests that the methodological implications of the way that children's languaging practices are approached should be subjected to further investigation. [ABSTRACT FROM AUTHOR]

Tilism-e-Hoshrubais a part ofDastan-e-Amir Hamza, which has entertained audiences in different parts of South Asia for many centuries. Despite its transregional appeal,Tilism-e-Hoshrubais little known in the West. The first English translation appeared as late as 2009, introducing it to the English-speaking world. However,Tilism-e-Hoshruba'snew found accessibility does not recompense the lack of scholarly research on it. Most discussions about it have focused exclusively on its genre, ignoring the complex interplay of gender and religion that it offers. To curtail this surprising lack of attention, this paper focuses on the text's religious and gender binary by interrogating the symbolic status and narrative function of Amar Ayyar, an ayyar who deconstructs religious ideas in the guise of humor and playful performativity. Through the figure of Amar Ayyar, this paper contests the stereotypical assumptions (both Eastern and Western) about the fixity of religious and gender boundaries in Indo-Islamicate cultures in addition to challenging the hegemonic appropriation of Islamic discourse by religio-patriarchal structures in the modern era. By constantly questioning, de-centering, and challenging religious and gender values, this paper highlights the ways in which Amar opens interesting spaces for subversion. [ABSTRACT FROM AUTHOR]

Theorizing posits that moral judgment and reasoning stem from intuitions from at least one of six cognitive moral modules. Research has examined how media exposure influences aspects of moral development among children and adolescents. These lines of research remain largely unintegrated, however, and extant theories lack an explicit developmental perspective. We argue that Moral Foundations Theory (MFT) is a useful tool for contextualizing past findings and thus review the extant literature in this area. Secondly, we integrate developmental theory with MFT and the Model of Intuitive Morality and Exemplars. This paper will help researchers to understand how human development and media use interact to influence moral module salience, with implications for understanding effects of exposure on children and adolescents. [ABSTRACT FROM AUTHOR]

Although the influence of toys and play activities on child development is a consistent research topic in psychological research, designing artefacts explicitly for social growth can be considered a novel topic in design research. This paper focuses on identifying design opportunities to develop toys and play activities to stimulate social skills in school age children. Twenty-two participatory observations were carried out with children attending the first two years of school. The analysis revealed 15 ways in which social skills can be stimulated by toys and play activities. Design insights are given to each of the 15 categories. [ABSTRACT FROM AUTHOR]

This paper reviews and synthesizes research into the ways in which parents support their child across three major developmental domains in early childhood: early language, play and early literacy. We show how these domains are linked to each other and suggest that there is some evidence that interventions in all of them will promote mutual development. Early interventions that focus on parent–child interactive experiences that are both routine and ‘exotic’ in nature are likely to be more powerful than practitioner-dominated interventions. [ABSTRACT FROM PUBLISHER]

Population-based outcome monitoring could provide useful information about factors that differentially influence the developmental trajectories of deaf or hard-of-hearing children. A strong basis for population-based outcome monitoring is a coordinated, longitudinal data collection, and management infrastructure that includes quality local indicators, which in turn contribute to a larger state/province or national data infrastructure that supports programme evaluation and policymaking. Quality routinely collected data from early intervention programmes would contribute critical information to a coordinated database infrastructure for monitoring outcomes of children with hearing loss. The present paper explores, through a case example of a specialized early intervention programme for deaf or hard-of-hearing children in British Columbia, Canada, the strengths and limitations of utilizing routinely collected early intervention data for outcome monitoring purposes. A number of the sampling, missing data, and reliability issues were encountered with the locally collected database. We propose that a coordinated, long-term population-based longitudinal outcome monitoring approach requires further consideration and examination of the complex systems in which early intervention services are embedded. [ABSTRACT FROM AUTHOR]

Purpose To (a) familiarize readers with the components of emergent literacy and the impact hearing loss may have on the development of these skills; (b) demonstrate the importance of parent-professional collaboration and show how specific literacy-based activities can be integrated into existing daily routines and intervention programming; and (c) discuss how literacy-based activities can be modified to simultaneously target auditory and listening development. Method The paper begins with a narrative review of the current literature on the components of emergent literacy and development of this skill in children with hearing loss. Within this review, auditory-based strategies that may be used to facilitate emergent literacy in children with hearing loss who use spoken communication are described. Readers are directed to contact the authors for more detailed examples of activities and strategies. Conclusions Building emergent literacy skills in children with hearing loss is contingent upon parents and professionals collaborating to develop specific literacy-based activities that can be incorporated into children's existing speech and language programmes and daily routines. These activities can be tailored to meet the individual needs of children with hearing loss and simultaneously address clinically relevant goals that maximize the development of auditory and listening skills. [ABSTRACT FROM AUTHOR]

This article examines how children's construction of relationships in exploring materials helps to explain the constructivist foundations of the Reggio Emilia approach. A quasi-naturalistic study of 12 preschool children, ages 3 and 4 years, individually exploring different kinds of collage papers reveals a range of constructivist categories including physical knowledge responses, mental relationships, and symbolic representation responses. The results show that as children explore the physical properties of media, they become more familiar with the affordances, or capacities of materials. Development across the ages of the group progresses from the children's exploratory actions on the objects to their increasingly more complex relationships to support a range of emerging representations---props of symbolic play, letters of the alphabet, and stand-alone artistic representation. These constructivist underpinnings emphasize the origins of Reggio Emilia's relational pedagogy and support today's playful relationships with all of the elements of art. [ABSTRACT FROM AUTHOR]

The article focuses on early childhood art education. It discusses a paper put out by the Early Childhood Art Educators Issues Group (ECAE) titled "Art: Essential for Early Learning." The book "In the Spirit of the Studio" is examined as well. The importance of art in child development and early education is addressed and the presence of art in an integrated curriculum is explored. The impact of art on education in general is analyzed and the concept of an atelier, or an artist's studio, is also unpacked.

Research suggests that children's early experiences with food and eating have an impact on their eating practices in later life. This implies that these early years may be of considerable importance in the development of good eating practices. One facet of good eating practices that has received much attention is the encouragement of variety-seeking behavior. This is because early variety-seeking behavior has been associated with greater dietary variety in later years (Nicklaus et al. 2005). This paper reviews research examining children's development in the food domain, with a particular focus on studies that examine techniques that may be used to encourage dietary variety. [ABSTRACT FROM AUTHOR]

Children with hearing loss and their families are now presenting for early intervention support and guidance at increasingly younger ages. At present there is a paucity of research that informs teachers about early language development in the child with hearing loss. Di-EL First Words (Di-EL) is a diary technique through which parents record their child's first 100 single words, in collaboration with teachers. This paper demonstrates, through case studies, how data from a child's diary can be used to monitor and investigate rate of lexical acquisition, lexical content and the emergence of word combinations in three children with profound hearing loss. This information is important if teachers are to know if, when. and how to promote early language development in children with hearing loss. [ABSTRACT FROM AUTHOR]

This paper explores the idea of men raising boys to be men as a potential site for abuse in the rearing of men and then creating abusive men. Looking at issues such as character building, the use of symbols to connote power and authority, and corporal punishment to create respect, the article, in a very personal way, explores the process of this segment of child rearing as a potential for creating abusive men in adulthood. [ABSTRACT FROM PUBLISHER]

This paper tests Parsons' model of aesthetic development using a Piagetian critical-exploration method. The results of a content analysis of children's verbal protocols in response to ques- tions about four paintings provide support for Parsons'four stages of aesthetic appreciation. Children were increasingly able to recognize and appreciate the point of view of the artist as they got older. This was correlated with their ability to logically ju.,ct:fy their preferences for the paintings. The fact that some older children were unable to judge paintings from a de- tached viewpoint suggests that we as art educators may wish to gear our art instruction to Par- sons' stages of aesthetic appreciation which are closely tied to cognitive development. [ABSTRACT FROM AUTHOR]

The article focuses on a central aspect of art education theory called childart. It stated that childart does not imply essential connection to art proper, but rather refers to those processes children employ when using art materials which resulted in products that resemble art. On the other hand, Brent Wilson claimed that childart is one of the principal reasons for the existence of art education. Rudolf Arnheim, an influential contemporary Gestalt psychologist, views art-making as a tool of psychological diagnosis. Moreover, the intelligent and integration application of research methods are essential functions of art education and both are hampered by ignorance and confusion concerning children's artistic development.

In this article, the author presents his opinion on some myths related to art education. According to the author the first myth is that children develop best in art if they get sufficient art materials and emotional support from teachers. This myth stems from believe that adults interfere with child's natural development in art. The author says that the second myth is that the goal of art education is to develop child's creativity through art.

The article reports offers information on the Children's Art Month activities for March 1966. It suggests that those who are planning activities for the art month should send in the names and addresses of their local newspapers to the Crayon, Water Color and Craft Institute, Inc. in order to receive art education articles. It mentions that the articles are accompanied by a note, encouraging the papers to cooperate with school and youth groups in developing feature stories about local projects, and the views of informed local citizens on the importance of art training for all children. It declares that the Institute aims to make people aware of the many values of a purposeful art education in the development of each child's highest potential.