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Quality early care and education (ECE) presents an unparalleled opportunity to avert disadvantage and promote children's development. Mealtimes are essential daily routines, yet are often overlooked in research on ECE quality. This paper crystallises a composite case study of ECE mealtimes in highly disadvantaged communities by combining Departing Radically in Academic Writing (DRAW) methodology with parent surveys, scorings of educator‐child interactions (inCLASS), and field notes. Poverty is perpetuated in these centres: children do not have enough food, and educator‐dictated feeding practices restrict children's opportunities to exercise their agency and learn. Systemic policy action is needed to address poverty in ECE. [ABSTRACT FROM AUTHOR]

The question of dangers and safety in children's lives has become a matter of increasing concern. This paper aims to contribute to the discussion in this field and elaborate on children's experiences of risks and dangers in the context of chronic poverty. Drawing on the post‐humanism approach, we argue that children's conceptions of risks and dangers emerge through their active and mutual exchange with other human and non‐human beings such as rivers, trees, animals and insects, however, these perceptions should be carefully placed within the local socio‐economic context of poverty and social hierarchy. [ABSTRACT FROM AUTHOR]

The paper examines the ways in which preschool children represent the spaces of their daily lives. It is based on the analysis of photographs taken by pupils from two kindergartens located in non‐privileged neighbourhoods of Athens. The children photographed the spaces where they live and move, and talked about their photos. The analysis maps these spaces and explores the social parameters (social class, ethnicity) that shape the children's relationship with private and public space. Thus, photographs become tools that provide a deeper understanding of the children's social worlds and highlight the importance of the social spaces where their practices and experiences are shaped. [ABSTRACT FROM AUTHOR]

This paper adopts hierarchical regression and ANOVA techniques to analyse the data from 'Child Well‐being Study in Greater Taipei' in view of examining the association between the practice of family routines and different work schedules for parents with children in primary school. The findings conclude that family routines are relatively unstable when parents work atypical hours, with this association more significant for mothers than for fathers. Moreover, the practice of family routines becomes more unstable when the number of parents working atypical hours increases, while there is no significant change when more parents take jobs with flexible working hours. [ABSTRACT FROM AUTHOR]

Research on adolescent responsibilities outside of school rarely considers how schools and teachers mitigate the adverse consequences of those responsibilities on academic outcomes. We seek to understand when, and for whom, teachers and administrators accommodate students' out‐of‐school commitments. Analysing 61 interviews with teachers and staff at five high schools that serve predominantly low‐income students and survey responses from teachers across Wisconsin (N = 601), we find that staff identify responsibilities as connected to students' social class. Teacher responses to student responsibilities are largely individual and ad hoc, whilst administrators report accommodating students' paid work through structural changes. [ABSTRACT FROM AUTHOR]

Two early childhood development aspects: carer involvement with children, and their ownership of age‐appropriate books, were evaluated. Children aged 0–4 years from Bangladesh, extracted from population‐based Multiple Indicator Cluster Survey 2019, were assessed using survey adjusted logistic regression models and district‐wise spatial distribution. Among 13 806 children, 11.2% had no shared activities with carers, and 60.7% had at least four shared activities. Among 22 796 children, 27.4% owned at least one book. Higher carer–child shared activities and more child‐friendly books in households were observed in the Western part of Bangladesh. Children from higher socioeconomic households with educated mothers and greater exposure to media, had higher carer–child interaction and greater availability of books. These findings can aid policies targeting psychological and cognitive development of children in Bangladesh. [ABSTRACT FROM AUTHOR]

Based on in‐depth interviews with 24 middle‐class Indian child participants, this is the first exploratory qualitative study, in India, to demonstrate the ways in which children as reflexive social actors re‐negotiated everyday schedules, drew on classed resources at their disposal and made sense of the impact of the pandemic on their educational pathways and future aspirations. These narratives offer a unique lens on the politics of middle‐classness and its constitutive relation to constructions of normative childhoods in contemporary India. Study findings contribute to the sociology of Indian childhood and more generally help enrich our understanding of southern childhoods and the reproduction of inequalities in contemporary India. [ABSTRACT FROM AUTHOR]

Based on analyses of six individual interviews with young people from a sixth‐grade school class, this study explores how young people talk about bullying and a particular bullying case in their class from various positions. Utilising thematic analysis, three themes were conceptualised as crucial in bullying: social status, powerful positions and fragile social positions. Symbolic interactionism, emphasising perspectives as constructed in interaction, were used to understand these social dynamics and bullying as a group phenomenon. The findings demonstrate the social landscape in which young people navigate, where social positions are in process but affected by their group norms. [ABSTRACT FROM AUTHOR]