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This paper examines the evidence of children's agency in research about infants, toddlers and technologies. It finds that an implicit reliance on technological determinism as a theoretical perspective for positioning technologies relative to young children's development tends to shape research in terms of understanding the impact of technologies on young children. Drawing on critical constructivism as a philosophical stance on technologies, this paper argues that children's agency with technologies may be further investigated in terms of practice architectures to better understand the social mediation of infant and toddler interactions and engagements with technologies. [ABSTRACT FROM AUTHOR]

This paper is based on a Horizon 2020 research project on the enhancement of migrant children's ability to contribute to the change of their conditions of integration in the education system in seven countries (Children Hybrid Integration: Learning Dialogue as a way of Upgrading Policies of Participation, CHILD‐UP; GA 822400). The paper draws on data collected in vocational schools, with adolescents aged 14–16, in Italy. It draws on transcribed interactions to analyse activities in school classrooms in which facilitators support migrant adolescent's agency in producing narratives of their personal cultural trajectories. The paper shows how facilitators and adolescents share the rights of telling the narratives, the gender differences that become visible in the adolescents' narratives, and the ways in which facilitation supports the hybrid integration of migrant adolescents. [ABSTRACT FROM AUTHOR]

This paper presents an account of how children's sense of agency is produced in machinic assemblages. The ethnographic data used in this study originated in one elementary school classroom. By utilising children's own expressions of their agency and by examining the machinic assemblages in which these expressions were produced, we demonstrate that school policies are not merely a background for schools' mundane practices. Rather, when combined with other elements in a school setting, policies have heterogeneous consequences for children's sense of agency. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic has caused disruptive changes across different life experiences essential to children's growth and development, including early childcare services and schools, thus threatening precious opportunities for children in early childhood to learn. The pandemic has also undermined the collaborative and alliance relationship between childcare services and families which has been widely considered an important aspect of modern services. This paper presents and discusses results from a mixed‐method exploratory study with early childcare services for children between 0 and 6 years in Italy in 2021, involving both teachers and parents, to understand experiences, educational practices put in place in childcare services, feelings, resources and risks perceived by families and teachers. [ABSTRACT FROM AUTHOR]

This article introduces papers about the evaluation of community initiatives for children which were presented at a symposium organized by Great Britain's National Children's Bureau in May 2000. Practitioners who provide and deliver children's services in the community find themselves under unprecedented pressure to evaluate their work and measure its effectiveness. This is due to the fact that public policy makers in central government have not only declared a commitment to evidence-based practice, but also made monitoring and evaluation a compulsory element in a number of publicly funded programs. The papers offers differing perspectives on the practical as well as conceptual issues raised by the spreading culture of evaluation. There is confusion about purpose, different methods and over practice. Reference was made during the symposium to work on evaluation of community programs in the U.S. and the importance of articulating a plausible theory of change when planning interventions as well as when deciding how to evaluate them. A paper by Deborah Ghate shows that there is much more to evaluation than getting the right methodology and proceeding with the research.

This paper argues that current child and childhood research is problematical in as much as there is a discrepancy between theory and research practice. Although in theory, children are conceptualised as active agents in the social world, the type of research that children are typically involved in implies that children are competent, knowledgeable and affective only in terms of their own lives, their own spaces, their own childhoods. The implications of this discrepancy are discussed. The paper concludes that although research that contributes to a greater understanding of childhood experiences is important, it is equally important to involve children in research that goes beyond ‘childhood’. [ABSTRACT FROM AUTHOR]

This paper addresses the issue of child protection protocols within research conducted with children. Based partly on primary data this paper raises questions about the role of ethics committees in defining the limits of confidentiality in relation to child protection protocols within research, the perceptions of both children and parents about the meanings of confidentiality and notions of ‘harm’, and the role of the researcher in relation to legal and professional guidance about the protection of vulnerable people in society. We explore the concept of confidentiality within a research setting from a child protection perspective. In doing so we examine the legal and moral obligations of researchers to report child protection concerns, how children themselves perceive ‘harm’, and the need for much clearer guidance to researchers, as well as child participants and parents, about the limitations of confidentiality. Copyright © 2005 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Offers observation on assessment of outcomes in children's services, based on presentations originally given at a two-day conference held in September 1997 in Great Britain. Highlights of the conference; Description of the research and development work of the Looking After Children project; Revision in the Assessment and Action Records.

This paper attempts to provide an overview of ethical issues related to social research with children. It sets the discussion in the context of current debates about researching children in the UK, and explores the extent to which children should be regarded as similar to, or different from, adults in social research, focusing on how children are positioned as vulnerable, incompetent and relatively powerless in society in general, and how this conceptualisation of children needs to be taken into account in social research. The paper concludes with some practical and methodological suggestions. [ABSTRACT FROM AUTHOR]

This paper is based on a qualitative research study, Children, Parents and Risk. This study looks at the ways in which risks to children are understood and managed by children and parents. The paper focuses on two areas of the research—gaining access and interviewing—in order to show how the research process itself has constituted an important source of data on childhood and risk. [ABSTRACT FROM AUTHOR]

Children conducting research and engaging in 'adult' domains such as urban planning challenge perceptions of children as merely 'adult becomings' — perceptions which, along with lack of pathways for participation, have largely excluded children from effective participation in the public realm. This paper considers two urban participatory projects in Aotearoa/New Zealand: in the first, children (10–13 years) researched peer perceptions of Auckland city life; in the second, they were consulted by Auckland Council on the redevelopment of a city square. We reflect on processes and outcomes, and the extent to which facilitating such projects may increase children's meaningful participation in urban planning. [ABSTRACT FROM AUTHOR]

This paper considers the lives of children living in a large informal settlement in central Accra, Ghana. Its contention is that children remain largely absent from the renewal of interest in slums and that where they do feature it is largely as objects of risk and vulnerability. Such an exclusive focus, it is argued, risks effacing the ways in which children are capable of actively confronting the terrible constraints posed by slum environments and the 'talent for living' that this involves. Drawing upon the findings of a small qualitative exploratory research project, the paper examines sources of support and cooperation between children and how their decisions to work are perceived as a strategy to actively support mothers and families struggling for a subsistence. [ABSTRACT FROM AUTHOR]

This paper reports the experiences of working with a group of disabled young people over a 12-month period, during which perspectives of subjective well-being were explored. Methodological experiences, and particularly strategies which facilitated accessing young people's views, are described. The paper then moves on to focusing on the challenges and dilemmas of taking a participative approach. These experiences are contextualised within wider debates on participative approaches in social research. [ABSTRACT FROM AUTHOR]

This paper discusses the outcomes of an initiative to empower ten-year-olds as active researchers. It debates some of the barriers that are commonly cited with regard to children of this age taking ownership of their own research agendas—power relations, competence, knowledge and skills—and challenges the status quo. It describes a study in which a group of ten-year-olds participated in a taught programme aimed at equipping them with the knowledge and skills to design their own research. This empowering process resulted in the children undertaking research projects of their own choosing, designed, carried out and reported entirely from their perspective. Reports from two of those projects are presented as part of this paper. Copyright © 2004 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

The diverse selection of papers in this edition of "Children & Society" points to the health of the journal and reflects positively on the creative range of research, theoretical debate and policy and practice development in the field. The paper by Roger Smith critically reviews the question of childhood in the context of conflicting social trends, in particular the simultaneous globalization and atomization of social life. Eric Blyth reviews different approaches to exchanging genetic origins information in third party assisted conception. He provides a critique of the model currently in force in Great Britain and advocates its replacement by a system that more closely resembles that introduced in Victoria (Australia) in 1998. June Statham, Jean Dillon and Peter Moss consider the development and operation of sponsored day care services in 12 English local authorities, in the context of current policy developments within early childhood services. Robbie Gilligan argues for the resilience as a key concept in work with young people in need, where resilience refers to a capacity to do well despite adverise experience. Clare Armstrong, Malcolm Hill and Jenny Secker report findings from a qualitative study which used focus group discussions and individual interviews to explore young people's understanding of mental health and illness; the promotion of positive mental health; responses to negative feelings; and perceived differences between themselves and adults.

Research has shown that pregnancy and motherhood increase the risk of experiencing intimate partner violence (IPV) — physical, sexual and emotional — in relationships. Much of this research, however, explores this issue in relation to adults and little attention has been given to the experiences of pregnant teenagers or teenage mothers in violent relationships. This paper focuses on three main areas to explore this, disadvantage, sexual negotiations and stigma, and draws upon interviews conducted by the authors with 16 teenage mothers in the UK as part of a wider study about IPV in the relationships of disadvantaged young people. [ABSTRACT FROM AUTHOR]

For migrant children, moving to a new country is marked by excitement, anxiety and practical challenges in managing this significant transition. This paper draws upon the concepts of social capital and social networks to examine migrant children's access to services post‐migration. Using data from a qualitative study with Eastern European families in Scotland, we identify a range of cumulative barriers that limit children's access to services and illustrate how their experiences are shaped by ethnicity, social class and place. The study shows that migrant children are often disadvantaged post‐migration and develop their own mechanisms to mitigate the impact of migration on their lives. We argue that migrant children's own social networks are relevant and they need to be analysed through a more individualised approach. [ABSTRACT FROM AUTHOR]

This paper reports findings about parents' experiences of caring for young people with Autistic Spectrum Conditions (ASCs) moving into adulthood. In‐depth interviews were conducted with 38 parents of young people (15–21 years) with ASCs. Data were analysed thematically. In the perceived absence of service support, parents' acted as ‘care‐coordinators’ and ‘life‐supporters’ for their child as they moved into adulthood. These roles came with little choice, emotional demands and personal restrictions. Being supported was important for parents, but preferences differed regarding what this should look like. Implications for policy are discussed. [ABSTRACT FROM AUTHOR]

Choice is often presented as a defining feature of play and it has been argued that a perception of choice contributes to the developmental potential of play. This paper investigates children's self-recorded levels of choice during play across three contexts-the home, the school playground and the out-of-school club. Children recorded their play activities across contexts using a structured diary technique. Findings based on 401 reported play episodes indicated that choice varied across contexts, according to the number of children involved and whether or not an adult was present. The findings are discussed in relation to theory, policy and professional practice. [ABSTRACT FROM AUTHOR]

Researchers who involve children in their research are faced with the challenge of choosing between differing theoretical approaches which can prioritise children's autonomy rights or their 'vulnerability' and their need to be protected. Somewhat confusingly, ethical guidelines seem to reflect a combination of these approaches. Even when researchers have settled on their preferred approach, they may find that this then has to be modified in accordance with gatekeeper requirements. In the context of children's involvement in a child safety online project, this paper highlights the difficulties encountered because of a tension between children's autonomy rights, educational norms in a school setting and child protection concerns and considers whether an appropriate balance was achieved. [ABSTRACT FROM AUTHOR]

This paper describes an exploratory evaluation of the Peers Early Education Partnership 'Room to Play', an innovative and experimental 'drop-in' service seeking to attract and engage 'hard-to-reach' families in one of the most deprived areas of a Midlands city. Located in a shop unit of a busy community shopping centre, it offers play and learning activities for children, and provides opportunities for parents to talk to practitioners in a neutral and supportive environment. Through a mixed methods design, the authors attempted to document the core components of a potential transferable model of intervention, within challenging research constraints. [ABSTRACT FROM AUTHOR]

This paper presents findings from a qualitative study undertaken with 46 African and African Caribbean men exploring their experiences of fatherhood. Data analysis was informed by Connell's theoretical work on changing gender relations. Findings indicate that fathers' lives were mediated by masculinities, racism, gender, migration and generational changes in parenting. Fathers advocated a style of parenting centred on good communication with children. The implications of findings for theory, future research and health and social care policy regarding both children's well-being and the inclusion of fathers by health and social care practitioners are discussed. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the issue on topics including the innovative ways to address gaps in research concerning young people and disabled children, impact of disability studies on disabled children research, and policy concerning the rights of young people and disabled children.

The paper tells of the social constructs surrounding young children with learning difficulties in their home, 'special' early education setting and 'inclusive' or mainstream early education setting in England. The exploratory study focused on how three- to four-year-old children made sense of their environments and how their identities were constructed by different parties in the different contexts. Ethnographic case studies were conducted using semi-structured and informal interviews with parents and practitioners, documentary analysis, fieldnotes, and live and video observations. Shared constructions across the contexts for each child were common, with constructions of them being happy and making progress pervasive across the children and settings. Differences in constructions across settings indicated that qualities could shine or negative constructions be tempered, thus showing the role of the environment and the culture of inclusion in socially constructing children with special needs. [ABSTRACT FROM AUTHOR]

The NHS has emphasised the need for rigorous evaluations of preventative home-visiting support (Bull and others, 2004) in building a public health evidence base. Interdisciplinary studies involving the NHS in any capacity are subject to ethical review by NHS Research Ethics Committees. However, the current process of ethical review does not respond flexibly to research conducted by non-NHS organisations. Through documentary analysis, this paper describes the experience of a non-clinical research evaluation of a family support service offered during pregnancy and the difficulties encountered in gaining ethical approval. Implications for social science research with minimal NHS involvement are discussed and recommendations for improvements suggested. Copyright © 2005 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

There has been a recent surge of interest in consulting children and young people about issues affecting them. Research in this area can in the main be said to have been motivated by adult agenda, with little attempt to seek the views of children and young people themselves. This paper is based on what children have said about consultation. They were critical of some of the more widely used methods, largely because they saw them as unrepresentative. The main message from the research is that children want to be consulted if it is done properly, if it is about issues directly affecting them and if they see it as likely to yield results that are likely to benefit them or other young people. Copyright © 2003 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

The popularity of evaluation research has increased markedly in recent years. Although initially associated with experimental and quasi-experimental methods, current practices and methods have become much more diverse. This paper provides a brief overview of the recent history of evaluation research – its meanings and purposes – and asks whether the current emphasis on ‘evidence-based policy’ heralds a brighter future. Copyright © 2001 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

The impacts of evaluation exercises on people and services being evaluated are examined, including those that are unintended. Using the example of a parents' centre in central London, the paper asks whether evaluators are measuring the right things, whether the resulting ‘evidence’ is valid, and what effects an evaluation may have on the service. It seeks to identify the features of research and evaluation exercises that are most likely to justify the time spent on data collection by leading to improvements in services for children and families. Copyright © 2001 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Live‐in child domestic work is an often exploitative informal labour sector that involves child migration and long‐term separation of children from their family. While studies have documented the impact of family separation in cases of adult migration and young adult migration, little is known about the impact of child migration and related parent–child separation. This small‐scale, explorative qualitative study aimed to understand lived experiences of parent–child separation through in‐depth interviews with seven parents of children working at households in Karnataka, as live‐in domestic help. This study is the first of its kind to explore parental experiences of separation from their child/ren in the context of live‐in domestic work and explores notions on the existence of choice in decision‐making, and sheds light on how practices of separation are interlinked with socioeconomic factors, societal hierarchy and cultural practices of parenting that lead to understanding and coping with the ensuing separation. It concludes by identifying some policy implications that are relevant for organizations seeking to re‐unify and reintegrate children with their families after a period of separation. [ABSTRACT FROM AUTHOR]

Poverty deprives children and adolescents of good sanitation, nutrition, shelter, education, quality water, health services and negatively lead to poor physical and mental health. However, limited studies exist on the experiences of adolescents in poor urban contexts in Ghana. Using 20 adolescents from James Town, Accra, findings show adolescents look beyond money when conceptualizing poverty. They also encounter both pleasant and negative experiences in their context while remaining determined to pursue education for a better future. Implications are discussed considering the need to promote communal support because of its relevance to the well‐being of the adolescents within poor urban contexts. [ABSTRACT FROM AUTHOR]

This paper considers early educational interventions aimed at preventing school failure. It begins with a typology of prevention and intervention, then goes on to consider four specific examples of preventive interventions all aimed at avoiding or alleviating academic failure at school. (1) The High Scope pre-school programme for disadvantaged children aimed at providing a ‘better start at school'. (2) Reading Recovery, a targeted intervention aimed at getting children who show early reading difficulties ‘back on course'. (3) A Focused Literacy Programme for improving the reading of all children in disadvantaged neighbourhoods of the inner city. (4) ‘Parent involvement' programmes to improve the reading of all children in primary school through support for literacy at home. Each of the intervention strategies is described and criticised in terms of effectiveness, acceptability and generalisation. Copyright © 1999 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

This paper examines US research on child welfare outcomes, focusing on family preservation, out-of-home care, and family reunification services. The review highlights the range of mixed findings in each of these areas, along with methodological issues and constraints. In light of the complexity of child welfare services, future outcome research should complement the rigorous use of quantitative methods with the careful application of qualitative methods. © 1998 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

The appropriateness and desirability of researching children have been issues of some debate. Children may be perceived as non-competent or vulnerable, and proxies have been used as children's representatives. Increasingly researchers are speaking to children directly. Why is this so and what are the methodological and ethical implications of researching children's views? In this paper the authors draw on their own experiences of researching children in the fields of child carers and the impact of the Child Support Act 1991. A number of social, political and legal trends are identified which form a background to the growing interest in children as potential and actual participants in the research process. The theoretical, methodological, ethical and practical issues involved are then identified and described, using examples from two separate studies conducted by the authors. [ABSTRACT FROM AUTHOR]

The title of a collection on `ethics and methodology of research with children' implies that research with children necessarily raises unique questions about ethics and methods. Our paper questions whether this is so, what the unique questions might be and how they arise. We consider that any extra complications in research with children are common to research with other `minority' groups. The main complications do not arise from children's inabilities or misperceptions, but from the positions ascribed to children in late twentieth-century Western societies. Clarity about the social origins of any complications in research with children is crucial if these complications are to be addressed. Ethics, methods, theories, data and policy conclusions are inextricably interwoven, and it is important to acknowledge how initial theories inevitably shape policies. Reasons are given fir preferring rights-based to child-centred ethics. [ABSTRACT FROM AUTHOR]

This paper is concerned essentially with the influence of professional ideology on practice in the field of public child care. In recent years I have become increasingly aware of a discontinuity in the developing theoretical basis for such practice arising from research, and the actual outcomes of such practice as demonstrated by the same research. Whilst acknowledging that there will he an inevitable time lag in implementing mine of those research findings, I am concerned that those of us involved in the public care of children, and particularly in the training of the carers, have not yet adjusted our ideological base to take account of the evidence and of certain important principles. By identifying the changing nature of research and examining some of the findings as they relate to factors such as the social context of child care, and the nature of agency policy and practice, I attempt to demonstrate the centrality of concepts such as partnership, consumerism and power sharing. However, I conclude that professional ideologies appear to experience great difficulty in encompassing such concepts. [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]

Transracial adoption (TRA) represents the largest number of non‐disclosed adoptions in South Africa but remains under researched. This exploratory research investigates practices in the Western Cape, via semi‐structured interviews with adoption social workers and magistrates. Thematic analysis of data revealed the following themes: knowledge and attitudes towards the legal/policy framework of TRA; influences on placement decisions; preparation before and support offered after transracial placement; problems faced by adoption practitioners; and the Western Cape as supportive of TRA. A reluctance to engage with race and a de facto acceptance of TRA undermines a critical view of current practice. [ABSTRACT FROM AUTHOR]

Drawing on integrated data from focus groups and diary entries, we explored the impact of the COVID‐19 pandemic on child well‐being for children from five Majority World Countries. We focus on the disruptions the pandemic caused, the adjustments made in response to these, and children's vision of a post‐pandemic world. Underlying children's experiences of loss, boredom and concerns about educational progress, was an awareness of systemic inequalities that disadvantaged them or others in their community. Findings have implications on capturing children's voices through introspective and dialogical approaches that transcend cultures and for the development of preventive and responsive interventions during crises. [ABSTRACT FROM AUTHOR]

This study focused on young people's perspectives about family relationships and how they can be strengthened or weakened through digital media practices. Located in Melbourne, Australia, 20 participants aged between 13 and 17 years were interviewed about how digital devices and practices shaped the way they interacted with family. The thematic analysis points to the young people's commitment to family cohesion. This was demonstrated through responsible use of social media, admitting the need for device‐free time, acknowledging the challenges of being online, and their sense of responsibility as a family member, which informed and shaped the way they individually acted. [ABSTRACT FROM AUTHOR]

This article contributes to a dialogue between childhood studies and the sociolinguistic subfield 'Family Language Policy' ('FLP'). The article argues that the two fields provide complementary vantage points for exploring child agency. It explains a revised version of a model I developed to conceptualise child agency in FLP, consisting of four intersecting dimensions: compliance regimes; linguistic norms; linguistic competence and generational positioning (Smith‐Christmas, Handbook of home language maintenance and development. De Gruyter Mouton, pp. 218–235, 2020a). The article examines two conversational excerpts as a means to illustrating the dynamic and relational nature of child agency and how it is both shaped by as well as shapes interactional practices over time and space. [ABSTRACT FROM AUTHOR]

Over the last decade, the research interest of central government in services to children and families has covered various parts of the child care system, though the focus on evaluation of outcomes has remained constant. Major research programmes encompass the outcomes of: child protection interventions, residential care and the implementation of the Children Act 1989. © 1998 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

This article details the points raised during the concluding session of a symposium on evaluating children's services following the papers given by Alan France and Lucy Draper. A theme which emerged strongly was the opportunity to de-construct and de-mystify evaluation so that policy makers, practitioners and service users are more aware of its different purposes and methods. The need for better training was seen as extending to research students and would-be evaluators. There is a need for researchers to be trained in ways of establishing appropriate relations with different stakeholders, depending on the type of evaluation, as well as in different methods. Moreover, ways must be found of avoiding evaluations that place impossible demands on those being evaluated. More consideration should also be given to striking a proper balance between self-evaluation and monitoring activities and inspection by independent evaluators. Particular care should be devoted to ensuring that the individual measures and instruments for an evaluation are suitable and interpreted in an appropriate way. Evaluators should understand that practitioners delivering children's services in heavily programmed communities are likely to feel they have seen it all, thus, they should not surrender to cynicism.

Despite government interest in promoting birth registration, more than a third of Indonesian children do not have a birth certificate, affecting the realisation of both their human and citizen rights. While barriers to registering children's births in Indonesia have been assessed, there is limited research on how communities perceive the importance of having a birth certificate. This study used focus group discussions to explore parental motivations around birth registration. The results of a thematic analysis found that perceived use of birth certificates, perceived control over the application process and social norms related to certificate ownership affect the intention to apply. [ABSTRACT FROM AUTHOR]

The dominant approaches to public health policy on childhood obesity are based on the neoliberal emphasis of personal choice and individual responsibility. We study adolescents' (N = 81) beliefs about responsibility for childhood obesity as a public health issue, through an innovative participatory method, PlayDecide, organised in two countries: the UK and Spain. There is no evidence of a blanket rejection of individual responsibility, rather, a call for renegotiation of the values that inform adolescents' food choices. The findings suggest the need to broaden the framing of obesity-related policy to go beyond the nutritional paradigm and include other values that signal health. [ABSTRACT FROM AUTHOR]

This study is set in the North of England in the context of debates around the integration of communities, after a series of street disturbances in the early 2000s. The debates centred upon ‘social cohesion’ and the social mixing of Pakistani British and White British communities. The current study explores this from the context of 10‐ to 11‐year‐old Asian, Black and White British boys participating in cricket and football clubs. It draws on the sociology of childhood approach that sees children as active participants and co‐creators of their own lives. This more nuanced approach sheds important light on children's own negotiations of home, peers, sports clubs and identities that are key to how cohesion is achieved. [ABSTRACT FROM AUTHOR]

This article deconstructs the conventional definition of bullying through analysis of its historical context, and identifies blind spots using lenses of gender, culture and setting. We explore theoretical and methodological problems associated with the conventional definition and its axiomatic use in bullying research, with particular reference to online bullying. We argue that because children may use ‘bullying’ to mean many different practices not captured in the conventional definition, using this definition often obscures the very phenomena researchers are aiming to describe. As a result, adults risk missing these practices in research and for interventions that use these studies as their evidence base. [ABSTRACT FROM AUTHOR]

The article examines the activities of a municipal children's parliament (the TCP) in a middle‐sized Finnish town. The article focuses on members of the TCP board and their parents and the emphasis is on parents' views as very little research exists on family background in relation to children's public participation. All the participating families were middle‐class, both as self‐defined and according to their socioeconomic background. The parents studied detailed different emotions they and their children experienced as members of the children's parliament. The article illustrates that being a middle‐class child and participating in civic activities is not an uncomplicated description of privilege. Children and parents engaged in the TCP board displayed three distinct strategies, to interpret and support engagement in the structure; as hobbyists, school‐oriented or ambivalently engaged. They had to cope with feelings of pressure and stress over workload and the conflict between having peer‐related problems in school versus the future civic competencies and advantages held out to TCP office holders. The article extends the understanding of participation to include discussion of social class and emotions and calls for further research on these themes. [ABSTRACT FROM AUTHOR]

This article focuses on the implementation of evidence-based parenting programmes (EBPPs) in a small sample of urban local authorities in England. The first part discusses the development of government policy, guidance and implementation issues. The second part presents findings from an exploratory study, which focused on the implementation of EBPPs in terms of programme eligibility, fidelity and intensity in six urban local authorities. Implementation was not necessarily in line with policy or guidance. Issues associated with programme fidelity along with concerns about sustainability as a result of cuts in funding are discussed and implications for policy and future research considered. [ABSTRACT FROM AUTHOR]

Childhood studies have argued for the social construction of childhood, respecting children and childhood in the present, and recognising children's agency and rights. Such perspectives have parallels to, and challenges for, disability studies. This article considers such parallels and challenges, leading to a (re)consideration of research claims to represent children's 'voices' and the current promotion of children's participation as researchers. It concludes how research with disabled children encourages due account of multiple communication methods to access, analyse and present research, and being more reflexive about assumptions of competency, expertise and agency in the roles of researcher and research participant. [ABSTRACT FROM AUTHOR]

Children are increasingly described as agents and agency is important to arguments for children's rights and participation. Yet agency is rarely defined or theorised in childhood studies. This article reviews common uses and meanings of agency and argues that critical, social conceptualisations have yet to be extensively taken up in childhood studies but offer much to the field. Based on the work of Giddens, his critics and feminist theory, I propose a model of agency that is more ambivalent than that usually presented in childhood studies. Given the conventional emphasis of agency on articulation, rationality and strategy, a failure to incorporate a critical, embodied, engendered, material account of agency into childhood studies risks reinscribing a model in which privileged children will be accorded more agency than those who do not display rationality and choice in conventional ways. [ABSTRACT FROM AUTHOR]