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Young people leaving local authority care are frequently discussed in terms of being socially excluded and having "poor life outcomes". In terms of educational achievement, employment and involvement in the criminal justice system, those with an experience of the care system fare the worst. Within the context of these poor outcomes, the Government Green Paper "Care Matters" has emerged. However, the Green Paper's outcomes framework for looked after children's well-being risks simplifying the complex nature of children's experiences and needs. It is children's experiences of care, both before entering the care system and whilst growing up within the care system that shapes their well-being and their life outcomes. The basis of improving children's outcomes should include listening to and understanding what children need from the care system. This knowledge helps to develop an understanding of how failings within the care system are experienced by children in care and how these experiences are subsequently translated into negative outcomes for young care leavers. Drawing upon qualitative, empirical data, this study aims to explore young care leavers' experiences of care. Through this, the extent to which feelings of care shape self esteem and a sense of self will be explored. Finally, this study will outline themes of trust and stability in the provision of care services and how these can shape positive outcomes for care leavers.

For many years the everyday reality of working parents and their children has been captured in notions of ‘quality time’ versus ‘quantity time’. On the one hand it is suggested that what families need is ‘more time’ for parents to spend together with their children and less time working. On the other hand this has been countered with arguments saying that attention has to be paid to how parents spend their time together with their children. As a result quality time is often presented through idealised images of ‘happy families’. Quality time is seen as parents engaging with their children in particular activities or outdoor excursions that create and maintain family enjoyment, care and togetherness. However, such debates are based on assumptions of what would be ‘good’ for today's children and neglect the perspective of children themselves. This paper draws on field research carried out with 10–11-year-old children on their understandings and use of time in an urban and a rural setting in the north of England. The paper points to five ‘qualities of time’ identified by children. These qualities suggest that children's views of time spent with their families cannot be seen as separate from the time they spend with friends, at school and on their own. The paper argues that the quality/quantity time conundrum needs replacing by fuller and more representative accounts of the varied aspects of time that matter for children. These need to be situated in the processes through which family, school and work life take place on a daily basis and in relation to children's life course. Copyright © 2002 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Over the last 40 years child protection systems in all Advanced Western Societies have been subject to high profile criticisms and regular major reviews. In many respects the Munro Review of Child Protection (2011) in England, is very different to those which have gone before. This paper summarises the main findings and recommendations of The Review and locates it in its immediate policy and practice contexts. The paper also begins to identify some of its possible gaps and challenges and argues that the success of The Review is likely to depend on cultural, political and economic factors well beyond its influence and outlines what these are.

This paper explores children's understandings of poverty, ill-being and well-being in Ethiopia using data collected through group exercises with children aged 5-6 and 11-13 participating in Young Lives, an international study of childhood poverty. In some respects the characteristics of poverty reported by children resemble those reported by adults participating in similar exercises. However, the children's addition of appearance and clothing, and their explanations of the reasoning behind the importance of these indicators of well-being reflect growing inequalities in Ethiopia, where experiences of relative poverty and social exclusion are increasingly common. This evidence argues for broadening the focus of child poverty reduction to include the psychosocial costs of lacking the culturally specific resources required for full participation in society. The paper also illustrates ways in which poverty can be explored by asking about ill-being and that children as young as five years are able to address these themes through well-designed research methods.

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".

This paper reviews different perspectives of the changing nature of childhood, comparing these to state responses that seek to improve children's well-being. Unlike previous generations of children, children today spend much of their time under cover and under the watchful eyes of adults. It is likely that this change has had a negative impact on children's well-being. The paper explores possible styles of state intervention, arguing that a broader approach is needed in the UK than is currently being considered.

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 examines the sleep disruption experienced by 36 families of technology-dependent children living at home in the United Kingdom. The paper begins with an overview of the qualitative study in which parents' experiences of sleep disruption emerged as a major theme. We then describe the nature of and reasons for the sleep disruption, the help families received with care overnight, and the effects of sleep disruption on parents in particular. This is followed by discussion of the implications of the findings for policy and practice as well as future research.

Aboriginal children and young people are over‐represented in the out‐of‐home care system, yet their voices are largely absent in practice and policy decision‐making. This paper presents a review of research that captures the voices of Aboriginal children and young people in out‐of‐home care. Three key themes are discussed: connection to culture, connection to family and participation. This paper argues for culturally meaningful research that honours child and youth citizenship, voice and roles in decision‐making as critical to quality care and positive outcomes. This paper aims to highlight the importance of listening and responding to the voices of Aboriginal children and young people as critical to the provision of appropriate care and supporting positive outcomes. [ABSTRACT FROM AUTHOR]

This paper documents co‐participatory research with children in six primary schools in Ireland during the COVID‐19 pandemic. It explores the use of what we term digital dialogues with diverse groups of children aged 9–10 years as members of Child Research Advisory Groups. The paper conceptualises the digital dialogues as sites of resistance as well as constraint, empowering children to articulate their voices in relation to schooling and the pandemic, whilst mediated by power dynamics—between adults and children, and between children, in the articulation of those voices. [ABSTRACT FROM AUTHOR]

This paper examines the participation of children and young people within government consultation processes. It considers the recent Department for Education consultation on its statutory guidance for schools for Relationships and Sex Education in England. The paper is based on a Freedom of Information request for the consultation responses categorised as from 'young people'. We identify two issues in our interrogation of the data. First, there is evidence that a substantial proportion of responses were not submitted by young people. Second, the consultation approach did not include all the features necessary for meaningful consultation. We consider the implications for the youth consultation on policy matters that affect them. [ABSTRACT FROM AUTHOR]

This paper offers a new child‐centred methodology that explores children's visions of their futures, encourages self‐reflection and depth and shares children's voices with peers and researchers, as unbrokered as possible. This final stage of a longitudinal, arts‐based, social science‐informed project was delivered by partnering with schools in socially disadvantaged areas of Bristol, a UK city. Our two‐phase activity used a Tree metaphor to explore children's hopes, ambitions and support, looking forward to recovery from the COVID‐19 pandemic. The analysis combined multi‐disciplinary thematic and visual‐narrative analysis, and revealed diversity, intersection and individuality in themes that scaled out from the child and their family over different timescales. Themes included emotion (concerns; empathy), experiences (happenings, resources skills; aspirations) and relationships, linked to their recent experiences of COVID‐19 mitigation. The paper reflects critically on children's and researchers' positionality, and the complexities involved in developing research methods that encourage children's autonomy, agency and authenticity. [ABSTRACT FROM AUTHOR]

This paper addresses how unequal power dynamics in research with young children in disadvantaged communities can be negotiated through co‐reflexivity. It explores this through two different projects, the "London Study" and the "Beirut Study", which researched the play of young children from families living with disadvantage in two distinct cultures. First, we highlight similarities between both studies' methodological and ethical approaches that were designed to 'listen' to the children, ensure 'ongoing consent' and co‐create knowledge through co‐reflexivity. We then draw on data from each study to demonstrate how, in their unique contexts, co‐reflexivity was crucial to address researcher–child power dynamics. [ABSTRACT FROM AUTHOR]

The paper draws from a longitudinal ethnographic study of a group of diverse children growing up in an urban, low-income, predominantly immigrant community in the northeastern United States, who were given cameras to portray their everyday family, school and community lives. It analyses the images, narratives, activities and intimacies of their care worlds in light of neo-liberal policies of disinvestment in education and family care. The children tell and live stories that recognise and place value on caring as a relational activity and collective responsibility rather than an individual, private matter, thus challenging the logic of neo-liberal market politics. (Contains 6 notes and 4 figures.)

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. (Contains 5 notes.)

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.

Most of the literature on paediatric oncology treatment has provided descriptions of children's everyday lives that are circumscribed to periods of hospitalisation. In this paper, I argue that the political and economic context where children receive oncology treatment as well as the particular trajectories of their families influence their experiences. The narratives from children receiving treatment in three public hospitals in Buenos Aires, Argentina, were collected. Their stories indicate that issues such as the interruption of school, the separation of family members, the expenses incurred during treatment, and barriers to care influence the everyday lives of children and should be included in paediatric oncology research. (Contains 1 table and 2 figures.)

This paper reports on collaborative research conducted with ChildLine Scotland, a free, confidential, telephone counselling service, using their database. We focussed on children's calls about parental health and well-being and how this affected their own lives. Children's concerns emerged within multi-layered calls in which they discussed multiple issues and problems in their lives such as alcohol misuse, drug misuse, domestic violence, family relationships, depression, mental health problems and bereavement. We discuss how children were making sense of these experiences; how they were trying to get by in difficult family circumstances; whose help they valued; and conclude with implications for policy and practice. (Contains 4 notes and 4 tables.)

In recent years, the "sexualisation of childhood" has moved into the centre ground of public policy and debate internationally, despite the conceptual confusions and inadequate evidence surrounding the processes denoted by the term. This paper focuses primarily on the most recent of several UK government-commissioned reviews and reports, the Bailey Review of 2011, warning that its proposals may amplify the voices of organised campaign groups at the expense of young people's, potentially damaging their rights to sexual self-expression and information. In addition, however, it argues that we should attend to how the Review delineates boundaries between the personal, the social and the political and between the public and private, to understand the kind of contract between state and citizen that policy on "sexualisation" attempts to put in place.

This paper examines the different contexts for leadership in children's services with a particular focus on integrated working. It reviews contemporary theories that appear to offer relevant frameworks for thinking about children's service leadership. It is argued that children's services require leadership at all levels to enable a dynamic, interactive service on the front line. Multi-professional team leadership is a crucial and much underestimated role in integrated services, which should be thinking in terms of leadership capacity throughout the organisation rather than focusing predominantly on the most senior roles in the hierarchy. (Contains 1 figure.)

Over the past decade, child soldiers have inundated the popular media. Images of boys armed with AK47s appear ubiquitous, providing a cautionary tale of innocent childhood gone awry. While these representations turn commonly held assumptions of a protected and innocuous childhood on its head, what they conceal is as provocative as what they reveal. Popular news media tells us little about the children behind the guns or the complexity of their wartime and post-war experiences. Attempting to move beyond the narrow depictions, this paper explores the realities of a cohort of child soldiers in Sierra Leone and their experiences of armed conflict. Drawing upon in-depth interviews conducted over a two-year period, children's experiences defy the limiting portrayals offered by media discourse. While these children are frequently constructed through a framework of extremes (as either extreme victims, extreme perpetrators or extreme heroes), in reality, the lives of these children fall within the grey, ambiguous and paradoxical zones of each.

Research which involves disabled children and young people now constitutes a fairly well-established body of work in the social sciences. However, discussion on the role of the (normally adult) researcher has arguably been marginalised in the much-needed exploration of disabled children's "voices". Drawing on a qualitative study of the transition to adulthood for young men with Duchenne muscular dystrophy, this paper reflects on the interview "encounter" between the interviewer, young men and their families. It suggests that we may learn more about the experiences of disabled children and young people if we can find ways of describing the co-production of responses, non-responses and meaning within research interviews.

This paper examines differences in life satisfaction among children in different family structures in 36 western, industrialised countries (n = 184 496). Children living with both biological parents reported higher levels of life satisfaction than children living with a single parent or parent-step-parent. Children in joint physical custody reported significantly higher levels of life satisfaction than their counterparts in other types of non-intact families. Controlling perceived family affluence, the difference between joint physical custody families and single mother or mother-stepfather families became non-significant. Difficulties in communicating with parents were strongly associated with less life satisfaction but did not mediate the relation between family structure and life satisfaction. Children in the Nordic countries characterised by strong welfare systems reported significantly higher levels of life satisfaction in all living arrangements except in single father households. Differences in economic inequality between countries moderated the association between certain family structures, perceived family affluence and life satisfaction.

This article argues the importance of ensuring initiatives aimed at improving children's social and emotional well-being are based on sound participatory principles. The discussion posits links between the recognition of children, dialogic approaches to participation, changing conceptualisations of children and childhood, and children's well-being. It explores these links in light of one particular initiative, Seasons for Growth (Graham, 1996, 2002, "Seasons for Growth; Loss and Grief Education Program. MacKillop Foundation"), an education programme built around emerging evidence that giving children a voice assists them to adapt to family change. The paper concludes with insights into what is involved when we locate notions of "having a say" as a key element in promoting children's well-being.

Children who accompany their parents or guardians during a period of homelessness make up 37% (more than one in three) of all people accessing the Supported Accommodation Assistance Program (SAAP) services. This paper describes an Australian qualitative study that explored the experiences of children who accompanied their families during periods of homelessness. It focuses particularly on what children and young people say they want from the services that they come in contact with; particularly specialised homelessness services such as housing support services and refuges. Key themes that emerged from the research include: the need for services to engage with children as individuals in their own right, to listen to and acknowledge their stories, to have services that meet their individual needs, to act and respond when children feel unsafe and for workers who can provide support to children to talk to parents about what is going on. Children and young people wanted workers to know that they felt their parents were doing their best to keep them safe. They focused on what their parents could do and did do rather than what they were not able to provide. They called on the human service system to do the same.

This paper explores the emotional aspects of participation within social welfare contexts. The focus is on individual professionals, such as social workers and children's rights workers and their articulation, management and negotiation of the emotional when working with children and young people. The institutions of welfare are also shown to be ambiguous in their approaches to participation. Lastly, the dimensions of power that are enacted in relations between professionals and children reveal some of the complex dynamics in this fraught area of social welfare policy and practice.

Based on ethnographic research among Kinh, Hmong and Cham H'Roi children in the highlands of Vietnam in 2008, this paper presents a narrative analysis of how poverty and ethnicity affect children's experience of adversity. It explores the meanings children give to their experience and their use of discursive strategies such as criticising displays of wealth to create a repertoire of meanings from which personal and collective resilience is drawn. Acknowledging the ambiguities and contradictions in children's accounts, the author reflects on how their understanding of social differences is underpinned by local power structures.

Malawian orphans and vulnerable children are becoming increasingly numerous and visible in the media and materials produced by non-governmental organisations. As a result, orphanages are proliferating to meet their needs. Drawing on data collected in three different orphanages, this paper reports some of the positive and negative outcomes of "institutionalising" children in Malawi. Being designated an orphan is becoming a valued identity for some, and a source of vulnerability and exploitation for others. While institutions address material vulnerabilities, orphans and staff report that they can also lead to increased stigmatisation, struggles over belonging, and the disruption of community and family ties.

The majority of undocumented Congolese refugee children living in Dar es Salaam, Tanzania, experience extreme poverty and social exclusion, harassment and discrimination. Their fear of deportation, forcible removal to refugee camps and imprisonment is coupled with a strong feeling that they are unwelcome in Tanzania. These realities require that most children devote a huge amount of their energy to survival, both literally, in terms of physical needs such as food and water, and figuratively, in terms of maintaining their sense of self-worth, dignity and purpose. This article is based on extensive fieldwork with more than 100 young people aged 7-18 years. I explore the ways children cope with the challenges posed by the conditions of everyday life and the strategies they employ in their quest to "find a life", or make a future for themselves. I argue that by imagining a future, they are fighting against not only what war has done to them and their families but also against the very fact of being a refugee.

When viewed in the context of children's physical, social, and economic ecologies, children's work has both contextually specific benefits and consequences. This paper examines children's experiences of their economic activity using a theory of resilience as a contextually and culturally embedded phenomenon [British Journal of Social Work, 38 (2008) 218]. Though there is evidence that child labour is a potential threat to children's well-being, some forms of children's work may function as potential sources of health-enhancing resources associated with resilience, resulting in positive psychosocial development. Working children can find through their working experiences positive sources of efficacy and cohesion, strong identity, feelings of well-being, positive relationships, and access to material and social capital.

The importance of providing consistent methods for the assessment of need for practice and research in child and family social work has been accepted for some considerable time. One feature identified by key stakeholders, such as Directors of Children's and Social Services, is the need for rigour in the development of such instruments. This paper reports on an evaluation of the Children's Review Schedule, an instrument developed in collaboration with one Children's Department. It focuses on a key aspect of the assessment of need: the measurement of the nature, range and severity of family problems.

Thirty-five children's trust pathfinders, local cross-sector partnerships, were introduced across England in 2003 to promote greater integration in children's services. Using administrative performance data, this paper tracks yearly trends in child service outputs and child well-being outcomes from 1997 to 2004 in these local areas, including the period before their introduction. Professional perceptions of change in child outcomes are also presented. Time series regression analysis shows there was a general improvement in England in these selected performance indicators prior to the introduction of children's trusts pathfinders. Children's trust pathfinder areas initially focusing on "all children" in their local area, rather than selected groups of children, showed the most progress. There was no consistent quantitative evidence for better outcomes in more integrated areas, however, 25 of the 35 survey respondents provided locally specific examples of children's trust pathfinder arrangements improving outcomes for children and young people.

This paper interrogates the discourses of stunting in Indonesia and its links to early childhood education. Here, stunting is analysed via Foucault's work, with data stemming from a long‐term ethnography study and analysis of relevant policy documents in Indonesia. We argue the discourses of stunting have been regulating children, teachers and parents by acting as a form of biopower of governing rationalities. Focusing merely on the individual and nutrition aspects, the discourses overlook larger societal problems. In such a space, the children, teachers and parents become a site of the state's surveillance and are produced as docile bodies. [ABSTRACT FROM AUTHOR]

This paper draws on research in which 200 children were fitted with motion sensors and asked to keep travel and activity diaries. The findings show that walking and playing away from home can contribute significantly to children's volume of physical activity, with consequent implications for their health. Not only do both playing and walking provide high levels of physical activity, they are linked to other behaviours which further augment the level of physical activity. Children who walk rather than use the car tend to be generally more active than other children, and children tend to be more active when they are out of their homes than when they are in them. The findings are placed in the context of other research about children's travel and physical activity, and conclusions drawn about the need to reverse current trends in children's patterns of travel and physical activity.

Notions of "being" and "becoming" are intrinsic to childhood research. Whilst the "being" child is seen as a social actor actively constructing "childhood," the "becoming" child is seen as an "adult in the making," lacking competencies of the "adult" that he or she will "become." However, I argue that both approaches are in themselves problematic. Instead, theorising children as "being and becomings" not only addresses the temporality of childhood that children themselves voice, but presents a conceptually realistic construction suitable to both childhood researchers and practitioners.

Child trafficking activity often draws on formal administrative and legal resources. Formalisation implies considerable cooperation between public functionaries, lawyers and external actors. I argue that child rights advocates are forceful policy formulators who tend to ignore the public-external link because they focus on the external profit-seeking actors. The danger of this focus is a continuing production of inadequate policies, regulations and laws which are weak instruments in the control of a serious social and moral problem. I exemplify this by cases of irregularities in international adoption from Ecuador from the 1990s onwards.

This paper presents findings of an evaluation of a one-off, small scale, pilot project. Picking up where Sure Start, the government programme for families of newborns to threes, leaves off, "Families in Focus" works with children aged four to 16 on a disadvantaged council estate in London. Through this route, the programme also reaches out to the families, providing a high level of on the spot local support. Feeding into the government's social exclusion agenda, the impact of the project has been significant, not least in restoring a strong sense of community to a previously alienated problem estate.

This paper reports on an evaluation of the Cornwall Young Carers project (jointly funded by social services and the Cornwall and Isles of Scilly Health Action Zone), conducted during the period 2000-2002. A diverse range of methodological approaches were adopted (comparative national statistics, local pilot study, monthly and quarterly data capturing instruments, and a service user focus group) in monitoring and evaluating the project's high level statements/outcomes. Four evaluative themes are discussed, namely: identification of young carers; assessment of young carers' needs; direct service provision; and partnership working. Recommendations and action steps are proposed with a view of informing future planning and service delivery, as well as developing an ethos of integrating evaluation into everyday practice for the Cornwall Young Carers Project. Overall, the project has made significant progress in meeting and exceeding its original targets. The fact that the project has been able to identify 202 new young carers over this period is a key milestone in demonstrating the critical need for the project's services. It is suggested that existing referrals are only the "tip of the iceberg" for work with young carers in Cornwall.

This paper is based on case study data on Sure Start Local Programmes collected within the Implementation Module of the Department for Education and Skills commissioned National Evaluation of Sure Start, between 2002 and 2004. Part one describes and discusses some key challenges for programme stakeholders which are associated with the optimum delivery of services for children and families, including managing partnerships; meeting the needs of a diverse community; and targeting. Part two explores the relevance of these findings for future government policy for children and families; and concludes by highlighting the value of an emphasis on "building knowledge".

On Track started life in 2000 as part of the Crime Reduction Programme in the Home Office, but was shifted to the Children and Young People's Unit less than a year later. This paper describes tensions that emerged during the first phase of the evaluation of this innovative programme, designed to provide interventions for four to twelve year olds at risk of becoming involved in crime. Analysis of interventions and multiple intervention is presented, together with reflections on the need for a different kind of evaluation and a more positive approach to services for children and young people.

This paper is concerned with exploring the research and policy base that underpinned the development of the Children's Fund Prevention Programme. It discusses how the initiative developed, how it is being evaluated and how it is now contributing to the new policy agenda around prevention services. Early findings are discussed highlighting some of the challenges local projects have to manage around partnership working, participation of children and young people in the programme, and the embedding of prevention strategies in local practice. Finally the conclusion sets the Children's Fund in forthcoming central government policy activity and examines how the evaluation can best inform the development of collaborative preventative services to children and their families.

This paper examines twentieth century social constructions of child prostitutes and child prostitution, the origins of these representations and the extent to which they have been used as metaphors for other perceived social, economic and political problems. It is important to recognise that these children have been sexually abused and that discourses that have portrayed them as either assertive and blameworthy seducers or as abducted and coerced innocents are constructed myths which detracted from recognition of the actual problems these children have faced.

This paper reports on a two-year study exploring children's understandings of disability. It focuses on findings from interviews conducted with 24 children, aged 6 to 19, who had disabled siblings, exploring their perceptions of impairment, disability and difference. Most were very aware of their sibling's impairment but the majority did not see that as making their siblings different. Where difference was perceived, this was sometimes attributed to their siblings' experience of disability--unequal treatment and the hostile attitudes of others. Most children saw their disabled sibling as holding various identities and their shared biographies, as members of the same family, may have taken precedence over any perceived differences.

This paper was prepared collectively by participants of the third seminar in a series with the title Challenging ""Social Inclusion": Perspectives for and from Children and Young People". Three 3-day seminars took place at the Universities of Edinburgh, Glasgow and Stirling in 2002-3 attended by academics, professionals from voluntary sector children's agencies, young people, representatives from central government and postgraduate students. Funding was provided by the Economic and Social Research Council (ESRC) and the Children's Society.

Children's participation in decision-making is complex: it is undertaken for different purposes and is reflected in different levels of involvement, different contexts and different activities. This paper reviews the current state of participation and, drawing on practice and research literature, highlights several aspects of practice where further consideration is needed if participation is to develop positively. This suggests that, if participation is to be more meaningful to children and effective in influencing change, it is necessary to move beyond one-off or isolated participation and consider how participation becomes embedded as an integral part of our relationship with children.