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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]

Children's mental health and development issues are considered a significant concern today. A century and more ago children's mental health and developmental disorders were likely understood differently. This paper examines the portrayal of children's mental health and developmental disorders in all 41 accessible articles on the topic indexed in the Reader's Guide to Periodical Literature from 1890 to 1920. It focuses on these three decades as a time of fundamental economic, political and social transition before the first text in Child Psychiatry was published and the first professorship in the field established. It was also before the beginning of the influential child guidance movement. In particular, the research asks (i) what were the ‘disorders’ discussed and of what were they said to consist?, (ii) what was said to cause them? and (iii) what was thought best to be done about them? [ABSTRACT FROM AUTHOR]

This article highlights three dimensions to understanding children's well-being during and after parental imprisonment which have not been fully explored in current research. A consideration of 'time' reveals the importance of children's past experiences and their anticipated futures. A focus on 'space' highlights the impact of new or altered environmental dynamics. A study of 'agency' illuminates how children cope within structural, material and social confines which intensify vulnerability and dependency. This integrated perspective reveals important differences in individual children's experiences and commonalities in broader systemic and social constraints on prisoners' children. The paper analyses data from a prospective longitudinal study of 35 prisoners' children during and after their (step) father's imprisonment to illustrate the arguments. [ABSTRACT FROM AUTHOR]

This study investigated children's perspectives on preschool teachers' roles in Taiwan's changing cultural setting. This study attempted to examine how aspects of culture and time are interwoven in children's lives. Data were collected through children's drawings, the photographs they captured and drawing‐photo elicitation interviews. The data were analysed to identify the eight types of teachers' roles and the time points at which the children observed the roles. The children noted that their teachers were 'regulators'; however, they also discovered teachers' interactive and democratic roles in less structured settings during the time of learning areas and while outdoors. [ABSTRACT FROM AUTHOR]

Background: Ethnic minority foster children are frequently placed in families with ethnic majority backgrounds. In the international literature these placements are most commonly called transracial placements. Aims: With this study, we aim to obtain an encompassing view of the empirical scientific literature on how transracial placements may affect the ethnic identity of foster children. Materials and methods: To gain insight into the ethnic identity of transracially placed foster children and the way they are ethnically socialized, we conducted a systematic literature review. We thereby followed the guidelines of the PRISMA statement. Results: Transracially placed foster children may experience higher fluctuations in their racial/ ethnic identity over time than adolescents with a minority background in the general population. They also seem to be prone to experience disconnection from, or on the contrary, connection with the birth network; and some transracially placed foster children struggle with societal messages they receive about minority ethnicity and race. They may have an increased awareness of their minority ethnic background because of different physical appearances between themselves and the foster family. Foster parents can play a pivotal role in these processes, since culturally competent foster parents may guide foster children in their ethnic identity development by being open towards children's cultural minority background as well as being self‐reflective regarding their own cultural values and beliefs. Discussion: The ethnic development of transracially placed foster children seems to be influenced by intersecting mechanisms of being in foster care and having a minority ethnicity. Although the selected articles assume that foster parents impact the ethnic identities of their ethnic minority foster children, none of them measured the impact of foster parents' skills and knowledge on foster children' s ethnic identity development directly. Conclusion: Being transracially placed impacts the ethnic identity of foster children. Foster parents need to be cultural competent to encourage their foster children's ethnic identity development. [ABSTRACT FROM AUTHOR]

Using a temporal lens, the article shows how fathers’ incarceration leads to a loss of attunement to the temporal rhythms of their children’s everyday lives. This lack of synchrony has implications for both the being and the becoming of the child. Through in-depth interviews, the article draws on data from a Danish study of mothers and children, aged 5–27, whose father/stepfather was incarcerated. Findings show the significance of a multifaceted understanding of time showing the implications of fathers’ imprisonment for children, suggesting that policy initiatives would be enriched by a focus on challenges to synchrony from the child’s perspective. [ABSTRACT FROM AUTHOR]

This article examines online gaming practices of 7‐ to 11‐year‐olds in home settings in the United States. Based on observations and interviews with children and parents, the analysis considers the specificity of preteen experiences within domestic settings. Employing a socio‐cultural approach, the article analyses ways online gaming is strongly shaped by specific social and developmental factors that relate specifically to preteens. Children's online gaming is analysed as a form of independent entertainment time that reflects limitations experienced by preteens in this study as well as developmental characteristics of this age range. Further, the analysis indicates that gaming practices of preteens are embedded in wider transmedia play practices. [ABSTRACT FROM AUTHOR]

This study examines time and children in the classroom based on free‐flowing observations written in class by 10‐year‐old pupils. The concept of entanglement is activated to consider time together with space and matter and explore the dynamics in which these elements interact. The analysis unsettles the notion of time as a separate, ‘outside’ parameter: rather than examining children in time, this viewpoint enables us to see children as being or becoming of different times and entangling with material elements. On the other hand, entanglements also produce different moments of now, which are seen as multiple and hybrid. The author suggests an understanding of research with children as ‘lively entanglements’ in which special attention should be given to things that matter to children. [ABSTRACT FROM AUTHOR]

The concern of this article is that some prevailing theoretical dualisms in child research may be traced back to a split between time and space, and the argument is that securing a temporal as well as a spatial dimension in the research methodology may allow to transgress such dualisms. The article analyses how an insufficient account of the temporal dimension in different theoretical moments in childhood studies has led to theoretical dualisms between agency and development and between change and continuity in the process of subject formation. Confronting these theoretical dualisms with a qualitative longitudinal study of children indicates that the two sides of each dualism may be understood as interdependent dimensions that co‐constitute subjectivity. The article suggests that temporal and spatial dimensions may be easier to integrate if they are conceived of as two interacting temporal modes, one connected to linear time (the arrow of time) and one connected to non‐linear processes (significations in the space of the present). Theoretically, this is elaborated on with a hermeneutic interpretation of Henri Bergson and Freud's thinking about time and space. [ABSTRACT FROM AUTHOR]

Young disabled people are still rarely involved in the research process, despite an increasing emphasis on their inclusion as participants. The Participation in Education ( PIE) project examined how disabled children with little or no speech could be involved in their education. The project team worked with an existing group of young disabled people to develop ways in which they could take part in the research process. The group was involved in developing the methodology, group work, observation, commenting on findings and in the dissemination process. Their involvement undoubtedly enriched the research and the benefits of working with an established group were manifold. [ABSTRACT FROM AUTHOR]