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In this paper we aim to explore the interconnection between Children's Literature and contemporary technologies, though not from the perspective of technology as a didactic tool or as a media to produce or reproduce literary texts. Instead, we examine how technology is present in books for children and picture books. This approach is based on the concepts of children's literature, and childhood and technologies. We also present an initial corpus of stories and picture books either about technology or in which technology structures the book or the narrative. Our conclusion is that in some texts the encounter of both worlds produces significant literary experiences. However, there is a literary core that cannot be integrated with technology. This tension is also part of the cultural representations. [ABSTRACT FROM AUTHOR]

In this paper, I interrogate the images of childhood in the model of respectful parenting from a sociological perspective. I am interested in problematizing the notion of agency in articulation with the new social studies of childhood. To this end, I describe the main characteristics that define respectful parenting from the perspective of its followers, and I focus on the example of complementary feeding where I delve into how it produces a view of babies which enhances their agency when it comes to managing the feeding process. This paper is based on previously conducted qualitative ethnographic research about the experiences of middle-class mothers who follow this style of parenting in the city of Buenos Aires, Argentina. [ABSTRACT FROM AUTHOR]

This paper explores the relationship between theology and philosophy through an analysis of the first fragment of Walter Benjamin's On the Concept of History. Benjamin uses the allegory of an automaton that always wins at chess, but is secretly controlled by a dwarf, to illustrate how "historical materialism" depends on theology for its success. This paper explores Walter Benjamin's concept of theology as a means of escaping totalitarianism. It analyzes various theological ideas, such as inversion, recapitulation, recollection, the hunchbacked dwarf, redemption, nihilism, pure violence, and unwritable life, as indicators of the messianic Kingdom. By examining these theological concepts, the paper sheds light on how the marxist idea of a classless society is a secularization of the messianic Kingdom. [ABSTRACT FROM AUTHOR]

School well-being has a growing interest in educational research and practice, although its multidimensional nature and the imprecision in its definition limit its knowledge and make more in-depth study necessary. The aim was to deepen the understanding of the construct of school well-being identifying perspectives, models and definitory elements. A systematic review of 53 bibliographic sources from internationally databases (APA, PsycInfo, ERIC, Scopus, WoS) was conducted. PICO approach for formulating the eligibility criteria and searching for research questions, and PRISMA-compliance systematic review recommendations were followed. There were included articles and papers conferences, from 2000 to 2020, with the keywords school wellbeing or well-being, in English, French, Portuguese and Spanish languages. Topics related to health and illness, work, university, and social, economic, politic, or cultural issues were excluded. Information was analysed descriptively using the meta-narrative. The characteristics of the studies (methodology, participants, years of publication and countries) were presented; the perspectives classically linked to school well-being as a subjective (hedonic) and psychological (eudemonic) concept as well as the social well-being were explained; and the factors that operationalize it were identified. [ABSTRACT FROM AUTHOR]

(1) Background: To systematically review evidence on the safety and efficacy of psychopharmacological treatments available for psychomotor agitation (PA) in children and adolescents. (2) Methods: Studies assessing the safety and efficacy of psychopharmacological treatments for acute PA in children and adolescents that were published between January 1984 and June 2022 on PubMed were systematically reviewed. We included: (i) papers that presented a combination of the search terms specified in the "Search strategy" sub-paragraph; (ii) manuscripts in English; (iii) original papers; (iv) prospective or retrospective/observational studies and experimental or quasi-experimental reports. The exclusion criteria were: (i) review papers; (ii) non-original studies including editorials and book reviews; (iii) studies not specifically designed and focused on the selected topic. (3) Results: We selected 42 papers: 11 case series (11/42, 26.19%), 8 chart reviews (8/42, 19.05%), 8 case reports (8/42, 19.05%), 6 double-blind placebo-controlled randomized studies (6/42, 14.29%), 4 double-blind controlled randomized studies (4/42, 9.52%), 4 open-label trials (4/42, 9.52%) and 1 case control (1/42, 2.38%). (4) Conclusions: The drugs most frequently used to treat agitation in children and adolescents were ziprasidone, risperidone, aripiprazole, olanzapine and valproic acid. Further studies are needed to evaluate the efficacy/safety ratio, considering the limited number of observations in this field. [ABSTRACT FROM AUTHOR]

This paper explores how educational commons, in which education and learning are shaped by the members of the educational community in terms of equality, freedom, and creative participation, contribute to addressing inequalities, empowering democracy, and enhancing inclusion. The discussion focuses on the crucial debate around public formal education and the potential for radical democratisation it offers through three case studies carried out in formal and non-formal educational settings in Thessaloniki, Greece. The research was conducted in three different types of education centres: a public kindergarten, a self-organised autonomous libertarian educational community, and an after-school programme of a primary school where Workshops for Nurturing and Developing Environmental Resilience (WONDER) were implemented by the environmental organisation Mamagea. Through patterns of commoning practices, like peer governance, co-creation of knowledge, and peer learning, the case studies aimed to establish the prerequisites for the co-creation of a community that offers pupils and students, teachers, and educators the chance for self-formation and equal participation. The article makes the case that educational hierarchies and governance models can be reconfigured in order to incorporate the democratic values of solidarity, equality, self-organisation, and self-formation even in structures that are still tailored to formal schooling. The article argues that educational commons can make a decisive contribution to tackling inequalities, and the commons logic can grow effectively in school education under specific conditions. The pedagogical practice is shifted in educational commons in ways that balance out contemporary enclosures based on several inequalities. [ABSTRACT FROM AUTHOR]

There has been a major ongoing health impact of the COVID-19 pandemic on children's lives, including lifestyle and overall health. Enforcement of prevention measures, such as school closures and social distancing, has significantly affected children's daily routines and activities. This perspective manuscript aims to explore the rise in childhood obesity and its association with hypertension during pandemics. The COVID-19 pandemic has led to significant disruptions in children's routines, including reduced physical activity, increased sedentary behavior, and changes in dietary patterns. These factors, coupled with the psychological impact of the pandemic, have contributed to an alarming increase in childhood obesity rates. This paper has highlighted the concerning increase in childhood obesity and hypertension during pandemics. The disruptions caused by the COVID-19 pandemic, including reduced physical activity, increased sedentary behaviors, and changes in dietary patterns, have contributed to the rise in these health conditions. It is crucial to recognize the long-term consequences of childhood obesity and hypertension and the urgent need for a comprehensive approach to address them. [ABSTRACT FROM AUTHOR]

Emotional self-regulation is important for resolving conflicts assertively, controlling impulsivity and frustration, expressing emotions appropriately, and improving quality of life and subjective well-being. However, in higher education, the cognitive component is privileged and the socioemotional training of students is usually not considered. Moreover, emotional self-regulation has hardly been studied in Colombia. Therefore, this paper aims to identify the emotional regulation of pre-service teachers. The Adult Emotional Development Questionnaire (CDE-A) was administered to 311 students in early childhood education, early childhood pedagogy and special education in Bogotá, Colombia. Teachers-in-training were found to have low levels of emotion regulation, manifested by impatience, restlessness, stress, anger, and impulsivity. This behavior is worrisome because pre-service teachers will be dealing daily with first-cycle girls and boys in formal education, who learn primarily from teacher models. The findings confirm the need provide socioemotional training to future teachers so that they design and implement teaching strategies to develop their students' socioemotional intelligence. [ABSTRACT FROM AUTHOR]

The paper arises from a shared event that turned into an experience: the finding of a childlike piece of paper on our way to a conference about philosophy in schools and how it affects our educational ideas and research practices on listening to children. Triggered by the question of what it means to listen, we are led to the exercise of self-questioning inspired by some of the authors that have already written about the topic, specifically in the context of the community of philosophical enquiry. The thinking unfolds with the telling of the story about the found piece of paper, crossing different layers of questioning and trying to keep the enquiry open for the readers: what is it that we do not know about listening to children? And to what extent might that, which we do not know, be the cause of biased and adultist practices? Is it necessary to return to what philosophy is and where one can find it inside the school environment? Is it already there when the adults arrive? Are we not listening to it? Or are there specific places for philosophical conversations, such as the classroom? Is philosophy also invited to the margins of those spaces? Who decides what counts as philosophical? It is not about answering questions and giving closure to our concerns as educators and researchers, but rather sharing with the readers how even in the least suspected place - an academic event about bringing philosophy to school - one might still not be listening to children. In returning to this self-questioning movement, we want to echo some of the troubling in the thinking and practices of listening in the so-called movement of Philosophy for/with Children: this for/with phenomenon, its politics and relations; some of the assumptions that might be present in the dilemmas in practice for educators and researchers; but also its aesthetics resonances, the sheer beauty of troubling, the (out of) tune of self-questioning, the questions it raises for us as researchers and the space of doubting and uncertainty it offers, like a hesitation or a breathing space. And perhaps, we wonder, it is in-between spaces, in its cracks and transitions, that important things can find their way into our thinking and conversations about childhood. Just like a piece of paper in a hotel room. [ABSTRACT FROM AUTHOR]

The paper begins with the concept of voice, and tries to question its different meanings, especially in educational settings, in order to propose a philosophical framing of people-ofyoung-age's material voices. It then proposes to understand those voices as disruptive differences or opportunities to (re)think about our roles as educators and, most of all, to return to the question of what a philosophical approach to childhood might disrupt. In doing so, it outlines some ideas about "voice" as sound and materiality (Cavarero, 2005) and about "listening" as permanent attention to what might emerge (Nancy, 2002; Davies, 2014), in order to then extend specific meanings of these concepts to the practice of thinking philosophically with people of different ages in the community of philosophical inquiry educational setting (Kennedy; Kennedy, 2012). It also builds on the concept of "event" by Gilles Deleuze (Deleuze, 2013) as a potential immanent within a confluence of forces to then ask how we can foster a philosophical way of living (in) education that understands people-of-young-age's material voices as something we cannot afford to lose. Finally, the paper proposes to frame the community of philosophical inquiry as a philosophical community of voices, in the sense of an opportunity to experience the materiality of all the voices as something that matters for the shared thought of its participants. [ABSTRACT FROM AUTHOR]

Objective: To analyze current scientist literature advances about risk factors and symptomatology of sexual abuse in children and adolescents. Method: A literature review was conducted by consulting english and spanish documents available in APA PsycArticles, Dialnet, Springer and Science Direct databases. 27 research papers published between 2011 and 2020 was selected. They provide quantitative or qualitative information about risk factors and symptomatology of sexual abuse in children and adolescents. Results: Main findings describe risk factors associated with age groups, mainly between 6-7 and 12-13 years, types of reconstituted families, as well as the presence of caregivers different to parents. Short-term symptoms include abrupt changes in behavior, difficulties in interpersonal relationships, anguish, fear and guilt. In addition, physical injuries and somatic alterations are identified. In the long term, symptoms are associated with post-traumatic stress, suicidal behaviors, eating disorders, difficulties in social interaction and sometimes with drugs abuse. Discussions: Regarding risk factors, the use of social media is visible as a reference to be considered in current dynamics. However, the literature emphasizes the need to continue consolidating the analysis of these factors and their articulation with pertinent actions for the prevention and timely attention of abuse. Regarding symptomatology, there is evidence of progress in the short-term analysis, since not only the physical and physiological aspects are addressed, but also the psychosocial aspects. Similarly, the analysis of long-term symptomatology is mainly oriented to psychosocial processes. [ABSTRACT FROM AUTHOR]

The text examines the conditions of database production on research for, with and about children, childhood and Early Childhood Education, identifying studies conducted on the relationship between childhood, popular education and social movements. The work is theoretical and bibliographic in nature and is located in the field of metaresearch, which is a research about researches. A total of 2,246 academic papers were catalogued, including 1,055 dissertations (46.97%), 395 theses (17.58%), 395 ANPEd papers (17.58%) and 401 articles (17.87%). Of this collection, only six studies specifically had as a theme the relationship between popular education, social movements and childhood. We conclude that metaresearch and the use of databases are relevant strategies to value, strengthen and qualify the investigations we are conducting in Brazilian universities and other research centers. [ABSTRACT FROM AUTHOR]

The memories of boys and girls who migrate contain past and present experiences of countries of origin and destination, as well as experiences of movement. This paper presents the results of research that aims to identify how migrant children's memories are constructed around experiences of violence and practices of agency. From the perspective of the new social studies of childhood and based on a field study in the city of Barcelona, it shows that in various spaces violence is conditioned by a web of power relations and vectors of differentiation (ethnicity, gender, nationality, age). It concludes that these memories strain the conception of violence against children as an individual, domestic/private problem, and generate meanings that facilitate agency for such childhoods in the present, going beyond vulnerability and subordination. [ABSTRACT FROM AUTHOR]

This article addresses the methodological challenge of capturing and comparing children's experiences of everyday life by using a novel rhythmanalysis approach to explore the experiences of a small sample (N = 16) of home based children aged 7–10 in England and Greece during the 2020 global lockdown. The children kept a 1 day diary in which they recorded their activities and feelings at regular intervals during their waking hours. The data collected indicates that the children's lives were both disrupted and synchronised during this period, and highlights how their individual experiences were interconnected in time and space by shared rhythms which underpinned the patterns of their day. The paper highlights the utility of the specially designed rhythmanalysis data collection tool and analytical approach for future comparative international studies of children's everyday lives. [ABSTRACT FROM AUTHOR]

Janice Galloway represents one of the most strikingly original voices in new Scottish fiction, which breaks with the tradition of conventional narratives looking back at the national history and looking up to larger-than-life male heroes. Instead, Galloway writes deftly crafted short stories of everyday life in contemporary settings, finding that the past informs the present and proceeding to explore how the stateless nation’s cultural heritage affects her characters. This paper analyses selected stories from Galloway’s collections Blood (1991) and Where You Find It (1996) from the perspective of trauma criticism, which seems a particularly fitting approach to the author’s often disturbing narratives of violence and abuse. The focus is on child characters and on the ways that historical trauma, as introduced by Sigmund Freud and further refined by Cathy Caruth, is passed down to them. Finally, the paper provides examples from the individual short stories which illustrate how the traumatic experience can be acknowledged, witnessed, and ultimately communicated. [ABSTRACT FROM AUTHOR]

The late Black feminist scholar, bell hooks, suggested that the margin can be a place of radical possibility, where marginalized people nourish their capacity for collective resistance. On the margin, it is possible to generate a counter-language. In this paper, we chronicle, describe and reflect upon how bell hooks' ideas inspired the creation of a national 2-day conference titled, 'Listening to the Margins'. This conference was focused on understanding the intersectional experiences of childhood disability and race with a view to better supporting racialized disabled children, youth, and their families. This conference was needed because intersectional experiences of childhood disability and race have been silenced in childhood disability studies, critical race studies, and various other resistance-oriented systems of thought. Racialized children with disabilities and their families are often unsupported as they navigate Euro-centric healthcare systems. Reflecting on lessons learned from our conference, we suggest several strategies for advancing meaningful research programs with racialized disabled children. Strategies include centering the art of listening, amplifying the margin, engaging the arts to promote empathy, embracing psychosocial support in work on ableism and racism, developing clinical tools and practices that are grounded in lived patient experiences, and advancing decolonizing research that recognizes the role research has historically played in perpetuating colonial violence. In totality, this article unpacks how sitting on the margins, as bell hooks suggested, has allowed us to occupy a place of discomfort and creativity necessary to disrupt dominant discourses. In so doing, we have made space for the hidden narratives of racialized disabled children and their families. [ABSTRACT FROM AUTHOR]

This paper is an introduction to the dossier on "the present and the future of doing philosophy with children", which itself drew inspiration from a conference on the same topic that was held in University College Dublin on the 24th of June 2022. While the conference aimed at building a case for the importance of engaging pre-college students in philosophical thinking, it also aspired to function as a forum where the participants can critically reflect on the practice of doing philosophy with children. The participants were asked to reflect on 1) the ways in which philosophy prepares children to engage with an increasingly complex world; 2) the future challenges of the P4wC movement; 3) the ways in which and the extent to which P4wC practice contributes to the decolonization of childhood discourses; 4) the ways in which and the extent to which the philosophy with children initiative addresses issues of epistemic injustice and educational and social inequalities. Building on the discussions that took place during and after the conference, the authors in this dossier interrogate the hierarchical opposition between child and adult, and cast a critical gaze on adultist assumptions that prevent Philosophy for/with Children initiatives from achieving their full potential. [ABSTRACT FROM AUTHOR]

The interdisciplinary field of the new social studies of childhood starts from an epistemological break with the classic approaches of the sciences that adopt biological, essentialist and universal views of the child, and finds in ethnography a possibility of conceptualizing the child as an active subject and childhood as a generational social category. The recognition of these concepts of child and childhood by ethnography in research with children implies turning to the child as the other, the different, the foreigner. This proposal for a theoretical-conceptual rupture in the investigation of childhood requires the implementation of methodologies that focus on the experiences, points of view and voices of children, understanding them as subjects-in-process, under constant construction. From this perspective the child is not the object of study, but the subject who interacts with the researcher in the construction of the senses and meanings of the research. This text is organized into three parts that address the epistemological, the theoretical-conceptual, and the methodological aspects of the proposed interaction. The paper ends with an articulation of the relationship between the different aspects of the discussion, culminating in a reflection on ethics and otherness, in the recognition that difference permeates human relations, and that it is the different, the unusual, the incomprehensible, the opposite, the unequal, the unattainable that marks and defines ethnographic research with children. [ABSTRACT FROM AUTHOR]

This article originated from the research project Democracy, equality and disagreement: theoretical-methodological concepts from Jacques Rancière to envision education in the contemporary world. The project's main aim is to explore terms such as democracy, equality, and disagreement in the context of contemporary educational and political discourses. Emerging as an addendum to the research project, the paper sets out to examine some of the premises of Jacques Rancière that allow us to identify the political potentialities of childhood that emerge from the recognition of children's words and temporalities as forms of community experience. Our methodological perspective engendered a writing style that eliminates distance between the typical discourses of philosophers and the voices of children, with the intention of reaffirming the latent potential of the latter when thinking about philosophical issues. This exercise in non-hierarchical writing/reading demonstrates that children's words are not the reflection, nor the expression, nor the symbol of a higher theoretical reality, but that they allow thought to continue non-stop. As such, our objective is not to write about childhood, but with childhood; not to find the truth about childhood, but to take advantage of the power of children's voices to question common sense. In this way, the relationship between political conflict, equality, and the power of the child's word is established, demonstrating the capacity of the childish voice to renovate the sense and sensibility upon which society's concepts are based. Finally, it is argued that childhood is a form of subjectivity that experiments with temporality through the affirmation of intensities that are marked by curiosity and creativity. For this reason, the condition of childhood suggests a form of political experience that is capable of inventing multiple temporalities that subvert the order of domination. [ABSTRACT FROM AUTHOR]

This paper is the result of reflections inspired by observing and participating in dancing sessions with children. Our experience of the latter led to the production of images that provoked a variety of questions, and invited us to think about the relationships between bodies, dance, and various forms of education. Among these questions were: what clues about the experience of human embodiment are given through observing children's dance? What can children teach us through participating with them in this performative medium, and what are its implications for education, most especially in light of our observations of children's inventiveness in this regard? Our impressions resonate and find expression in the oeuvre of Gilles Deleuze, Félix Guattari, Michel Foucault, Jan Masschelein and Manoel de Barros. Placing ourselves under their influence, we mobilized our thinking and opened ourselves to the emergent character of their ideas, resulting in what might be called a form of "dancing-writing" in which those two forms of expression interact. This dancing-writing is informed by and imbued with children's lived experience: step by step, we walked the paths that they opened, recording as best we could their multisensorial approach to the world--gaze, taste, smell, sound, touch, movement. Ours was an experience of research on movement, with movement, in movement. As such, we harbor no intention to present final answers, but rather offer the reader an invitation to think philosophically and childishly. Ours is an invitation to dance with and among the questions which that very dance inspired. [ABSTRACT FROM AUTHOR]

The late Black feminist scholar, bell hooks, suggested that the margin can be a place of radical possibility, where marginalized people nourish their capacity for collective resistance. On the margin, it is possible to generate a counter-language. In this paper, we chronicle, describe and reflect upon how bell hooks' ideas inspired the creation of a national 2-day conference titled, 'Listening to the Margins'. This conference was focused on understanding the intersectional experiences of childhood disability and race with a view to better supporting racialized disabled children, youth, and their families. This conference was needed because intersectional experiences of childhood disability and race have been silenced in childhood disability studies, critical race studies, and various other resistance-oriented systems of thought. Racialized children with disabilities and their families are often unsupported as they navigate Euro-centric healthcare systems. Reflecting on lessons learned from our conference, we suggest several strategies for advancing meaningful research programs with racialized disabled children. Strategies include centering the art of listening, amplifying the margin, engaging the arts to promote empathy, embracing psychosocial support in work on ableism and racism, developing clinical tools and practices that are grounded in lived patient experiences, and advancing decolonizing research that recognizes the role research has historically played in perpetuating colonial violence. In totality, this article unpacks how sitting on the margins, as bell hooks suggested, has allowed us to occupy a place of discomfort and creativity necessary to disrupt dominant discourses. In so doing, we have made space for the hidden narratives of racialized disabled children and their families. [ABSTRACT FROM AUTHOR]

This article aims to map master and doctoral research on children, adolescents and ICTs in the areas of Communication, Education and Psychology, in the last 10 years. The survey used Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) and Instituto Brasileiro de Informação em Ciência e Tecnologia (IBICT) databases. Were analyzed 215 papers, considering thematic categories, research subjects, data collection and analysis methods and techniques. Despite the fragile indexing of the databases, which resulted in a non-exhaustive study, the analysis revealed that "access and use", "mediation", "appropriation", "learning" and "consumption" were the most addressed themes by the three areas. Topics of great relevance in the current public debate on the virtual sphere (such as cyberbulling, hate speech and digital rights) appeared little in the corpus. Adolescents are the priority subjects, followed by children and teachers. Qualitative and engaged research prevails, with ethnography, exploratory research, case studies, participant research and content analysis being the most used methodologies and methods. Finally, there was a preference for classic data collection techniques in the context of the humanities and social sciences. [ABSTRACT FROM AUTHOR]

This paper investigates the process of communicating the diagnosis of childhood cancer considering the child's position, the parents' place, the effects of the medical discourse, and the intervention possibilities of the discourse of the psychoanalyst. Based on three clinical cases, the discussion points out how the analytic listening helped the team faced with a bioethical conflict increasingly present in pediatric oncology: should the child know the truth, or should they be protected from it? Being aware of the impossibility of telling the whole truth, the analyst can disentangle themself in advance from these imperatives and provide a discursive turn which highlights the child subject's singular knowledge in detriment of the formal academic knowledge. [ABSTRACT FROM AUTHOR]

Background: Tuberculosis (TB) has been repeatedly shown to have socioeconomic impacts in both individual-level and ecological studies; however, much less is known about this effect among children and adolescents and the extent to which being affected by TB during childhood and adolescence can have life-course implications. This paper describes the results of the development of a conceptual framework and scoping review to review the evidence on the short- and long-term socioeconomic impact of tuberculosis on children and adolescents.Objectives: To increase knowledge of the socioeconomic impact of TB on children and adolescents.Methods: We developed a conceptual framework of the socioeconomic impact of TB on children and adolescents, and used scoping review methods to search for evidence supporting or disproving it. We searched four academic databases from 1 January 1990 to 6 April 2021 and conducted targeted searches of grey literature. We extracted data using a standard form and analysed data thematically.Results: Thirty-six studies (29 qualitative, five quantitative and two mixed methods studies) were included in the review. Overall, the evidence supported the conceptual framework, suggesting a severe socioeconomic impact of TB on children and adolescents through all the postulated pathways. Effects ranged from impoverishment, stigma, and family separation, to effects on nutrition and missed education opportunities. TB did not seem to exert a different socioeconomic impact when directly or indirectly affecting children/adolescents, suggesting that TB can affect this group even when they are not affected by the disease. No study provided sufficient follow-up to observe the long-term socioeconomic effect of TB in this age group.Conclusion: The evidence gathered in this review reinforces our understanding of the impact of TB on children and adolescents and highlights the importance of considering effects during the entire life course. Both ad-hoc and sustainable social protection measures and strategies are essential to mitigate the socioeconomic consequences of TB among children and adolescents. [ABSTRACT FROM AUTHOR]

In the psychoanalytical field, we realize that despite the centrality awarded to childhood, only a small minority of psychoanalysts seek child psychoanalytic training or analyze children on a regular basis. This paper reflects on some of the difficulties and ambivalences that impair the analyst’s analytic attitude and disposition to relate to children as suitable subjects for psychoanalysis and examine some conceptual misunderstandings about childhood related to these ambivalences. The author examines three challenges, particularly significant in the analyst’s ambivalence: 1.the wish to cure the child, 2.the turbulent to-and-fro identification movements that characterize the analytical process and 3.the deep involvement of the analyst’s psyche and the contratransferencial anxieties he is exposed to Finally, the author identifies some misunderstandings and confusions in what regards the concepts of childhood, infantile, infantile neurosis and in relation to the way children communicate with the analyst. In the psychoanalytical field, we realize that despite the centrality awarded to childhood, only a small minority of psychoanalysts seek child psychoanalytic training or analyze children on a regular basis. This paper reflects on some of the difficulties and ambivalences that impair the analyst’s analytic attitude and disposition to relate to children as suitable subjects for psychoanalysis and examine some conceptual misunderstandings about childhood related to these ambivalences. The author examines three challenges, particularly significant in the analyst’s ambivalence: 1.the wish to cure the child, 2.the turbulent to-and-fro identification movements that characterize the analytical process and 3.the deep involvement of the analyst’s psyche and the contratransferencial anxieties he is exposed to Finally, the author identifies some misunderstandings and confusions in what regards the concepts of childhood, infantile, infantile neurosis and in relation to the way children communicate with the analyst. [ABSTRACT FROM AUTHOR]

In this paper, we analyze the changes in food consumption patterns throughout the lives of five individuals (n=5), one subadult and four adults, found in archaeological sites of El Remate, Bajo los Cardones and Finca Cruz. All of them are associated with the Formative period (ca. 2500 - 1000 years B. P.) and are located in the Quebrada de Amaicha (Tucumán, Argentina). We propose an analysis of the carbon and nitrogen isotopic composition in the dentin of different sections of the same tooth and in different teeth of the five individuals. This approach sheds light on the way in which the characteristics of children's diets affect their adulthood, as well as providing a more inclusive perspective on consumption patterns in the agropastoralist societies of the study area by integrating young individuals into the analysis. Little intravariation and intervariation was found, with a predominance of food resources framed in the C4 photosynthetic pattern. The exception is an individual, probably female, whose diet was based on C3 resources during the first period of life. This could be the result of the existence of a "childhood diet" or of a change in geographic residence, with both areas being isotopically distinguishable. Finally, we illustrate the methodological steps required to reconstruct life histories through the serial study of human dental pieces. This is a novel approach, which has been applied to human remains from the Argentine Northwest for the first time. [ABSTRACT FROM AUTHOR]

The lack of consistent presentation of results in published studies on the association between a quantitative explanatory variable and a quantitative dependent variable has been a long-term issue in evaluating the reported findings. Studies are analyzed and reported in a variety of ways. The main purpose of this review is to illustrate the procedures in summarizing and synthesizing research results from multivariate models with a quantitative outcome variable. The review summarizes the application of the standardized regression coefficient as an effect size index in the context of meta-analysis and describe how it can be estimated and converted from data presented in original research articles. An example of synthesis is provided using research articles on the association between childhood body mass index and carotid intima-media thickness in adult life. Finally, the paper shares practical recommendations for meta-analysts wanting to use the standardized regression coefficient in pooling findings. [ABSTRACT FROM AUTHOR]

Background: Childhood obesity is a pertinent public health problem in the UK. Consumption of free sugars has been associated with the development of obesity. In 2018, the Change 4Life (C4L) 100 cal snack campaign was launched with the slogan '100 calorie snacks, two a day max', aiming to encourage parents to choose lower sugar, fat and calorie snacks for their children. This study aimed to examine how the campaign has been perceived by parents.Methods: An online survey was developed to explore parent awareness, perceptions and understanding of the C4L 100 cal snack campaign. Respondents were recruited via Leeds City Council, posters displayed at primary schools and children's centres across Leeds and via social media. Paper surveys were also shared with voluntarily led playgroups. Survey data was analysed using descriptive statistics. Thematic analysis was performed on open text responses.Results: Three hundred forty-two 342 respondents completed the survey. Just over half of the respondents had come across the campaign, most seeing the leaflet or a television advert. Over two-thirds of respondents 'agreed' or 'strongly agreed' that the campaign caught their attention. A similar proportion 'agreed' or 'strongly agreed' that the campaign informed them about 100 cal snacks and just over a half thought it was memorable. Most respondents used positive language to describe the campaign, but there was no clear consensus of a perceived positive impact on healthier snack purchasing, nor preparing more 100 cal snacks at home. Respondents provided examples of how the campaign could be improved to positively impact eating behaviours: better publicity and information delivery; healthier snack examples made more visible; improved nutritional labelling and access to healthier products in supermarkets (availability, promotion, display, choice).Conclusions: The C4L 100 cal snack campaign was perceived positively by parents and carers, with many agreeing that the campaign was informative and memorable. However, there was no agreement in terms of the parents reporting an impact of the campaign on behaviour change and healthier snack habits. Future social marketing campaigns could be improved through more formal pilot testing to assess the understanding and acceptance of the campaign amongst the target audience. [ABSTRACT FROM AUTHOR]

This paper acts as an introduction to a dossier centered on the ethical implications of Practicing Philosophy with Children and Adults. It identifies ethical themes in the P4C movement over three generations of theorists and practitioners, and argues that, historically and materially, the transition to a "new" hermeneutics of childhood that has occurred within the P4C movement may be said to have emerged as a response to the everincreasing pressure of neoliberalism and a weaponized capitalism to construct public policies in education on an over-regulated, prescribed, state-monitored, model. Could a new relationship to childhood provide the ethical and political agenda that our times require for doing philosophy with children with integrity? Could a radical listening and openness to childhood-which has been an intrinsic confessional characteristic of P4C pedagogy from the beginning--sustain the movement through these dark times? Finally, the paper presents a set of articles written in response to these questions: What, if any, should the ethical commitments of the P4C facilitator be? Is political/ideological neutrality required of the P4C facilitator? Is political neutrality possible? What constitutes indoctrination in educational settings? Are children more vulnerable to indoctrination than adults, and if so, what are the implications of that fact for the practice of P4C? What are the uses of P4C in the dramatically polarized ideological landscape we currently inhabit? What, if any, are the ethical responsibilities of a teacher engaging in philosophical practice? Are the philosophical practitioner's ethical responsibilities similar or different when the subjects are children or adults? Does every methodology have a "hidden curriculum"? If so, what is the hidden curriculum of P4C? What distinguishes dialogical from monological practice? May one have the appearance of the other? Is the "Socratic method" (Elenchus) as we conceive it dialogical? What, if any, are the uses of irony in philosophical practice? Should Socrates (or any other philosopher) be considered a model for P4C practitioners?. [ABSTRACT FROM AUTHOR]

This paper consists of an initial investigation about the meaning of a good childhood following the ethical ideal of authenticity. In this introduction to a philosophy of childhood and authenticity, the central theme is to investigate how the authenticity ideal is already presupposed in the contemporary discourse on what constitutes a good childhood. In the emerging field of philosophy of childhood, the capacities of children for agency, autonomy, and committing and the fundamental role of parents in guaranteeing possibilities to exercise them are being increasingly highlighted, together with a discourse that there are some intrinsic goods of childhood. These developments parallel contemporary reconstructions of authenticity as an ethical ideal. Current debates emphasize the importance of finding, creating, and constructing their originality and how to realize it. At the same time, this search must recognize demands emanating from something more than human desires: from one's culture and community. The parallel dynamics between these two discourses - children-parent and individual-society - point to a direction that applying the concept of authenticity to the construction of novel interpretations and practices of a good childhood can bring fruitful results. After examining such parallels, some of these practices that emerge from the analysis of good childhoods as authentic childhood are pointed out, such as the importance of cultivating children's moments of caring and committing and developing personal projects. The paper concludes by exploring some limitations of the applied methodology and strengthening future research on this topic. [ABSTRACT FROM AUTHOR]

Background and Method: There is an absence of research on the prevalence of bereavement during early childhood and the relationship between childhood bereavement and socioeconomic status (SES) and this poses a challenge in both understanding and supporting children's bereavement experiences. Using longitudinal data from the Growing Up in Scotland study, which tracks the lives of three nationally representative cohorts of children, this paper aimed to address these gaps in research. It specifically drew on data from Birth Cohort 1 to document the recorded bereavements of 2,815 children who completed all 8 sweeps of data collection, from age 10 months to 10 years. Findings: The study found that 50.8% of all children are bereaved of a parent, sibling, grandparent or other close family member by age 8 and this rises to 62% by age 10. The most common death experienced was that of a grandparent or other close relative. The study also found that children born into the lowest income households are at greater risk of being bereaved of a parent or sibling than those born into the highest income households. Discussion and Conclusion: Given the prevalence of childhood bereavement and its relationship with disadvantage, this paper argues that there is an important need to understand bereavement as a universal issue that is affected by the social conditions in which a child becomes bereaved, as well as an individual experience potentially requiring specialist support. This paper thus seeks to position childhood bereavement more firmly within the public health approach to palliative and bereavement care discourse and contends that doing so provides a unique and comprehensive opportunity to better understand and holistically respond to the experience of bereavement during childhood. [ABSTRACT FROM AUTHOR]

Background and Method: There is an absence of research on the prevalence of bereavement during early childhood and the relationship between childhood bereavement and socioeconomic status (SES) and this poses a challenge in both understanding and supporting children's bereavement experiences. Using longitudinal data from the Growing Up in Scotland study, which tracks the lives of three nationally representative cohorts of children, this paper aimed to address these gaps in research. It specifically drew on data from Birth Cohort 1 to document the recorded bereavements of 2,815 children who completed all 8 sweeps of data collection, from age 10 months to 10 years. Findings: The study found that 50.8% of all children are bereaved of a parent, sibling, grandparent or other close family member by age 8 and this rises to 62% by age 10. The most common death experienced was that of a grandparent or other close relative. The study also found that children born into the lowest income households are at greater risk of being bereaved of a parent or sibling than those born into the highest income households. Discussion and Conclusion: Given the prevalence of childhood bereavement and its relationship with disadvantage, this paper argues that there is an important need to understand bereavement as a universal issue that is affected by the social conditions in which a child becomes bereaved, as well as an individual experience potentially requiring specialist support. This paper thus seeks to position childhood bereavement more firmly within the public health approach to palliative and bereavement care discourse and contends that doing so provides a unique and comprehensive opportunity to better understand and holistically respond to the experience of bereavement during childhood. [ABSTRACT FROM AUTHOR]

Play characterizes childhood and contributes significantly to child development. The paper aimed to identify in the national literature articles published in journals with the Qualis A1 and A2, both in Psychology and Education, which explored the playing act related to children with autistic spectrum disorder (ASD), and to synthesize conceptions about playing with such public, according to data presented in scientific papers, traced in the contemporary national literature. Eighty-five journals meeting the requirements established for mapping were found, based on the systematic search performed by the descriptor "play". As a result, 214 papers were retrieved, among which three were about the playing in a child with ASD. These three studies researched group play and indicated that, given the necessary teaching conditions, children with ASD are able to learn play-related behaviors. However, one gap that remained open was regarding to play in pairs, both among children with and without ASD. [ABSTRACT FROM AUTHOR]

In England, religious education (RE) is a part of the basic curriculum mandatory for all pupils in the compulsory years of schooling. This paper explores how RE and spirituality interact and whether one can contribute to the effective delivery of the other. It explores the experience of a small group of subject leaders working in schools in one local authority area in the West Midlands of England, drawn from schools with a religious affiliation and those without. Using in service training activities, questionnaires and reflective processes, it seeks to elicit their aspirations for the interaction between RE and spirituality (also referred to as meaning-making). The findings suggest the subject leaders have an intention to develop both activity to promote learning and activity to apply that learning to real life experience. This suggests that developing a spiritual dimension to religious education requires a move from the abstract or theoretical and from knowledge acquisition towards increased engagement, making a personal response and considering what difference can be made as a result. As such, a spiritual dimension to learning cannot be passive. The project has the potential to impact policy and practice on both national and international levels, given its focus on values and pedagogy rather than specific curriculum content. [ABSTRACT FROM AUTHOR]

In this paper, we address the challenges to ethnographically-oriented qualitative research in Uruguayan state facilities for children and adolescents. Based on two qualitative studies, we examine the relevance of conducting research in enclosed institutions that manage the daily lives of children and adolescents within a state framework. Several methodological challenges and questions arise including the different dimensions of institutional access, transit and permanence; the rapport and communication with research participants and key institutional actors; and the writing and dissemination of the results of this type of research. We discuss the possibilities and obstacles associated with qualitative methodologies when carrying out state ethnographies, and the importance of such studies as a way to evidence the living conditions of children and adolescents in these institutions. In the conclusion, we reflect on the ethical dimensions of research. State ethnographies allow us to think about the future of qualitative research, and especially of ethnography, in relation to an ethical task that is constructed in the encounter with those others that shape the research processes. An ethical-political approach that gives agency to the participants in our research, despite the fact that living conditions in these institutions often violate people’s right to be heard. We wonder about the ethical and political relevance of the knowledge produced, considering that public information about some affected groups does not necessarily imply an improvement of their living conditions. [ABSTRACT FROM AUTHOR]

This paper deals with theoretical, methodological and ethical questions raised when embracing children as subjects of research in an ethnography of the agency of the bullying concept in Brazilian contemporaneity. In order to situate these challenges in an empirical context, the paper delineates as a case study the connections that children today make between the agency of this concept and the attribution of pejorative nicknames among school peers. [ABSTRACT FROM AUTHOR]

In this paper, two different philosophical proposals to introduce and carry out philosophy in school spaces which include the participation of children are compared. These are: Philosophy for Children (P4C), mainly developed by Matthew Lipman and Ann Sharp, and Philosophy with Children (PwC), which is actually a set of "second generation" (counter)proposals--as described by Vansieleghem and Kennedy (2011), based on Reed and Johnson (1999)--among which those created by Walter Kohan and Karin Murris, to mention a few, stand out. The text begins with some similarities between both proposals, before comparing them in each of their dimensions. First, P4C is discussed. Second, PwC. Their ideas about education, school, philosophical education, their concept of childhood, the role given to teachers and their relation with politics are the main focus. Third, PwC's critique of the P4C program is studied. Finally, the paper concludes with some ideas on the issue of introducing philosophy in the school space. Particularly, PwC's proposal is supported, fundamentally because of its coherent acknowledgment of the autonomy of teachers and of the political element in education, and since philosophical experience with children is characterized in particular by questioning and critiquing, and, therefore offers the possibility of bringing about important transformations, at both the personal-individual and the collective levels. [ABSTRACT FROM AUTHOR]

This article discusses how assumptions about the nature of childhood have been triggered in the confrontations about the legitimacy of gender and sexuality themes in education in contemporary Brazil. We analyse two practical-discursive pitfalls that have been consolidated in these confrontations. The first, forged by anti-gender discussion and education activists, consists in the narrative construction of vulnerable childhood to be protected, and triggers moral panic at the prospect of discussions about gender and sexuality in schools. The second, more subtle trap, concerns the situation of passivity attributed to students in the school context, who are considered to be the subjects of instruction by teachers, including those moments when gender and sexuality issues are addressed in the classroom. The image of a child-prisoner, passive and in danger made-up by the "gender ideologues," populates the narratives analysed in the first part of the paper. It allows us to discuss the political uses of the hyperinflation of this idea of child vulnerability. However, even in educational practices that invest in working gender and sexuality matters in school setting, we observe that children can be conceived as lacking agency, such as discussed in the paper's second part. In order to challenge these logics, we highlight the ludic dimension and playing with conceptual and methodological tools that can contribute to a non-pedagogizing approach to gender and sexuality in education. [ABSTRACT FROM AUTHOR]

This paper had as its starting point the existence of a pedagogical project that is still carried out daily with children riding their bicycles in Praça da República, located in the city of São Paulo. The method employs two internet social networks, Instagram and WhatsApp, with which it is possible to generate images and conduct interviews and brief dialogues. It aims to answer some questions: What city within a city is manifested in the experiences of children riding their bikes in the Republic Square? What can we deduce from this practice what occurs or is possible to occur within a public space when we consider the presence of children, as, for example, in the Motoca na Praça project, when children actually officially occupy the square? Is there a production of space, even if ephemeral, that results from the presence of children? Perhaps a simpler question is, where is childhood located in this square? Historically is it possible to see it produced, present or absent, in the transformations of any given space by the presence of children? We rely on the philosopher Henri Lefebvre's notion of the production of social space to hypothesize what would follow from the production of urban spaces that were transformed by the presence of children of all ages, from infancy on. [ABSTRACT FROM AUTHOR]

The objective of this paper is to make visible and reflect upon the lives and experience of children from the perspective of alterity, Contesting a traditional gaze that understands childhood from the perspective of lack and negativity. The researchers-a doctoral researcher and an early childhood educator-conducted the study with two groups of children aged between four and six years old, in early childhood educational spaces in two distinct and socially unequal contexts: a group of children living in a favela and a middle/upper class group. Data was produced from observing the interactions of children in play situations, and from individual and collective interviews, photographs and photo exchanges. The researchers sought, through the theoretical lenses of philosophy, sociology, and geography of childhood, to reflect on how children signify their experiences and how they announce new possibilities of relating to school culture. Play is identified as an experience that unites them as a social group, regardless of the unequal conditions in which they live, and through which it is possible to create escape routes, transcend institutional limits, exercise otherness, and produce joyful interaction. Through the ways in which they exercise their relationships with with the world through play, spaces become places and territories of childhood, expressing assigned meanings that interrogate those conventionally instituted by adults; and time is lived by children from the perspective of experience and reiteration, which confronts the chronological, linear time of rigid and standardized routines. Finally, looking at childhood from the perspective of alterity provokes us to think and produce other modes of relationship between adults and children, beyond a colonizing and tutelary perspective, as an opening and reinvention. [ABSTRACT FROM AUTHOR]

One scene from Wim Wenders' film "Alice in the cities" provokes us to think again about childhood. It's a fresh polaroid snapshot, where we can see the faces of an adult (Phillip Winter) and a child (Alice) blending and mixing. Starting from this image, this paper makes its way through the movie's plot, reflecting on the power of freedom that arises from an encounter with children and childhood. First, we examine the relationship between Winter and his job as a photo-journalist, discussing the character of his existential anguish and his supposed indisposition to becoming, which seems to be clear in the way that he reads his own photographs. In a second moment of the film, we understand Alice's arrival on the scene as something capable of dispersing the circumstances that are constraining him by hurling him into the unpredictable. This event is crystallized in one poetic gesture: the girl confronts the adult with her own face by drawing a self-portrait. Facialization and deterritorialization are two concepts that we weave into our discussion, working off the philosophical thinking of Georges Didi-Huberman, Gilles Deleuze and Félix Guattari. Finally, we propose that worry as a value, characteristic of children and travelers, can produce an opening that offers an escape into a freedom of release-or, so to speak, a defacialized freedom. [ABSTRACT FROM AUTHOR]

This work aims to highlight the importance of the time dimension in the participation of young people in society, in order to take this element into greater consideration in the current socio-educational scenario. The work reveals how the participation exercised by youth in sociopolitical issues is, in part, mediated by the temporal dimension. This work arises from the study carried out within the CITADEL interuniversity collaborative research project "Smart Citizens for participatory cities" Ref.SMART01 / 2017-18 and its continuation in 2019/20 included in the call of the Iberoamerican Universities Union in which 4 countries of the 5 universities belonging to the IUU have participated (UNAM-National Autonomous University of Mexico, UBA-University of Buenos Aires, USP-University of São Paulo, UB-University of Barcelona and UCM-Complutense University of Madrid). This project focuses on the study of the gap between the civic experience of young people in formal education and their life in the citizen environment. For this, it is supported by research carried out by the teams of the aforementioned universities, through field work based on the focus group to obtain data from the different contexts to which the five participating institutions belong. The study, among other aspects on which part of the works published by the five universities has already been based, highlights the relevance of the temporal dimension in the participation of Iberoamerican youth in the sociopolitical sphere, as it is developed in this paper. [ABSTRACT FROM AUTHOR]

In this paper I intend to analyze the plausibility of putting together two statements of Montaigne about himself. In the essay about the education of the children, Montaigne claims not to have heard any word of French or Perigordian before his six years; in the essay about experience, he tells us that his father sent him to be brought up in a poor village, and kept him there as long as he was been nursed. My point is that it seems implausible that Montaigne have not heard at least any word of Perigordian during his childhood. [ABSTRACT FROM AUTHOR]

The paper main objective is to analyze the converging points that de- monstrate the importance of consolidating the process of eradicating child labor in Brazil, Argentina and Uruguay, based on ratifications of international conventions. The technique of bibliographical research was used. The method of approach is the deductive and the monographic procedure was used. It was found that the ratifications of international conventions were milestones in the fight against child labor in Brazil, Argentina and Uruguay. As a result, legal protections against child labor have been structured to guide the execution of public policy. [ABSTRACT FROM AUTHOR]

This paper constitutes a reflective article arising from the research project entitled Learning two figurative uses in early childhood. Challenges and implications for education, funded by the Pontificia Universidad Javeriana between 2015 and 2020. It analyzes the need for early childhood and primary school teachers to make a conscious and explicit use of metaphors and idioms in their classroom pedagogical practices, taking into account the linguistic particularities that characterize these expressions and their relevance for learning from early ages. Likewise, a proposal is offered that allows the incorporation of metaphors and idioms in the classrooms of these educational levels, in a gradual and increasing way, taking into account the pragmatic comprehension skills of the children. [ABSTRACT FROM AUTHOR]

In a hyper-fragmented environment of channels, platforms and content, brands are finding increasingly difficult to reach Generation Alpha in a relevant and differential way. This paper aims to study the variables that determine the choice of brands in the digital context by children between 6 and 12 years old. To study this preference, a survey of 1,357 children was carried out, applying different statistical tests to determine which variables are predictive in the selection of brands. Among the main results when choosing a brand are that the brand must be trendy, famous, that it helps them to meet people and that it is their best toy. Socialisation processes and the need to communicate with their friends are the main reasons for children to incorporate brands into their digital universe. Therefore, companies that want their brands to be part of the life of Generation Alpha in an authentic and unique way, must favour communicative contexts of interaction where the brand is an excuse to socialise. [ABSTRACT FROM AUTHOR]

Background: To combat the global health crisis of obesity, many interventions have been implemented, including in children and adolescents. This age range is uniquely important because health behavior continues into adulthood, resulting in lifelong health risks or benefits. This narrative reviewaims to provide a cross section of the scientific literature regarding obesity interventions by setting, including schoolbased, daycare-based, home-based, healthcare-based, and digital-based, as well as to highlight gaps in research. Methods: Articles written in English addressing childhood and adolescent obesity interventions were sought online using PubMed and Google Scholar searches. Although some articles were from a global perspective, the majority focused on children in the United States. This search included reviews, individual studies, and other related papers. Results: School-based interventions are accessible to many, but there is limited evidence of long-term benefits. Home-based interventions were the only setting to have compelling evidence of long-term benefits, although there are several barriers to participation. Healthcare-based interventions are often successful when specific strategies and unique advantages of healthcare settings are utilized. Digital interventions have limited success now, but show potential for cost-effective scaling up as technology improves. Conclusion: The clearest gap in research is the lack of long-term studies, especially of school-based and healthcare-based interventions. Thus, it is imperative that investments are made into studies that include follow-up components continuing at least 1-2 years after the intervention. Additionally, home-based interventions have been more successful during early childhood while school-based interventions tend to be more successful during adolescence. [ABSTRACT FROM AUTHOR]

This paper is the result of encounters with cinema in a course entitled Cultural Activities, a required class in the undergraduate education program of the School of Education at Brazil's Fluminense Federal University. The goal was to produce aesthetic experiences with the moving images of cinematic language that would go beyond the usual didactic and utilitarian ways of exemplifying course content. We counted on the power of moving images to produce affective images, an aesthetic device that drives the relation between thought and language, thereby contributing to a pause in time, thereby allowing us the opportunity to examine more carefully the existential human condition as historically constituted in the world today. This paper was thus the result of using cinema as a tool of social analysis and a methodological resource for the training of undergraduate education students. The cinematic artifact presented here is an animated feature whose story unfolds through the eyes of a child confronting a world tainted by the misfortunes of capitalism. For theoretical support, we focus on authors who analyze the capitalist political and socioeconomic model and its effects on the human condition. Through O menino e o mundo, a student and teacher share their different, but nonetheless powerful, ideas about the field of education, work, and the consumerism and alienation that result from current modes of production. It is particularly important to emphasize that the paper itself is a byproduct of the methodological approach of the course. [ABSTRACT FROM AUTHOR]

In recent decades, studies of the history of private life have posited infancy as a social and historical construct in which different cultural, economic, and philosophical elements intervene. Based on an interpretation of "The Pied Pieper of Hamelin" (BROWNING, 2003; BROWNING; PISU, 1980; GRIMM; GRIMM, 2000, 1816), this article analyzes the founding characteristics of modern infancy using as Italian philosopher Roberto Esposito's concept of communitas (2003). Utilizing both the author's fundamental notion of the latter and several modern and contemporary bibliographic sources about the legend collected by the Grimm brothers, our paper shows how this tale is connected to political changes that led to contemporary forms of pedagogy and shaped what Esposito calls a "modern immunization process" (ESPOSITO, 2005)--a process whereby individuals are disconnected from the commitments and communal duties of pre-modern, pre-nationalist social bonds. This process also affects childhood, which became, by the end of the 19th century altered, isolated, excluded from social bonds with adults, and converted into what we know as "infancy." Is a different relation with infancy -- one that doesn't exclude children from the community--possible? This paper seeks to open a path toward this possibility. [ABSTRACT FROM AUTHOR]

Baruch Spinoza, the 17th century philosopher best known for his metaphysical rigor and the radical heterodoxy of his conception of God as Nature, did not say much about children or childhood. Nevertheless, his few mentions of children in his masterpiece, the Ethics, raise fascinating questions of autarky, rationality and mind-body relations as they are perceived in the contrast between children and adults. Generally, philosophical theories of childhood benefit greatly from a strong metaphysical foundation. Spinoza's philosophy, which has recently been gaining considerable attention by contemporary neuroscientists and psychologists, can serve as stable and fertile ground for developing a strong philosophy of childhood. In this paper I address the Spinozistic conception of a flourishing, happy human and the way this understanding of human excellence reflects on his understanding of children and childhood. I argue that the use of Spinozistic concepts can be valuable in the analysis of children and childhood-especially essence, striving to persevere in being, and the nature of the imagination. Spinoza's epistemology can explain the unique rationality of children, and provide a metaphysical basis for normative behavior. Moreover, it can help us as caregivers better understand and empathize with children, by explaining the similarities and differences between children and adults. [ABSTRACT FROM AUTHOR]