Search

Educational programs that focus on emotional intelligence can provide young people with the tools to chart a new course for their lives.

Solar energy holds great potential for addressing energy poverty around the world. With creative design and implementation, school children can access solar-powered solutions to facilitate their st...

As the clock strikes 1:30 p.m., young girls in the age group of 8-18 years start trickling into a modest, three-storied building deep inside the slums of West New Delhi, India. While most of them a...

Around the world, children who grow up in poverty and children who grow up in middle-class homes rarely have opportunities to get to know one another. Tapori is a friendship network that seeks to m...

The HIV/AIDS pandemic in sub-Saharan Africa has been devastating. Over 200,000 Kenyan children under the age of 14 are infected with HIV and an estimated 1.1 million Kenyan children are orphaned du...

Around the world, dedicated professionals are implementing innovative programs to improve access to quality education for children living in poverty and otherwise marginalized communities. This article provides an overview of the work being conducted by BRAC, an international development organization based in Bangladesh that is working to transform education around the globe.

Instiglio's mission is “to ensure that every cent spent to alleviate poverty has the greatest possible impact.” They seek to “empower leaders in the social, public, and private sectors to improve t...

Poverty poses many challenges, affecting opportunity, skill acquisition, education, self-esteem, health, family stability, and a clean environment. These challenges cannot be adequately addressed b...

As populations migrate and seek refuge around the world, educators in receiving countries need information about how to provide meaningful education experiences. Refugee children have higher rates of school dropout and are faced with many challenges, such as acculturation stress, poverty, poor housing, dangerous neighborhoods, and psychological disorders. The purpose of this article is to examine the research and current status of U.S. school system supports for the education of refugee children and to provide suggestions based on evidence-based practice for refugee children's success. The authors provide a historical overview of policies and provisions of refugee education, an assessment of multiple factors affecting refugee children's adjustment and success at school, and a review of evidence-based practice for refugee children.

While the global community has made some progress in eradicating poverty and getting more children into school since the launch of the Millennium Development Goals in 2000, every day we learn of new conflicts, crises, and attacks on human rights. In a year that has seen the largest refugee migration in generations, the importance of building peaceful, sustainable societies that respect the rights of all people is clear. One of the best ways to build brighter futures is to focus on the education, development, and well-being of children. Even young children can build the empathy, understanding, and emotional literacy that will help them to live peacefully and make positive contributions to their communities and to the world. Quality educational experiences that help children develop an understanding of their rights and the rights of others can make them advocates for caring and compassion.

Millions of children around the world are out of school due to conflict, poverty, lack of education systems and infrastructure, and other issues. Educating children living in difficult contexts is the best way to empower them with the knowledge and competencies to rise to their full potential despite the challenges they face. Dedicated and passionate teachers play a key role in fostering learning, providing psychosocial support, and establishing a sense of normality in extreme circumstances. Teachers have the power to lift children up and help them thrive. In this article, the author examines the state of primary education in a Japanese-American internment camp in Arkansas during World War II and finds that committed teachers with the freedom to adapt their curriculum to meet diverse needs helped thousands of students through difficult and restrictive circumstances.

Speech and language delays disproportionately affect children living in poverty or growing up in conflict- or violence-affected contexts. These situations undermine children's efforts to form close parental and caregiver attachments, which are crucial to typical development of language. When children are identified as language delayed, parents and caregivers may find that confusion, stigma, frustration, or inexperience can prevent the parent-child interactions that so effectively promote language development. In this article, the authors sought to improve learning outcomes for language-delayed children through parent-implemented therapy. Parents who were instructed in language therapies felt empowered and confident to continue employing the strategies they learned with their children at home.

The effects of poverty on schoolchildren include increased absenteeism, increased dropout rates, cognitive deficits, emotional and social challenges, and health and safety issues (Durlak, Weissberg...

Grass roots initiatives like the brickfield schools and the Barefoot Teacher Training program described in this article, led by non-governmental organizations in eastern India, highlight the slow but steady strides taken toward universalizing primary education—a key development goal for the new millennium. The present article showcases the positive effects of early education in addressing child labor and poverty issues and the role of local initiatives in ensuring the right to primary education for the historically disadvantaged. Such interventions have significant implications for other developing nations as well.

The articles summarized in this issue of “Among the Periodicals” relate to poverty and its impact on children and their education. Conventional wisdom and a world of research identify the negative ...

In today's hyper-connected world, children's exposure to technology as a tool to communicate, learn, and socialize has increased exponentially. As teachers and parents recognize the demands for increased use of technology among young children, they should be able to identify and address the challenges associated with such exposure. Cyberbullying, or harassment using electronic technology, is a growing problem among schoolgoing children across the world who have access to the Internet and electronic communications. Here, Hani Morgan provides a discussion on the nature and forms of cyberbullying, the major causes behind it, and measures that can be adopted by teachers and parents to help children and young adults identify and respond to cyberbullying. Resource: www.stopbullying.gov/blog/2012/09/20/protect-kids-online-onguardonline-gov

(2009). The Impact of the HIV/AIDS and Economic Crises on Orphans and other Vulnerable Children in Zimbabwe. Childhood Education: Vol. 85, International Focus Issue 2009: Helping Children Cope With the Impact of War, Terrorism, and Disaster, pp. 347-351.

(2008). Forty Years of School Readiness Research: What Have We Learned? Childhood Education: Vol. 84, No. 5, pp. 260-266.

ignoring individual differences in all dimensions of education and child development spelled failure for this program. Well before the advent of the testing mania, educators learned the lessons of such folly from the scholarly research of the child study movement in the early 1900s, which was influenced by such philosophers as Rousseau, Pestalozzi, Froebel, Hall, and Dewey, and later Piaget and

(2006). The Challenges of Global Citizenship. Some Issues for Policy and Practice in Early Childhood. Childhood Education: Vol. 82, International Focus Issue 2006: Changes in Policy and Practice: A Global View, pp. 353-357.

(2004). A Cyber Ray of Hope for Ethiopian Children. Childhood Education: Vol. 80, International Focus Issue 2004: Challenges Issues and Rays of Hope, pp. 295-299.

(1997). Prognosis for Homeless Children and Adolescents. Childhood Education: Vol. 73, No. 3, pp. 133-135.

(1995). Understanding others through Stories. Childhood Education: Vol. 71, No. 3, pp. 134-136.

(1994). Violence as a Public Health Issue for Children. Childhood Education: Vol. 70, No. 5, pp. 260-262.

In keeping with the theme of this issue, the reviews in this column are related to children and violence. The articles examine the effects that unsafe conditions have on children's lives and social and cognitive development, and on their behavior.

(1985). Love and Sex: Can We Talk about That in School? Childhood Education: Vol. 61, No. 4, pp. 272-276.

This.position paper ex plores-Alerican under-developtent in the area of policy formation concerning children and families. Three pressingProblems believed to be faced y American children end their parents are presented-and discussed. These are: (1) the depopulation of the family, said to hp largely attributable to the changes, assumptions, and newly generated demands for consumption, and not to the faults of individual parents; (2) 'the' intellectualization of the child, said to otiginate in the nature of the. American economic system and its influence on the school systems -quantifying, measuring, and using these measurements to perpetuate the relative positions of existinggroups in the society; and, (3) the problem of perpetuation of exclusion, siad to affect children characterized by the four factors of race, poverty, handicap, and parents overwhelmed by life. This last problem is discussed and explained in terms of the economic system. A finalosection on individual uplift and social change concludes by underlining the posited contrast between individual blame and uplift, and the need for social and economic change. (Author/AM)

(1972). Studying Human Ecology: Teacher Education and the Culturally Diverse. Childhood Education: Vol. 48, No. 4, pp. 182-186.