Search

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

Two early childhood development aspects: carer involvement with children, and their ownership of age‐appropriate books, were evaluated. Children aged 0–4 years from Bangladesh, extracted from population‐based Multiple Indicator Cluster Survey 2019, were assessed using survey adjusted logistic regression models and district‐wise spatial distribution. Among 13 806 children, 11.2% had no shared activities with carers, and 60.7% had at least four shared activities. Among 22 796 children, 27.4% owned at least one book. Higher carer–child shared activities and more child‐friendly books in households were observed in the Western part of Bangladesh. Children from higher socioeconomic households with educated mothers and greater exposure to media, had higher carer–child interaction and greater availability of books. These findings can aid policies targeting psychological and cognitive development of children in Bangladesh. [ABSTRACT FROM AUTHOR]

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