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The paper tells of the social constructs surrounding young children with learning difficulties in their home, 'special' early education setting and 'inclusive' or mainstream early education setting in England. The exploratory study focused on how three- to four-year-old children made sense of their environments and how their identities were constructed by different parties in the different contexts. Ethnographic case studies were conducted using semi-structured and informal interviews with parents and practitioners, documentary analysis, fieldnotes, and live and video observations. Shared constructions across the contexts for each child were common, with constructions of them being happy and making progress pervasive across the children and settings. Differences in constructions across settings indicated that qualities could shine or negative constructions be tempered, thus showing the role of the environment and the culture of inclusion in socially constructing children with special needs. [ABSTRACT FROM AUTHOR]

Background Skin prick testing ( SPT) is fundamental to the practice of clinical allergy identifying relevant allergens and predicting the clinical expression of disease. There are only limited data on the natural history of SPT results over childhood and adolescence. Objective We aimed to describe the natural history of SPT and patterns of sensitization over childhood and adolescence. Methods The 1989 Isle of Wight birth cohort (1456 participants) was followed up at 1, 2, 4, 10 and 18 years. SPT was undertaken from 4 years. Results SPT was performed on 980 (80%), 1036 (75%) and 853 (65%) of participants at 4, 10 and 18 years. The prevalence of sensitization to any allergen at these time-points was 19.7%, 26.9% and 41.3% respectively. At each time-point, boys were significantly more likely to be sensitized ( P < 0.016) and sensitization significantly increased over childhood and adolescence (average annual increase of 7%). Some children outgrew their sensitization. The rate of sensitization to most individual allergens increased over childhood and adolescence. A configural frequency analysis showed that whether an individual was sensitizated was relatively fixed over childhood and adolescence. Cluster analysis at 4 years demonstrated four major groups of individuals with similar co-sensitization to specific allergens. Children who were sensitized at age 4 years generally went onto become sensitized to additional allergens at 10 and 18 years. Conclusions and Clinical Relevance Allergic sensitization continues to increase over childhood into adolescence although the majority of children who were not sensitized at 4 years remain non-sensitized throughout childhood and adolescence. The presence of sensitization at 4 years predicted later sensitization to additional allergens. [ABSTRACT FROM AUTHOR]

Commentaries on childhood, whilst abundant, largely depend on secondary sources, namely adults. This research attempts to address the question 'what is childhood?' by consulting the primary source - children. This case study, of children attending a day-care centre in the West Midlands, England, adopted research tools that were developed to meet the needs of young children as research participants. Perspectives of childhood were identified and labelled the 'Playful Child', the 'Unknowing Child', the 'Needful Child' and the 'Unauthorised Child'. The findings suggest a necessary review of the role of the early years practitioner, in particular where practitioners are 'playing with' young children. [ABSTRACT FROM AUTHOR]

There is growing evidence that children labelled as academically gifted are subjected to negative attitudes from others and that this impacts on their self-esteem and motivation to succeed. Through an analysis of British newspaper stories about gifted children, this article explores the socially constructed nature of the concept of the 'gifted child' and finds that children identified as gifted academically are framed more negatively than those who are exceptionally able in music or sport. The article questions the growing practice of labelling children as academically gifted in English schools given the negative stereotypes that surround this classification. [ABSTRACT FROM AUTHOR]

In this article, we explore the nature of identity in the contemporary transnational family. To do this we extend lifecourse scholarship by considering Bauman's liquid modernity thesis and introducing the concept of a liquid life path. Original empirical examples drawn from our work among South American migrants and their families living in London and northern England illustrate diverse patterns of identification; everyday practices and social norms associated with maintaining split families, including parenting and remitting, coalesce around liquid life paths. We describe how these life paths turn on and reproduce a set of spatial and temporal imaginaries. We also reflect on the implications of these fluid imaginaries for our understanding of transnational familyhood. [ABSTRACT FROM AUTHOR]