Children, Health and the Social OrderOpen University Press, 1996 - 186 páginas This text considers children's views on health care and their experiences of the home and school as sites for health maintenance, restoration and promotion. It draws on a number of studies carried out by the author. |
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Página 3
... experience , there is a continuously shifting balance between the control they exercise over children's daily lives , the empathy they feel and the care that they give to children ( who need food , warmth and comfort ) and the more ...
... experience , there is a continuously shifting balance between the control they exercise over children's daily lives , the empathy they feel and the care that they give to children ( who need food , warmth and comfort ) and the more ...
Página 4
... experience . Classically , in developmental psychology , children's minds , but not body - mind links , have been the principal topic studied ( see Chapter 3 ) . The traditional sociological standpoint , handed down by Durk- heim ( 1961 ...
... experience . Classically , in developmental psychology , children's minds , but not body - mind links , have been the principal topic studied ( see Chapter 3 ) . The traditional sociological standpoint , handed down by Durk- heim ( 1961 ...
Página 13
... experience to understand and interpret what they see and experience ; they are likely to confuse fact with fiction ; and may give the answers they think adults want rather than report accurately . On these grounds , they are not ...
... experience to understand and interpret what they see and experience ; they are likely to confuse fact with fiction ; and may give the answers they think adults want rather than report accurately . On these grounds , they are not ...
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9-year-olds activities adult interests adult social adulthood adultist agendas argued behaviour bodily British Paediatric Association cent Chapter child abuse child health childcare children and childhood children's daily lives children's experiences children's knowledge children's lives children's rights children's rights movement classroom cognitive concept concern consider contributions curriculum daycare developmental developmental psychology discussed division of labour education service emotional exercise experiential explored Falmer feminist gender health service health visitors home and school important individual interaction issues learning London Mayall moral mothers negotiate numbers nurseries parents participation physical play playground playtime pre-school primary school professionals psychology Qvortrup reception class regarded relationships responsibility rethinking Sandra school health service self-care social constructionism social contexts social environments social group social order social worlds sociology of childhood specific status structured suggest symbolic interactionism talked teachers teaching themes theoretical things topics understanding welfare women