Children In Context Research Articles

Redressing the balance—involving children in family therapy

This paper argues that family therapists have tended to ignore the problem of how to engage children in family therapy, and it presents a number of techniques specifically aimed at involving children in therapy. The socio‐historical context of childhood is discussed and its implications for therapists examined. A number of visual techniques are then described, illustrated by case examples. These serve the function of addressing the whole family system on a number of levels and involving children fully in the process of therapy.

Gambling as Play

Individuals are socialized into a culture by means of various myths and rituals characteristic of that culture. Among the rituals that reflect, articulate, and transmit cultural myths are play and games. Materialism and competition are two distinguishing traits of the American character that are reflected in the games children and adolescents play; and in a world that encourages great expectations while offering diminishing opportunities for fulfillment, the playing of gambling games provides a form of recreation that is a product of and a contributor to prevailing cultural myths. The cultural context of childhood and adolescent socialization is discussed. Within this context, selected games combining chance and skill illustrate ways in which individuals learn to bet. As teacher and mirror of cultural values, such games may actually predispose Americans to gambling behavior, and it is not surprising that commercial gambling among adults has become such a significant social, economic, and cultural issue in contemporary American civilization.

Children in Context: Preparing for the Development of Our Greatest Natural Resource?

Children in Context: Preparing for the Development of Our Greatest Natural Resource?

Improving the health of children: must the children be involved?

1. The establishment of traditional public health activities concerned with the environment and communicable disease control, including quaran­ tine; 2. the provision of medical care services, including early diagnosis and treatment as well as immunization, against a variety of communicable diseases; 3. the developing awareness of the social context of childhood, and its effects on children's future health status.

TADS and Technical Assistance

This article discusses background and introductory material about TADS and its technical assistance (TA) contract with the U.S. Special Education Programs (SEP) and its Handicapped Children's Early Education Program (HCEEP). An overview to TA is provided along with a definition, description of related literature, and principles. Next the special education and early childhood context and mandate are discussed in relation to SEP's intent for TADS and its TA. Finally, the TADS mission and approach is described in terms of

Story and Intonation Features in Young Children: a case‐study

Abstract The role of intonation in language development is discussed in relation to the use a child makes of a concept of story. Naturalistic evidence from an early childhood context is analysed using one system of describing intonation features. Tentative conclusions are drawn suggesting that young children express much meaning through appropriate intonation, that this system may be more developed than lexical or syntactic systems and that complex literary competencies are capable of being developed in the early years of life.

Language across the contexts of early childhood

Language across the contexts of early childhood

Review of The cultural context of childhood.

Review of The cultural context of childhood.

The Potency of Context in Children's Cognition: An Illustration Through Conservation

ROSE, SUSAN A., and BLANK, MARION. The Potency of Context in Children's Cognition: An Illustration through Conservation. CHILD DEVELOPMENT, 1974, 45, 499-502. The present research is concerned with the importance of subtle contextual factors in affecting the young child's performance on cognitive problems. To illustrate this phenomenon, the conservation task was altered to include a 1-judgment version in which the child had to comment on the stimuli only after their rearrangement. This condition was devised because it was hypothesized that the request for 2 judgments-i before and 1 after the rearrangement--is taken by the child as a cue that he should alter his first judgment so as to acknowledge the change he has just witnessed. The results indicated that first-grade children made fewer errors not only on the 1-judgment task itself, but also on a subsequent standard conservation task given 1 week later. The results were interpreted as supporting the hypothesis that contextual cues which may be deemed insignificant by the adult may have a strong influence on the child's cognitive performance.