By Nigel Thomas
This research of kid's participation in judgements approximately their care attracts on fresh paintings in sociology and anthropology, psychology and criminal philosophy with a view to comprehend this difficult sector of social lifestyles. It additionally reviews on unique and groundbreaking examine into kid's perspectives of selection making techniques.
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Additional resources for Children, Family, and the State: Decision-Making and Child Participation
In what follows I focus first on children’s cognitive development, then on social development, and finally on emotional development. In each case I give a brief general overview before looking specifically at what can be expected for children in the middle years of childhood, and at any particular implications for children who are looked after away from home. Although it will be clear that emotional, social and cognitive development can only be understood in a connected way, it is necessary to treat them separately to some extent.
2) puts it, ‘Children must be viewed as historical, cultural, political, economic, and social productions. ’ The identification of certain age stages as ‘childhood’ and their occupants as ‘children’ in opposition to a takenfor-granted world of ‘adults’ is always in some sense arbitrary. Ariès, in his equation of a particular concept of childhood with childhood as such, was perhaps as bound by this as anyone. The concepts of childhood and adulthood of course depend on each other. Ariès might equally well have said ‘in medieval society the idea of adulthood did not exist’.
Cognitive development Discussions of children’s cognitive development generally start with Piaget, whose theories have held centre stage in psychology and educational theory for several decades. Piaget’s theories and his methods, which were based on observation and close questioning of children, embody a respect for children’s attempts to understand the world and an assumption that those attempts are necessarily incomplete and inferior to fully developed adult structures of thinking. The development of structures of thought is seen as progressing through a series of distinct stages which are global, in the sense that thinking in all areas is limited to one mode of thought until the child moves on to the next stage.