Download Children, Family, and the State: Decision-Making and Child by Nigel Thomas PDF

By Nigel Thomas

This research of kid's participation in judgements approximately their care attracts on fresh paintings in sociology and anthropology, psychology and felony philosophy in an effort to comprehend this demanding quarter of social lifestyles. It additionally experiences on unique and groundbreaking study into kid's perspectives of selection making tactics.

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Extra info for Children, Family, and the State: Decision-Making and Child Participation

Sample text

They may include children from different ethnic, cultural or linguistic backgrounds, and children who have been identified as having a learning disability. They are often children who have experienced failures of attachment, poor early care, lack of affection, of consistent discipline or of a clear moral framework. 25 In these circumstances it may be as well not to make too many assumptions about what children can and cannot understand or ‘cope with’, but rather to let children as far as possible be our guide to what is suitable for them.

This contrasts with the obvious thought that emotional turmoil or stress can affect cognitive development adversely; for example, children who have had emotionally upsetting experiences such as separation from a parent appear to do less well at school. The difference may be between temporary 30 Children, Family and the State agitation on a basis of stability, such as an everyday family argument, and the more unsettling effect of major changes that provoke anxiety or reduce confidence. Dunn’s research was conducted in relatively stable, happy, prosperous families with warm and positive relationships between parents and children.

Class and ethnic differences are especially contentious. 23 However, it is clear that in institutional environments such as schools that are dominated by a particular way of speaking, children who speak in a different way risk being perceived as less competent than they are, and that this applies whether the difference is one of language, dialect or ‘code’. 24 This is particularly so when we consider children with ‘learning disabilities’ or ‘special needs’, where all the difficult questions about cognitive capacity and level of understanding, of what can be achieved with support and what without, and of what counts as support and what as substitution, are repeated with a new level of uncertainty.

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