Child Perspectives and Children’s Perspectives in Theory and Practice

Preface.- Introduction: Child Perspectives and Children’s Perspectives.- Changes in the Developmental Ecology of Infants and Young Children.- Scandinavian Mothers in Employment.- School-for-all: a Growing Global Phenomenon. Daycare-for-all: a Scandinavian welfare right.- Conclusion: Changes in Developmental Ecology.- The Welfare Model and Values Facilitating a Child Perspective.- The Scandinavian Welfare Model - a brief introduction.- Children’s Health and Well Being in the Scandinavian Welfare States.- The Ethos of Humanization.- Children as Citizens and Child-centredness as a Vital Societal Value.- Child Perspectives without Ideology?.- Curricula of Early Childhood Education and Child Perspectives.- Child Perspectives and Children’s Perspectives: distinctions and definitions.- Part I: In Search of Child Perspectives and Children’s Perspectives in Childhood Sociology and Developmental Psychology.- Introduction.- In search of child perspectives and children’s perspectives in childhood sociology.- Childhood as a social structure.- Children’s interpretive reproduction.- The study of ’real children’ and the ’experience of being a child’.- The ethnographic, interpretive approach of childhood sociology as child perspectives and children’s perspectives?.- Conclusion: child perspectives and children’s perspectives in childhood sociologies?.- In search of child perspectives and children’s perspectives in contextual-relational developmental psychology.- A child perspective in developmental psychology?.- The child paradigm in contextual-relational developmental psychology.- The phenomenology of contextualism.- A psychological child perspective - criteria and challenges.- The pre-verbal child’s intersubjective world - an empirical example.- Conclusion and closing reflections.- Childhood sociology and contextual-relational psychology - common platforms for a child perspective?.- Challenges raised by childhood sociology for developmental psychology -and vice versa.- First period: Parallel processes of redefining childhood, children, and child.- Second period: Integrative redefinition of childhood, children, and child.- Children as intentional, meaning making actors.- The inner psychological space of the self.- Perspectives and future integrative potential.- Part II: A Child Perspective to the Care for Children in Practice.- Introduction.- Fundamental Features Embedded in a Humanistic Dialogical Approach to Children.- Care as a Sensitive Communicative Process: the Primary Circle of Care.- ’Attunement to the attunement of the other...’.- The component of dialogic caring behaviour.- From caring ability to caring processes.- The primary caring cycle.- When Empathic Care is Obstructed.- Children in objectifying, non-child perspective oriented institutions .- When children are negatively defined and stigmatised.- Objectification and abuse.- The dehumanising of ’outsiders’.- The Zone of Intimacy.- Ways in and out the zone of intimacy .- Face-to-face and gaze contact (p) ® P.- Sensitive touch and bodily contact.- Sympathetic participation in the child’s initiatives and activities.- Conditions that Impinge on Empathic Identification.- Beyond the primary cycle of care.- Natural care as opposed to professional help?.- Conclusion: the Ethics of Closeness and the Primary Circle of Care as a Child Perspective Orientation.- the Interpretive Approach to Children.- The interpretive approach as opposed to competence diagnostics.- Reconstruction of how a child interprets the situation.- When misunderstanding becomes a deficit.- The intersubjective space.- Conclusion: an Interpretive Approach to Children’s Replies in Diagnostic Tests.- Part III: In Search of the Role of Child Perspectives and Children’s Perspectives in Early Childhood Education.- Introduction.- In search of the role of child perspectives and children’s perspectives in early childhood education.- How young children learn in early childhood education.-