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This edited collection brings together scholars whose work explores the entangled relationship between children and borders with richly-documented ethnographic studies from around the world. The book provides a penetrating account of how borders affect children's lives and how in turn children play a constitutive role in the social life of borders. Providing situated accounts which offer critical perspectives on children's engagements with borders, contributors explore both the institutional power of borders as well as children's ability to impact borders through their own activity and agency. They show how borders and the borderlands surrounding them are active zones of engagement where notions of identity, citizenship and belonging are negotiated in ways that empower or disempower children, offer them possibilities and hope or alternatively deprive them of both. With innovative cross-fertilization between Border Studies and Childhood Studies, this volume illustrates the value of bringing children and borders together.

Front Cover -- Title Page -- Half Title -- Copyright -- Contents -- Foreword by Graham Haughton -- Acknowledgements -- Chapter 1: Introduction: Children and Planners -- Children as a legitimate planning concern -- The professional planning ethos and structures -- Planning and planners matter -- Some critical challenges -- This book -- Chapter 2: Why Planners Should Consider Children -- The unique experiences and knowledge of childhood -- The civil rights of children -- Redressing power -- Children's place in participation and consultation -- 'Childhood, uh, finds a way …' -- Children are not all the same -- The safety dilemma -- Over to the planners … -- Chapter 3: Inclusivity and Difference: Planning for All -- Planning for difference -- Why difference for children is important -- Expressions of difference: children and disability -- Hard to reach vulnerable children -- A world of difference -- Chapter 4: Building Better Environments -- Planning drivers -- In practice 1: housing -- In practice 2: neighbourhoods -- In practice 3: city centres -- In practice 4: transport -- In practice 5: the green or unbuilt environment -- Building child-friendly environments -- Chapter 5: Techniques for Involving Children in Planning -- The guiding principles -- When to involve children in planning -- How to … techniques in planning withy oung people -- To start: methodology 101 -- Discursive techniques: interviews, focus groups, story circles -- Spatial tools and methods: plans, maps and models -- Visual tools and methods: photos, videos and drawings -- Ethnographic techniques -- Deliberation/mediation techniques -- Emerging tools and methods -- Chapter 6: Children and Their Future -- Getting there -- The end (and the beginning) -- Notes -- References -- Index.

Discusses protection of children during armed conflict; some focus on child soldiers, juvenile justice, and education; international perspective; 4 articles and an open forum. Text in both English and French. Contents: Protecting children in armed conflict: from commitment to compliance, by Anatole Ayissi; Child soldiers, displacement and human security, by Lisa Alfredson; Juvenile justice, counter-terrorism and children, by Rachel Brett; The impact of conflict on children--the role of small arms, by Julia Freedson; Education for children during armed conflicts and post-conflict reconstruction, by Isabelle Roger. Parallel title: Les enfants et la sécurité.

Introduction -- Circumstances under which children become crime victims -- Child maltreatment overview -- Research on child maltreatment -- Children as eyewitnesses -- Child protective services -- Children as offenders overview -- Understanding children as crime perpetrators -- Gender, race, and juvenile delinquency -- Precursors of youth violence -- The juvenile justice system -- Child maltreatment and juvenile delinquency

It is important to note that while disasters are not limited by geographical boundaries, they nevertheless affect the most vulnerable members of society most deeply, almost as though through prejudice. At any level of social strata, children are the most vulnerable members, and this truth is amplified among the poor. According to UNICEF, nearly half of the world's children live in poverty, and the hardships these children endure in the wake of disaster, natural or otherwise, are augmented by the disintegration of the social fabric within which mechanisms of society function. These factors illuminate the increasing importance of the creation of child-centered disaster preparedness programs, which as far as possible should be community-based so that children need not be removed from their communities to be rehabilitated. W. A. Butler

First Cover -- Foreword -- Table of contents -- Children -- Enriching the Preschool Experiences of Children -- Table of Contents -- Key Conclusions from the Literature -- Socioeconomic Status and Child Development Outcomes -- Attachment and Relationships with Others -- The Neural System -- Cognitive and Language Competencies -- Social Context -- Transition to School: An Outcome and a Determinant -- Stories from the Front Lines -- Staying on Track -- Victoria Day Care Research Project -- Sesame Street -- Perry Preschool Project -- Canadian Community-Based Initiatives -- Policy Implications -- Family Support, Child Care and Early Childhood Education -- Universal and Specific Programs -- Measuring the Results -- Social and Economic Public Policies -- Summary of Policy Implications -- Bibliography -- Developing Resiliency in Childrenfrom Disadvantaged Populations -- Table of Contents -- Definition and Sources of Resiliency -- The Achievement of Resiliency in the Face of Disadvantage -- How Do the Risks Inherent in Disadvantage Undermine the Potential for Resiliency? -- Promoting Resiliency in the Face of Disadvantage: Success Stories -- Goal No. 1: From Conception through Delivery -- The Prevention of Preterm Delivery through Improved Prenatal Care in France -- The Montreal Diet Dispensary -- Goal No. 2. From Birth and for at Least Three Years -- Prenatal and Early Infancy Project (Olds) -- The Hawaii Healthy Start Program -- Staying on Track -- Goal No. 3. During the Preschool Years -- The Perry Preschool Project -- Goal No. 4. School-Based Programs -- The Ryerson Outreach/Ryerson Community Initiative -- Helping Children Adjust -- Cities in Schools -- Montreal Longitudinal-Experimental Study of Disruptive Kindergarten Boys -- Goal No. 5. Programs Designed to Mobilize Disadvantaged Neighbourhoods -- Better Beginnings, Better Futures.