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This book addresses the inter-linked lives and fortunes of children and women in the first two decades of the twentieth century in England. This was a time of shifts in thinking and practice about children's and women's status, lived lives and experiences. The book provides a detailed explanation of how children experienced home, neighbourhood and elementary school; as well as discussing the impact of the women's movement, namely its suffrage and socialist work. These two concerns are linked by the work women did about and for children. Essentially, the book explores childhood and womanhood; generation and gender; and socialism and feminism. Using existing studies on women's work, and autobiographies and interviews about childhood, Mayall argues that women played a large part in re-thinking childhood as a special period in life, and children as participants in learning and in politics. This book will appeal to students and researchers in the fields of history, education and sociology, particularly those interested in the women's movement, and the history of childhood.

This concise book gives a history of how the sociology of childhood has developed, from its post-war beginnings in the USA to its development in the UK and continental Europe, considering the links between sociological and rights agendas and considering research in many languages.

This paper draws on data from a recent study of parents' and health staff views on child health care. The study found that mothers and health visitors held broadly different views on good childcare. In this paper it is argued that these reflect different models of childhood and motherhoodFindings about background were reported and discussed in CHILDREN & SOCIETY 4(2). The study was funded by the Economic and Social Research Council and carried out by Berry May all and Marie‐Claude Foster at the Thomas Coram Research Unit

SUMMARY. This paper draws on data from a qualitative study carried out of 33 households and 28 health visitors to explore mothers' perspectives on childcare. The sample of mothers reflects the multi‐ethnic character of the inner London area they live in. The paper explores the extent to which these women, from a wide range of backgrounds, shared common priorities, concerns and perspectives on childcare and childhood; and examines differences between groups of women and factors associated with patterns of difference. It concludes with the challenge this sample of women presents to social attitudes, policies and practices in the UK

First published in 2011, You Can Help Your Country: English children's work during the Second World War reveals the remarkable, hidden history of children as social agents who actively participated in a national effort during a period of crisis. In praise of the book, Hugh Cunningham, celebrated author of The Invention of Childhood,wrote: 'Think of children and the Second World War, and evacuation comes immediately to mind. Berry Mayall and Virginia Morrow have a different story to tell, one in which all the children of the nation were encouraged to contribute to the war effort. Many responded enthusiastically. Evidence from school magazines and oral testimony shows children digging for victory, working on farms, knitting comforts for the troops, collecting waste for recycling, running households. What lessons, the authors ask, does this wartime participation by children have for our own time? The answers are challenging.' You Can Help Your Country is a stimulating, entertaining and scholarly contribution to the history of childhood, prompting thought about childhood today and on children's rights, as citizens, to participate in social and political life. This revised edition includes a new preface and illustrations, and offers an up-to-date reflection on the relevance of thinking historically about children's work for global campaigns to end child labour. It is essential reading for academics, researchers and students in childhood studies, the sociology of childhood and children's rights. Its engaging style will also appeal to anyone interested in social history and the history of the Second World War.

This paper uses a research and development project – the A Space project in Hackney – as an exemplar for discussion of policy and practice issues arising from the recent expansion of out‐of‐school child care and study support services. In particular, the authors explore children's participation rights and multi‐agency working, two key principles upon which A Space is based. The paper suggests that current government out‐of‐school policy raises key questions about the siting, staffing, coordination and costs of future services; and that underlying these are more fundamental questions about: how children should be spending their time; and whose perspectives on this should be taken into account. Copyright © 2001 John Wiley & Sons, Ltd.

"This book breaks new ground in its theorizing of childhood within sociological concepts. Over the course of nine chapters, authors give detailed accounts of the lives of children in a range of societies, including England, sub-Saharan Africa, Northern Ireland, France, Andhra Pradesh and Finland. They describe their studies in the light of Bourdieu's key concepts - field, habitus and capital - to consider the social status of childhood, the tensions between schooling and work in the lives of children, children's relations with adults, and the pressures on childhood resulting from globalization and from the professional discourse of those adults who aim to help them. The authors are all established researchers who are committed to improving the social status and well-being of childhood, in social, economic and political worlds that too often fail to accord children respect for their human rights"--

"This book breaks new ground in its theorizing of childhood within sociological concepts. Over the course of nine chapters, authors give detailed accounts of the lives of children in a range of societies, including England, sub-Saharan Africa, Northern Ireland, France, Andhra Pradesh and Finland. They describe their studies in the light of Bourdieu's key concepts - field, habitus and capital - to consider the social status of childhood, the tensions between schooling and work in the lives of children, children's relations with adults, and the pressures on childhood resulting from globalization and from the professional discourse of those adults who aim to help them. The authors are all established researchers who are committed to improving the social status and well-being of childhood, in social, economic and political worlds that too often fail to accord children respect for their human rights"--