Millions of children in the United States have a parent who is incarcerated and a growing number of these nurturers are mothers. Disrupted Childhoods explores the issues that arise from a mother's confinement and provides first-person accounts of the experiences of children with moms behind bars. Jane A. Siegel offers a perspective that recognizes differences over the long course of a family's interaction with the criminal justice system. Presenting an unparalleled view into the children's lives both before and after their mothers are imprisoned, this book reveals the many challenges they face from the moment such a critical caregiver is arrested to the time she returns home from prison. Based on interviews with nearly seventy youngsters and their mothers conducted at different points of their parent's involvement in the process, the rich qualitative data of Disrupted Childhoods vividly reveals the lived experiences of prisoners' children, telling their stories in their own words. Siegel places the mother's incarceration in context with other aspects of the youths' experiences, including their family life and social worlds, and provides a unique opportunity to hear the voices of a group that has been largely silent until now.

Childhood faces humanity with its own deepest and most perplexing questions. An ethics that truly includes the world's childhoods would transcend pre-modern traditional communities and modern rational autonomy with a postmodern aim of growing responsib

Assessing the impact of twenty-five years of action to promote the discontinuation of female circumcision (FGM) in Francophone West Africa, should consider a key issue: the contribution of the digital revolution, and how young people - girls and boys - have been associated. As victims, subjects, objects, actors, citizens, leaders and family and community stakeholders, FGM is for them a matter of concern. Youth, ICTs and FGM reveal gender issues that must be transversally integrated in public, private, citizen and personal development policies. This is the main message of this book, which presents the results of an innovative action research conducted by ENDA Tiers Monde, with the participation of girls and boys in Burkina Faso, Mali and Senegal. The study is in the French language.

What prompts children to tell stories? What does the word "story" mean to a child at two or five years of age? The Folkstories of Children, first published in 1981, features nearly five hundred stories that were volunteered by fifty children between the ages of two and ten and transcribed word for word. The stories are organized chronologically by the age of the teller, revealing the progression of verbal competence and the gradual emergence of staging and plot organization. Many stories told by two-year-olds, for example, have only beginnings with no middle or end; the "narrative" is held together by rhyme or alliteration. After the age of three or four, the same children tell stories that feature a central character and a narrative arc. The stories also exhibit each child's growing awareness and management of his or her environment and life concerns. Some children see their stories as dialogues between teller and audience, others as monologues expressing concerns about fate and the forces of good and evil.

Brian Sutton-Smith discusses the possible origins of the stories themselves: folktales, parent and teacher reading, media, required writing of stories in school, dreams, and play. The notes to each chapter draw on this context as well as folktale analysis and child development theory to consider why and how the stories take their particular forms. The Folkstories of Children provides valuable evidence and insight into the ways children actively and inventively engage language as they grow.

The Future of Children is a biannual publication of The Woodrow Wilson School of Public and International Affairs at Princeton University and The Brookings Institution. It seeks to promote effective policies and programs for children by providing policymakers, service providers, and the media with timely, objective information based on the best available research.

Girlhood, interdisciplinary and global in source, scope, and methodology, examines the centrality of girlhood in shaping women's lives. Scholars study how age and gender, along with a multitude of other identities, work together to influence the historical experience.Spanning a broad time frame from 1750 to the present, essays illuminate the various continuities and differences in girls' lives across culture and region--girls on all continents except Antarctica are represented. Case studies and essays are arranged thematically to encourage comparisons between girls' experiences in diverse locales, and to assess how girls were affected by historical developments such as colonialism, political repression, war, modernization, shifts in labor markets, migrations, and the rise of consumer culture.

In the early years of the twentieth century, Americans began to recognize adolescence as a developmental phase distinct from both childhood and adulthood. This awareness, however, came fraught with anxiety about the debilitating effects of modern life on adolescents of both sexes. For boys, competitive sports as well as "primitive" outdoor activities offered by fledging organizations such as the Boy Scouts would enable them to combat the effeminacy of an overly civilized society. But for girls, the remedy wasn't quite so clear. Surprisingly, the "girl problem"?a crisis caused by the transition from a sheltered, family-centered Victorian childhood to modern adolescence where self-control and a strong democratic spirit were required of reliable citizens?was also solved by way of traditionally masculine, adventurous, outdoor activities, as practiced by the Girl Scouts, the Camp Fire Girls, and many other similar organizations. Susan A. Miller explores these girls' organizations that sprung up in the first half of the twentieth century from a socio-historical perspective, showing how the notions of uniform identity, civic duty, "primitive domesticity," and fitness shaped the formation of the modern girl.

Growing Up combines two flourishing historical fields-the history of childhood and world history-to address the question of how much of childhood is natural and how much is historically determined. The first lecture gauges the impact of the development of agriculture, civilization, and religion upon the premodern experience of childhood. The second lecture contrasts modern perspectives on childhood with more traditional ones before investigating how and why modern perspectives developed and spread. These lectures clearly demonstrate that the transformation of childhood is both recent and sweeping.