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Today’s children need to develop a global mindset – an indispensable tool for success. Together, as parents and educators, we must instill in our children an interest in learning about the world early on. Raising Global Children provides the rationale and concrete steps you can take to open up the world to young people – and to do so in a fun and entertaining way without spending a whole lot of money. Packed with practical information, hundreds of tips and dozens of real-life stories, this combination parenting-educational advocacy book is the first of its kind to detail what raising global children means, why global awareness is important and how to develop a global mindset. Inside the pages of Raising Global Children, the authors make a strong case for the importance of both small and big ways that adults can influence and shape the development of a global mindset in children, including: Encouraging curiosity, empathy, flexibility and independence Supporting learning a second language as early as possible Exploring culture through books, food, music and friends Expanding a child’s world through travel at home and abroad Helping teens to spread their own global wings Advocating for teaching global education in schools Enthusiastically praised by parents and professionals alike, Raising Global Children is filled with inspiring advice that will change the way you think about raising and educating children. Raising Global Children is published by The American Council on the Teaching of Foreign Languages (ACTFL), which is dedicated to the improvement and expansion of the teaching and learning of all languages at all levels of instruction. Find out more at www.actfl.org. PRAISE: “In the increasingly interconnected and competitive world that our young people find themselves in, Stacie and Mike Berdan’s Raising Global Children is one sure fire way for today’s busy parents to help give their kids a step up and get ahead.” —Curtis S. Chin, former U.S. Ambassador and international business executive "Raising Global Children is an essential guide for preparing our children for a successful future in a globally competitive and interconnected world, one that is far different than the world we grew up in." —Diane Gulyas, President of DuPont Performance Polymers "Raising Global Children is a book for parents who know the world is changing and want their children to experience it, embrace it and benefit from it. It is a must have guide for bringing up globally aware kids." —Carolyn Tieger, President of entrePReneur Communications, LLC “The Berdans have done an excellent job of outlining how adults can influence and shape the development of a global mindset among children. Raising Global Children clearly illustrates how parents and educators can open up the world to the young people in their lives by developing the necessary skills and attitude to fully embrace it!” —Marty Abbott, Executive Director, American Council on the Teaching of Foreign Languages
How, long before the advent of computers and the internet, educators used technology to help students become media-literate, future-ready, and world-minded citizens. Today, educators, technology leaders, and policy makers promote the importance of “global,” “wired,” and “multimodal” learning; efforts to teach young people to become engaged global citizens and skilled users of media often go hand in hand. But the use of technology to bring students into closer contact with the outside world did not begin with the first computer in a classroom. In this book, Katie Day Good traces the roots of the digital era's “connected learning” and “global classrooms” to the first half of the twentieth century, when educators adopted a range of media and materials—including lantern slides, bulletin boards, radios, and film projectors—as what she terms “technologies of global citizenship.” Good describes how progressive reformers in the early twentieth century made a case for deploying diverse media technologies in the classroom to promote cosmopolitanism and civic-minded learning. To “bring the world to the child,” these reformers praised not only new mechanical media—including stereoscopes, photography, and educational films—but also humbler forms of media, created by teachers and children, including scrapbooks, peace pageants, and pen pal correspondence. The goal was a “mediated cosmopolitanism,” teaching children to look outward onto a fast-changing world—and inward, at their own national greatness. Good argues that the public school system became a fraught site of global media reception, production, and exchange in American life, teaching children to engage with cultural differences while reinforcing hegemonic ideas about race, citizenship, and US-world relations.
Combining global perspectives and knowledge of different disciplines, Being a Child in a Global World is a truly ground-breaking and comprehensive multidisciplinary study, answering urgent challenges of our time - a must-read for scholars interested in the global condition of childhood.
Using the Convention on the Rights of the Child as a framework, issues such as child trafficking, child soldiers, and child maltreatment are examined in nations around the world, as well as efforts to solve these problems.
Child poverty is a central and present part of global life, with hundreds of millions of children around the world enduring tremendous suffering and deprivation of their most basic needs. Despite its long history, research on poverty and development has only relatively recently examined the issue of child poverty as a distinct topic of concern. This book brings together theoretical, methodological and policy-relevant contributions by leading researchers on international child poverty. With a preface from Sir Richard Jolly, Former Assistant Secretary General of the United Nations, it examines how child poverty and well-being are now conceptualized, defined and measured, and presents regional and national level portraits of child poverty around the world, in rich, middle income and poor countries. The book's ultimate objective is to promote and influence policy, action and the research agenda to address one of the world's great ongoing tragedies: child poverty, marginalization and inequality.
Stephenson's volume is a wonderful resource for parents seeking thoughtful, sound advice on raising well-grounded children in a chaotic world. Presenting Montessori principles in clear and eloquent prose, Stephenson's legacy will be a tremendous service to generations of parents to come. -Angeline Lillard, PhD, Professor of Psychology, U. of Virginia, author of Montessori, The Science behind the Genius
On 20 November 2009, the global community celebrates the 20th anniversary of the adoption by the United Nations General Assembly of the Convention on the Rights of the Child, the unique document that sets international standards for the care, treatment and protection of all individuals below age 18. To celebrate this landmark, the United Nations Children's Fund is dedicating a special edition of its flagship report The State of the World's Children to examining the Convention's evolution, progress achieved on child rights, challenges remaining, and actions to be taken to ensure that its promise becomes a reality for all children.
This book explores children’s lives across the Global North and Global South in the context of academic discussions of childhoods. The edited volume offers a unique selection of materials suitable for teaching in the areas of children, childhoods, young people, families, and education in a global context, as well as specific aspects of international development and social policy. While the focus of the project is conceptual rather than practical, the holistic understanding of childhoods that it encourages should also enable practitioners to better ensure that they are improving the lives of the children.
Through analysis of case studies of young children (ages 3 to 8 years), situated in different geographic, cultural, linguistic, political, and socioeconomic sites on six continents, this book examines the interplay of childhoods, schooling, and, literacies. Written language is situated within particular childhoods as they unfold in school. A key focus is on children’s agency in the construction of their own childhoods. The book generates diverse perspectives on what written language may mean for childhoods. Looking at variations in the complex relationships between official (curricular) visions and unofficial (child-initiated) visions of relevant composing practices and appropriate cultural resources, it offers, first, insight into how those relationships may change over time and space as children move through early schooling, and, second, understanding of the dynamics of schools and the experience of childhoods through which the local meaning of school literacy is formulated. Each case—each child in a particular sociocultural site—does not represent an essentialized nation or a people but, rather, a rich, processual depiction of childhood being constructed in particular local contexts and the role, if any, for composing.
"An exciting and engagingly written book. The case studies are intriguing and the discussion of previous theories impeccable." - Dr. Heather Montgomery, The Open University "What is a child? Kate Cregan and Denise Cuthbert begin this path-breaking and compelling work with a deceptively simple question. From this seemingly straightforward formulation, they unravel, interrogate and engage with some of the most pressing issues related to children in the early 21st century... This book is an absolute must for scholars in all the fields of childhood studies." - Professor Joy Damousi, University of Melbourne Global Childhoods draws on the authors’ interdisciplinary backgrounds and original research in the fields of embodiment, theorisations of childhood, children′s policy, child placement and adoption, and family formation. The book critically demonstrates how following from the modern construction of childhood which emerged unevenly from the late eighteenth century, the twentieth century saw the emergence of the conception of the normative global child, a figure finally enshrined in the United Nations Convention on the Rights of the Child. The book offers a wide-ranging critical analysis of approaches to children and childhood across the social sciences. Through stimulating case studies which include the experiences of child soldiers, orphans, forced child migrants, and children and biomedicine, Cregan and Cuthbert critically test the notion of the ‘global child’ against the lived experiences of children around the globe. Kate Cregan and Denise Cuthbert draw on and contributes to debates on children and the idea of the child in a wide range of disciplines: sociology, anthropology, education, children′s studies, cultural studies, history, psychology, law and development studies. In its historical coverage of the rise of the concepts of the child and the global child, its critical engagement with the theorisation of childhood, and its detailed case studies, the book is essential reading for the study of children and childhood.