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Children and Their Needs
Abstract
Our search for suitable theoretical approaches to define and judge childhood well-being led us to the need discourse. Until
now, little attention has been paid to what an orientation towards the needs of children might contribute to research on their
well-being. This chapter looks at relevant need theory approaches in order to plot their potential for a research that is
oriented towards children, related to children and pays attention to their subjective abilities and social framing conditions.
The first part discusses approaches in need research that apply to all age groups. The second addresses children’s needs in
order to clarify which specific demands they place on the family, the state and society. The final summary illustrates what
the different need approaches have in common, and how they can provide a pragmatic basis for analysing the situation of children
and adolescents in various contexts.
... Ein Erkenntnisinteresse der Dissertation ist deshalb die theoretische Frage nach den für adoptierte Kinder relevanten Orten und Gegenständen in ihren neuen, familialen Umgebungen sowie die methodologische Frage nach Möglichkeiten einer akteursbezogenen Berücksichtigung der Perspektiven von Kleinkindern (vgl. Andresen & Albus 2010 ...
... Folgende Prämissen, die sich forschungstheoretisch in der Haltung gegenüber Kindern in Diskursen zur Well-Being-Konzeption (vgl. Andresen & Albus 2010;Ben-Arieh 2007a;2007b;Keller 2010 u.a.) begründen, liegen den Fragestellungen und Zielsetzungen dieser Arbeit zugrunde: ...
Da es sich bei der Frage nach relevanten Dimensionen des Aufwachsens nicht nur um ein zentrales Erkenntnisinteresse eines für sich stehenden Paradigmas der Kindheitsforschung handelt, sondern um ein sozial- und erziehungswissenschaftliches Kernthema, wird in einem nächsten Schritt nach einem Konzept gesucht, welches diese Verbindung herstellen sowie zur Diskussion stellen kann. Dabei ist „Well-Being“ deshalb als ein solches Konzept zu verstehen, weil es das Paradigma der Kindheitsforschung in verschiedenen Punkten relational wiedergibt und so konkret zur notwendigen Festigung des Paradigmas Kindheitsforschung beitragen kann. Das Well-Being-Konzept knüpft dabei auch explizit an das relationale Verständnis zwischen Agency und Vulnerabilität (vgl. Kap. 3.4) an.
... Ein Erkenntnisinteresse der Dissertation ist deshalb die theoretische Frage nach den für adoptierte Kinder relevanten Orten und Gegenständen in ihren neuen, familialen Umgebungen sowie die methodologische Frage nach Möglichkeiten einer akteursbezogenen Berücksichtigung der Perspektiven von Kleinkindern (vgl. Andresen & Albus 2010 ...
... Folgende Prämissen, die sich forschungstheoretisch in der Haltung gegenüber Kindern in Diskursen zur Well-Being-Konzeption (vgl. Andresen & Albus 2010;Ben-Arieh 2007a;2007b;Keller 2010 u.a.) begründen, liegen den Fragestellungen und Zielsetzungen dieser Arbeit zugrunde: ...
Die Studie von Samuel Keller möchte zentrale Bedeutungen in Lebenswelten von Kindern im Vorschulalter anhand visueller Daten ersichtlich machen. Hierfür lädt er zum analytischen Eintauchen in durch junge adoptierte Kinder aufgenommenen Fotografie-Welten ein. Die Erkenntnisse machen sichtbar, wie junge Kinder ihre Umgebung wahrnehmen und zwischen ihrem eigenen Kosmos, den darin liegenden Handlungs- und Entdeckungsmöglichkeiten und geteilten Orten changieren. Darüber hinaus verdeutlicht diese Studie, welche Bedeutung das Visuelle für die Kindheitsforschung hat. Seine theoretische und methodologische Diskussion öffnet sozialwissenschaftliche Perspektiven auf das Nicht-Sprachliche. So lassen sich Kindheits-Diskurse entscheidend weiterbringen.
Der Inhalt
• Adoptionsprozess als Brennglas erziehungswissenschaftlicher Fragen
• Neuere Kindheitsforschung und ihre Versuche des Paradigmenwechsels
• Konzeption von Child-Well-Being
• Phänomenologie der Relevanz in kindlichen Lebenswelten
• Hybride als Zugang zu neuen Erkenntnissen
• Vom Text zum Bild: „Iconic turn“ in Sozialwissenschaften
• Methoden der Bild- und Fotoanalyse
• Bedeutungsdimensionen in Umgebungen des Aufwachsens
Die Zielgruppen
• Dozierende und Studierende der Sozialpädagogik, der Sozialen Arbeit, der Kindheitsforschung und der qualitativen Forschung
• Lehrerinnen und Lehrer, Erzieherinnen und Erzieher sowie Fachkräfte aus sozialen Einrichtungen
Der Autor
Samuel Keller ist Dozent (Hochschule für Soziale Arbeit) für Kinder- und Jugendhilfe in Zürich, Schweiz.
... Ein Erkenntnisinteresse der Dissertation ist deshalb die theoretische Frage nach den für adoptierte Kinder relevanten Orten und Gegenständen in ihren neuen, familialen Umgebungen sowie die methodologische Frage nach Möglichkeiten einer akteursbezogenen Berücksichtigung der Perspektiven von Kleinkindern (vgl. Andresen & Albus 2010 ...
... Folgende Prämissen, die sich forschungstheoretisch in der Haltung gegenüber Kindern in Diskursen zur Well-Being-Konzeption (vgl. Andresen & Albus 2010;Ben-Arieh 2007a;2007b;Keller 2010 u.a.) begründen, liegen den Fragestellungen und Zielsetzungen dieser Arbeit zugrunde: ...
Bevor die zentralen Fragestellungen der Dissertation aufgegriffen, beantwortet und diskutiert werden, sei nochmals an die vier Prämissen erinnert, von denen ausgegangen wurde. Diese begründen sich forschungstheoretisch und -ethisch in einer Haltung gegenüber Kindern in Diskursen zur Well-Being-Konzeption (vgl. Andresen & Albus 2009; Ben-Arieh 2007; Kelle 2010 u.a.; vgl. Kap. 4.1) und dienten im gesamten Forschungsprozess als stete Orientierung und Grundhaltung.
... The emergence of a child-centered perspective in sociological analysis focused on a new consideration of childhood as a distinctive and highly influential phase of the life-circle (Qvortrup, 2008(Qvortrup, , 1994MacNaughton et al., 2007;Olk, 2006;Ben-Arieh, 2005;Alanen, 2001). This perspective, replacing the idea of childhood as an intermediate stage on the way to adulthood, was interrelated with the recognition of Children's Rights and eventually marked a paradigm shift in the study of childhood (Fernandes et al., 2011;Lippman et al., 2011;Andresen and Albus, 2010;Kahn, 2010;McAuley and Rose, 2010;Ben-Arieh, 2007;Bradshaw et al., 2007;Hubner, 2004;Andrews and Kaufman, 1999). ...
The recent debt crisis in Greece severely affected the Welfare State, as well as the overall social policy of the country. Families facing severe material deprivation and depending on the local soup kitchens have grown rapidly in number over the past decade. In drawing upon the given risks, this paper explores the church community workers’ and volunteers’ conceptions of poor children’s living conditions. It is worth noting that the volunteers reflect on the situation of the poor beneficiaries as they often are at risk of poverty themselves. The analysis is based on a mixed methods study (Quan–Qual) that was conducted in 2016–2017, and which covered the area of Thessaloniki (northern Greece) with a special focus on the neighborhoods suffering the most from the impacts of recession. The results show how the children living in “new poor” households experience the degradation of their well-being, as perceived by the volunteers, and what the main social services are they are receiving through the church family support. According to our findings, the pressure of the economic crisis broke the traditional welfare networks and left children vulnerable to risks in terms of their cultural, social, biological and psychological development. Furthermore, the results reveal how traditional family support is reaching its limits as the economic crisis gets more complex and prolonged.
This article discusses the correlations between childhood and welfare against the historical background of the development of welfare states as a space for many children and childhoods. Thus, the relationship between the generational order and the welfare order starts with the invention of socio-political interventions for childhood and family, among others, in the increasingly important profession of social work. This line of argument leads to the identification of theoretical concepts in the research on children’s understandings of well-being in terms of the indeterminacy of “the child”; further, the importance of the way professionals and the welfare state address childhood is explored.
Natural laws have no morals. On the fundamental pedagogical Significance of the Climate Crisis
In numerous political science and political didactic scientific articles, a pattern of criticism of the climate movement is widespread, accusing it of not sufficiently taking into account the social question, questions of distributive justice, or other social issues. They would not take note of the complex interrelationships in the construction of our social reality and thus provoke attention with their simple message, but no solutions. This illustrates the incongruence between scientific inevitability and the possibility of social design. The latter may well be complex, but it remains bound to conditions that lie ahead of it, even if they follow it in the Anthropocene because it is we humans who seriously change the conditions of social life, perhaps even making it impossible in the forms we know. The article will elaborate on these different logics of nature and societies and their forms of reflection, and discuss which fundamental pedagogical problem arises from this. For this purpose, the juxtaposition of the fundamental principles of politics, economics, and pedagogy on the one hand and the logic of natural sciences on the other. This problem has far-reaching consequences for pedagogy.
In zahlreichen politikwissenschaftlichen und politikdidaktischen wissenschaftlichen Artikeln ist ein Kritikmuster an der Klimabewegung verbreitet, das diese beschuldigt, die soziale Frage, Fragen von Verteilungsgerechtigkeit oder andere gesellschaftliche Fragen nicht genügend zu berücksichtigen. Sie würden die komplexen Wechselverhältnisse in der Konstruktion unserer gesellschaftlichen Wirklichkeit nicht zur Kenntnis nehmen und so mit ihrer schlichten Botschaft zwar Aufmerksamkeit, aber keine Lösungen provozieren. Hieran wird die Inkongruenz von naturwissenschaftlicher Zwangsläufigkeit und gesellschaftlicher Gestaltungsmöglichkeit deutlich. Letztere mag durchaus komplex sein, allerdings bleibt sie an Bedingungen gebunden, die ihr voraus liegen, auch wenn sie ihr im Anthropozän nachfolgen, weil es nämlich wir Menschen sind, die die Bedingungen gesellschaftlichen Lebens gravierend verändern, es vielleicht sogar in den Formen wie wir sie kennen, unmöglich machen. Der Artikel wird diese unterschiedlichen Logiken von Natur und Gesellschaften und deren Reflexionsformen, herausarbeiten und diskutieren, welches fundamentalpädagogische Problem sich daraus ergibt. Hierfür wird aus der Gegenüberstellung der grundlegenden Prinzipien von Politik, Ökonomie und Pädagogik einerseits und der Logik von Naturwissenschaften andererseits eine Problemlage formuliert, die folgenreich für die Pädagogik ist.
Critiquing the dominant notion of child well-being as an equally weighted multidimensional notion, the researcher uses critical research paradigm and the political economy approach offered by Welfare State regime (Esping-Anderson 1990) and Welfare Regime (Gough and Wood 2004) theories to guide conceptualization of child well-being in Nepal. The study is primarily a qualitative study, focusing on thematic analysis drawing from in-depth interviews with 72 children and caregivers in Nepal, complemented by quantitative analysis. The findings show that welfare in Nepal can be conceptualised from a multidimensional as well as from a hierarchical and an objective basic needs perspective. While all the identified dimensions were considered important, prioritizations, did occur, both in perception as well as lived experiences. But the hierarchy is fluid, with tradeoffs occurring depending on the context. Moreover, some dimensions (parents, financial, education) can be perceived as key determinants of child well-being due to their influential role in creating welfare outcomes. The findings show prioritization of socio-economic needs, which contradicts the guideline of progressive realization of such rights by the United Nations Child Rights Convention. The overall findings confirm the usefulness of the political economy frameworks to study child well-being. Based on the findings, the article concludes that child well-being in Nepal is in a fluid state where a child is constantly trading off current survival basic needs, particularly daily and curative health needs, with non-survival future need, particularly 'good' education, which are determined by the context, quality of parenting and access to financial resources.
Beschäftigt man sich mit dem Begriff des Wohnens in sozialpädagogischen Zusammenhängen, so kann man folgende Feststellung machen: einerseits ist der Begriff bezogen auf die Seite der Profession omnipräsent – man denke an Bewohner, Wohngruppen, Betreutes Wohnen, Wohnungslosenhilfe, etc. – auf der anderen Seite, der disziplinären hingegen, findet sich bisweilen eine Leerstelle in der theoretischen Auseinandersetzung (siehe auch Meuth einleitend i. d. B.).
The objective of this chapter is to show that the Capability Approach can serve as an appropriate conceptual framework and
a normative tool to analyse children’s well-being and other relevant children’s issues. To meet this objective, the second
section reviews the literature on children and the Capability Approach with a special focus on empirical analyses. The third
section concentrates on the capability framework and on how “new” concepts need to be introduced within it to improve the
analysis of children’s issues. The fourth section reinforces our observations by recalling some of our main initial empirical
findings and the conclusions reiterate some of the core results.
This paper starting point is the dynamic changes and shifts in the field of measuring and monitoring children’s well being.
In the paper we focus on one specific change – the “new” role of children in measuring and monitoring their own well being
– a role of active participants rather then of subjects for research. We then turn to present based on a sequence of arguments
and findings what role children should carry in measuring and monitoring their well being. Followed by a presentation of five
possible roles for children involvement in such studies and in regard to the specific roles existing knowledge from various
studies and suggested directions for future research are presented. The danger of children’s involvement is such studies are
then discussed followed by a presentation of what do children think on this all issue. Finally we conclude that the potential
involved in children’s involvement is much greater then the hazards.
This paper provides an outline about the basic ideas of the capability approach. It will be argued that the capability approach is able to provide an appropriate approach in order to evaluate educational and social human services. As an egalitarian approach to social justice, the capability approach has particular strengths when issues concerning the actual life-conduct of tangible human beings come to the fore. In particular educational aspects of welfare and well-being might thus be well grounded on the Aristotelian reasoning of the capability approach. The paper focuses on the potentially fruitful relations of the capability approach and the philosophy and practice of ‘just’ education referring to the idea of the autonomy of life-practice.
This book sets forth a provocative agenda for the scientific study of human personality. Blending no-nonsense empiricism with the humanistic desire to understand the whole person, the book is as relevant today as it was to its many readers seventy years ago. The book sets forth a full theory of human personality, illustrated with a bevy of creative methods for personality assessment, and presenting the results of a landmark study of fifty Harvard men. The book is one of the great classics in 20th-century psychology.
In this major book Martha Nussbaum, one of the most innovative and influential philosophical voices of our time, proposes a kind of feminism that is genuinely international, argues for an ethical underpinning to all thought about development planning and public policy, and dramatically moves beyond the abstractions of economists and philosophers to embed thought about justice in the concrete reality of the struggles of poor women. Nussbaum argues that international political and economic thought must be sensitive to gender difference as a problem of justice, and that feminist thought must begin to focus on the problems of women in the third world. Taking as her point of departure the predicament of poor women in India, she shows how philosophy should undergird basic constitutional principles that should be respected and implemented by all governments, and used as a comparative measure of quality of life across nations.
The purpose of this article is to discuss how the old and rather technocratic idea of expressing the state of affairs in a society in numbers, by means of social indicatros, can be given a more radical content. One idea is to measure not only how good a society is to its own citizens, but also how good or bad it is to the rest of the world. A second idea is to avoid abstractions like GNP and averages and try to develop measures that reflect the state of affairs at the level of human beings. A third idea is to find ways of developing indicators that would give less power to experts and more to people themselves. The article starts by giving the outline of a basic discussion on indicators, proceeds with a discussion of the basic values guiding the selection of indicators and ends with a presentation of the indicators.
Basic needs is both an analytical concept and a strategy of aid and development. It appeared in the early 1970s, reached its apogee with its acceptance in 1976 by the World Employment Conference and in 1977 by the Development Assistance Committee of the OECD, and entered the rhetoric of most aid and development agencies. Yet its adoption by administrators was tentative, and its implementation was slow and uneven. In the late 1970s attention shifted away from basic needs to building the New International Economic Order. By 1980 basic needs as a slogan was absorbed, as a concept it was dismembered and interpreted selectively, and as a strategy it was disarmed. This essay reviews and tries to account for this rise and fall, then speculates about fashion cycles in aid and development concepts.
Commodities and Capabilities presents a set of inter-related theses concerning the foundations of welfare economics, and in particular about the assessment of personal well-being and advantage. The argument presented focuses on the capability to function, i.e. what a person can do or can be, questioning in the process the more standard emphasis on opulence or on utility. In fact, a person's motivation behind choice is treated here as a parametric variable which may or may not coincide with the pursuit of self-interest. Given the large number of practical problems arising from the roles and limitations of different concepts of interest and the judgement of advantage and well-being, this scholarly investigation is both of theoretical interest and practical import.
This paper reports the results of a research project that allowed children to define their capabilities as the basis of a bottom-up strategy for understanding the relevant dimensions of children's well-being. The subjects of this research were children participating in the 'Children's World Congress on Child Labour' held in Florence in May 2004, organized by the Global March against Child Labour and other associations. Children were invited to interact and express their opinions on the most relevant issues related to their childhood and adolescence. The paper has three main aims. The first is to propose and legitimate a view that considers children not simply as recipients of freedoms, but also as participants in the process of delineating a set of core capabilities. The second is to propose a methodological approach to the conceptualization of a list of relevant capabilities. The third is to identify a tentative list of relevant capabilities for children through a participatory bottom-up approach. One of the key findings of the research is that, among the capabilities conceptualized, education, love and care are primary in terms of relevance.
This paper describes the process and some findings of a collaborative project between the New South Wales Commission for Children
and Young People and researchers at the Social Justice and Social Change Research Centre, at the University of Western Sydney.
The project was designed to inform the Commission in implementing its legislative mandate to develop a set of well-being indicators
to monitor children's well-being over time. Placing children centrally as research participants was fundamental to the methodological
approach of the project in which children's understandings of what contributes to their well-being were explored through qualitative
methods. We discuss the epistemological and methodological approaches used in the project, in the context of other, earlier
research towards the development of children's well-being indicators. Some of the early findings from the collaborative project
are outlined and an example given of the way in which knowledge produced by a research approach which places children centrally,
differs from and is similar to knowledge produced by more traditional child social indicator research. The paper ends with
a discussion of some of the implications and challenges posed by reflecting on the research process and early findings from
the research.
Self-determination theory (SDT) maintains that an understanding of human motivation requires a consideration of innate psychological needs for competence, autonomy, and relatedness. We discuss the SDT concept of needs as it relates to previous need theories, emphasizing that needs specify the necessary conditions for psychological growth, integrity, and well-being. This concept of needs leads to the hypotheses that different regulatory processes underlying goal pursuits are differentially associated with effective functioning and well-being and also that different goal contents have different relations to the quality of behavior and mental health, specifically because different regulatory processes and different goal contents are associated with differing degrees of need satisfaction. Social contexts and individual differences that support satisfaction of the basic needs facilitate natural growth processes including intrinsically motivated behavior and integration of extrinsic motivations, whereas those that forestall autonomy, competence, or relatedness are associated with poorer motivation, performance, and well-being. We also discuss the relation of the psychological needs to cultural values, evolutionary processes, and other contemporary motivation theories.
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