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EK313 introduction - Coggle Diagram

- - - - a key element of state power in most such regimes has been the creation of powerful, nearly universal political organizations for children and youth (such as the Hitler Youth, Young Pioneers, and Komsomol; see Wallace and Alt, 2001).
      - parental influence too:
        
        Coles. . . confessed that he had for many years failed to attend to children's comments about political matters because he had been trained to believe ‘that everything I was hearing was “really” about the patient's parents, their beliefs' (1986b: 7)
    - - kids comprehend injustice is wrong.
      - although 9-year-olds in the two societies are usually unable to articulate a principled ideology, in fact they have already adopted the libertarian and social democratic values that are dominant in American and Norwegian political cultures, respectively (Melton and Limber, 1992).
      - and ideals are moulded based on experience
      - habits of political activism (such as wearing campaign buttons) are commonly established by early adolescence (Hess and Torney, 1967)*
      - belief in elementary-school-age children's ‘innocence’ and their purported obliviousness to power and politics is a social construction – more like wishful thinking than social fact –
      - needs shared decision making!
        
        doesn't have to be parents OR children
    - - . . . If the investigator asks the questions and poses the problems, he changes the subject's habitat and destroys the very thing he aims to study.
      - parallel to a plant ecologist's importing soil, broadcasting seeds, and coming back later to study the ‘natural’ vegetation
        
        great analogy!!
        
        Barker argued for – and undertook – a ‘ground-up’ science that relied heavily on direct observation of children in the settings of everyday life. This approach consumed most of Barker's adult life.
        
        Omitting or substantially altering either element for the purpose of research diminishes ‘ecological validity’ (correspondence to real-world phenomena) to an extent that the findings have little meaning.
        
        This article also has lots of background over the development of childhood studies etc.
        
        chicken or egg?
        
        big changes in attitudes towards child's rights, voice
        eg. 90s UNCRC etc.
      - same chapter as green notes!!
      - Roger Barker
        
        Commonly regarded as the founder of environmental psychology and as a seminal contributor to theory in community psychology,
        
        https://methods-sagepub-com.libezproxy.open.ac.uk/book/the-sage-handbook-of-child-research/n1.xml
      - development was conceived ordinarily as unidirectional (moving forward through maturation), so too were developmental influences. Adults influenced (‘socialized’) children, as their capacities expanded.
        By implication, therefore, children were ‘shaped’ by their genes, their level of maturation, and their environment. They were generally not perceived as actors in their environment, except perhaps in relation to siblings and peers.
        these attitudes were called into question in the 1970s, 80s and 90s...