ISBN:
9783319575742
Language:
English
Pages:
1 Online-Ressource (243 pages)
Series Statement:
Children’s Well-Being: Indicators and Research v.17
Series Statement:
Children's Well-Being: Indicators and Research Ser. v.17
Parallel Title:
Print version Andresen, Sabine Well-being, Poverty and Justice from a Child’s Perspective : 3rd World Vision Children Study
DDC:
300
Keywords:
Social justice
;
Electronic books
Abstract:
Foreword from World Vision Deutschland e.V. -- Summary -- The Focus on Justice -- Equality and Reciprocity as Benchmarks in the Sense of Justice -- High Level of Satisfaction with Life but with Some "Fine Differences" -- Children Judge Their Own Family and Their Personal Surroundings to Be Just and Germany as Well-Though with Some Reservations -- Not Only Lower-Class Children but Also Children with a Migration Background, Children from Single-Parent Families, and Children from Large Families with a Lot of Children Feel Disadvantaged -- Family and Background -- Diversity of Family Lifestyles and the Mothers' Wish to Have a Job -- Both Children and Parents Consider That Going to Work Is Compatible with Reliable Care for Children -- Experiencing Poverty and Participation Risks Continues to Be an Everyday Reality for Significant Numbers of Children -- Migration Background -- School -- Hardly Any Changes in the Relation Between Origins and Educational Position of Children -- Decline in Those Wishing to Complete Their Secondary Education with "Abitur" -- Markedly More Children Attend All-Day Schools -- It Is Particularly Lower-Class Children Who Report Above-Average Well-Being When They Attend an All-Day School -- Continuing Need to Extend Child Participation at School -- Justice, Satisfaction, and School -- Leisure Time -- The Use of Computer Games and Game Consoles Remains Constant -- Girls as "All-Rounders," Boys as Media Consumers -- Television, Computers, and Reading: Deviating Trends in Different Leisure-Time Groups -- Club Memberships: As Before, Insufficient Integration of Lower-Class Children -- Older Children Are on the Internet, but Access Continues to Be Determined by Social Class -- Mobile Phones: Increasingly More Widespread Among Children in General, but Girls Remain in the Lead
Abstract:
Satisfaction with Own Leisure Time Continues to Increase -- Friends -- Less Frequent Personal Contacts During Leisure Time, but the Size of the Circle of Friends Remains Constant -- The Size of Circle of Friends Depends on the Leisure Type -- School and "Outside" Continue to Be by Far the Most Frequent Locations in Which Children Meet Their Friends -- Contact with Friends Over the Internet: Chat Lines Are Losing Their Popularity-In Favor of Social Networks -- Being Well Regarded by One's Circle of Friends -- Codetermination and One's Own Opinion -- Opportunities for Self-Determination in Daily Life: Still Limited for Lower-Class Children -- Children with Lower Possibilities of Self-Determination in Daily Life Perceive Less Codetermination at School -- Personal Opinions Are Taken Slightly More Seriously in the Family and Circle of Friends and Slightly Less Seriously at School and in Institutions -- World Vision Child Study 2013 -- Contents -- Chapter 1: How Children See Well-Being, Poverty, and Justice: The Focus of the Third World Vision Child Study -- 1.1 The World Vision Child Studies and International Childhood Research -- 1.2 Well-Being as a Concept in Childhood Studies and its Application in the Third World Vision Child Study -- 1.2.1 Dimensions and Indicators: The Study Design -- 1.2.2 Subjective Well-Being: The Children's Own Evaluations -- 1.2.3 Developing and Testing Comprehensive Composite Indices -- 1.2.4 The Concept of Well-Being in the 2013 World Vision Child Study -- 1.3 The Challenge of Child Poverty: Applying International Discussions to the World Vision Child Study -- 1.3.1 International Discussions and Comparative Data -- 1.3.2 Child Poverty in Germany: Statistics and Trends -- 1.3.3 Child Poverty from a Longitudinal Perspective: The AWO-ISS Studies -- 1.3.4 Poverty and Coping
Abstract:
1.3.5 Child Poverty as Experienced Constraint: The Approach Taken by the World Vision Child Studies -- 1.4 Migration as a Social Phenomenon in Childhood Studies -- 1.4.1 Migration as a Concept -- 1.4.2 Children in Germany with a Migration Background -- 1.4.3 Using the Migration Concept in the World Vision Child Study -- 1.5 Justice: A Previously Neglected Topic in International Childhood Studies -- 1.5.1 Preparing the Topic for the Third World Vision Child Study -- 1.5.2 Important Philosophical Approaches for Childhood Studies -- 1.5.3 Fairness as an Orientation in Childhood Studies -- 1.5.4 Justice and Inequality -- 1.5.5 Justice in the Piagetian Tradition -- 1.5.6 Justice in Recent Empirical Research with Children -- 1.5.7 Justice as a Topic in the Third World Vision Child Study -- 1.6 The Design of the Third World Vision Child Study -- References -- Chapter 2: What's Fair and What's Unfair: The Different Faces of Justice -- 2.1 Well-Being and Life Satisfaction -- 2.2 Fears -- 2.3 What Children Understand by Justice -- 2.3.1 The Children's Frames of Reference and Perspectives -- 2.4 Categories and Aspects of Justice -- 2.4.1 Qualitative Findings -- 2.5 Appraisal of Justice in Their Own Lives -- 2.6 How Fair Is Germany? -- 2.6.1 Forming Groups: Attitudes of Children Toward Social Justice in Germany -- 2.7 Experienced Injustice in Daily Life -- References -- Chapter 3: Family Backgrounds: Great Variety But Also Marked Differences In Life Conditions -- 3.1 Shaped by Diversity: Today's Families Can Vary Greatly -- 3.1.1 Faces of Families Today -- 3.2 Labor Participation of Parents: A Distribution of Roles and No Longer "Just the Father's Business" -- 3.2.1 Mothers More Frequently Want Their Own (Part-Time) Gainful Employment -- 3.2.2 Early Childhood Care Helps to Ensure Parental Labor Market Participation
Abstract:
3.3 Personal Cultural Backgrounds: "German" Children, Migrant Parents, and Religious Traditions -- 3.3.1 Different Religious Cultures -- 3.3.2 The Majority of Native German Children Do Not Attend Church Services on a Regular Basis -- 3.3.3 Tradition and Native Language -- 3.3.4 The Less Well-Educated the Class of Origin, the More Frequently German Is Not Spoken at Home -- 3.4 Experiencing Poverty: A Harsh Reality for Some Children -- 3.4.1 Avoiding Poverty Means Strengthening Parents' Participation on the Labor Market -- 3.5 Social Background: Social Origins Continue to Determine the Difference -- 3.6 Care and Attention: Reconciling Family and Working Life -- 3.6.1 Fourteen Percent of Children Complain About Explicit Parental Care Deficits -- 3.6.2 Gainful Employment of Parents Does Not Have to Be Accompanied by Care Deficits -- 3.6.3 Reconciling Family and Working Life: How the Parents See It -- References -- Chapter 4: School: An Increasingly Important Field of Experience -- 4.1 Social Origins Shape Educational Expectations -- 4.1.1 The Children's Educational Paths -- 4.1.2 The Children's Educational Aspirations -- 4.1.3 Educational Aspirations Across Time -- 4.2 Children Expect a Great Deal from All-Day School -- 4.2.1 More All-Day Schools -- 4.2.2 Social Origins of Children Attending All-Day Schools -- 4.2.3 How Well Do Children Accept All-Day Schools? -- 4.2.4 What Children Expect from an All-Day School -- 4.3 Still Much to Be Desired Regarding Codetermination -- 4.3.1 Possible Fields of Codetermination in School -- 4.3.2 Codetermination in Relation to Age, Frequency, and Gender -- 4.4 Most Consider Life at School to Be Fair -- 4.4.1 Relation Between the Sense of Justice and Codetermination -- 4.4.2 Relation Between the Sense of Justice and Satisfaction -- References -- Chapter 5: Leisure Time: Varied and Colorful, but Not For All Children
Abstract:
5.1 Children's Leisure Activities -- 5.1.1 Wide Range of Popular Activities from Making Things to Television and Sports -- 5.1.2 Age-Specific Structure of Leisure Activities: Range of Activities Increases and Children Have a Wider Range of Different Media Devices -- 5.1.3 Gender-Specific Differences in Leisure Activities: Sport and Media for Boys -- Music and Creative Activities for Girls -- 5.1.4 Computer Games: An Everyday Pastime for Many Children -- 5.2 A Typology of Leisure Time: Groups Differ in Reading and Media Consumption -- 5.2.1 Different Family Incentive Structures: Broad Range of Media Equipment Versus Books and Doing Things Together -- 5.2.2 Social and Material Constraints as Risk Factors for Excessive Media Consumption -- 5.2.3 Leisure-Time Types and Their Activities Across Time: Increasingly Less Time for Reading -- 5.3 Institutional Leisure Activities: A Possible Compensatory Source of Stimulation When the Family Is Unable to Provide It? -- 5.3.1 Declining Club Memberships in the Lower Classes -- 5.3.2 Social Class and Not Type of School Determines Club Membership -- 5.3.3 Music and Sport Groups Also Fail to Reach the Lower Class -- 5.4 How Children Use the Internet -- 5.4.1 Social Class Continues to Be Decisive for Access to the Internet -- 5.4.2 Extent of Internet Use: Use of the World Wide Web Is Equally Widespread in All Leisure Types -- 5.4.3 What Children Do on the Internet: Clear Differences Between Age Groups and Leisure Types -- 5.5 The Mobile Phone: Simply Taken for Granted by Many Children -- 5.6 Satisfaction With Leisure is Also a Question of Social Class -- References -- Chapter 6: Friendships Among Peers -- 6.1 Quantity and Quality of the Circle of Friends -- 6.1.1 Personal Freedoms as an Important Precondition for Friendships -- 6.1.2 Friends Are Not Made In Front of the Computer or Television
Abstract:
6.1.3 Lower Class Children Are also Disadvantaged Among Their Peers
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