Erica Joslyn

Promoting Children’s Rights in European Schools explores how facilitators, teachers and educators can adopt and use a dialogic methodology to solicit children’s active participation in classroom communication. The book draws on a research project, funded by the European Commission (Erasmus +, Key-action 3, innovative education), coordinated by the University of Modena and Reggio Emilia, Italy, with the partnership of the University of Suffolk, UK, and the University of Jena, Germany. The author team bring together the analysis of activities in 48 classes involving at least 1000 children across England, Germany and Italy. These activities have been analysed in relation to the sociocultural context of the involved schools and children, a facilitative methodology and the use of visual materials in the classroom, and engaging children in active participation and the production of their own narratives. Each chapter looks at reflection on practice, outcomes, and reaction to facilitation of both teachers and children, drawing out the complex comparative lessons within and between classrooms across the three countries.

Promoting Children’s Rights in European Schools explores how facilitators, teachers and educators can adopt and use a dialogic methodology to solicit children’s active participation in classroom communication. The book draws on a research project, funded by the European Commission (Erasmus +, Key-action 3, innovative education), coordinated by the University of Modena and Reggio Emilia, Italy, with the partnership of the University of Suffolk, UK, and the University of Jena, Germany. The author team bring together the analysis of activities in 48 classes involving at least 1000 children across England, Germany and Italy. These activities have been analysed in relation to the sociocultural context of the involved schools and children, a facilitative methodology and the use of visual materials in the classroom, and engaging children in active participation and the production of their own narratives. Each chapter looks at reflection on practice, outcomes, and reaction to facilitation of both teachers and children, drawing out the complex comparative lessons within and between classrooms across the three countries.

With an emphasis on promoting self-reliance, autonomy and independence, this exciting new book provides a contemporary and holistic analysis of the childhood resilience. It recognises 'resilience in childhood' as a complex construct, critically deconstructs it by drawing upon a wide range of academic disciplines and practices, and provides an account of the factors that help and hinder the development of resilience during childhood and adolescence. Part I unpacks definitions of resilience and its "construction" over the last 50 years. Part II examines psychological, sociological and neurobiological perspectives that contribute to our understanding of how childhood resilience can be developed and fostered. Part III explores strategies and approaches relating theory to current intervention practice and policy drivers. Application to professional practice within a multi-agency context is explored throughout. Importantly, this book seeks to develop the notion of 'the promise of resilience' and establish the bond between capabilities built up in childhood and the promise of a positive successful future. Efforts to foster and build effective skills that lead to resilience will result in long-lasting abilities to positively navigate through life's challenges and to become the key architect of one's own success in later life.