An Education Progam of Making Bismuth Artificial Crystals Which Enhances Children's Interests and Concern in Metal

Materia Japan ◽  
2017 ◽  
Vol 56 (4) ◽  
pp. 291-295
Author(s):  
Soki Goto ◽  
Kazuoki Nunomura ◽  
Hideyuki Nakano ◽  
Atsuhiro Nishina
Keyword(s):  
Children's Interests

What I like to do: An inventory of children's interests.

1955 ◽  
Vol 19 (3) ◽  
pp. 237-237
Author(s):  
No authorship indicated
Keyword(s):  
Children's Interests

scholarly journals Do Parents Know Best?

2020 ◽  
Vol 28 (3) ◽  
pp. 613-631
Author(s):  
John Eekelaar
Keyword(s):  
Public Expenditure ◽  
Best Interests ◽  
Legal Aid ◽  
Rights Of The Child ◽  
The Law ◽  
Court Involvement ◽  
Best Interests Standard ◽  
Article 5 ◽  
Children's Interests

Abstract While Article 5 of the UN Convention on the Rights of the Child requires states to respect parents’ responsibilities to provide ‘appropriate’ direction and guidance to their children, Article 18 also proclaims that ‘the best interests of the child will be [the parents’] basic concern’. But how can this be done if, as is widely accepted, the “best interests” standard is too indeterminate safely to allow courts to substitute their assessment of children’s interests for those of a child’s parents? This reason for privatising such decisions has been reinforced by concerns over the extent of public expenditure on court involvement in and legal aid for such issues, with the possible result of withdrawal of the law from this process. This article argues that there are inherent risks in leaving the arrangements for children of separating parents entirely in the hands of the parents, and considers various ways in which such risks might be reduced.

Literature and Children's Interests

1929 ◽  
Vol 5 (9) ◽  
pp. 475-478
Author(s):  
Alice Dalgliesh
Keyword(s):  
Children's Interests

scholarly journals Disclosure in Centre for Child Law v the Governing Body of Hoërskool Fochville

2017 ◽  
Vol 20 ◽  
pp. 1-20
Author(s):  
Michael Tsele
Keyword(s):  
Supreme Court ◽  
Public Interest ◽  
High Court ◽  
Governing Body ◽  
Foreign Law ◽  
The Supreme Court ◽  
Children's Interests ◽  
Court Of Appeal ◽  
Do So

When a party refers to evidentiary material in the course of litigation, ordinarily this party is under an obligation to make this evidence available to his opponent, particularly when called upon to do so. However, over the years various principles have developed which make this obligation subject to certain limitations. The Fochville cases dealt with a situation where a party to litigation sought to withhold certain information from its adversary, notwithstanding the fact that the material had been relied upon as a ground for the institution of the litigation. This note critiques the judgments of the High Court and in particular the Supreme Court of Appeal in this dispute. In so doing, it draws on useful foreign law to argue that the Supreme Court of Appeal's judgment was an unfortunate one in that the court failed to clarify with reasonable precision the circumstances in which a party to litigation involving children's interests may legitimately resist disclosing evidence to his adversary, in which the party resisting disclosure invokes the principle of public interest immunity. In this regard, the note concludes that the High Court's overall approach to the issue is to be preferred.       

scholarly journals Children's perspectives on outdoor play programs in childcare centre playgrounds: are early childhood educators listening?

2021 ◽  
Author(s):  
Yunjoo (Christina) Lee
Keyword(s):  
Early Childhood ◽  
Early Childhood Educators ◽  
Outdoor Play ◽  
Future Research ◽  
Children’S Perspectives ◽  
Childcare Centre ◽  
Holistic Understanding ◽  
Mosaic Approach ◽  
Outdoor Programs ◽  
Children's Interests

Outdoor programs are part of children’s everyday experiences in childcare centres. However, there is a lack of research that explores children’s viewpoints on their outdoor programs in childcare centres. This qualitative study examined children’s perspectives using the Mosaic approach. In addition, the early childhood educators (ECEs) were interviewed to investigate how they learn about and support children’s interests. Findings indicate that using the Mosaic approach can contribute to a more holistic understanding of children’s perspectives of their outdoor play programs. Findings also indicate that ECEs use observation and communication to learn about children’s interests. The ECEs also stated that they support children’s interests during their outdoor programs through verbal support and modelling, changing and expanding activities, and preparing various activities and materials for the children. Discussion on the findings explores multiple methods for tapping children’s perspectives, implications for teacher practices, and direction for future research.

Creating Curriculum with Children

2001 ◽  
Author(s):  
Carolyn Goodman Turkanis
Keyword(s):  
Natural Resource ◽  
Group Process ◽  
Classroom Discussion ◽  
Community Of Learners ◽  
Classroom Structure ◽  
Instructional Interactions ◽  
Teacher Supports ◽  
Children And Parents ◽  
The Moment ◽  
Children's Interests

Children are natural learners, curious and inquisitive, wondering why and who and how. They thrive in an environment that allows curriculum to emerge naturally, with support from other children, co-oping parents, and teachers, around their needs and interests. They are quick to express opinions, offer suggestions, and invent projects. They are an incredible natural resource, and in a community of learners, they contribute to meaningful, exciting curriculum. In a community of learners, everyone has a part to play in supporting the learning process. Children help plan and develop curriculum and are expected to be active participants and responsible learners. Parents support projects and activities with ideas and guest speakers; they teach and present curriculum. The teacher supports both children and parents in their planning, organizes and facilitates all the learning involved, and is ultimately accountable for curriculum development and content. Each role is valuable and part of the whole—more than the sum of the parts. Curriculum can be built by the community together, making use of children’s interests and experience as a key impetus. Such curriculum builds on individual and collective interests to weave together instructional interactions that support and inspire learning by: . . . • Seizing the moment to build on interesting ideas that emerge in classroom discussion . . . . . . • Recognizing that children have their own learning agendas that can provide motivation and the “way in” to learning about all kinds of other curriculum areas . . . . . . • Supporting units of study that often emerge as a group process, as people become interested in each others’ interests and build on each others’ expertise . . . . . . • Using resources of all kinds (with little reliance on textbooks) . . . After exploring these points, I will discuss how the classroom structure and the teacher help create such an emerging curriculum, and the question of what the children learn. Curriculum is all around us, just waiting to happen. This is frequently referred to as “teaching to the moment,” or “seizing the moment.”

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