By Christine Barter, David Berridge
Childrens Behaving Badly? is the 1st book to at once tackle the complexity of peer violence from a number of disciplines and views. offers very important insights into theoretical knowing of the problem and produces major and much achieving implications for coverage and perform developmentsBased on up to date learn facts and comprises a few unpublished findings from famous specialists in multidisciplinary fieldsChallenges many populist and destructive representations of juvenile violence and the linked narratives of contemporary adolescence as primarily ‘evil’
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Additional resources for Children Behaving Badly: Peer Violence Between Children and Young People (Wiley Child Protection & Policy Series)
G. lax or too harsh) 28 CHILDREN BEHAVING BADLY? that are inter-related to later aggression and anti-social activity (Haapasalo and Pokela, 1999; Morrison, MacDonald and Leblanc, 2000). Zero tolerance of gun and aggressive play is an established practice, not only in preschool establishments across the UK (Holland, 2003), but elsewhere in Europe (Wegener-Spohring, 1989). According to James and Freeze (2006), the political slogan of zero tolerance emerged in the US in the early 1990s, quickly became synonymous with ‘tough on crime policies’ and the criminal justice system, and was later taken up by the education system (p.
In the UK, zero tolerance has its origins in the feminist movement of the 1980s and 1990s, and the successful campaigns to raise awareness of male violence against women and children in domestic settings (Holland, 2003). e. there is an objective reality that can measured and predicted), which encourages inflexible responses to a range of low-level and extreme behaviours (James and Freeze, 2006). , 2006). , 2004). Mothers also felt that adherence to the practice encouraged an overreaction to everyday misdemeanours, thus prompting what they regarded as unnecessary adult involvement in the peer interactions of young children.
While Marsh found that the style of girls’ superhero play was rather different from that of boys, she regarded such play opportunities as essential for girls because it allowed them to experiment with being ‘agents of action’, rather than being on the margins of lively group activity. As a result, Marsh concluded that, in order to encourage girls to assume more assertive and central roles in heroic discourses, teachers need to be proactive and help create the circumstances in which this can happen.