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161207 ||| eng |
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|a 9789402408294
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|a Fattore, Tobia
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|a Children’s Understandings of Well-being
|h Elektronische Ressource
|b Towards a Child Standpoint
|c by Tobia Fattore, Jan Mason, Elizabeth Watson
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| 250 |
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|a 1st ed. 2017
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| 260 |
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|a Dordrecht
|b Springer Netherlands
|c 2017, 2017
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| 300 |
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|a XX, 280 p. 16 illus
|b online resource
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|a Preface -- Introduction -- Part I -- Chapter 1. Tracing Conceptualizations of Well-Being: Locating the Child in Well-Being Discourse -- Chapter 2. Researching Children’s Understandings of Well-Being -- Part II -- Chapter 3. Overviewing a Child Standpoint on Well-Being -- Chapter 4. Agency, Autonomy and Asymmetry in Child–Adult Relations -- Chapter 5. Safety and Ontological Insecurity: Contesting the Meaning of Child Protection -- Chapter 6. Self, Identity and Well-Being -- Part III -- Chapter 7. Activities as Autonomy and Competence: The Meaning and Experience of Leisure for Well-Being -- Chapter 8. Money, Markets and Moral Identity: Exploring Children’s Understandings and Experiences of Economic Well-Being -- Chapter 9. Children’s Health and Well-Being -- Part IV.-Chapter 10. Findings and Conclusions on Well-Being from the Unique Vantage Point of Children -- Appendix
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| 653 |
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|a Social service
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|a Children
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|a Early Childhood Education
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| 653 |
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|a Behavioral Sciences and Psychology
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| 653 |
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|a Education
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| 653 |
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|a Psychology
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| 653 |
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|a Early childhood education
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| 653 |
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|a Social Work
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| 653 |
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|a Childhood Education
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| 700 |
1 |
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|a Mason, Jan
|e [author]
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| 700 |
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|a Watson, Elizabeth
|e [author]
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| 041 |
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7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b Springer
|a Springer eBooks 2005-
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| 490 |
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|a Children’s Well-Being: Indicators and Research
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| 028 |
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|a 10.1007/978-94-024-0829-4
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| 856 |
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|u https://doi.org/10.1007/978-94-024-0829-4?nosfx=y
|x Verlag
|3 Volltext
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|a 370.83
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| 520 |
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|a The book presented here describes an outstanding attempt, not only to include children’s views but to partner with children to develop the concept of well-being and to study the phenomenon as the children understand it. The authors do this by placing the concept of children’s well-being within the existing discourses on the topic and by developing their unique theoretical approach to the concept. Then, and based on what children told them, the authors identify different domains and dimensions of children’s well-being and touch upon its multifaceted nature. The book concludes with drawing research and policy implications from an integrated summary of the study’s findings and lists indicator concepts that present an alternative framework and conceptualisation of well-being from a child standpoint.
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