Adult(s)

abusive

, 126

culture

, 63–64, 65–66

miners

, 156, 157, 160

‘Against human rights!’

, 61

Agency

concept of

, 6, 142

as reflexivity

, 137–139

Agrarian reform settlements

, 85–89

Alternative learning system (ALS)

, 176

Anthropology, classical contributions

, 134

‘Anti-Child Abuse Law of 1992’

, 156

Argentina

, 17–20

Argentine Laws on Early Childhood and Education

, 19

Argumentative discursive capacity

, 12

ARV drugs

, 51

Aspiraciónes

, 174

Autonomy

, 12

Bearers of rights

, 72

Bilingualism

, 25

Biopolitics

, 74–75

Black Movement

, 70

Boxing ring

, 111

Boys Training Centre (BTC)

, 42–46

Brazilian agribusiness

, 61

Brazilian childhood studies

childhood and human rights

, 59–62

children’s right in

, 73–75

form 2000s

, 71–73

form 1970s and 1990s

, 67–71

sociology of

, 62–67

Brazilian Children’s Rights

, 73–75

Brazilian people

, 67

Brazilian social inequality

, 68

Brazilian Sociology of Childhood

, 62–63, 65–66, 73–74

British society and social mobility

, 199–200

Cadernos de Pesquisa

, 71

Capitalism

, 75

Caribbean Secondary Education Certificate (CSEC) Exam

, 52–53

Caribbean SIDS

, 38

child and national poverty levels in

, 47

education & health indicators (children) in

, 50

indicators on status of children in

, 44

secondary exit programme

, 51–52

socio-economic indicators for

, 43

Carlos Chagas Foundation Research Department

, 67–68

Center for Legal Resources (2014)

, 106

Child

abuse and neglect in family

, 101–102

immunization

, 49

‘in danger’

, 72

labor

, 152

mining

, 152

at risk

, 72

safety

, 49

as social agents

, 134

socialization

, 13–14

Child Care Board (CCB)

, 42

Child Care Centers

, 29

Child Care Institutions (CCIs)

, 7–8

analysis and interpretation

, 226–230

association with

, 227

children in need of care and protection

, 223–224

financial problems

, 232

government support

, 231

human rights violations and abuse

, 223

intake capacity of

, 228

in Kerala

, 224–226

in Malappuram

, 232

methodology

, 226

recommendations

, 232–233

registration process, awareness

, 230

religious affiliation of

, 227

religious obligation

, 230–232

respondents, demographic profile of

, 227

respondents differences

, 231

source of income of

, 228

See also Juvenile Justice Act 2015

Child Development Agency (CDA)

, 42

Child Development Centers

, 29

Childhood

, 13–15, 183

care and development

, 16

and human/children rights

, 59–60

in mass media

, 13–14

Childhood Education institution

, 84, 86–87

Childhood Studies

agency as reflexivity, face-to-face interaction and decision-making

, 137–139

agency’s approach

, 142

body dimension

, 139

children in poverty situation as social agents

, 143–147

contributions and limits

, 137

game dimension

, 139–140

generational affiliation

, 141–142

recapping

, 142–143

social practice

, 140

sociology

, 134–137

structural inequalities

, 139

time/space dimension

, 140

Child laborers in Camarines Norte

, 154

Child Law 272

, 104

Child miners (CM)

aspirations in life

, 169

day-to-day activities

, 168

educational background

, 161

ethical considerations and

, 156–158

existence

, 154–155

families and

, 168–169

how they become

, 163

income

, 165

income utilization

, 166–167, 168

life experiences of

, 161–169

living conditions

, 161–162

methodology

, 155–158

net income per day or per week

, 166, 167

Paracale small-scale gold mining system

, 158–161

possibilities and evocations

, 172–176

reasons for working as

, 163

social development framework

, 169–172

socio-demographic background

, 161

their difficulties

, 168

their work

, 163–164

working hours

, 165

See also Small-scale gold mining system (SSGMS)

Child-oriented pedagogy

, 30

Child Protection and Family Services Agency (CPFSA)

, 42

Child Protection Directorates

, 115

Children in Conflict with Law (CCL)

, 223–224

Children in need of care and protection

, 223–224

Children in Need of Care and Protection (CNCP)

, 223–224

Children in poverty situation as social agents

, 143–147

Children Rural Education, legal recognition

, 84–85

Children’s bicultural identity

, 25

Children’s citizenship

, 140

Children’s culture

, 63, 65

Children’s folklore

, 63

Children’s rights

, 16, 55, 59

Children’s Rights Convention (CRC)

, 100, 103

Children’s socialization

, 63–64, 66

Child’s play

childhood, slum and children’s bodies

, 183–186

Elementary School

, 182

essentiality of childhood

, 182

expression

, 190

open area of the slum

, 186–189

practices in school

, 186–189

recriminatory attitudes

, 182

students during playtime

, 182

See also Slum

Churning

, 206

‘Ciclo Jardín de Infantes’

, 26

‘Ciclo Jardín Maternal’

, 26

Civil Procedures Code (134/2010)

, 104

Class prejudice

, 62–63

Colonialism

, 75

Conception of power

, 143

Conflicts

, 169–171

Convention on the Rights of the Children (CRC)

, 3, 5–6, 15, 41

Caribbean context

, 41–46

conceptual framework

, 37

International Development Agenda and children

, 38–41

legislation and policies

, 45

legislative and policy attention

, 42

methodology

, 37–38

policy recommendations

, 55–56

right to a good quality of life

, 46–49

right to education

, 51–53

right to health

, 49–51

right to protection at all times

, 53–54

‘Cradles’ for children

, 103–104

Criminal justice system

, 199

Cultural and social marginalization

, 69

Cultural categories

, 154

Cultural constitution

, 64–65

Cultural deprivation

, 69

Cultural heritage

, 65

Cultural inspiration

, 136

Curricular design for Maternal Garden

, 16

Customer service worker

, 205

Dangerous child

, 72

Debt forgiveness

, 56

Decision-making

, 12, 137–139

Democracy

, 15

and citizenship

, 14

Democratic societies

, 14–15

Department of Agriculture (DA)

, 175–176

Department of Education (DepEd)

, 175

Department of Labor and Employment (DOLE)

, 175

Department of Science and Technology (DOST)

, 175–176

Department of Trade and Industry (DTI)

, 175–176

Dependent care networks

, 17

Depression and anger

, 209

Developmental perspective

, 154–155

Discrimination and violence

, 15

Disparities

, 4

Distributive justice

, 205

Division of Human Services and Family Affairs

, 42–46

Domestication

, 140

social space of

, 7

Durkheim’s Division of Labor and Solidarity

, 154

Early Child Development (ECD)

, 72

Early Childhood Care and Education (ECCE)

, 3, 20–21

attendance compulsory

, 22

care

, 16–17

investment in

, 16–17

legal entitlement

, 22

structural indicators for

, 21

Early Childhood Education

in Agrarian reform settlements

, 85–89

attendance

, 86

Childhood Education institution, right of access

, 84

Children Rural Education, legal recognition

, 84–85

educational service

, 81, 82

ethico-social horizon

, 88

institutionalization

, 80

local indicators

, 86

pluridocent teaching unit

, 87

quality indicators in

, 91–92

right to an education with quality

, 90–91

right to quality

, 90

rural, institutionality of

, 89–92

social negotiation of

, 80

unidocent teaching unit

, 87

Early Education (EE)

, 3, 12

Institutions in Sweden

, 24

interprovincial fragmentation of access to

, 27

methodology

, 12–13

National Political Initiatives

, 23

primary sources

, 13

Economic and social marginalization

, 68

Economic arrangements

, 154

Economic marginality

, 196–197

Educare

, 3, 13, 29–31

child care

, 30

holistic approach

, 30

play

, 30

preschools’ primary task

, 31

process of care

, 30

quality and quantity

, 30

shared sustainable thinking

, 30–31

teaching

, 30–31

Education Act of 2010

, 24

Educational Financing

, 19–20

Educational panorama in Argentina

, 25

Educational process

, 3, 13

Educational service

, 81, 82

Education, employment and training (EET)

, 194

Educative contexts

, 15

Educators and older residents, exploitation

, 116–118

Elementary School (EF)

, 86–87

Eloquence

, 12

Emergent needs

, 169–171

Emotional abuse

, 115–116

Emotional neglect

, 102–103

Emotional patterns

, 154

Emotional support

, 122

Employability

, 196

Equality and inequality

, 199

Ethico-social horizon

, 88

Ethnic and racial discrimination

, 70

Ethnicity and race

, 64–65

Europe

and capitalism

, 75

human rights

, 20–25

European Commission

, 21

Ex-industrial rural areas

, 203–204

Exploitation

, 118

Explotación

, 173

Extensive ethnographic observations

, 12–13

Face-to-face interaction

, 137–139

Fag

, 64

Fagot

, 64

Family Court

, 42–46

Family foster care

, 118

Federal Constitution

, 70

Female vendors

, 152

Feminism and anti-colonial movements

, 135

Focus group discussions (FGDs)

, 155–156

Folklore

, 65

Fragmented territories

, 3, 13

Framework for Action to Meet Basic Learning Needs

, 16

Fully productive adult

, 72

Fundamental Human Rights

, 12

Future human capital

, 72

Gender

distinction

, 188

equality

, 40

Generational affiliation

, 141

Geneva Declaration of the Rights of the Child of 1924

, 70

Geography

, 63–64

Global Goals

, 40

Global Violence Reports

, 5–6

Gold products

, 165, 167

Gross Domestic Product (GDP)

, 20

Guardians and Wards Act, 1980

, 225

Gyppo

, 115

Health Centers and Population Commission

, 175

Heteronormativity

, 64

Hide-and-seek game

, 188

Homans’ exchange cum rational choice theory

, 154

Human capital

, 72

Human development

, 15

Humanism

, 75

Human rights

childhood

, 13–15

for children and youth

, 1, 2

political-theoretical position

, 2

Educare

, 29–31

Europe

, 20–25

inequality and ‘fragmented territories’

, 25–29

Latin America

, 17–20

national laws, early education in

, 15–17

violations and abuse

, 223

Human Rights for Children

, 60

Hurricanes Irma and Maria

, 53

Ideals

, 154

In chrysalis

, 65–66

In-depth interviews

, 155–156

India’s National Family Health Survey − 3 (2005 − 2006)

, 223

Individual and social consciousness

, 169–171

Inequalities

, 68–69

and ‘fragmented territories’

, 25–29

Infancias

, 13–14

Infantile centres

, 29

Infantile education

, 13–14

Infantile practices

, 140

Infant mortality rates

, 50

Informal education

, 66

Initial Education

, 18

Institutional abuse

, 101–102

concept of

, 101–102

Institutional care, consequences

, 119–121

Institutionalised cultural patterns

, 202

Institutionality

, 89–92

Institutionalization

, 17, 80, 107–108

Institutionalized formative dynamics

, 186

Institutional Review Board

, 157–158

Institutional violence in Romania

, 103–106

Intelligent resistance

, 14

Inter-American Development Bank

, 16–17

Interest theory

, 154–155

Intergenerational category, childhood

, 141

International adoptions

, 104

International Convention on the Rights of the Child (CIDN)

, 136, 148

International Development Agenda and children

, 38–41

International Labour Organization (ILO)

, 152–153

International Monetary Fund (IMF)

, 37–38

Jamaica Survey of Living Conditions (JSLC)

, 38, 47–49

indicators on disparities between poor and non-poor children

, 48

Job density rate

, 204

Justice-oriented approach

, 199–200

Juvenile Justice Act 2000

, 222–223

Juvenile Justice Act 2015

, 222

awareness

, 229

children in need of care and protection

, 223–224

district authority for implementation

, 228

registration in India, requisite

, 223

Kargador (baggage boys)

, 152

Kerala

Child Care Institutions (CCIs) in

, 224–226

Key Concepts in Childhood Studies (2008)

, 137

Key informants (KIs)

, 155–156

La Argentina Fragmentada

, 25

Landless Rural Workers Movement

, 4–5, 80, 84–85

settlements

, 80–81

Lasdok (bag)

, 164

Latin America, human rights

, 17–20

Argentina

, 17–20

Law 26 206

, 18

Legality and legitimacy

, 183–184

Life-long learning. See Educare

Life’s crises

, 169–171

Literacy rate

, 226

Little house play

, 187–188

Maldistribution

, 200

injustices of

, 204–208

Maltreatment against children

, 100–101

Marginalization

, 68

Maternity Gardens

, 28

Mental health issues, institutional care

, 119–121

Merrymaking

, 65

Merton’s Modes of Adaptation

, 154

Millennium Development Goals (MDGs)

, 36–37, 41

deficiencies

, 39–40

goals

, 39

Mini-adults

, 59–60

‘Misfit’ boys

, 64

‘Misfit’ girl

, 64

Misrecognition, injustices of

, 208–210

Misrepresentation, injustices of

, 210–214

Misunderstood and devalued

, 208–210

‘Modern Practice Theory’

, 174

Monopolization

, 14

Moral autonomy

, 15

Moral compensation

, 123

Moral equality

, 15

Municipal Centers of Early Childhood Education

, 86–87

Municipal ‘day-care centres’

, 29

Municipal Education Center

, 86–87

Municipality of Paracale

, 156

Municipal Schools of Early Childhood Education and Elementary Education (EMEIEF)

, 86–87

Museum of Art of São Paulo (MASP)

, 74

National and Local Government Unit’s (LGU)

, 175–176

of Paracle

, 175

National Association of Education Research (ANPED)

, 67

National Curriculum Guidelines for Early Childhood Education

, 91

National Irrigation Authority (NIA)

, 175–176

National laws, early education in

, 15–17

National School Canteens Programme (PNCS)

, 46

National Statistics Office (NSO)

, 152

Negative emotionality

, 120

Neighbourhood and spatial contiguity

, 63–64

Neocolonialism

, 61

New Sociology of Childhood

, 135, 136, 137

NOMIS (2018a) data reports

, 204

Non-formal institutions of Child Care

, 29

Non-government agencies (NGAs)

, 175–176

Non-hegemonic identities

, 14

Normality

, 13–14

Norms

, 154, 171

‘Not in education, employment or training’ (NEET)

, 194

Nursing Care Centers

, 29

Office of the Children’s Registry (OCR)

, 42

Organizational schemes

, 154

Orphanage

, 223, 224–225, 231–232

Ortner’s Practice Theory (1984)

, 154, 161, 163, 164

Out-of-care young adults

, 106–107

Out of opportunities

, 204–208

Out-of-school youth (OSY)

, 157

Out-of-school youths or children (OSY/C)

, 176

Overlooked

, 208–210

Pagbibitâ

, 160, 166, 173

Pagkocompressor

, 160, 164, 167, 173

The Palgrave Handbook of Childhood Studies (2009)

, 138

PAREDOS

, 42

Parent Education for Development in Barbados (PAREDOS)

, 42–46

Pedagogy course

, 67–68

Peer culture

, 138–139

Penal Code (135/2010)

, 104

People out of care and victims of abuse

, 121–124

Permanent Household Survey

, 26

Personal histories and violence against children

, 107–108

Personality, traumatic development

, 120–121

Physical abuse

, 110–115

Physical and/or sexual abuse

, 102–103

Physical violence

, 110, 111

Playful activities

, 64

Pluridocent teaching unit

, 87

Political equality

, 15

Political injustice

, 201–202

Poly-victimization of children

, 100

Pontifical Catholic University

, 67–68

Post-compulsory education (PCE)

, 198

Poverty

, 40

and breakdown of social systems

, 154

eradication

, 47, 55–56

parameters

, 25–26

reduction

, 56

Power relations

, 64–65

Pre-school enrolment

, 36

Principal investigator (PI)

, 156

‘Professional’ foster care personnel

, 111

Program abuse

, 101–102

Programme of Advancement through Health and Education (PATH)

, 42

‘Protected childhood’

, 134

Province of Buenos Aires

, 28

Psychological counseling

, 122–123

RA 7658

, 156

Race relationships in childhood

, 62–63

Racial attitudes

, 62

Racism

, 75

Recognition

, 200

Recreation Centers

, 29

Redistribution

, 200–202

Reflective practice

, 139

Reformatory Schools Act, 1897

, 223–224

Religion

, 64–65

Reluctance

, 225, 226, 232

Republic Act (RA) 7610

, 156

Rights of the Child

, 15

Right to an education with quality

, 90–91

Right to education

, 82, 92, 183–184

legal markers of

, 81

social inequality in

, 81

Right to quality

, 90

Romanian children protection

, 103–106

Saint Lucia Family Court Act

, 42–46

SASCA project

, 101

(Garbage) scavengers

, 152

School attendance rates

, 22

School centrism

, 63–64

Scientific production of universities

, 60

Scottish Index of Multiple Deprivation (SIMD)

, 202–203

Self-determination

, 15

Self-incrimination

, 156

Sexes and gender formation

, 64

Sexual abuse

, 49–50, 108–110

Sexuality and gender

, 64–65

Sexual normativity

, 64

Sissy

, 64

Slum

child’s play

, 183–186

child’s play, open area of

, 186–189

dweller

, 185

See also Child’s play

Small Island Developing States (SIDs)

, 3, 46, 53

Small-scale gold mining system (SSGMS)

cost and income

, 160–161

livelihood and as a family tradition

, 158–159

risks

, 159–160

types

, 159–160

See also Child miners (CM)

Social Action Center (SAC) of the Diocese

, 175

Social Action Center of the Diocese and partner institutions

, 175–176

Social backwardness

, 74

‘Social being’ concept

, 66

Social class

, 64–65

and youth transitions

, 196–197

Social discursive construction

, 60

Social disposition

, 147

Social exclusion

, 194, 206–207

Social identity

, 136

Social inequality

, 68, 69, 81

Social values

, 154

Socialization

, 134–135

Socialization processes

, 63–64

Social justice

maldistribution, injustices of

, 204–208

misrecognition, injustices of

, 208–210

misrepresentation, injustices of

, 210–214

study

, 202–204

typology of

, 200–202

young people and

, 199–200

youth transitions and social class

, 196–197

youth transitions in rural context

, 197–199

Social Justice Department

, 228

Social media messenger service

, 203

Social policy makers and leaders

, 175–176

Social psychology

, 62–63

Social realm

, 64

Social relations

, 154

Social rights

, 83

Social struggles

, 2

movement

, 83–84

Social threats

, 72

Societal level development

, 171

Socio-economic development program (SEDP)

, 175–176

Socioeconomic status (SES)

, 17, 194–195

Socio-educational indicators

, 25

Sociological Studies of Children and Youth (SSCY)

, 1

Sociology of childhood

, 62–67, 71

Sociology of childhood:Research with children

, 71

Strain theory

, 154–155

Structural inequality

, 133–134

The Sun in the Head

, 185

Sustainable Development Goals (SDGS)

, 36, 41

goals

, 40

Sweden

, 24–25

Swedish Educare model

, 29–30

Symbolic violence

, 185–186

System abuse

, 101–102

Taga-akaw (sifter)

, 164

Tagapatnaw (crusher)

, 164

Teacher − student relations

, 51

Teaching

, 25, 30–31

Technical Education and Skills Development Authority (TESDA)

, 175

Three Observations on the Sociology of Childhood

, 66

Tomboy

, 64

Topophilia

, 185

Transitional justice

, 102–103

Transitions

, 169–171, 194–195, 196

Trocinhas do Bom Retiro

, 62

UN2030

, 3, 36

Underemployed

, 204–208

Undifferentiated care

, 102–103

Unemployed

, 204–208

Unemployment and disengagement

, 194

UN Guidelines for the Alternative Care of Children

, 102

Unidocent teaching unit

, 87

United Nations (UN)

, 60

United Nations in the Sustainable Development Goals

, 15

Unprecedented legal status

, 15

‘Unrecoverable’ children

, 125–126

Urban fringe area

, 195, 203

Urban hunter

, 146

Values

, 154

Violence against children

, 99

data collection, methodology

, 106–107

educators and older residents, exploitation

, 116–118

emotional abuse

, 115–116

food, personal goods and gifts, deprived of

, 118–119

institutional abuse, concept of

, 101–102

institutional care, consequences

, 119–121

institutional violence in Romania

, 103–106

people out of care and victims of abuse

, 121–124

personal histories

, 107–108

physical abuse and other methods of punishment

, 110–115

sexual abuse

, 108–110

transitional justice

, 102–103

Voiceless and disconnected, misrepresentation

, 210–214

Vulnerability

, 4, 202, 214

Weber’s idea of rationality

, 154

Western imperialism

, 61

Witnessing the suffering

, 110

Working-class job

, 205

Working-class youth

, 194

Working women

, 69

World Bank (WB)

, 16–17, 37–38, 72

World Health Organization (WHO)

, 37–38

Yatheemkhanas (orphanage)

, 231–232

Young people and social justice

, 199–200

Youth transitions

in rural context

, 197–199

and social class

, 196–197