Doing Children’s Geographies provides a useful resource for all those embarking on research with young people. Drawing on reflections from original cutting-edge research undertaken across three continents, the book focuses on the challenges researchers face when working with children, youth and their families. The book is divided into three sections. The first section provides alternatives to some of the difficulties researchers face and highlights methodological innovations as geographers uncover new and exciting ways of working. The second part specifically addresses the issues surrounding children and youth’s participation providing critiques of current practice and offering alternatives for increasing young people’s involvement in research design. Finally, the book broadens to a consideration of wider areas of concern for those working with children and youth. This section discusses the nature of childhood in relation to research, the place of emotions in research with young people and the process of undertaking applied research. This book was previously published as a special issue of Children's Geographies

Children's Geographies is an overview of a rapidly expanding area of cutting edge research. Drawing on original research and extensive case studies in Europe, North and South America, Africa and Asia, the book analyses children's experiences of playing, living and learning. The diverse case studies range from an historical analysis of gender relationss in nineteenth century North American playgrounds through to children's experiences of after school care in contemporary Britain, to street cultures amongst homeless children in Indonesia at the end of the twentieth century. Threaded through this empirical diversity, is a common engagement with current debates about the nature of childhood. The individual chapters draw on contemporary sociological understandings of children's competence as social actors. In so doing they not only illustrate the importance of such an approach to our understandings of children's geographies, they also contribute to current debates about spatiality in the social studies of childhood.

This edited collection brings together international experts of geographies of children, youth and families. The book provides an overview of current conceptual and theoretical debates, drawing upon cutting-edge research from across the globe. The volume is an invaluable course text for undergraduate and postgraduate students of geography, the social sciences and education.

Be brave and set your spirit free on an exciting journey across the U.S. of A, taking in 50 incredible adventures! From the award-winning author of National Parks of the USA, Kate Siber, this stunning book showcases an amazing adventure activity to try in every single state. 50 Adventures in the 50 States features gripping outdoors activities, vividly illustrated and described alongside fascinating facts about the nature and geography of each activity location – the very best the U.S.A. has to offer budding young adventurers! Each adventure is illustrated with a beautiful, poster-worthy image, with pull-out facts about how the adventure activity is accomplished and key information about the area’s natural and cultural highlights. Activities range from the high-octane, such as wind surfing the Gulf Coast in Texas or canyoneering in Utah, to the magical and inspiring, such as soaking in natural hot springs in Idaho, stargazing from a train in Nevada and witnessing the synchronous firefly displays in Tennessee. Wonder at the beauty as you: Walk on an active glacier in Alaska Climb the highest peak in the Northeast in New Hampshire Horseback ride through ancient canyons with a Navajo guide in Arizona Surf the iconic Venice Beach in California This book is to be pored over and treasured by aspiring adventurers – be they children or adults! Also available from the 50 States series: The 50 States, 50 Cities of the U.S.A., The 50 States: Activity Book, The 50 States: Fun Facts, 50 Trailblazers of the 50 States, and I Spy the 50 States.

Part of being a child is wondering. This charming book uses easy words and color illustrations to explain to children exactly where they live. Crenshaw starts with a child's room, in his or her home, neighborhood, town, state, and county-then moves out to the planet Earth, the solar system, and the Milky Way. From there, children trace their way home again.

This book offers a comparative analysis of alternative education in the UK, focusing on learning spaces that cater for children and young people. It constitutes one of the first book-length explorations of alternative learning spaces outside mainstream education - including Steiner, human scale and forest schools, care farms and homeschooling.Based on original research with teachers, parents and young people at over 50 learning spaces, Geographies of alternative education demonstrates the importance of a geographical lens for understanding alternative education. In so doing, it develops contemporary theories of autonomy, emotion/affect, habit, intergenerational relations and life-itself. The book will appeal to academics and postgraduates in the fields of geography, sociology, education and youth studies. Given ongoing concerns about the state's role in providing children's education, and an increase in the number of alternative education providers in the UK and elsewhere, the book also highlights several critical questions for policy makers and practitioners.

This little book is confined to very simple “reading lessons upon the Form and Motions of the Earth, the Points of the Compass, the Meaning of a Map: Definitions.” The shape and motions of the earth are fundamental ideas—however difficult to grasp. Geography should be learned chiefly from maps, and the child should begin the study by learning “the meaning of map,” and how to use it. These subjects are well fitted to form an attractive introduction to the study of Geography: some of them should awaken the delightful interest which attaches in a child’s mind to that which is wonderful—incomprehensible. The Map lessons should lead to mechanical efforts, equally delightful. It is only when presented to the child for the first time in the form of stale knowledge and foregone conclusions that the facts taught in these lessons appear dry and repulsive to him. An effort is made in the following pages to treat the subject with the sort of sympathetic interest and freshness which attracts children to a new study. A short summary of the chief points in each reading lesson is given in the form of questions and answers. Easy verses, illustrative of the various subjects, are introduced, in order that the children may connect pleasant poetic fancies with the phenomena upon which “Geography” so much depends. It is hoped that these reading lessons may afford intelligent teaching, even in the hands of a young teacher. The first ideas of Geography—the lessons on “Place”—which should make the child observant of local geography, of the features of his own neighbourhood, its heights and hollows and level lands, its streams and ponds—should be conveyed viva voce. At this stage, a class-book cannot take the place of an intelligent teacher. Children should go through the book twice, and should, after the second reading, be able to answer any of the questions from memory. Charlotte M. Mason

Geographies of children and young people is a rapidly emerging sub-discipline within human geography. There is now a critical mass of established academic work, key names within academia, growing numbers of graduate students and expanding numbers of university level taught courses. There are also professional training programmes at national scales and in international contexts that work specifically with children and young people. In addition to a productive journal of Children’s Geographies, there’s a range of monographs, textbooks and edited collections focusing on children and young people published by all the major academic presses then there is a substantive body of work on younger people within human geography and active authors and researchers working within international contexts to warrant a specific Major Reference Work on children’s and young people’s geographies. The volumes and sections are structured by themes, which then reflect the broader geographical locations of the research

An illustrated, essential guide to engaging children and youth in the process of urban design From a history of children’s rights to case studies discussing international initiatives that aim to create child-friendly cities, Placemaking with Children and Youth offers comprehensive guidance in how to engage children and youth in the planning and design of local environments. It explains the importance of children’s active participation in their societies and presents ways to bring all generations together to plan cities with a high quality of life for people of all ages. Not only does it delineate best practices in establishing programs and partnerships, it also provides principles for working ethically with children, youth, and families, paying particular attention to the inclusion of marginalized populations. Drawing on case studies from around the world—in Australia, New Zealand, Canada, India, Puerto Rico, the Netherlands, South Africa, and the United States—Placemaking with Children and Youth showcases children’s global participation in community design and illustrates how a variety of methods can be combined in initiatives to achieve meaningful change. The book features more than 200 visuals and detailed, thoughtful guidelines for facilitating a multiplicity of participatory processes that include drawing, photography, interviews, surveys, discussion groups, role playing, mapping, murals, model making, city tours, and much more. Whether seeking information on individual methods and project planning, interpreting and analyzing results, or establishing and evaluating a sustained program, readers can find practical ideas and inspiration from six continents to connect learning to the realities of students’ lives and to create better cities for all ages.

Learning Primary Geography: Ideas and inspiration from classrooms celebrates children’s learning in primary geography. It is a book for all student and practising teachers who would like children to learn about their world in an enjoyable and stimulating way. Every page presents inspiring examples of children’s learning, and explains how and why creative approaches such as enquiry learning, learning outside the classroom, and using imaginative resources work so well in primary geography. Using illustrated case studies from a range of schools and classrooms, each chapter showcases the fantastic work all children can do in primary geography. The book explores a wide variety of geographical learning, with chapters focusing on key aspects of the subject, including: primary geography through the school grounds topical geography through issues and events learning about places in primary geography children’s agency and action through primary geography Throughout the chapters, the role of primary geography in helping children develop all types of literacies, including spatial, critical and digital literacies, is explored. Written by a highly experienced teacher and lecturer in education, Learning Primary Geography is underpinned and illustrated by examples from a wide range of primary classrooms. It will be a source of support, guidance and inspiration for all those teaching geography in the primary school.