Children's work code: a Western Australian study

Butorac, Anne

doi:10.1080/0300443890520114

Cited by 2 publications

(11 citation statements)

References 6 publications

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“…But it is the contention here that a &dquo;culture of childhood&dquo; (Butorac, 1989) for children in the developing world is untenable. While these children have very different forms of experience from children in the developed world, the diversity and range of experiences which childhood offers within the developing world is enormous.…”

Section: Discussionmentioning

confidence: 89%

Conceptualising "Childbood" in Developing Countries

Liddell

1998

Psychology and Developing Societies

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Children in the developing world live in diverse and varied settings; the diversity of synergistic effects that impinge on childhood is often ignored by social scientists. Citing human indicators data from six Southern African countries, the difficulties in establishing a meaningful prototype for conceptualising childhood in developing countries is highlighted. The paper focuses on two aspects of childhood in the developing world: the first year of schooling and the experience of urbanisation. Failure in the first year is a common feature of schooling in the developing world and is a phenomenon subjected to varying explanations. Gross regional differences in early school failure rates are presented and discussed. Migration to urban areas for employment has diverse consequences for children, the outcome being determined by who migrates and the nature of the relocation. Studies are cited which highlight the importance of detailed analyses of childhood across varied contexts in the developing world.

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Section: Discussionmentioning

confidence: 89%

Conceptualising "Childbood" in Developing Countries

Liddell

1998

Psychology and Developing Societies

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“…In a third type of approach, the term work is offered, and examples are requested. The child is asked, for instance, to draw a picture showing someone working (Butorac, 1988(Butorac, , 1989 or to tell the researcher "what kind of work you do at school" (Apple & King, 1990).…”

Section: The Distinction Between Work and Not-workmentioning

confidence: 99%

“…Several studies point to children treating the term work as having one meaning only: waged work outside the home. Work is some-thing that one "goes to" and that is done in exchange for money (Berti & Bombi, 1988;Butorac, 1988;Goldstein & Oldham, 1979;Roberts & Dolan, 1989;Santilli & Furth, 1987; studies sampling children from 6 to 18 years). In Butorac's (1988) rural Australian sample, for instance, mothers were described as "not working" unless they were in waged work.…”

Section: The Distinction Between Work and Not-workmentioning

confidence: 99%

“…Work is some-thing that one "goes to" and that is done in exchange for money (Berti & Bombi, 1988;Butorac, 1988;Goldstein & Oldham, 1979;Roberts & Dolan, 1989;Santilli & Furth, 1987; studies sampling children from 6 to 18 years). In Butorac's (1988) rural Australian sample, for instance, mothers were described as "not working" unless they were in waged work. More telling, when asked to draw pictures or tell stories about work, these 10and 11-year-olds seldom referred to their fathers' work on the farm, even though that was the occupation of most fathers in the area and was the activity that generated most of the family's income.…”

Section: The Distinction Between Work and Not-workmentioning

confidence: 99%

“…What changes from one time to another may then be the extent to which these features apply. Reading, for instance, is proposed by Butorac (1988) as moving out of the work category around third grade, at a time when the skill required involves less effort and when choice increases in what one reads. What changes also may be the salience of particular features to the individual.…”

Section: The Distinction Between Work and Not-workmentioning

confidence: 99%

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Work for home, school, or labor force: The nature and sources of changes in understanding.

Bowes¹,

Goodnow²

1996

Psychological Bulletin

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This review integrates and extends research on the nature and sources of changing perceptions of work in childhood and adolescence by (a) treating those perceptions as a form of social cognition, (b) considering 3 work settings (home, school, and paid work) and 3 aspects of understanding (of categories, procedures, and interconnections among forms of work), and (c) dealing with several correlates: age, gender, cohort, and social position. The review specifies changes and presents a general picture of change and variation based on the accessibility of information, the individual's ability to deal with that information, and the individual's interest. This picture, it is proposed, is extendable to changing perceptions of work at later ages and to content areas other than work.

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Children's work code: a Western Australian study

Cited by 2 publications

References 6 publications

Conceptualising "Childbood" in Developing Countries

Conceptualising "Childbood" in Developing Countries

Work for home, school, or labor force: The nature and sources of changes in understanding.

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