Chapter 4 discusses the integration of child labor into the capitalist relations of production in the Imperial Arsenal. It connects the militarization of labor with industrial and urban modernization in the context of migration crises throughout the second half of the nineteenth century. It analyses how children were forcefully drafted before the Tanzimat and how child labor was central to the transition from tributary to military labor. It then explores how children served to the efforts to maintain military labor in the Arsenal. As the flow of refugees to Istanbul increased in the 1860s, the demanding need for industrial production and the failure of previous schemes of coercion merged with an emerging middle-class consciousness among urban elites who desired to convert the orphaned and refugee children into industrious citizens. The chapter narrates the formation of naval-vocational schools and boys’ companies and battalions within this context and introduces wages and profiles of Muslim and non-Muslim children throughout the different phases of their employment in the Arsenal and the Yarn Factory.

A framing case study discusses child workers in Bolivia. Then the chapter provides an overview of international human rights law. The chapter first discusses the historical origins of the human rights movement and the multilateral and regional human rights systems. Then it outlines major physical integrity rights, including laws that prohibit genocide, ethnic cleansing, torture, and human trafficking. It next turns to major civil and political rights, including the right to free expression, assembly, and association, various religious protections, and criminal justice rights. Finally, it examines major economic, social, and cultural rights, including rules about labor, economic and social assistance, cultural rights, and the rights of marginalized groups, like women, children, and the disabled.

Children and youths account for five of the hymns in the collection: four for children, and one for youths. These, discussed in this chapter, nevertheless comprise an impressive and impressively diverse body of reflections on the death of those who had failed to reach adulthood. They variously narrate the anticipated fate of the departed and the experience of bereavement for families and communities, and discuss a range of pious postures by which they ought to encounter loss. These hymns also provide a site for examining the intersection between the necrosima’s funerary hyumns and Syriac literature more broadly. The madrāshê accordingly reflect themes prominent in the writings of Syriac’s most celebrated authors, including Jacob of Serugh and Ephrem’s genuine writings, and translate these authors’ theological reflections into concise, personalized hymnic epitomes.

As advocates for play, teachers need to have a clear definition of play, a model of play used to guide their practice and a theory of play that underpins their philosophy of teaching and learning. This chapter brings together insights gained about play from all the chapters in this book and invites you to take a position on your own philosophy of play. We then ask you to become an advocate for children’s play.

In this chapter, we seek to examine how play supports children’s overall development. We specifically take the child’s perspective in planning for play development.This chapter has been designed to provide a strong theoretical sense of the concepts of play, learning and development in early education; the capacity to analyse and support play development; a look at planning for play and learning outcomes, drawing on the The Early Years Learning Framework for Australia (V2.0) or Te Whāriki.

At the beginning of this book, we examined your own play memories and those of other people. We concluded that play really matters to children. But what do we really learn about children’s learning and development when we observe and analyse play? We begin this chapter by looking at a play memory of a 16-year-old boy whose parents used play to support their son in dealing with the arrival of his new baby sister.

In this chapter, we will look at how children play in families, and the diversity of roles that parents may take in children’s play. We begin this chapter with details of the play practices of two families living in the same community. We argue that play is learned in families, and in early childhood centres and classrooms, rather than being something that arises naturally within the child. Through reading this chapter on families at play, you will gain insights into how some families play and how play is learned in families, and an understanding that play practices learned at home lay the foundation of children’s play and learning, and that as teachers we should consider how to build upon these early experiences in our early childhood centres and classrooms.

This chapter has been designed to help you learn about: how others plan for play-based learning and intentionality in the The Early Years Learning Framework for Australia (V2.0); what a Conceptual PlayWorld looks like for three groups – infants and toddlers, preschoolers, and children transitioning to school; how to design a Conceptual PlayWorld to support cultural competence; and how to plan a Conceptual PlayWorld for a range of educational settings.

Taking the child’s perspective means looking at the world through the eyes of the infant or the child. This can help us to better understand play practices and better plan for children’s learning and development. But how do we do this in practice? In this chapter we explore these ideas and help you design programs where you gain insight into the importance of documenting infants’ and young children’s perspectives on their play and identify a range of practical ways to find out children’s perspectives on their play.

In this chapter, we look at how play can support children’s learning in schools. We begin by examining how teachers can support children’s learning in play by exploring a range of playful approaches to learning curriculum content. A case study of a play-based approach from the Netherlands is also presented, followed by a range of practical suggestions and resource ideas to support the setting up of a play-based inquiry approach using the Australian Curriculum.

Children’s play reflects the culture and cultural tools of a community. Digital play and digital tools have evolved over time. Described by Susan Edwards as three generations: First generation: 1980 to early 2000s with the focus was on children’s use of digital technologies; Second generation: 2010 with the availability of the iPad and independent digital activity by children; Third generation: the integration of technologies with children’s socio-material activities and everyday lives.