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Discusses the publication of mediocre quality children's literature. Presents the qualities inherent in classical children's literature. Examines the role and possible motives of the publishing industry for marketing “dumbed down” literature. Evaluates two popular titles. Suggests ways of playing a more active role in promoting high quality children's literature.

Ask a group of mature graduate students what they remember about their early schooling, and you are likely to hear vivid memories of teachers or librarians reading aloud, sharing literature with children. Admittedly, this is a biased sample of adults who have been positively drawn to reading. However, the power of a teacher to influence a young student is clear in the strong memories, recalled years later. In the frenetic schedule of today's schools, with every minute planned, who is sharing the pleasure of literature with young students? Where can teachers and librarians learn about children's literature so that they are prepared to share it with children and provide them with encouragement to become lifelong readers? How can teachers and librarians intelligently teach a whole language or literature‐based curriculum unless they are familiar with the literature being taught? An AAP Reading Initiative survey found “a full quarter of the teachers said they learn abut new books mainly from other teachers. Only four percent indicated that they heard about new books from librarians.” Dillingofski describes the excitement generated by the AAP Reading Initiative Teachers as Readers Project. Adults who care for children‐parents, teachers, school board members and administrators, meet at least monthly to discuss children's books that they have read. The enthusiasm generated to the book discussions results in increased interaction of adults with children's reading.

The purpose of this study was to investigate the similarities and differences in single‐ and dual‐parent family households in their selection and acquisition of children's clothing. Respondents included 247 parents of students enrolled in grades K‐12. Significant differences were found in the following items considered. Lack of money was more of a problem for single‐parent families than for dual‐parent families, p = 0.002. Single‐parent families paid for clothing more often by cheque or cash than did dual‐parent families, p=0.009; dual‐parent families used store credit cards more frequently than single‐parent families, p=0.03. No significant differences were found in sources, important purchase factors or satisfaction when selecting and acquiring children's clothing. For all parents, the four most important factors considered when selecting children's clothing were fit, what the parent likes, care required and price. Please note that in the US most children begin school at age 5 in kindergarten (K); ele‐mentary school continues through age 10 at grade 5; middle school encompasses ages 11–13 in grades 6–8; and high school includes ages 14–17 in grades 9–12.

China's population of children is the largest in the world. It is the largest in terms of numbers in spite of its limitation of one child per family. Soon it will be the largest children's market in terms of economic clout. Since marketers tend to use a simple fortnula for determining market potential of a geography, that is, People X Dollars = Markets, these facts are causing China's children to receive increasing attention from Western marketers. Brands such as Lego, Barbie, Nestle, M&M, Pepsi, Kraft, Crayola, Johnson & Johnson, Nike, and McDonald's are in head‐to‐head competition with many of China's major producers and retailers for a share of this market. Consequently, information about the children's market in China is needed.

Purpose ‐ The purpose of this article is to help those new to the practice of finding international children's books online navigate this exciting if confusing area of reference sources.Design/methodology/approach ‐ This article reviews the International Children's Digital Library that has revolutionized connecting children and books worldwide since 2002. However, there have been organizations busy identifying, evaluating, recommending and keeping lists and annotations of excellent international books for children since the 1940s. This article also reviews resources created by organizations, including the International Youth Library, the International Board on Books for Young People, international book fairs, Banco del Libro and other entities.Findings ‐ The article finds that, there is benefit to be gained from the expansion of international children's book resources into the world of the internet and that those who compiled both types of resource want to connect the world's children with quality literature.Originality/value ‐ This article offers information about historical context, partnerships, and hosting sites that have led to online access to many of these once print only resources. This review of these resources is original as it covers those who originated sources with the shared goal. That goal is their dedication to bring children and books together around the world and to build understanding and solutions together as members of a global community.

Argues that women's history is a player in the history of collection development, although its awards are obscured in library history. Pioneer women librarians shaped children's collections beyond the structural initiation of service into an expanded vision of service, a sense of transgressing boundaries in order to advocate and mediate for children and their literature. Considers the philosophy and work of Caroline Hewins and Anne Carroll Moore, which presents a paradigm of building collections for a larger community that is now part of the planning process for public libraries and an ongoing model of activist service through collections.

Various problems in the field of children's rights require governments in all countries to take urgent action to establish preventive mechanisms. In this respect, governments are increasingly organising private specialised units on sensitive issues concerning children's rights, which hopefully may prevent further abuse of children. The existence of structures specialising in children's rights is extremely necessary in terms of empowering children to express their problems and wishes. In this study, the duties and functions of the Children's Ombudsman are discussed using examples from different countries.

This chapter will focus on the development of children's literature in the western world. The topic will be discussed with reference to the historical development of children's literature, previous sample works and the concepts of childhood, which have been changing day by day. As it is known, the first literary texts presented to children are verbal. With the spread of the printing press, written literature and changing social perceptions led to the emergence of a separate literary idea for children. Tales, myths, legends, nursery rhymes, and children's songs, as well as the alphabet books and the texts in holy books, which are among the first oral products, are considered the first texts that children encounter. However, the spread of the idea of humanism enables the questioning of the position of the child in society. In this way, works that are suitable for the world of imagination have started to be produced, considering the interests, needs and perceptual differences of children. The Aesopian fables in the 17th century, the Works by J.J. Rousseau in the 18th century for children and his liberal perspective, Robinson Crusoe by D. Defoe and Gulliver's Travels by J. Swift are among the basic works of children's literature. The perception of children and childhood that changes in every century is reflected in literary works.

This article explains how joint agency services for children with special needs have been operating in Devon for a number of years. The business processes and ICT systems underpinning the service are described and specific key worker services are explained. The Fair Access to Carers' Breaks model explains how Devon has allocated financial resources to meet individual users' needs. This will be relevant to any authority looking for a transparent means of distributing equitably financial resources such as the additional resources provided by Aiming High for Disabled Children. The article goes on to describe how child and adolescent mental health services were added to the joint agency service and how the choice and partnership approach (CAPA) has virtually removed the waiting list for this service in Devon. The article then describes how further integration of services will be achieved by establishing early response and further response services which will include the Public Health Nursing Service and Education staff.

As an independent children’s rights institution (ICRI), the Children and Young People’s Commissioner Scotland (CYPCS) has contributed to significant changes in children’s rights in Scotland (e.g., the implementation of the UN CRC in Scots national law). Since the establishment of CYPCS in 2004, children living in Scotland have come to be seen as holders of rights. Yet this change has been neither linear nor certain. Instead, the CYPCS has contended with pressures to demean children’s rights, including during the COVID-19 pandemic. As the CYPCS continues to advocate for children’s rights and interests, this ICRI looks forward to bolstering decision making of young people and ensuring security of their rights, which in turn will inform the efforts of the CYPCS.