Childhood in Shakespeare’s Plays challenges the notion that Shakespeare, like other Elizabethans, regarded children as small adults. The author shows how the playwright’s myriad references to childhood give an additional dimension to his adult figures. Providing the first detailed analysis of the child characters in Richard III, King John, Macbeth, and The Winter’s Tale, this book proves that Shakespeare did not depict children as unnaturally precocious or sentimentally innocent.

Children acquiring two languages, either simultaneously or sequentially, have more variation in their linguistic input than their monolingual peers. Understanding the nature and consequences of this variability has been the focus of much recent research on childhood bilingualism. This volume constitutes the first collection of research solely dedicated to the topic of input in childhood bilingualism. Chapters represent a range of theoretical and methodological approaches to the study of childhood bilingualism, covering a variety of language combinations and sociocultural contexts in Europe, Israel, North and South America.

This book opens with a chronology and a lengthy introduction to Lucy Maud Montgomery's life and works. Annotations accompany the text of the novel explaining references to people, places, literary works, quotations, events, flora, fauna, etc. within the narrative. The volume is filled with illustrations from different editions of Anne and photos of Montgomery, her handwritten manuscript, her childhood home, her school, her parents and family, Prince Edward Island, plants, pictures of the times, and more. .. 

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The past thirty years have seen an explosion of interest in Greek and Roman social history, particularly studies of women and the family. Until recently these studies did not focus especially on children and childhood, but considered children in the larger context of family continuity and inter-family relationships, or legal issues like legitimacy, adoption and inheritance. Recent publications have examined a variety of aspects related to childhood in ancient Greece and Rome, but until now nothing has attempted to comprehensively survey the state of ancient childhood studies.

Kindergarten kissing games; four-year-olds playing doctor; a teacher holding a crying child on his lap as he comforts her. Interactions like these - spontaneous and pleasurable - are no longer encouraged in American early childhood classrooms, and in some cases they are forbidden. The quality of the lives of our children and their teachers is thereby diminished, contend the contributors to this book. In response to much-publicised incidents of child abuse by caretakers, a "moral panic" has swept over early childhood education.