This classic, step-by-step guide to talking about death, separation, and loss with children and teens features timely new material on dealing with trauma, addressing violence in schools, and helping grandparents cope as caregivers. Many children's lives are touched by a serious illness within their families, and some will be faced with the loss of a parent or grandparent, or the death of a sibling or beloved pet. How can adults help young people cope with these losses? How do they explain and console in language that a child can understand? Dr. Daniel Schaefer, working with child psychologists.

One out of seven children will lose a parent before they are 20. The statistics are sobering, but they are also a call for preparedness. However, pastors and counselors of all types are often at a loss when dealing with a grieving child. Talking to adults about death and grief is difficult; it's all the more challenging to talk to children and teens. The stakes are high: grieving children are high-risk for substance abuse, promiscuity, depression, isolation, and suicide. Yet, despite this, most of these kids grow up to be normal or exceptional adults. But their chance to become healthy adults increases with the support of a loving community. Supporting grieving children requires intentionality, open communication, and patience. Rather than avoid all conversations on death or pretend like it never happened, normalizing grief and offering support requires us to be in-tune with kids through dialogue as they grapple with questions of “how” and “why.” When listening to children in grief, we often have to embrace the mystery, offer love and compassion, and stick with the basics. The author says, "We don’t have to answer the why and how for them, but we can assure our children that God is with us as we suffer. We can do so by doing good for others and pointing out all of those moments when someone has done something good for us. I believe that most of the time that’s as far as we will get, and that is okay."

The pages of this book illustrate that as instruments of socialization and sites of ideological discourse textbooks are powerful artefacts in introducing young people to a specific historical, cultural and socioeconomic order. Crucially, exploring the social construction of school textbooks and the messages they impart provides an important context from within which to critically investigate the dynamics underlying the cultural politics of education and the social movements that form it and which are formed by it. The school curriculum is essentially the knowledge system of a society incorporating its values and its dominant ideology. The curriculum is not “our knowledge” born of a broad hegemonic consensus, rather it is a battleground in which cultural authority and the right to define what is labelled legitimate knowledge is fought over. As each chapter in this book illustrates curriculum as theory and practice has never been, and can never be, divorced from the ethical, economic, political, and cultural conflicts of society which impact so deeply upon it. We cannot escape the clear implication that questions about what knowledge is of most worth and about how it should be organized and taught are problematic, contentious and very serious.

What is really going on when a child tells or writes a story? Engel's insights into this provocative question are drawn from the latest research findings and dozens of actual children's tales - compelling, funny, sometimes disturbing stories often of unexpected richness and beauty.

Immerse yourself in 48 timeless, charming, and heartwarming stories that will keep your audience captivated and entertained. Not only will you be prepared for success in the world of storytelling, but you'll also have a delightful collection of stories to read to your children or siblings. This book is designed to cater to your specific needs, with stories categorized based on a child's comprehension ability—a well-thought out endeavor, considering this book was published in the early 20th century. From beloved classics such as 'The Little Red Hen' and 'The Boy Who Cried Wolf' to fresh new tales such as 'Another Red Hen' and 'Margaret of New Orleans', this book has something for everyone.

The stories which are given in the following pages are for the most part those which I have found to be best liked by the children to whom I have told these and others. I have tried to reproduce the form in whihc I actually tell them--although that invariably varies with every repetition--feeling that it would be of greater value to another story-teller than a more closely literary form. My hope is that this book may be of use to those who have much to do with children. -- Preface.

In this book, Sarah Cone Bryant made some suggestions on principles and techniques to follow in telling a story. She discussed some certain secondary points of method that were taken for granted before and are quite valuable in delivering and telling stories to children. This book also features short interesting stories to share with children such as the little pink rose, the cock-a-doodle-doo, the cloud, and more.