Sociedad e Infancias (ISSN-e 2531-0720) is an interdisciplinary Ibero American journal whose main objective is to promote scientific research and knowledge about the lives of children and teenagers, predominantly in the Spanish, Portuguese and Latin American social contexts. The journal is oriented towards the latest infancy studies.
In order to support the global exchange of knowledge, the journal Sociedad e Infancias is allowing unrestricted access to its content as from its publication in this electronic edition, and as such it is an open-access journal. The originals published in this journal are the property of the Complutense University of Madrid and any reproduction thereof in full or in part must cite the source. All content is distributed under a Creative Commons Attribution 4.0 use and distribution licence (CC BY 4.0). This circumstance must be expressly stated in these terms where necessary. You can view the summary and the complete legal text of the licence.
Childhood in Latin America: contributions to the field of Childhood Studies in Argentina, Brazil & Chile
Childhood Studies in Latin America have been carried out for about thirty years, becoming more visible as a result of the promulgation of the Convention on the Rights of the Child (CRC) in 1989. The development of this scientific field has occurred in on a multiple and unequal social scenario, which is the result of the countries’ political and economic conditions. It is observed that the concern for children’s lives and the social policies in respect of childhood is the driving force behind Childhood Studies, which are undergoing a process of expansion and consolidation. This article is based on results of research on the Sociology of Childhood in South American countries, and its aim is to present some indicatives of the field in three countries, Argentina, Brazil and Chile, as well as the researchers’ contributions to a sociological debate on childhood. Some of the issues are transversal to the countries and giving shape to the objects of study in the field and seeking to better understand children’s living conditions and how children are dealing with the various South American scenarios. South American production of Childhood Studies has its bases in European research, but the development of the field feeds upon regional issues and characteristics promoting concrete and contextualized investigations, leading to a better knowledge of South American childhood(s).
Children’s illness and mortality in Puebla’s State Orphanage, 1894-1951
In this article we propose to address the illness and child mortality within healthcare institutions in the State of Puebla, during the first half of the 20th century. From the critical analysis of primary sources, the characteristics of the sheltered children are described, just as the random ways their entrance and their health conditions and the diseases that caused their death. Our main objective is to review the progress of these institutions to contribute to the history of childhood in the regions of Mexico.
Entretejiendo Miradas: Relatos entre educadoras populares, niños y niñas
La violencia situada en los espacios sociales de niños, niñas y adolescentes
Adult Power in Schools: Representations and Practices that Shape Children’s Participation
This article examines how adultcentrism functions as a barrier to children’s participation in schools. Drawing on interviews with primary teachers, it explores discourses that, while often framed as protective or educational, restrict children’s agency. Representations identified in the study portray children as individuals in transition to adulthood, dependent on adult control and care, or confined to the role of pupils. These conceptions sustain school practices that limit opportunities for their voices to have an actual impact. The qualitative, quasi-ethnographic study revealed that children’s participation is mainly understood through three dimensions: expressing opinions, being heard, and taking part. Yet these are partial and subordinated to adult logic: opinions are confined to classroom issues, listening rarely implies decision-making power, and taking part is often reduced to symbolic belonging with no political incidence. The findings also point to forms of symbolic violence that further constrain participation, such as expecting it to exist exclusively in predefined spaces, which relegates children’s insights and contributions. Still, some teachers recognize the importance of creating different spaces and understanding children’s perspectives’ key role at school. These openings, though modest, signal a path toward more democratic and participatory schools
Between the Educational and the Welfare-Oriented: Early Childhood Education in Spain as a Space of Multilevel Governance. An Approach from the Sociology of Childhood
This article analyzes early childhood education in Spain (0-3 years) from the perspective of the sociology of childhood, focusing on the tensions that characterize this space of multilevel governance. The first cycle of early childhood education constitutes a paradigmatic case of diffuse competence where the attributions of the central State, autonomous communities, and municipalities converge, generating a heterogeneous mosaic of models and coverage. The work addresses three fundamental analytical axes: the historical tension between the educational and the welfare-oriented in early childhood care; the problem of territorial equity that generates profound educational inequalities in access to the service; and the question of participation and the voice of childhood in the public policies that affect them. In contrast to economistic approaches centered on future profitability, a perspective is proposed that recognizes children as full social actors and places their present well-being as the central axis. The analysis incorporates the framework of the European Child Guarantee and questions the assumptions underlying the different models of care, raising the need to overcome the adult-centric logic that has characterized the design of these policies.
"It's Still Not Good!": assessments, moralities, and classifications in Early Childhood Education
This article examines how evaluative practices in Early Childhood Education are produced through everyday interactions and contribute to processes of classification and school hierarchisation. Drawing on three “frames” in which teachers publicly comment on activities carried out by children, we explore how evaluation exceeds pedagogical activity and comes to operate as a situated moral practice. The study shows how comments, gestures, corrections and implicit comparisons can transform momentary performances into attributes associated with children, producing public exposure and embarrassment. Such practices, often naturalised within school routines, operate as symbolic microviolences and anticipate classificatory logics associated with schooling and literacy. Children respond to these evaluations in different ways, through silence, hesitation and bodily withdrawal. Evaluations also mobilise references to family, particularly when performance is interpreted through expectations related to domestic support and familiarity with schooling. We conclude that these everyday interactions contribute to the early production of moral classifications and unequal school trajectories, long before any formal processes of evaluation.
School time as structural violence: An ethnographic analysis in schools in Valencia (2017-2020)
This article presents a reflective analysis of the temporal dimension in education, based on transcripts of school ethnographies conducted in seven schools in Valencia between 2017 and 2020. Through a re-examination of field notes written by university students, it examines how the organization, management, and experience of school time shape a disciplinary system that unequally impacts the well-being, health, and educational trajectories of students. The study identifies time as an element of structural violence and a constitutive characteristic of the school institution. The findings reveal the internal reality of classrooms, where the school climate and instructional time are eroded by outdated pedagogies, relationships that prioritize domination, coordination failures, and tedious tasks. Furthermore, it demonstrates how the rigid management of schedules and the outsourcing of tasks (homework) deepen social inequalities and penalize students with fewer resources. In conclusion, the work highlights that schools operate under the logic of totalitarian institutions that ignore the needs of children.
“My neighborhood is beautiful but dangerous”: redefining the neighborhood in contexts of criminal violence
This article analyzes how children living in a context of criminal violence in Ciudad Obregón, Sonora (Mexico), construct meanings about their neighborhood and develop situated interpretations of danger and safety. Using a qualitative approach, grounded in the constructivist paradigm and employing a narrative design, the research gathers the voices of twelve children between the ages of 10 and 13 through participatory workshops and in-depth interviews conducted in two elementary schools located in a neighborhood with a high incidence of violence. The thematic-relational analysis of the narratives allowed for the identification of patterns of meaning linked to the spatial experience of violence. The findings show that the neighborhood is constructed ambivalently: simultaneously as a space of affection and belonging, and as a territory traversed by risks associated with criminal activity. The children create “children’s cartographies of fear,” understood as symbolic maps that delineate forbidden zones, safe routes, and permitted times, thus guiding their daily movements. Far from demonstrating desensitization to violence, their narratives reveal interpretive agency, ethical judgments, and self-protection strategies that allow them to maintain a sense of certainty in an unstable environment. Likewise, gender inequalities are identified in the regulation of mobility, which more intensely restrict girls' spatial experience. This study contributes to social studies of childhood by problematizing violence as a situated experience inscribed within social space, highlighting children's capacity to create meaning beyond approaches focused exclusively on vulnerability.
Phenomenology of Child Sexual Abuse within the Atmosphere of Trust in the Home
This article develops a phenomenological analysis of child sexual violence within what are termed «atmospheres of trust», with particular focus in the home’s atmosphere of trust. Drawing on the concept of «emotional atmosphere» formulated in Hermann Schmitz’s new phenomenology, the atmosphere of trust is conceptualised as an emotional space of binding proximity that organises relations of dependency, care, and power. From this perspective, the home is understood as an originary sphere of relational and existential constitution, in which self-trust, openness to the world, and the primary experience of love are formed. The article argues that sexual abuse in this context must be interpreted as a form of abuse of trust that exceeds individual bodily or psychological harm and affects the existential conditions that make trust itself possible. Through a phenomenological analysis of lived experience, it examines the tensions, ruptures, and reconfigurations undergone by the atmosphere of the home when it is permeated by sexual violence, as well as the repercussions of this harm on the experience of love, the relationship with one’s own body, and the early processes involved in the constitution of sexuality. Furthermore, it shows how the perversion of the familial atmosphere of trust distorts affective and erotic learning, altering the ways in which a person relates to themselves and to others. In this sense, child sexual violence is understood as a fracture of the primary relational fabric and as a form of existential harm that compromises the very possibility of inhabiting the world in trust.
Criminal offenses against the sexual freedom of children and adolescents in Beni and Pando, Bolivia’s Amazonian regions
Sexual violence constitutes one of the most serious violations of human dignity and human rights. In certain regions of the world, information about these rights violations is still insufficient and poorly documented; one example is the vast Amazon region. This investigation examines acts of sexual violence committed against minors in Beni and Pando, two Amazonian departments of Bolivia, between 2020 and 2024. The study employs a mixed-methods approach, both quantitative and qualitative, at an exploratory level using data from official sources. It has three specific objectives: (1) To explore the presence of potential sexual offenses affecting minors in Beni and Pando; (2) To analyze reported pregnancy records among minors as potential indicators of sexual violence; and (3) To identify the factors related to accessibility to justice in the Bolivian Amazonian region. The results obtained reflect a sustained increase in reports, limited inter-institutional coordination, failure to apply protocols in health centers, limited state presence, and personnel lacking specialized training to handle these cases, among other findings.
Children’s cultures and artistic practices: children as critical and competent social authors
This article analyses how participating children produce their own interpretations of the artistic experience they live through, exploring the relationships between children’s cultures, symbolic production and social authorship. The study adopts a qualitative ethnographic approach with children. Fieldwork was conducted between February 2020 and March 2021 within the Social Project Piá Professora Maria Aparecida Mollo Jorge, located in the municipality of Itambé, in southern Brazil, involving 17 children aged between seven and twelve. Data production included participant observation, field notes, audiovisual records and the use of the participatory draw-and-talk technique, through which children produced individual and collective drawings about what they imagined as the “Choir of Dreams”. The findings show that children not only participate in artistic practices but also produce critical interpretations of rehearsal spaces, forms of performance and participation dynamics within the musical group. The representations created reveal children’s own conceptions of freedom, artistic creation and recognition as artists. By highlighting these dynamics, the study reinforces the need to recognise children not only as social actors but also as critical and competent social authors, capable of interpreting, imagining and transforming the cultural contexts in which they participate. The results contribute to the advancement of research in the Social, Cultural and Artistic Studies of Childhood, particularly regarding the analysis of children’s cultures and the artistic practices produced by children themselves.
“Konn gen tire”: Situated Violence, Lived Space, and Children's Spatial Knowledge in Delmas (Port-au-Prince)
Armed violence in Port-au-Prince is reshaping the everyday geographies of children and adolescents. Drawing on interviews with seven participants aged 10 to 17 in the Maïs Gâté area (Delmas, Port-au-Prince), this article examines how violence becomes embedded in children's lived space as an orienting modality that produces thresholds, authorized routes, forbidden zones, and constraints on mobility. The findings are organized around three axes. The first maps a lived cartography of danger through which participants precisely name risk areas and internal boundaries within the neighborhood. The second analyzes play under restriction, where the desire for a space of one's own collides with expulsion by older youths and with adult surveillance. The third examines infrastructural microviolences (mud, waste, darkness, noise) that children identify as degrading conditions of their environment. The article argues that children's spatial knowledge captures a dimension of urban violence that adult and institutional diagnoses tend to overlook: the dispossession of the right to inhabit the city as a child.
When Schools Produce Violence: Institutional Micro-violences and the Responses of Children and Families
The article examines those circumstances in which schools produce violence and proposes a shift: rather than offering quick explanations or ready-made intervention 'recipes,' it interrogates how institutions—often unknowingly—produce everyday forms of symbolic violence and an adult-centred matrix that affects young children as well as their families. From a rights-based and socio-institutional perspective—situated between Uruguay and Argentina—the text draws on sociology of education (symbolic violence, cultural arbitrariness, the hidden curriculum, and school grammar) and childhood studies to understand how routines, coexistence rules, and judgments about “good behaviour” shape unequal positions within the pedagogical relationship. Through scenes and examples, it identifies recurring micro-violences: the regulation of bodies and time under the language of care and safety; the production of “presentable” outcomes that subordinate experience to results; the dismissal of prior knowledge; and the infantilization or exclusion of mothers and fathers from school life. The article concludes with action-oriented guidelines: strengthening institutional channels to name and work through discomfort, sustaining regular spaces for scene analysis and the revision of agreements, and promoting situated professional learning that makes the criteria organizing everyday school life debatable, communicable, and transmissible.
Situated Violence in rural school: experiences of girls and boys in Nariño, Colombia
This article analyzes how rural children and adolescents in Nariño, Colombia, perceive violence in their school environment and how, based on this perception, they develop practical categories to understand, anticipate, and resist it. Using a socio-legal approach and drawing on contributions from social studies of childhood, a qualitative documentary review of norms, jurisprudence, and public human rights documentation is conducted, supplemented by secondary evidence from published narratives and testimonies about school experiences in conflict contexts. The analysis is organized around four dynamics that structure exposure to violence in rural schools: (i) recruitment and use of children and adolescents; (ii) forced displacement and confinement; (iii) occupation, attacks, and militarization of educational institutions, including the presence of landmines in school environments; and (iv) threats and violence against teachers with a direct impact on educational continuity and retention. The results show that, in children's experience, school shifts from a “safe place” to an “exposed place”, and that intermittent institutional responses produce a form of institutional violence observable by children and adolescents, expressed in categories such as “zone”, “dangerous route”, “silence”, and “no one answers”. It is argued that guaranteeing the right to education, assessed using the 4A standard, requires localized school protection measures, recruitment prevention integrated with educational policy, and strengthened mechanisms for teacher support and retention.
Adolescence and mental health distress: professional perspectives from the educational and healthcare fields
In recent years, various indicators of mental health status, as well as academic, political and media discourse, have warned of an increase in distress, with particular emphasis on the adolescent population. This has encouraged involvement and intervention from various areas related to the lives of this population group. Therefore, this study explores the discourse of professionals in the educational and health fields on mental health in adolescence, in the context of what has been termed a ‘mental health crisis.’ To this end, a qualitative study with an explanatory-interpretative approach was carried out, using 10 semi-structured interviews with teachers, psychology professionals, psychiatrists, social workers in mental health centres and doctors. The results showed heterogeneous and sometimes contradictory discourses on the conceptualisation of mental health, where perspectives that recognise social and structural determinants coexist with individualising practices focused on clinical intervention. A more alarmist and interventionist view is observed in the educational field. Overall, this study calls for the need to broaden the analytical frameworks used to interpret adolescent malaise and questions the tendency to explain it primarily in terms of crises and mental disorders, opening the door to more complex, contextualised and less medicalised approaches to research and intervention.
Desinstitucionalizar con derechos: el buen trato como condición estructural de la atención y la protección a la infancia
This article analyzes deinstitutionalization as a rights-based process for children and adolescents, positioning safeguarding as an essential institutional standard to ensure their well-being. Drawing on international frameworks and evidence on the effects of institutionalization, it argues for transforming care models toward community-based approaches that guarantee stable relationships, meaningful participation, and personalized support. The article also examines structural and normalized forms of violence that may emerge within protection systems when resources, continuity, or intersystem coordination are lacking. It highlights that the effective implementation of Organic Law 8/2021 on the Comprehensive Protection of Children and Adolescents Against Violence and the national Community Care Strategy requires enabling conditions such as professional stability, protected time for relational work, significant child participation, and public evaluation mechanisms. Ultimately, advancing deinstitutionalization means strengthening the protection system through a rights-based, preventive, and relationally coherent perspective.
Handbook on Child Poverty and Inequality
El Handbook on Child Poverty and Inequality, Manual sobre pobreza e inequidad infantil, es una ambiciosa obra que abarca la amplia y compleja temática de la pobreza e inequidad con un enfoque demográfico especifico: la infancia. Está obra hace un recorrido por el trayecto histórico de la pobreza infantil, desde las bases conceptuales hasta las fronteras metodológicas y las implicaciones para las políticas públicas sobre reducción de pobreza infantil.
La 2a edición de Sociología de la infancia viene a robustecer y actualizar esta subdisciplina sociológica que también se ha denominado el campo (Bourdieu, 2003) de los estudios de infancia, incorporando avances y (auto) críticas producidas desde 2006 a la fecha. Lourdes Gaitán es una de las fundadoras del campo hispanoamericano, trabajadora social y Dra. en sociología con una destacada experiencia en intervención, políticas públicas e investigación científica y recientemente ha sido galardonada con el Premio Librepensadora de InfoLibre (Infolibre, 2025, 44mm06s).
La Educación para la Salud en Educación Infantil: Elementos clave para su inclusión en las aulas
This article examines Health Education (EpS) in Early Childhood Education, highlighting the active role of young children as agents influencing their own well-being and their environment. Based on a review of international studies, opportunities emerge for children to assume responsibilities in developing healthy habits through playful and participatory strategies. The importance of student-centered methodologies is emphasized, as they enhance autonomy and commitment, coupled with dedicated teacher training and integrated public health policies. In this way, the foundations are laid for more resilient school communities with an improved quality of life.
Sexual Diversity and Violence in Adolescents in Mexico: An Approach from the Mixed Methodology
This article examines some data from the National Survey on Sexual and Gender Diversity (INEGI, 2022) in the adolescent population in Mexico. The different types of violence that this group experienced in their childhood and adolescence are identified; the discourses of a group of adolescents who identify themselves as non-heterosexual and who live in the state of Chiapas about family and social rejection, its effects, coping mechanisms, and their aspirations are also analyzed. Some findings indicate that the most common forms of violence are related to the non-acceptance of sexual and gender orientation and/or identity by family, school and work colleagues, as well as society in general, and commonly materialized through physical, verbal, emotional, and psychological violence. The effects include suffering, frustration, fear, and loneliness. The most common coping mechanisms are isolation, confrontation, cross-violence, reporting to authorities, and defending their rights and those of others. It is concluded that society must respect the rights of LGBTIQ+ people, and that all forms of violence must be prevented and eradicated; no one deserves to be stigmatized, marginalized, or discriminated against for their sexual and gender orientation or identity.
From childhood as a social phenomenon to childhood as an analytical perspective. Synthesis of a trajectory
This article proposes a reading of the trajectory of the sociology of childhood as a sociological subdiscipline, from its inception in the 1980s to the present, focusing on the ongoing European debate on the production of this theoretical framework and the relevance of its constructs. It first reviews the classic postulates of the sociology of childhood, followed by critical assessments of problematic aspects that researchers in this field of study have identified within the scope of its sociological contribution. It also reviews the propositions these authors formulate in light of the most current theoretical trends. It concludes that this debate, still incipient, reflects an attempt to advance the theorization of childhood from its institution as a social phenomenon to a constitution of childhood as an analytical perspective for the social sciences. To this end, the debate is oriented toward promoting the use of new or updated conceptual tools that foster the development of the subdiscipline and its connection with general sociology.
Foster Families and Early Childhood: Contributions to the Development of Infants in Situations of Extreme Vulnerability
This study aims to explore and describe the impact of the care provided by foster families to babies in situations of extreme vulnerability, abandonment, and risk of death in the Buenos Aires metropolitan area of Argentina from the perspective of psychoneuroimmunoendocrinology (PNIE), with an emphasis on attachment theory and psychoanalysis. A qualitative approach was adopted based on in-depth interviews with 15 foster families affiliated with a foundation that brings them together and six healthcare professionals involved in neonatal care. Essential characteristics of foster families were identified in the comprehensive development of 35 babies under their care between 2023 and 2024. The techniques used included in-depth interviews, observation, and field journals. Analysis was conducted through the triangulation of units of analysis, which enabled a richer understanding of the phenomenon from different perspectives. Among the main conclusions, the study highlights the role of foster families facilitating the integral development of neonates in highly vulnerable. The comprehensive care and emotional attunement provided fosters early attachment, a fundamental condition for survival and neurodevelopment. Furthermore, the results show that early affective bonding, the support of an articulated social and community network and access to psychosocial resources are key factors for both the well-being of babies and the sustainability of the role played by foster families.
How to Research Gender-Based Violence in Girls and without Disabilities? Methodologies from a Narrative Review
This paper presents a narrative review of the literature focused on the methodologies employed to investigate gender-based violence against girls, both with and without disabilities. Based on a context-situated search, fourteen studies published between 2000 and 2024 were identified. The decision to conduct a narrative review stems from both the scarcity of research in this area and the need for a deep, flexible, and critical analysis of the available methodological approaches. The findings reveal a wide variety of techniques used, including individual interviews, focus groups, children’s appreciation tests, structured surveys, school questionnaires, participant observation, case file analysis, and pedagogical initiatives such as reading clubs. Qualitative methodologies—particularly those that prioritize active listening and situated interpretation—are found to be most effective in capturing the complexity of girls’ experiences of violence. Furthermore, the review identifies significant limitations, including ethical challenges, limited procedural systematization, and a lack of intersectional perspectives. Schools emerge as key spaces for both the reproduction and the transformation of violent practices. From a rights-based, intersectional, and childhood studies perspective, the importance of recognizing girls as active agents in research processes is emphasized—capable of contributing meaningful knowledge about their own experiences. This study offers methodological guidance that may help strengthen future research and inform public policies committed to the well-being and rights of children.
Childhood and Public Policy in Uruguay: Analysis of Social Representations in the CAIF Plan (1988–2017)
This article analyzes the social representations of childhood that shape state action in Uruguay, taking the CAIF Plan—the country’s main interinstitutional early childhood care and education policy (1988–2017)—as a case study. The qualitative research combines the analysis of 34 institutional documents and 12 in-depth interviews to identify the core meanings that guide conceptions of childhood, care, and community. Drawing on the structural approach to social representations, it examines both institutional documents and the discourses of technical-political actors involved in the program’s design and management. The qualitative research design combines documentary analysis and in-depth interviews to identify the core meanings that guide conceptions of childhood, care, and community. The findings reveal persistent tensions between community-based participatory models and technical-administrative logics, as well as the coexistence of notions linked to protection, development, and child citizenship. The study provides a transferable methodological strategy for exploring the symbolic dimension of public policies and contributes to understanding how institutional representations of childhood influence forms of state intervention and the configuration of the early childhood field.
Infant Mental Health: Approaches Based on General Comment No. 7 of the CRC and a Human Rights-Based Health Framework
This article explores infant mental health from a human rights perspective, highlighting General Comment No. 7 of the UN Committee on the Rights of the Child as a key legal framework. It recognizes newborns as full rights-holders from birth and emphasizes the urgent need to integrate perinatal mental health into public policies and healthcare systems. Emotional well-being in early life is deeply linked to a secure affective environment, early caregiver bonding, and sensitive responses to emotional needs. Despite scientific and legal advances, mental health care for babies remains insufficient and underprioritized, particularly in countries like Spain. The article critiques practices that infringe upon newborn rights—such as early mother-infant separation and obstetric violence—and calls for structural reforms centered on the mother-infant dyad. It advocates for specialized professional training, extended parental leave, strengthened perinatal services, and coordinated intersectoral policies. The piece also discusses recent opportunities, including Spain’s 2025–2027 Mental Health Action Plan and the expansion of perinatal mental health units. Ultimately, the authors argue that ensuring mental health from birth is not merely a health concern but a legal and ethical imperative. The effective application of General Comment No. 7 can reshape healthcare systems to promote emotional development from the very beginning of life.
Comprensión y visibilización de las cardiopatías congénitas en educación infantil
Las Cardiopatías Congénitas son la malformación congénita más frecuente en España, lo que supone, debido a la supervivencia actual de esta patología, un número importante de alumnos de educación infantil afectos de esta enfermedad. Estos niños pueden presentar dificultades en su proceso de aprendizaje debido a varios aspectos relacionados con su patología y, esa realidad, unida al malestar emocional que puede aparecer, supone un reto educativo que precisa respuestas para las necesidades de este alumnado que favorezcan su integración en las aulas. El objetivo de este trabajo es evaluar si la elaboración de un libro ilustrado que acerque el concepto de cardiopatía congénita de forma comprensible al alumnado de infantil podría ayudar a la normalización de la patología, así como facilitar la mejor comprensión de las dificultades a las que estos niños se enfrentan. Tras la realización de este recurso, y la aplicación de una actividad real en aulas, así como el análisis de encuestas dirigidas al entorno de estos niños afectos de CC (familias, médicos, asociaciones y docentes) se puede concluir que un libro ilustrado es un vehículo para trasladar conceptos complejos a la edad infantil y que podría beneficiar al alumnado cardiópata y a los agentes relacionados en diversas áreas.
Health Education in Early Childhood Education: Key Elements for Its Inclusion in Classroom
This article examines whether the first superilles built in the city of Barcelona promote the rights of girls, boys, non-binary children, and adolescents to inhabit, transform, and enjoy urban space from an ecofeminist perspective. It starts from the concept of "right to the city" (Lefebvre, 1968; Tonucci, 1997, and Harvey, 2012) and ecofeminist urbanism (Colectiu Punt6, 2020; Proactivas, 2022, and Muxi, 2019 and 2023), which questions the traditional urban model for being androcentric, adult-centric, and insufficiently inclusive -or even exclusionary- highlighting structural inequalities and proposing an urban model centered on care, sustainability, and social justice. After a theoretical introduction, five key dimensions are established to guide the analysis of the superilles in the neighborhoods of Poblenou, Horta, and Sant Antoni: walkability, playability, naturalness, diversity, and health. The analysis reveals significant advances in terms of accessibility, play spaces, natural areas, and public health. However, limitations are also identified, such as low citizen participation in design processes, limited engagement by adolescents and youth, and a partial implementation of ecological principles. All this leads to the conclusion that, while superilles represent a potentially transformative tool, their effectiveness depends on a more inclusive, participatory implementation adapted to the real needs of the citizenry as a whole.
Venezuelan migrant children and well-being: an approach based on their accounts of ways of life
It is important to remember that studies in the field of international migration, as part of the new contemporary dynamics, have focused on an adult-centric perspective that renders invisible the experiences, discourses, and realities that children experience throughout the displacement cycle. This article provides reflections based on the results of research based on a qualitative approach aimed at analyzing the lifestyles of Venezuelan children in the city of Lima, Peru, who arrived in the country during the period 2018 to 2019. This temporality constituted the space-time encompassed by the study. The analysis revealed the meanings and tensions that this group attributes to the migratory experience upon their arrival in the destination country. In particular, through their stories, children give an account of the category of material life, through which they intensify the ways of life that produce and reproduce the daily experiences of well-being around aspects such as health, food, education and housing since their arrival and how, from these relationships, they have been configuring and reworking stories of well-being or discomfort in comparison with their life in the country of origin and the country of destination, which are developed from their own social constructions of childhood.
Adolescent participation in health in Mexico (2014-2024): between risk and the guarantee of rights.
Adolescents' right to participation is fundamental for recognizing their citizenship, enabling them to influence matters affecting their lives, particularly health-related issues. This study examines health participation initiatives for adolescents implemented by the Mexican government between 2014 and 2024, evaluating their alignment with established legal frameworks. While Mexico has made progress through instruments like the General Law on Children's and Adolescents' Rights (2014) and its ratification of the Convention on the Rights of the Child (1990), significant structural barriers remain. This research analyzes how the Mexican State conceptualizes adolescents and facilitates their participation in health-related initiatives, assessing both achievements and limitations during the 2014-2024 period. Using an interpretive qualitative methodology, the study employed content analysis and critical discourse analysis tools. The findings reveal that despite legal advancements, persistent stigmatization of adolescence continues to impede the full realization of participatory rights in health matters. The study underscores the critical need for future research that genuinely prioritizes adolescent participation, acknowledging youth as active social contributors in all issues concerning them.