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The author's observations in this article fall broadly into two sections: Chinese kids truths — a review of the current factors most influential in shaping Chinese kids' view of themselves, the world around them and the brands that speak to them in that world, and Chinese kid trends — some of the key factors that are changing and will continue to change those relationships.

The purpose of this paper is to support teachers in utilizing the 2019 National Council for the Social Studies (NCSS) Notable Tradebook, “Sojourner Truth’s Long Walk to Freedom” (Schmidt, 2018). The authors found this book to be useful, beautiful and well-written but with several complex and dense literary aspects. Thus, this lesson offers supports for students in decoding similes and metaphors within “juicy sentences” (Fenner and Snyder, 2017, p. 131). These tools are especially important for English language learners’ (ELLs) unlocking the meaning of a book. Through this lesson, learners are supported in understanding Schmidt’s “So Tall Within” retelling the life of an extraordinary citizen, Sojourner Truth, who worked for the enforcement of emancipation promised in the 13th amendment.

In this lesson, students learn to recognize similes and metaphors in texts as a tool to decode a text’s meaning. In the beginning of the lesson, students listen to a rap about Sojourner Truth’s life to initially recognize in-text similes and metaphors. Then, students apply this new skill to unlock the meaning of metaphors and similes in the “So Tall Within” book to better understand the author’s message about Sojourner’s life. Last, students each make an illustrated and written postcard to Sojourner Truth called “Walking Tall Postcards” with their given metaphor or simile and add reflections on how they do or can “walk tall.” Finally, students chronologically re-construct the postcard statements and create a class book called, “Postcards of Walking Tall.”

Students, especially ELLs, must be given supports to unlock the meaning of dense texts (Fenner and Snyder, 2017). To promote equity in the classroom, the lesson was created to make this text more understandable for all learners.

Like many NCSS Tradebooks that are beautiful in illustrations and lyrical prose, this book requires supports for young learners to decode and understand. This lesson plan scaffolds students’ understanding, especially ELLs’ understanding, of simile and metaphor as a tool to unlock a text’s meaning toward increased historical understanding of Sojourner’s life. Understanding the legacy of Sojourner Truth is evermore important to teach today – she was a woman empowered with knowledge of the law to recognize human rights violations and act on behalf of others.

What does it take to build a “Kid Contract” for your brand in China? Just as anywhere, it involves understanding the nature, needs and wants of this specific audience. In the first of this two‐part piece, the author introduces some of the dynamics of Chinese kids today, the key external influences on them, their perception of self and their behaviour. In this second piece, the author will try to outline some of what he's found that can help in shaping an appropriate “Kid Contract” for a brand here, and communicating with this important target group. The author refers to a “Kid Contract” because in effect your brand must negotiate with the kid and/or give the kid leverage so he can negotiate with his parents.

Reviews the history of advertising to children in the USA since the baby boomer generation of post‐World War 2 and the advent of television. Describes how toys were marketed in order to sell cereals, and sweetened cereals were introduced to appeal to children. Outlines the growth of regulation in the form of the National Association of Broadcasters, and subsequently of self‐regulation by the Children’s Advertising Review Unit (CARU). Shows how television has become the main commercial vehicle for children, based on the 30 second commercial and a variety of ways to appeal to them. Outlines concerns such as programme length commercials, i.e. TV programmes based on characters or products from commercials, and about reproducible violence in advertisements. Mentions the self‐defeating nature of advertising industry terms like “nag factor” and “pester power” and the way that CARU’S work has extended into other media like the Internet. Relates all this to the concept of responsible marketing: eating responsibly, playing responsibly, social marketing, and the responsibility of marketers and advertisers.

In this chapter, I examine stories that foster care youth tell to legislatures, courts, policymakers, and the public to influence policy decisions. The stories told by these children are analogized to victim truth testimony, analyzed as a therapeutic, procedural, and developmental process, and examined as a catalyst for systemic accountability and change. Youth stories take different forms and appear in different media: testimony in legislatures, courts, research surveys or studies; opinion editorials and interviews in newspapers or blog posts; digital stories on YouTube; and artistic expression. Lawyers often serve as conduits for youth storytelling, translating their clients’ stories to the public. Organized advocacy by youth also informs and animates policy development. One recent example fosters youth organizing to promote “normalcy” in child welfare practices in Florida, and in related federal legislation.

Eating away from home frequency is increasing and is linked with numerous adverse health outcomes. The purpose of this paper is to inform the development of health promotion materials for improving eating away from home behaviors by elucidating related parent and child cognitions.

Parents (n=37) and children (n=35; ages 6–11 years) participated in focus group discussions, based on social cognitive theory. Data were content analyzed to detect themes.

Many parents were concerned about what children ate away from home, however, others were less concerned because these occasions were infrequent. Lack of time and busy schedules were the most common barriers to eating fewer meals away from home. The greatest barrier to ensuring children ate healthfully away from home was parents were not present to monitor children’s intake. To overcome this, parents supervised what kids packed for lunch, provided caregivers instruction on foods to provide, and taught kids to make healthy choices. Kids understood that frequently eating away from home resulted in less healthful behaviors. Barriers for kids to eat healthy when away from home were tempting foods and eating in places with easy access to less healthy food. Kids reported they could take responsibility by requesting healthy foods and asking parents to help them eat healthfully away from home by providing healthy options and guidance.

This study is one of the first to qualitatively analyze parent and child eating away from home cognitions. It provides insights for tailoring nutrition education interventions to be more responsive to these audiences’ needs.

This paper looks at how the Early Learning Centre have reviewed their relevancy to their customer base and ensured that they have developed a differentiated communications programme to talk to their customers.

Questions the validity of the KGOY dictum, ie that kids are getting older younger; this has been the driving force behind much dialogue about marketing to children over recent years. Explores the presumptions behind this trend: children are brand aware at earlier ages, they are more technologically aware and “graduate“ from dolls and action figures earlier, and puberty itself is earlier in girls; other issues like obesity, school violence, child abduction and terrorism demonstrate the involvement of children’s issues with the adult world. Reports a KGOY recalibration exercise by KidShop, however, which finds that children, while being aware of issues, are in fact quite satisfied with their status as children, rather than wanting to be older than they are.