FROM PRICING THE PRICELESS CHILD:

By V. Zelizer. 2021

381 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b071db5a525e4cfdbc7eb3bfe2688ba07fbd1ae2

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Citations in the corpus

ENGINEERING THE ENTREPRENEURIAL INFANT: BRAIN SCIENCE, INFANT DEVELOPMENT TOYS, AND GOVERNMENTALITY (2002, background): “Many historical factors play into the normalization of childhood including, among others, the changing economic and sentimental value of children due to changes in family hygiene, public health and safety movements, and the growth of consumer culture (Zelizer, 1985).”
A Different Kind of Child Development Institution: The History of After-School Programs for Low-Income Children. (2002, background): “At the turn of the century some 20 to 25 percent of urban children were gainfully employed ~Zelizer 1985, 57!. Paid child labor declined by half in each decade between 1900 and 1930.”
Moral Views of Market Society (2007, background): “Her subsequent (Zelizer 1985) analysis of the elimination of the child labor market in the late nineteenth century shows a similar process of sacralization moving in the opposite direction, as children were removed from the market and became priceless objects of sentiment.”
Childhood Adultification in Economically Disadvantaged Families: A Conceptual Model* (2007, background): “The meaning of childhood has changed profoundly over time with a shift in how children are perceived: essentially from being considered objects of utility to be seen and not heard to objects of sentiment to be nurtured and developed (Aries, 1962; Illick, 2002; Jenks, 2005; Zelizer, 1985).”
Children's attention to interactions directed to others: Guatemalan mayan and european american patterns. (2009, background): “For example, in middle-class communities, children are rarely present, and may not be allowed, in workplaces as adults go about earning their livelihood (LeVine & White, 1992; Morelli et al., 2003; Rogoff, 2003; Zelizer, 1992).”
Early Childhood Transitions Research: A Review of Concepts, Theory, and Practice. Working Papers in Early Childhood Development, No. 48. (2008, background): “Concern for the timing of childhood transitions originated in the USA and the UK with the introduction of child labour laws and compulsory schooling at the end of the 19 th and beginning of the 20 th centuries (Cunningham, 1991: 194; Cunningham and Viazzo, 1996: 6; Zelizer, 1985: 6).”