By Mario Biggeri, Jérôme Ballet, Flavio Comim (eds.)
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Extra resources for Children and the Capability Approach
1960), L’enfant et la vie familiale sous l’ancien regime, Libr. Plon, Paris. Baraldi, C. (2008), “Promoting Self-expression in Classroom Interaction”, Childhood, 15(2): 239–257. Biggeri, M. (2003), “Children, Child Labour and the Human Capability Approach”, paper presented at the 3rd HDCA Conference, 7–9 September 2003, Pavia University. , Mariani, S. and Menchini, L. (2006), “Children Conceptualizing Their Capabilities: Results of the Survey During the First Children’s World Congress on Child Labour”, Journal of Human Development, 7(1): 59–83, March.
Saito (2003: 26) interprets the CA along these lines. She argues that “when dealing with children, it is the freedom they will have in the future rather than the present that should be considered. ” This second point of view goes beyond the ﬁrst by providing a guideline favourable to the development of the individual’s autonomy in adulthood. Nevertheless, like the ﬁrst, this second point of view does not seem sufﬁcient to answer seriously the question of the place of autonomy as far as children are concerned.
The chapter focuses particularly on capabilities in two areas – “Senses, Imagination and Thought” (such as their attitude towards education, attending art classes and other extra-curricular classes, such as computing and languages) and “Leisure and Play Activities” (such Flavio Comim et al. 17 as how often children play in the playground, the games they play, their participation in sports classes). They use descriptive statistics, an ordered probit model and a structural equation model to investigate the relationships between these various indicators, the latent construct for capabilities and a set of covariates.