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dc.contributor.authorPendergast, Donna
dc.contributor.authorGarvis, Susanne
dc.contributor.editorSusanne Garvis & Donna Pendergast
dc.date.accessioned2018-05-14T22:28:03Z
dc.date.available2018-05-14T22:28:03Z
dc.date.issued2014
dc.identifier.isbn9781107652262en_US
dc.identifier.urihttp://hdl.handle.net/10072/89459
dc.description.abstractAccording to the United Nations, the world population was 7.2 billion in mid-2013, and is projected to increase to over eight billion in 2025 (United Nations, 2013). The population of the less-developed regions is relatively young, with children aged from birth to 14 years accounting for 28 per cent of the population (1.67 billion). In the least-developed countries, children constituted 40 per cent of the population - or 360 million children. In the more-developed regions, children accounted for an average of 16 per cent of the population (around 206 million people). This means an average of 26 per cent of the world population in 2013 was aged between birth and 14 years. It is predicted that by 2050 the relative percentage of young people will decline to 21 per cent and by 2100 to 18 per cent of the world population (United Nations, 2013). These demographic trends result from a combination of increased life expectancy, the effects of birth and population controls. It is evident that the proportion of the world population in the years from birth through childhood is large, and while it will decrease proportionately in the future, it will continue to be a dominant part of the world's population (see Figure 1.1). Children currently aged from birth to 12 years are all members of Generation Z. A generation is typically defined as the average interval of time between the birth of parents and the birth of their offspring, with a birth generation averaging 20-22 years and a lifespan four times that generational length. Everyone is a member of a generation. Generational theory seeks to understand and characterise cohorts of people according to their birth generation. It is a dynamic socio-cultural theoretical framework that employs a broad-brushstroke approach rather than an individual focus.en_US
dc.languageEnglishen_US
dc.publisherCambridge University Pressen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://www.cambridge.org/gb/academic/subjects/education/education-history-theory/health-and-wellbeing-childhooden_US
dc.relation.ispartofbooktitleHealth and wellbeing in childhooden_US
dc.relation.ispartofchapter1en_US
dc.relation.ispartofpagefrom3en_US
dc.relation.ispartofpageto19en_US
dc.subject.fieldofresearchSpecialist Studies in Education not elsewhere classifieden_US
dc.subject.fieldofresearchcode130399en_US
dc.titleThe importance of health and wellbeingen_US
dc.typeBook chapteren_US
dc.type.descriptionB2 - Book Chapters (Non HERDC Eligible)en_US
dc.type.codeB - Book Chaptersen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.hasfulltextNo Full Text
gro.griffith.authorPendergast, Donna L.


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