Relevant bibliographies by topics / Children’s perspectives

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Children’s perspectives'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Children’s perspectives.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Children’s perspectives"

1

Callery, Peter. "Researching children’s perspectives." Paediatric Nursing 12, no. 3 (April 1, 2000): 11. http://dx.doi.org/10.7748/paed.12.3.11.s16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Currie, Janet Lynne, and Kate Perkowski. "Children’s Perspectives of Healthy Living." International Journal of Health, Wellness, and Society 4, no. 2 (2014): 15–28. http://dx.doi.org/10.18848/2156-8960/cgp/v04i02/41099.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Fuller, Kay. "English lessons: Children’s poetic perspectives." English in Education 44, no. 2 (June 2010): 146–63. http://dx.doi.org/10.1111/j.1754-8845.2010.01062.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hyde, Brendan. "Children’s voices: children’s perspectives in ethics, theology and religious education." International Journal of Children's Spirituality 16, no. 3 (August 2011): 287–89. http://dx.doi.org/10.1080/1364436x.2011.613610.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kondo, Kaoruko, and Ulrika Sjöberg. "Children’s Perspectives through the Camera Lens." Nordicom Review 33, no. 1 (March 1, 2013): 3–17. http://dx.doi.org/10.2478/nor-2013-0001.

Full text
Abstract:
Abstract In relation to any claims about “child-centred” research, the present article stresses the need to reflect on what is actually at stake in terms of participation and the meaning-making processes that evolve in a certain research setting. Our experiences with photo-taking methods are based on two separate studies involving children (age 5-8 years) and young adolescents (age 12-16 year). Taking a constructivist approach, the article draws special attention to issues related to the age of the children, the type of camera used, the researcher’s status in the fieldwork and the type of data acquired through these children’s photos. The article stresses the need to perceive the story behind the photo as an outcome of how the child chose to position him/herself within a certain research context, which in turn affects how the child sees, thinks and acts, but also what he/she sees.
APA, Harvard, Vancouver, ISO, and other styles
6

Muravieva, Olga, Angela Lebedeva, Anastasia Pimkina, Tatiana Lukonina, and Max Tompson. "Children’s Literature in Russia: Publishers’ Perspectives." Bookbird: A Journal of International Children's Literature 58, no. 2 (2020): 52–59. http://dx.doi.org/10.1353/bkb.2020.0034.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Munn, Penny. "Professional development and understanding children’s perspectives." International Journal of Early Years Education 17, no. 3 (October 2009): 177–78. http://dx.doi.org/10.1080/09669760903432211.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Wang, Siqi, and Hongjia Guo. "A Study on Teacher-Child Interaction from the Perspective of Children." Journal of Contemporary Educational Research 5, no. 12 (December 27, 2021): 114–18. http://dx.doi.org/10.26689/jcer.v5i12.2820.

Full text
Abstract:
Children’s perspective is based on their own cognitive level in understanding objective things. The study of children’s perspective is a bottom-up research process under the premise of having a full respect for a child’s view. With the change of views about children in recent years, “children’s perspective” has become a new research direction. At the same time, teacher-child interaction, as an important means of evaluating the quality of kindergarten education, requires a bottom-up perspective from children. This study hopes to understand children’s emotional experience in the process of teacher-child interaction as well as their understanding and evaluation of their own experience by exploring their perspectives on the interaction, so as to better improve the quality of teacher-child interaction in kindergarten.
APA, Harvard, Vancouver, ISO, and other styles
9

Ayala, Allegra, and Yi-Ching Lee. "Autonomous Vehicles, Children’s Mobility, And Family Perspective." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 65, no. 1 (September 2021): 747–51. http://dx.doi.org/10.1177/1071181321651323.

Full text
Abstract:
This paper presents the current knowledge on ridership scenarios for autonomous vehicles and shuttles within the context of children’s mobility. Perspectives from parents, caregivers, and schools provide a unique use case that needs further attention from vehicle manufacturers and policy regulatory agencies. Social benefits of and barriers to adoption, willingness, and acceptance as well as hypothetical use scenarios are discussed from a family mobility perspective. Relevant accounts from other forms of automation are presented in parallel to highlight the challenges and opportunities for using autonomous and automated vehicles to enhance parent-child mobility practice. Future research opportunities are discussed to highlight the need to better understand barriers to adoption from parent, family, and school perspectives as well as potential practical contributions and real-world implications.
APA, Harvard, Vancouver, ISO, and other styles
10

Prosser, Jon. "Image-Based Educational Research: Childlike Perspectives." LEARNing Landscapes 4, no. 2 (April 2, 2011): 257–73. http://dx.doi.org/10.36510/learnland.v4i2.399.

Full text
Abstract:
A new approach to researching childhood experience has become established whereby researchers are seeking out ways of giving voice to children and young people by "close listening" and engaging them in the research process. In this way, researchers can choose to adopt a childlike perspective, to recognize and pay due attention to children’s multiple ways of "seeing" childhood in particular and the world in general.Visual research is well placed to access,interpret,and give voice to children’s worlds. This is achieved by adopting child-sensitive research methods and by recognizing that children’s experience and agency are important and worthy of study.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Children’s perspectives"

1

Beasley, Kimberley Dolina. "Children’s Garden Design: Young Children’s Perspectives on the Affordances of Outdoor Spaces." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/599.

Full text
Abstract:
This qualitative case study of an early years setting sought young children’s perspectives on what is compelling in natural outdoor play spaces and on the affordances of the elements in the space. Five themes emerged from the interpretive analysis: creative affordances; active affordances; multisensory affordances; affordances for connoisseurship; and affordances for connections. The implications invite designers and educators to listen to children’s voices and to consider the affordances of the spaces from a child’s perspective.
APA, Harvard, Vancouver, ISO, and other styles
2

Thorpe, Kelly Beus. "Latino Immigrant Children’s Perspectives on Homesicknessin Bilingual Picture Books." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8541.

Full text
Abstract:
When Latino children immigrate to the United States, they encounter challenges and opportunities associated with immigration (Alba & Foner, 2015; Arbona et al., 2010). Although there were nearly 2.5 million foreign-born children living in the United States in 2016 (U.S. CensusBureau, 2016), little is known about these children’s perspectives on immigration, particularly their perspectives on homesickness. The current research study investigated Latino immigrant children’s perspectives on homesickness and bilingual picture books containing stories of homesick Latino immigrant children. The children’s experiences were compared with current theories ofacculturative stress.Through semi-structured interviews using the hermeneutic method, the researchers interviewed 12 Latino children, aged 8-12, who immigrated to the United States within the current school year. Contributions to homesickness included missing family, friends, and the familiarity of their home countries as well as difficulty learning English. The children reported feeling safer in the United States and recognized greater opportunities for their future because of immigration. Subjects identified with the books in which characters’ experiences were similar to their own. Like current theories of acculturative stress, the children have found relief in homesickness through socialsupport.It is recommended that future mental health practitioners and educators working with Latino immigrant children help them recognize and express their feelings about immigration, provide reassurance, and tailor response strategies to the needs of each individual child. Additional research is needed to better understand Latino immigrant children’s perspectives on homesickness and other challenges and opportunities that accompany immigration.
APA, Harvard, Vancouver, ISO, and other styles
3

Stenhammar, Christina. "Parental Perspectives on Preschool Children’s Lifestyle : quantitative and qualitative aspects." Doctoral thesis, Uppsala universitet, Institutionen för kvinnors och barns hälsa, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-153263.

Full text
Abstract:
Children’s lifestyle has changed significantly during the recent decades, with an increasing prevalence of obesity as one outcome. Parents are usually the most influential people in young children’s lives. The overall aim of this thesis was to investigate parental perspectives on factors associated with 3-6 year-old children’s lifestyle, regarding eating habits and physical activity. Another objective was to compare different approaches to conducting postal questionnaires in terms of response rate, time consumption and cost-efficiency. The samples in the four studies were parents of 6-year-olds (n=158), parents of 3-year-olds (n=873), parents of 4-year-olds (n=30) and parents of 3-year-olds (n=353). In the first study, a questionnaire regarding practices and attitudes towards their child’s lifestyle, perceived obstacles and desired support was used. The second study included the Swedish Parenthood Stress Questionnaire (SPSQ), the Relationship Questionnaire (RQ) and the CFQ (Child Feeding Questionnaire). Parents also reported their child’s TV-viewing habits. The child’s measured height, weight and BMI were obtained from a register, BASTA. In the third study, focus group interviews were performed. The fourth study investigated three types of consent given for participation in a survey. The results showed that parents’ attitudes towards children’s lifestyle, in general, were “healthier” than their reports of their child’s daily practices. The practices differed depending on the parents’ educational background. Significant and dose-dependant associations were found between perceived maternal stress and children’s overweight, but also underweight. Parents felt that they were mainly responsible for their preschool child’s lifestyle. However, parents described challenges that limited and obstructed them from providing their child with a healthy lifestyle, citing the need to receive professional and peer support, while also requesting support from society. Allowing respondents to actively decline participation yielded a higher response rate and proved to be the most cost-efficient method for conducting a postal questionnaire.
APA, Harvard, Vancouver, ISO, and other styles
4

Lambert, Pamela. "Supported playgroups in schools and parent perspectives on children’s play." Thesis, Australian Catholic University, 2015. https://acuresearchbank.acu.edu.au/download/0bc84b16a32aa73ea05d543f0dc60675ec711ca32ad5270437033038128cc09f/1764567/Lambert_2015_Supported_playgroups_in_schools_and_parent_perspectives.pdf.

Full text
Abstract:
This research thesis examines the establishment of Supported Playgroups in Schools (SPinS). The aim of the project was to examine SPinS as an under-researched area of early childhood education, involving parents, children and schools promoting children’s access to play. Children’s access to play is important because play in the early years is known to increase children’s later learning outcomes (Roberts, 2010). A sociocultural approach to this study was used to understand ways in which parents learn. This thesis explores parents’ participation in SPinS and the influence of this participation on parents’ perspectives of children’s play. The research was framed by one research question: What influence does participation in a SPinS have on parent perspectives of children’s play at home and in a playgroup setting? A key focus of the study understood the provision of SPinS to support parents to engage with their children during a play-based program, and how parent engagement in children’s play was transferred to the home. In Australia, many families attend playgroups in their local communities for the purpose of play and social engagement (Playgroup Victoria, 2012). These playgroups are self- managed and run by the parents attending. A key role of supported playgroups is to engage families in the community who do not attend community groups. These groups are funded by the State Government and employ a trained playgroup coordinator. The key focus is usually to deliver a service that supports the parent role and promotes children’s learning through play. This project reports on a new initiative of providing supported playgroups in local primary schools to establish and extend on partnerships between early years services, community organisations and parents. Research on supported playgroups is limited and much of the work in Australia has been conducted by only a few researchers (Matthews, 2009; McArthur et al, 2010 and Jackson, 2011b). The research conducted so far has been on supported playgroups, but not supported playgroups located in schools. Existing research suggests that parent support is a major component to improving educational outcomes of children by promoting quality Home Learning Environments and play-activities in the home (Sylva et al., 2014). Support for parents is achieved by providing access to “high quality learning environments that encourage parents to engage in conversations about children, children’s play and children’s development (Jackson, 2010, 2012). The research reported in this thesis therefore focussed on the influence participation in a Supported Playgroup in a School (SPinS) had on parents’ perspectives of children’s play at home and in the playgroup. This was to expand on existing research regarding supported playgroups and to also better understand if SPinS could be used as a parent support or intervention approach for promoting children’s play at home. To conduct the research informing this thesis I used a sociocultural framework that informed social interactions were vital to support learning through guided participation. Rogoff, Matusov and White (1996) investigated a model of learning where learning is described as a process of transformation of participation in sociocultural activities within communities rather than the transmission of knowledge. The focus of learning was parents’ perspectives on play in the home and the playgroup during their participation in SPinS. A sociocultural theoretical perspective explored the perspectives about play parents derived from their participation in SPinS and how they applied these perspectives in the home and at playgroup. A qualitative research design using a single case study methodology was employed in this research. This approach was well suited to the chosen epistemology because it allowed direct interaction with the participants and represented their views and perspectives. Focus groups were conducted at each of the primary school sites during a SPinS session. The participants were parents attending the SPinS with their children living in the local area. Purposive sampling was chosen for this study because it involved understanding the opinions of a predefined group or target population that was easily accessible. The data analysis was conducted using an inductive approach. This was because there was not pre-determined, well established research in the area of investigation. The purpose of inductive analysis is to allow research findings to be generated from significant themes in the raw data. This allows for the development of a model or theory for explaining the structure of experiences. (Thomas, 2003). The results suggested participation in SPinS positively influenced parents’ perspectives of play at home and in the playgroup. These perspectives included how they viewed play at home and at the playgroup. A third finding considered the importance of the social connections established by parents during their participation in the SPinS. This finding was consistent with existing research that shows that supported playgroups provide opportunities for families with children under five years old to learn new parenting skills, as well as building social networks (Jackson, 2011a). The primary outcomes reported by Hancock et al., (2011) suggest that playgroup participation improves children’s developmental outcomes, particularly disadvantaged children. The findings were used to propose a new model for educators to understand how parents learn about children’s play through supported playgroups. This new model was called The Cycle of Intent Engagement (Lambert, 2015). The Cycle of Intent Engagement Model (Lambert, 2015) was created from Rogoff’s (2003) theories on transformation of participation to show how parents’ perspectives of play were influenced by their participation in the SPinS. The Cycle of Intent Engagement Model (Lambert, 2015) focuses on empowering change through collaborative engagement. This investigation identified the necessity for further research into the way parents engage in their children’s play during SPinS and at home. Findings from this study may be used to inform early childhood professionals, families, schools and governments by expanding their awareness of the benefits associated with supporting families to participate in supported playgroups in the community, especially local primary schools.
APA, Harvard, Vancouver, ISO, and other styles
5

Bountri, Manthoula. "Teachers’ Perspectives on children’s agency and participation in kindergarten in Finland." Thesis, Linköpings universitet, Institutionen för tema, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-172529.

Full text
Abstract:
The present study aims to explore and delve into early childhood education teachers’ perception and interpretation of children’s agency and participation in the daily routines and planned activities in kindergartens in Finland. The daily established routines and planned activities take a significant amount of time in kindergarten. Therefore, it is essential to scrutinize how teachers engage children’s preferences, opinions, and participation in daily practice. The abovementioned rationale motivates the present qualitative research study. Semi-structured interviews were conducted with five early childhood teachers. Three of them work in international kindergartens and two of them in bilingual kindergartens (Finnish-English). The interview consisted of open-ended questions. They were structured to probe early childhood teachers’ experience in respect of the implementation of children’s agency and participation in the daily practices and the challenges that pedagogical personnel face.  The collected data from the semi-structured interview were analyzed through thematic analysis. On one hand, the results showed a none or limited amount of children’s agency and participation in the daily established routines, whereas the amount of agency and participation is increased regarding the planned activities. On the other hand, challenging parameters are the management of the kindergarten and the number of children in a group.
APA, Harvard, Vancouver, ISO, and other styles
6

Rahmayani, Hestu Wahyu. "EXPLORING CHILDREN’S PERSPECTIVES AND EXPERIENCES: THE INFLUENCE OF YOGA ON THEIR WELL-BEING AND EVERYDAY LIVES." Thesis, Linköpings universitet, Tema Barn, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-125976.

Full text
Abstract:
The purpose of the study is to explore children’s experiences of yoga and its influence on their well-being and everyday lives. The study uses qualitative methods and thematic analysis is chosen as it provides flexibility to combine theoretical assumptions with qualitative data. Analysis is based on two focus group interviews that ask about children’s views of yoga, experience of doing yoga, feelings about yoga, any differences with other physical activities, and their experience before and after yoga. The children involved in the study appeared to experience yoga in different ways, but the majority of them agreed that yoga is a positive influence on their lives. The results of this study propose that according to children’s perspectives the practice of yoga supports physical fitness and is a calm, peaceful and relaxing activity and supports the children’s understanding of their capacity and competence and helped them to reduce unstable or negative emotions. Overall, children’s perspective of yoga shows the meaning of their view and experience both in the studio and in everyday life that will give some insights to yoga teachers and studio owners; and yoga practice might contribute to social support for children both physically and mentally.
APA, Harvard, Vancouver, ISO, and other styles
7

Grabowski, Anna. "“It’s not necessarily the app, the app can be a positive thing” : children’s perspectives on their own social media use." Thesis, Linköpings universitet, Institutionen för tema, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-175507.

Full text
Abstract:
This thesis was motivated by the widespread use of social media by children, and the lack of research on perceptions of their own use. It expands on previous research which, while sometimes including children’s voices, largely focuses on the negative impact that social media has on well-being. Instead, this thesis seeks insight into children’s views on their and their peers use of social media, what motivates their particular use, and how they describe the positive and negative experiences of it. Semi-structured interviews were conducted with children between 12 and 15 years old and thematic analysis was used to consider the data, along with an interpretivist and contextualist epistemological approach. The themes included, firstly; social media as a place for children to connect and to spend time, secondly; positive experiences that included, learning and inspiration, fun and happiness, and perspective taking, thirdly; negative experiences relating to privacy and anonymity, bullying and bad feelings, and a lack of social clues, and lastly; a particular peer culture which included gender differences as part of their experience of using social media. The study concludes that, though research on social media and children has been largely looked at in terms of risk, children see it as a normalized aspect of childhood where they socialize with friends, spend time playing and learning about different things, and hang out with their peers. Social media is described as a neutral tool by the children. With this notion of neutrality, by further understanding children’s experiences and perspectives, there could be more support in ensuring that this tool is shaped and used in a way that works more in their best interest. Social media is inevitably a big part of children’s leisure time today, and ‘moral panic’, being a persistent rhetoric around childhood, may not be helpful for children.
APA, Harvard, Vancouver, ISO, and other styles
8

Sanders, Alexis Y. "The Usefulness of a Modified Version of the Children’s Depression Inventory with Young Children: Comparing Parent and Child Perspectives." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148581577.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hussen, Hinda Mohammud. "CHILDREN’S PERSPECTIVES ON BILINGUALISM : A qualitative study on how Somali children talk about being bilingual in a Swedish context." Thesis, Linköpings universitet, Tema Barn, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-175545.

Full text
Abstract:
This is a qualitative study on bilingualism from Somali children’s perspectives. It aims to examine how Somali-Swedish bilinguals understand their bilingual experiences in a Swedish context. It looks at questions that relate to their views on language use in family and peer group interactions, their attitude towards heritage language maintenance, and challenges they may face in their everyday bilingual experiences. Three interviews were carried out with six children of Somali background between the age of 12-15 years, interviewed in pairs, and the empirical data were subsequently analyzed thematically. The findings of the case study show that children have a high-level of awareness about achieving monolingual-like bilingualism. This is linked to their language investment in Somali and Swedish languages in order to be better members of both the Somali community and the Swedish society. From the interviews, it became clear that Somali and Swedish are equally important for their everyday life for a variety of reasons, including: maintaining healthy family relationships and bonds, continuing contact and ties with extended-family, developing ethnic and societal identities, and understanding and fostering friendship. However, many experienced challenges such as bullying and embarrassment as a result of, for instance, insufficient knowledge of their language or avoidance of using multiple languages in public for fear of being mocked. Furthermore, children are active agents in their learning and in acquiring proficiency in Somali and Swedish as they explain their choice of preserving their heritage while they negotiate with teachers to find a balance between language demands in the parental interactions and those with others in their ethnic group, and achieving native-like mastery of spoken Swedish.
APA, Harvard, Vancouver, ISO, and other styles
10

Bauer, Michelle. "Single, Stay-at-Home, and Gay Fathers’ Perspectives of their Children’s Outdoor Risky Play." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36702.

Full text
Abstract:
Parental perspectives on risk and danger are important to consider in children’s injury prevention research, as they influence children’s adoption of safety strategies and influence how children approach risk and danger (Brussoni & Olsen, 2011). Despite single, stay-at-home, and gay fathers’ increasing numbers and the important roles they play in their children’s development, there has been a lack of research on their perspectives on children’s engagement in outdoor risky play until now. This thesis is written in the publishable paper format and is comprised of two papers, which were informed by poststructural feminist theory. In the first paper, I used semi-structured and photo-elicitation interviews and critical discourse analysis to explore single, stay-at-home, and gay fathers’ perspectives of their 4-12 year old children’s engagement in outdoor risky play and how they relate to tension-filled discourses of “good” fathering. In the second paper, I also used semi-structured and photo-elicitation interviews, but I explored single, stay-at-home, and gay fathers’ perspectives of masculinity and its influence on their understanding of their children’s outdoor risky play. Taken together, the findings from both papers showcase the important roles that single, stay-at-home, and gay fathers play in their children’s outdoor risky play.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Children’s perspectives"

1

Ceci, Stephen J., David F. Ross, and Michael P. Toglia, eds. Perspectives on Children’s Testimony. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4613-8832-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Kellett, Mary. Children’s Perspectives on Integrated Services. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-1-137-32709-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Gillett-Swan, Jenna, and Nina Thelander, eds. Children’s Rights from International Educational Perspectives. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80861-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Exenberger, Silvia, and Barbara Juen. Well-Being, Resilience and Quality of Life from Children’s Perspectives. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7519-0.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Children, childhood, and everyday life: Children's perspective. Charlotte, NC: Information Age Pub., 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

J, Ceci Stephen, Ross David F. 1959-, and Toglia Michael P, eds. Perspectives on children's testimony. New York: Springer-Verlag, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Nancy, Farnan, ed. Children's writing: Perspectives from research. Newark, Del: International Reading Association, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

1948-, Olwig Karen Fog, and Gulløv Eva, eds. Children's places: Cross-cultural perspectives. New York: Routledge, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Audrey, Mullender, ed. Children's perspectives on domestic violence. London: SAGE, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

A, Lehman Barbara, ed. Global perspectives in children's literature. Boston, MA: Allyn and Bacon, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Children’s perspectives"

1

Gripton, Catherine. "Communicating children’s perspectives." In Communication for the Early Years, 27–40. Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351166447-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Kellett, Mary. "Children’s Rights." In Children’s Perspectives on Integrated Services, 165–77. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-1-137-32709-3_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Fawcett, Barbara, Zita Weber, and Sheila Wilson. "Children’s Matters." In International Perspectives on Mental Health, 61–74. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-36540-7_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hackett, Abigail, Lisa Procter, and Julie Seymour. "Introduction: Spatial Perspectives and Childhood Studies." In Children’s Spatialities, 1–17. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137464989_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Goodman, Gail S., Bette L. Bottoms, Barbara B. Herscovici, and Phillip Shaver. "Determinants of the Child Victim’s Perceived Credibility." In Perspectives on Children’s Testimony, 1–22. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4613-8832-6_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Bulkley, Josephine A. "The Impact of New Child Witness Research on Sexual Abuse Prosecutions." In Perspectives on Children’s Testimony, 208–29. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4613-8832-6_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Dunning, David. "Research on Children’s Eyewitness Testimony: Perspectives on Its Past and Future." In Perspectives on Children’s Testimony, 230–47. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4613-8832-6_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Wells, Gary L., John W. Turtle, and C. A. Elizabeth Luus. "The Perceived Credibility of Child Eyewitnesses: What Happens When They Use Their Own Words?" In Perspectives on Children’s Testimony, 23–36. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4613-8832-6_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Ross, David F., David Dunning, Michael P. Toglia, and Stephen J. Ceci. "Age Stereotypes, Communication Modality, and Mock Jurors’ Perceptions of the Child Witness." In Perspectives on Children’s Testimony, 37–56. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4613-8832-6_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Nigro, Georgia N., Maureen A. Buckley, Dina E. Hill, and Jennifer Nelson. "When Juries “Hear” Children Testify: The Effects of Eyewitness Age and Speech Style on Jurors’ Perceptions of Testimony." In Perspectives on Children’s Testimony, 57–70. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4613-8832-6_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Children’s perspectives"

1

Luini, Letizia. "CHILDREN’S AGENCY: DIFFERENT PERSPECTIVES THROUGH A LITERATURE REVIEW." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1717.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Golik Homolak, Ivana, Adrijana Višnjić Jevtić, and Matea Galinec. "CHILDREN’S PERSPECTIVES ON PLAY IN EARLY CHILDHOOD EDUCATION SETTINGS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0608.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Chen, Huan. "Research on Quality of Kindergarten's Facilities Based on Children’s Perspectives." In International Conference on Education, Management and Computing Technology (ICEMCT-16). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemct-16.2016.31.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Ekambaranathan, Anirudh, Jun Zhao, and Max Van Kleek. "“Money makes the world go around”: Identifying Barriers to Better Privacy in Children’s Apps From Developers’ Perspectives." In CHI '21: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3411764.3445599.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Caruana, Nathan, Ryssa Moffat, Aitor Miguel-Blanco, and Emily S. Cross. "Talk, Listen and Keep Me Company: A Mixed Methods Analysis of Children’s Perspectives Towards Robot Reading Companions." In HAI '22: International Conference on Human-Agent Interaction. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3527188.3563917.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Guruge, Sepali, Souraya Sidani, Paula Lamaj, Ernest Leung, Charlotte Lee, Jason Altenberg, Andrew Ssawe, and Charlene Ronquillo. "CHALLENGES TO CHILDREN’S LEARNING AND EDUCATION DURING THE COVID-19 PANDEMIC: PERSPECTIVES OF IMMIGRANT PARENTS IN TORONTO." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1435.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Liu, Miao, and Hongzhao Qi. "Product Design for Children's Life Education from the Perspective of Social Control Theory." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001739.

Full text
Abstract:
Childhood is the beginning of life, and education during this period is crucial to a person's growth. Life education is an important part of the basic education system, and life education for children is conducive to establishing the correct values of life from an early age, learning to respect and care for their own lives and the lives of others. Life education has always been the weakness of the Chinese education system, and the lack of awareness of life education among children from an early age has led to many tragedies. Life education in China is still in the exploratory stage, and the research and development of life education products for children is still insufficient, so it is of great social value to study how to design better life education products.This paper studies the product design of children's life education from the perspective of the Social Control Theory, which is a long-established criminological theory that studies how to comply with social rules and prevent impermissible behavior. The Social Bond Theory in Social Control Theory holds that the four key elements of "attachment", "commitment", "involvement" and "belief", also known as social bonds, help people reduce their criminal tendencies. Social Control Theory has been widely used in the study of juvenile delinquency, but few researchers currently apply it to the field of children’s life education, so it is a novel perspective and method to apply Social Control Theory to children's life education design research. It brings forward social control from crime prevention to promoting children's education, this is relevant and reasonable.This paper first uses the interdisciplinary research method, integrates the multidisciplinary knowledge of sociology and psychology to study and summarize the Social Control Theory, and combines Piaget's cognitive development theory and other educational theories to study children's life education, summarizes the connection between social control and children's life education, and constructs the basic framework of life education system from the perspective of social control. In this paper, we used python crawler to collect data about children's life education products and summarize the current situation of children's life education product design. The questionnaire method was used to obtain the data of approval degree of parents of kindergarten children for children's life education and in the investigation of the attributes of children's life education products they value. Design suggestions for children's life education products are provided from the perspective of the four aspects of the social bond of social control theory: attachment, commitment, involvement and belief.This paper summarizes the connection between Social Control Theory and children's life education. From the perspective of social control, the continued development of life education deficiency is deviance and crime, and the purpose of children's life education is firstly to guide children to learn to comply with norms and to create values, and secondly to develop self-control from an early age and learn to cope with emotional changes. Social Control Theory provides a new perspective for the design of children's life education products, that is, from the four social bonds of "attachment", "commitment", "involvement" and "belief", make children cultivate good cultural values and positive personality, enhance their social participation and self-efficacy. Social Control Theory can help society, families and schools provide better life education for children, and help children learn about life more effectively, establish correct life values and have a better life.
APA, Harvard, Vancouver, ISO, and other styles
8

Smith, Valance, James Smith-Harvey, and Sebastian Vidal Bustamante. "Ako for Niños: An animated children’s series bridging migrant participation and intercultural co-design to bring meaningful Tikanga to Tauiwi." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.142.

Full text
Abstract:
This presentation advances a case study for an ongoing intercultural animation project which seeks to meaningfully educate New Zealand Tauiwi (the country's diverse groups, including migrants and refugees) on the values, customs and protocols (Tikanga) of Māori (the indigenous people of Aotearoa New Zealand). Ako For Niños (‘education for children’), implemented by a migrant social services organisation and media-design team, introduces Latin American Tauiwi to Tikanga through an animated children’s series, developed with a community short story writing competition and co-design with a kaitiaki (Māori guardian/advisor). Māori are recognised in Te Tiriti o Waitangi (the founding document of New Zealand) as partners with Pākeha (European New Zealanders), and Māori knowledge and Tikanga are important to society and culture in Aotearoa. Notwithstanding, there has been a historic lack of attention paid to developing meaningful understandings of Māori perspectives for New Zealand Tauiwi. Ako For Niños endeavours to address current shortages of engaging resources on Māori worldviews for Tauiwi communities, create opportunities for Tauiwi to benefit from Māori epistemologies, and foster healthy community relationships between Māori and Latin American Tauiwi. Through the project’s short story competition, Tauiwi were given definitions of Tikanga through a social media campaign, then prompted to write a children’s tale based on one of these in their native language. This encouraged Tauiwi to gain deeper comprehension of Māori values, and interpret Tikanga into their own expressions. Three winning entries were selected, then adapted into stop-motion and 2D animations. By converting the stories into aesthetically pleasing animated episodes, the Tikanga and narratives could be made more captivating for young audiences and families, appealing to the senses and emotions through visual storytelling, sound-design, and music. The media-design team worked closely with a kaitiaki during this process to better understand and communicate the Tikanga, adapting and co-designing the narratives in a culturally safe process. This ensured Māori knowledge, values, and interests were disseminated in correct and respectful ways. We argue for the importance of creative participation of Tauiwi, alongside co-design with Māori to produce educational intercultural design projects on Māori worldviews. Creative participation encourages new cultural knowledge to be imaginatively transliterated into personal interpretations and expressions of Tauiwi, allowing indigenous perspectives to be made more meaningful. This meaningful engagement with Māori values, which are more grounded in relational and human-centred concepts, can empower Tauiwi to feel more cared for and interconnected with their new home and culture. Additionally, co-design with Māori can help to honour Te Tiriti, and create spaces where Tauiwi, Pākeha and Māori interface in genuine partnership with agency (rangatiratanga), enhancing the credibility and value of outcomes. This session unpacks the contexts informing, and methods undertaken to develop the series, presenting current outcomes and expected directions (including a screening and exhibition). We will also highlight potential for the methodology to be applied in new ways in future, such as with other Tauiwi communities, different cultural knowledge, and increased collaborative co-design with Māori.
APA, Harvard, Vancouver, ISO, and other styles
9

Zeycan, Dicle. "Forming City Images From the Perspective of Children." In SPACE International Conferences April 2021. SPACE Studies Publications, 2022. http://dx.doi.org/10.51596/cbp2021.bxvi4372.

Full text
Abstract:
ABSTRACT Children have an essential place in the world population which we can’t regard. On the contrary, as the most special group of the society, by being the residents of the future cities, they are excluded from the urban life and the planning process. This situation makes the questionable togetherness of city and children become more of an issue. Before getting in action, in order to find solutions to the problem, the aim of this paper is to understand how children perceive their cities and form the image of their urban environment. Accordingly, three case studies (sites of Powisle, Sathyanagar and Enschede), which fosters the participation of children by using the methods of one-on-one interviews, focus groups, peer-interviews on video, participant- taken photographs, mapping of roaming range, participant-led guided tours, photo-grids and community surveys, have been reviewed in this study from the perspective of children. The form of the cities were examined by using the urban elements of Kevin Lynch (paths, edges, districts, nodes, landmarks) as a common frame. The results show major differences in perception of children and adults which empowers the studies made on city and children including children’s participation. Keywords: urban image, children’s perception, Kevin Lynch, urban elements, children’s participation
APA, Harvard, Vancouver, ISO, and other styles
10

Cenusa, Felicia. "The Childhood World and the Metamorphoses of the Society in Transition." In Conferință științifică internațională "Filologia modernă: realizări şi perspective în context european". “Bogdan Petriceicu-Hasdeu” Institute of Romanian Philology, Republic of Moldova, 2022. http://dx.doi.org/10.52505/filomod.2022.16.33.

Full text
Abstract:
The present study aims to trace the guidelines of an ongoing phenomenon, the transition, reflected in post-Soviet Romanian literature, especially the transition seen and experienced by children. Two novels are analyzed: „Kinderland” by Liliana Corobca and „Children’s Crusade” by Florina Ilis. Regardless of the aesthetic stakes, the texts have at the center of the action the experiences of the infantile self, its formative and deforming events that denounce the political and social context of the current period. They are barometers both of the era and of the literature that was published in these years.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Children’s perspectives"

1

Gillett-Swan, Jenna, and Jonathan Sargeant. Voice Inclusive Practice: Engaging Children’s Perspectives in Wellbeing Pedagogy: Final Report. Queensland University of Technology, 2016. http://dx.doi.org/10.5204/rep.eprints.203734.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

McLean, Karen, Celine Chu, Julianna Mallia, and Susan Edwards. Developing a national Playgroup statement : Stakeholder consultation strategy. Australian Catholic University, 2021. http://dx.doi.org/10.24268/acu.8ww69.

Full text
Abstract:
[Extract] In 2019 Playgroup Australia established a National Advisory Group, including representatives from government, not-for-profit, community and research sectors, to support the development of a National Playgroup Statement. The forthcoming statement is intended to provide a unifying voice for playgroup provision in practice, research and policy nationwide. Two core strategies were recommended by the National Advisory Group to support the development of the Playgroup Statement. These were: a) a literature review canvassing the existing evidence base of outcomes and benefits of playgroup participation for children and families; and b) a stakeholder consultation strategy to capture children’s and families’ experiences and perspectives of playgroup participation, and the impact of playgroup participation on their lives. This report details the findings from the stakeholder consultation strategy.
APA, Harvard, Vancouver, ISO, and other styles
3

Zibani, Nadia. Hazards and gender in children's work: An Egyptian perspective. Population Council, 2009. http://dx.doi.org/10.31899/pgy15.1000.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Leinbach, Mary. Affective perspective-taking and sympathy in young children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3060.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Bruce, Judith, Cynthia Lloyd, Ann Leonard, Patrice Engle, and Niev Duffy. Families in Focus: New Perspectives on Mothers, Fathers, and Children. Population Council, 1995. http://dx.doi.org/10.31899/pgy13.1007.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Maruyama, Mika. The Effects of Animals on Children's Development of Perspective-Taking Abilities. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.159.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Ogwuike, Clinton Obinna, and Chimere Iheonu. Stakeholder Perspectives on Improving Educational Outcomes in Enugu State. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/034.

Full text
Abstract:
Education remains crucial for socioeconomic development and is linked to improved quality of life. In Nigeria, basic education has remained poor and is characterised by unhealthy attributes, including low quality infrastructure and a lack of effective management of primary and secondary schools. Access to education is a massive issue—according to the United Nations, there are currently about 10.5 million out of school children in Nigeria, and 1 in every 5 of the world’s out-of-school-children lives in Nigeria despite the fact that primary education in Nigeria is free. A considerable divide exists between the northern and southern regions of Nigeria, with the southern region performing better across most education metrics. That said, many children in southern Nigeria also do not go to school. In Nigeria’s South West Zone, 2016 data from the Nigerian Federal Ministry of Education reveals that Lagos State has the highest number of out of school children with more than 560,000 children aged 6-11 not going to school. In the South South Zone, Rivers State has the highest number of out-of-school children; more than 900,000 children aged 6-11 are not able to access education in this state. In Enugu State in the South East Zone, there are more than 340,000 children who do not have access to schooling (2016 is the most recent year high-quality data is available—these numbers have likely increased due to the impacts of COVID-19). As part of its political economy research project, the RISE Nigeria team conducted surveys of education stakeholders in Enugu State including teachers, parents, school administrators, youth leaders, religious leaders, and others in December 2020. The team also visited 10 schools in Nkanu West Local Government Area (LGA), Nsukka LGA, and Udi LGA to speak to administrators and teachers, and assess conditions. It then held three RISE Education Summits, in which RISE team members facilitated dialogues between stakeholders and political leaders about improving education policies and outcomes in Enugu. These types of interactions are rare in Nigeria and have the potential to impact the education sector by increasing local demand for quality education and government accountability in providing it. Inputs from the surveys in the LGAs determined the education sector issues included in the agenda for the meeting, which political leaders were able to see in advance. The Summits culminated with the presentation of a social contract, which the team hopes will aid stakeholders in the education sector in monitoring the government’s progress on education priorities. This article draws on stakeholder surveys and conversations, insights from the Education Summits, school visits, and secondary data to provide an overview of educational challenges in Enugu State with a focus on basic education. It then seeks to highlight potential solutions to these problems based on local stakeholders’ insights from the surveys and the outcomes of the Education Summits.
APA, Harvard, Vancouver, ISO, and other styles
8

Yorke, Louise, Belay Hagos Hailu, Pauline Rose, and Tirussew Teferra. The Pathway to Inclusive Education in Ethiopia: Perspectives of System- and School-Level Stakeholders. Research on Improving Systems of Education (RISE), October 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/115.

Full text
Abstract:
In Ethiopia, commitment to promoting inclusive education for children with disabilities has remained high on the government’s agenda, yet challenges remain in achieving this goal. Since 2018, the government’s large-scale education reform programme – the General Education Quality Improvement Programme for Equity (GEQIP-E) – has had a specific focus on promoting inclusive education for children with disabilities through the provision of additional school grants, and the promotion of Inclusive Education Resource Centres. In this paper, we draw on data from the Research for Improving Systems of Education (RISE) Ethiopia, to explore the perspectives of system- and school-level stakeholders involved in supporting education for children with disabilities as part of the GEQIP-E programme. We explore the progress and challenges in this area, and highlight some of the factors that limit the implementation of strategies intended to support inclusive education at the system and school level. We show how children with disabilities continue to face significant challenges in accessing and benefiting from education. Based on our analysis, we put forward a number of recommendations including the need for better data and evidence on education for children with disabilities – including their wellbeing and experiences within the school context – and the need for more resources to address and support inclusive education.
APA, Harvard, Vancouver, ISO, and other styles
9

Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.

Full text
Abstract:
How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.
APA, Harvard, Vancouver, ISO, and other styles
10

Gibbons, Marie, and Declan Quinn. A report on parental experiences in TUSLA Child Protection Conferences in Galway and Roscommon. Tusla: Child and Family Agency, June 2016. http://dx.doi.org/10.52516/rs0003.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Children’s perspectives' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography