Dissertations / Theses: 'Children’s perspectives'

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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.

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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.

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

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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Hristia, Evdokia. "Capturing children's perspectives about decision-making in the Swedish preschool setting. : How children's rights can be understood by exploring children's voices." Thesis, Linköpings universitet, Institutionen för tema, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-171781.

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This thesis aims to examine children's perceptions of decision-making at the Swedish preschool context by exploring children's voices. This qualitative work is motivated by the United Nations Rights of the Child that became law on the 1st of January 2020 in Sweden. Article 3 about the child's best interests and Article 12 about the voices of the children to be respected are important fundamentals in the preschool context. Therefore, it is crucial to eavesdrop children's perspectives on decision-making in relation to children's rights and what children's rights mean for them since the matter of children's rights concerns children more than anyone else. Semi-structured interviews were conducted with four 5-year old children at a preschool located in Sweden. Also, the drawing method was used to collect data, making the process more child-friendly and engaging. By using thematic analysis, three main themes emerged: children as decision-makers in the preschool, children as nondecision-makers in the preschool and to be heard at the preschool. Moreover, from the first theme, two subthemes arose: children deciding in the play and children deciding when eating and resting that identified in which situations perceive children themselves as decision-makers. The three subthemes that arose from the second theme were "The teachers!", Daily routines and "Deciding in the play but…" that present children's perceptions on why they are not decision-makers in those particular situations. The findings showed that the children perceive that they can have more influence on play and planned activities than on the daily routines of lunch time, sleeping/resting time or fruit time.

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Gebauer, Anja. "Money Matters and Money Talks : German Children’s Experiences with and Perspectives on Their Own Money." Thesis, Norges teknisk-naturvitenskapelige universitet, Norsk senter for barneforskning, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-23733.

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The following thesis rectifies the often assumed notion that children are economic innocents and portrays the full complexity of children’s economic lives. It traces the experiences of 17 German 6 to 8 year old children with their own money and explores their perspectives on their money relations. Empirical data is derived from semi-structured individual interviews and focus-group discussions with children, children’s drawings as well as semi-structured interviews with the parents of these children. Through the theoretical lens of economic sociology, childhood studies and sibling research the thesis discusses the emotional and social value German children ascribe to their own money, the diverse economic activities and practices they are engaged in and their evaluations thereof, the degrees of and attitudes toward their decision-making power and the social role of money in the relationship between siblings. The thesis may give new impetus to policymakers, parents and other stakeholders to utilize the research findings for the design of educational programs to intercept juvenile indebtedness. Further and most importantly, it urges them to listen more carefully to children’s accounts of what appears to be "trivial" activities for adults but serious and vital for children.

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Rippling, Jessica. "Tala är silver, tiga är guld : En studie om barnperspektivet inom socialtjänsten i de kommuner där BBIC används." Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-27419.

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Syftet med studien är att undersöka hur barnperspektivet används i det dagliga arbetet. Avsikten är också att undersöka hur barnens inflytande ser ut över de beslut som fattas kring deras livssituation. Studien genomfördes genom intervjuer med socialsekreterare på socialtjänsten. Teorin som användes är systemteori, även barnperspektivet och ett teoretiskt perspektiv på dominansförhållanden i samtal med barn tillämpas. Med hjälp av ovan nämnda teorier och teoretiska perspektiv analyseras och förklaras hur socialsekreterarna använder barnperspektivet. Resultatet visar att socialsekreterarna använder barnperspektivet i begränsad omfattning men att det finns en ambition att alltid utgå från barnets bästa.
The aim of this study is to examine how social workers use the child’s perspective in their daily work. The purpose is also to examine how the children are able to influence the decisions made about their lives. The study is conducted using a qualitative approach. The theory used is system theory and two theoretical perspectives: children’s perspective and the fact that there is a dominance relationship in conversations with children. The conclusion that can be drawn from this study is that social workers use children's perspective on a limited basis but there is an ambition to always proceed in a manner on the child’s best.

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Brobbey, Charles. "Children’s Perspectives of their Responsibilities in Household Work in their Families in the Sekyere South District of Ghana." Thesis, Norges teknisk-naturvitenskapelige universitet, Norsk senter for barneforskning, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-13866.

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There has been a lot of research about children’s household work. However, most of these researches in developing countries give less importance to children’s views and rely mainly on perspectives of adults when talking about what children do. It is for this reason that I decided to look at children’s unpaid household work mainly from children’s point of view. The main purpose of the study was to explore the everyday life experiences of children who take up many responsibilities within their own families in the Sekyere South District of Ghana. It examines the role children play vis-à-vis the position they occupy in their families and the society at large. The study also examines how a lot of workload on children in households can affect their education and social life. With increasing cost of living couple with high poverty in rural areas parents (adults) try any means possible to get money and food for their families leaving much of domestic work in the hands of children. The study made use of both children and adults as informants, though children were the main informants. The aim was to get in-depth information about the topic. As a qualitative study, it made use of qualitative methods which included participant observation, interviews and focus group discussions. As a framework the study is guided by the new sociology of childhood. In addition, some concepts and perspectives that have been employed to guide the study include responsibility, children as social actors and childhood as socially constructed children’s rights in relation to their work and gender. The findings from the study suggest that several factors and reasons make it impossible for parents to release their children from household work. It was also realized that in spite of children’s significant contribution to family economy, many of them feel that they do not get the needed respect, support and care from their parents. The study also revealed that in relation to household work both adults and children are co-participants. They complement each other’s role. Findings from the study also indicate that many children willingly and enjoy participating household chores. The study concludes that one, unpaid household work can be exploitative and also harm children like waged work. I argue that adults and children must be seen as depending on each other in an effort of sustaining families. Also children’s voice should be listened to with respect to what, how and when they ought to perform household chores.

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Nunes, Esposo Claudia. "Schooled In Nature : Investigating Pre-School Children’s Access to Nature in São Paolo Through Their Principals’ and Teachers’ Perspectives." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-161163.

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To promote people's contact with nature is both an environmental and a health issue. Previous studies show that being in natural environments provides mental, physical and emotional health benefits and is significant in the formation of environmental attitudes, which is also known to be important during child development. This study is about the opportunities that children have to experience natural environments within pre-schools in Sao Paulo Municipality (Brazil) considering their pre-school leaders and teachers' perspectives. Through qualitative interviews and text analysis, five kindergartens were studied. One aim has been to get a better understanding of the preschool's official policy on environmental education and a picture of pre-school leaders and preschool teachers' attitudes regarding children's access to nature. The other goal was to investigate the concrete pre-school activities in which children participate, as reported by their pre-school leaders and preschool teachers. The results show that the municipal curriculum recommends interaction with nature through goal-oriented activities, but does not specifically emphasise free play in nature. It has also been shown that pre-school principals and teachers have a positive attitude towards including nature in unstructured as well as structured pre-school activities. However, the degree to which this is reflected in the current activities is strongly dependent on other factors, such as physical,administrative or organizational conditions that exist in each pre-school. These so-called frame factors need to be known and taken into consideration, whether it is the education planners, pre-school leaders or preschool teachers that are trying to implement change. The study also highlights the importance of a work environment that encourages preschool teachers to seek self-development in their professional capacity, which in turn affects the quality of environmental education that is taught.

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Algahtani, Mazin. "Dental care beyond BC Children’s Hospital : perspectives on the transition experience for young adults with special health care needs." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/62560.

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Objectives: To determine the extent to which young adults with special health care needs (YASHCN) who transitioned from care at BC Children’s Hospital Department of Dentistry (BCCH-DD) with/without the help of their caregivers were successful and satisfied in establishing a dental home and, to understand this transition process from the perspective of the dentists who care for them. Methods: This cross-sectional study sampled two populations: YASHCN or their caregiver and dental providers known to care for persons with disabilities (PWD). YASHCN: Eligible subjects (n=80) born 1996 or earlier and discharged from care at BCCH-DD were identified. Demographic variables and medical diagnosis were collected from dental records. Subjects were surveyed by telephone to determine the accessibility, satisfaction, and barriers to dental care services. Dentists: Dentists identified as providers (n=11) for PWD were surveyed to collect practice demographics, education, and knowledge related to treatment of PWD. Univariate and bivariate analysis, and thematic description interpreted the data. Results: YASHCN: forty subjects (50%) consented to participate in the telephone survey. The majority of YASHCN reported good/excellent oral health (57%), had seen a dentist in the last 12 months (70%), felt they had received what was needed (68%), and were satisfied/somewhat satisfied with the care they received (75%). Medical complexity, lack of awareness about dental needs and issues related to the transition process (poor communication, extended wait time for adult facility uptake) were reported as barriers. Dentists: Eight dentists (72%) participated in the survey. Patient cooperation, age, and severity of medical condition influenced the dentists’ decision to treat PWDs. Dentists confirmed YASHCN’s reported access difficulties and made recommendations to address personal (behavior, age), family (caregiver involvement) and system level (insurance, hospital/anesthesia access) issues. Conclusions: The majority of YASHCN/caregivers expressed satisfaction with their present dental status and dental care access. Their concerns, along with the recommendations of dental providers, should be considered in the refinement of the transition experience from BCCH-DD to adult care settings and also used to further advocate for dental care access for PWD of all ages.
Dentistry, Faculty of
Graduate

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Raimbekova, Lolagul. "PARENTS’ VOICE: INTERNATIONAL RELOCATEE PARENTS’ PERSPECTIVES ON PARENTAL INVOLVEMENT PRACTICES UTILIZED IN THEIR YOUNG CHILDREN’S EARLY LEARNING AND DEVELOPMENT." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1626881390555884.

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Lim, Mei’En. "Heeding the silent partner in the Parent-Child Relationship: A new agenda to translate research on children’s perspectives into practice." Thesis, Lim, Mei’En (2017) Heeding the silent partner in the Parent-Child Relationship: A new agenda to translate research on children’s perspectives into practice. PhD thesis, Murdoch University, 2017. https://researchrepository.murdoch.edu.au/id/eprint/40251/.

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The parent-child relationship (PCR) lies at the heart of our life experiences and life outcomes. It has been suggested that we are on the cusp of a paradigm shift in our approach to understanding the nature and influence of this relationship, from the currently dominant adult-centric approach to one that includes children’s perspectives. This thesis takes a strategic, translational approach to identifying the work required to realise this shift and to establish an evidence base for clinical practice regarding the PCR and its investigation. In response to identified deficits in the literature and obstacles to progress, several new conceptual and methodological tools were designed. These include: the Gap Analysis – Prospective framework, to facilitate evidence synthesis and to guide a new translational research agenda; the Developmental Research Participation Rubric (DRPR), translating developmental theories into guidelines for enabling the research participation of children of different ages; a Quality of Evidence Rating System, to evaluate diverse empirical methodologies against person-centred, developmentally-sensitive criteria; and a Developmental Interview Framework (DIF), to provide comprehensive, person-centred guidelines for engaging child informants. Applying these tools to clinically relevant research into the PCR, the DRPR indicated middle childhood to be the point at which children are likely to be developmentally ready to be primary informants about their PCR. However, the voices of children were found to be missing from the PCR literature. Furthermore, there was no reliable empirical evidence base to guide interviewing children about familial relationships and other non-forensic, non-diagnostic topics. Consequently, the DIF was used to design and subsequently pilot a developmentally-sensitive interview methodology. It is concluded that a prospective and systematic approach to clinical psychological research into (a) the PCR and (b) interview methodology is both necessary and possible, by flexible use of mixed methods. Both bodies of work will contribute to evidence-based practice with children.

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Caroline, Persson. "Perspektiv på barn och barns inflytande : - Några pedagogers berättelser om sitt arbete med barn i en förskola i Indien." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33131.

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The aim with this study is to study how young children’s influence expresses itself in some educators’ stories about their work with children. The study also looks at the relations between pedagogues’ approaches to children and aims at identifying the educator’s perspectives of children. To get to know more about this I have interviewed five pedagogues who work with children in the ages of 3-6 years in different fields at a preschool area in India.The result shows that childrens’ influence and participation for the educators involves children selecting activities. A consequence of this is that the teacher is the one who decides when and what kind of influence the child can practice. Furthermore the teachers express different views on the child which sometimes are contradictory but still coexist. A conclusion of the study is that the images of children that the pedagogues are expressing have to be looked upon in relation to the context of the activity. The context of the activity becomes therefore also central for how the children’s influence expresses itself.
Syftet med den här studien är att undersöka hur barns inflytande kommer till uttryck i några pedagogers berättelser om sitt arbete med barn. Studien syftar även till att undersöka pedagogernas förhållningssätt i relation till olika bilder av barn. För att närma mig studiens intentioner har jag intervjuat fem pedagoger som arbetar med barn i åldrarna 3-6 år och inom olika professioner på ett skolområde i Indien. Resultatet visar att barns inflytande enligt pedagogerna involverar barns möjligheter att välja aktiviteter. Resultatet visar även att lärarna är de som avgör när och vilket slags inflytande barnen har möjlighet att utöva. Vidare visar resultatet att lärarna ger uttryck för varierade bilder av barn som ibland kan verka motstridiga men samtidigt samexisterar. Studiens slutsatser visar att de bilder av barn som pedagogerna bär med sig måste ses i relation till den kontext verksamheten utformas i. Verksamhetens kontext blir på så sätt även avgörande för hur barnens inflytande kommer till uttryck.

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Milopoulou, Filia. "Preschool class: a one-way bridge to primary school : Examining preschool class teachers’ perspectives on preparatory practices for children’s transition to primary school." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Förskolepedagogisk-didaktisk forskning, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40444.

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The preschool class was built in 1998 in an effort by the Swedish government to achieve a smooth transition for the children from preschool to compulsory school. This voluntary, one-year class was envisioned as a bridge between preschool and compulsory school, and the activities would be unlike those in preschool or school. Nevertheless, presently the role of the preschool class seems to be unclear to the preschool class teachers. This is all the more concerning given that in 2018 this class will become mandatory children. The aim of this qualitative study was to investigate how teachers understand preschool class and “preschool class pedagogy” as a distinct practice, that is “not preschool” and “not school”, and if and how in that case, mandatory attendance in preschool class will change their view. In this qualitative study, transition theories were applied to characterize teachers’ understanding of the preschool class meaning as a transition year, its preparatory role, and the teachers’ perspectives on this transition class. The sample consisted of four preschool class teachers who were either former or current preschool class teachers. The study data was based on semi-structured interviews, observations and document analysis. This study found that the preschool class teachers understand this class as a one-way bridge to primary school and emphasized the importance of the new policy of the mandatory attendance as a beneficial change for the children.

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Nilsson, Eva. "Barn i rättens gränsland. : Om barnperspektiv vid prövning om uppehållstillstånd." Doctoral thesis, Umeå universitet, Juridik, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1090.

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The aim of this study is to highlight problems regarding the status of children in determining the granting of residence permits. Central to the study are the rules contained in the Swedish Aliens Act (2005:716) about hearing children in the course of proceedings and the child’s best interests. The rules are based on Articles 3 and 12 respectively, in the United Nations Convention on the Rights of the Child (CRC). They were introduced into the Swedish legislation in 1997, after an intense debate questioning whether Sweden was meeting its obligations under the Convention. The application in aliens matters has, however, continued to be criticized after the revision of 1997, especially in matters concerning children. In 2006 a new Aliens Act came into force, involving a shift in the handling of such matters from administrative authorities and the Government to a system where appeals are tried in administrative courts. The legislation also involves comprehensive changes concerning the material legislation. The question has been raised, however, as to whether these changes have had any vital impact concerning the general construction of the material regulation. The apparent gap between the legislator’s intentions and the application of the law raises questions about the limitations of law and how the spirit and intentions of the CRC have been implemented in the Aliens Act, and, in view of this, the limits of law. The study involves an analysis of the fundamental premises that the legislation and application rest on, the general provisions of the proceedings and the technical formulation and also the material content of these rules. There is also an analysis of the impact and function of the legislation in practical applications. The conclusion is that the legislation allows extensive scope for assessing the circumstances in each case. This is the case, particularly in matters concerning children. Nevertheless, in practical applications, children often become irrelevant; children are simply not the real focus of the laws that affect them. Key words: Children’s rights, residence permit, asylum, immigration, equality, feminist perspectives. Eva Nilsson, Juridiska institutionen, Umeå universitet, 901 87 Umeå.

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Nyabando, Tsitsi. "Second-Grade Students’ Perceptions of Their Classrooms’ Physical Learning Environment." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3660.

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Guided by the constructivist framework, the focus of the investigation was on second-grade students and their perceptions of their classrooms’ physical learning environment. A qualitative multiple case study approach was employed, and data were collected through interviews, participant-generated photographs, and observations. Participants in the study were 16 second-grade students in four classrooms in three school districts in Northeast Tennessee. A physical learning environment tool, Assessing the Pillars of the Physical Environment for Academic Learning (APPEAL), developed by Evanshen and Faulk (2019) was used to select classrooms to take part in the study. The tool focuses on dimensions that help observers evaluate the quality of the primary classroom physical learning environment on a continuum of traditional to constructivist elements. Findings revealed that second-grade students are aware of, and are affected by, their classrooms’ physical learning environment. Generally, participants believed that classroom physical learning environments that were best for them were meaningful, offered easy access to resources and materials, and provided opportunities for active learning and social engagement. Both physical and emotional comfort were important to participants. There were more similarities than differences between the perceptions shared by participants in the classrooms that scored highest on the APPEAL (more constructivist or student-centered) and the classrooms that scored lowest (more traditional or teacher-centered) on the scale. Some of the differences that emerged were that all the students who were in the teacher-centered classrooms identified features connected to computers as something they liked whereas most of the students in the learner-centered classrooms did not. Students in the learner-centered classrooms were more articulate in talking about how displays helped them to learn, and students in the teacher- centered classroom communicated the need to change displays. Additionally, the findings suggested that young children’s perceptions about the environment can be influenced by their experiences or contexts and their individual differences. The findings encourage teachers of young children to think about their students as actively affected by their environment and challenge them to design classroom physical learning environments that support the diverse needs of students within these spaces.

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Bolin, Saima. "Barns sociala lärande i interaktion med djur : En studie om förskolebarns sociala samspel i samband med djurkontakt." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43716.

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The purpose of this work is to study children’s social interaction with animals and if it could be affected to any possible connections to interaction with animals, linked to a socio-cultural perspective. This survey was conducted by a kind of a case study. Interviews were conducted with two teachers where the answers then was analyzed and compared with observations. The results are discussed from the perspective of the sociocultural theory of children's learning, their development and previous research on children's interactions with animals. Scientific research with children and animals show that their relationship affects the child's development positively. This was made visible not only to children, but humans have a natural attraction to animals and which social relationships provide an expression of social learning in humans. Results from interviews and observations of this study indicate that children more easily create an understanding of his fellow human beings and that empathy is strengthened amongst the children because of their relationships with the animals.
Syftet med denna undersökning är att synliggöra barns sociala samspel och ifall det kan påverkas genom interaktion med djur, sett ur ett sociokulturellt perspektiv. Denna undersökning genomfördes genom något som kan kallas för en fallstudie. Intervjuer har genomförts med två pedagoger där svaren sedan analyserats och jämförts i relation till observationer. Resultaten diskuterades i relation till den valda sociokulturella teorin om barns lärande, deras utveckling samt tidigare forskning om barns interaktion med djur. Studier med barn och djur visar på att deras relation påverkar barns utveckling positivt. Dessa synliggjordes att inte bara barn, utan människan har en naturlig dragning till djur och där sociala relationer ger ett uttryck för socialt lärande hos människan. Resultat från denna studies intervjuer och observationer tyder på att barn lättare skapar en förståelse för sina medmänniskor och att empatin stärks barnen emellan på grund av deras relationer till djuren.

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Kvist, Lindholm Sofia. "The Paradoxes of Socio-Emotional Programmes in School : Young people’s perspectives and public health discourses." Doctoral thesis, Linköpings universitet, Tema Barn, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-122457.

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Over the past decades socio-emotional programmes have been implemented in schools worldwide. Depression in Swedish Adolescents (DISA) and Social and Emotional Training (SET) are two socio-emotional programmes being practised in Swedish schools. The aim of the present dissertation is to explore students’ perspectives on DISA and SET, as well as the programmes’ intentions and strategies. The empirical material consists of interviews with students taking part in DISA and SET, participant observations conducted in an elementary school practising SET, participant observations of DISA and SET instructor courses, and a broad range of textual material concerning the programmes. Article I reports on an inherent contradiction in DISA, where techniques designed as treatment are practised as universal prevention for girls as a group. The girls’ accounts of DISA demonstrate why this contradiction is problematic – it was not up to the girls as course participants to define what problems they were having, but the problems were instead defined for them by the course. Taking part in DISA and SET involves exercises in which the students are expected to selfdisclose in front of their classmates. Article II reports on how this task of self-disclosure had a potential for strengthening students’ peer relations, while it at the same time entailed a risk of triggering already on-going destructive interactions, such as bullying and harassment. Article III demonstrates that the potential of self-disclosure is not equally distributed across the students, but depends on their social status within their peer group. Article III also shows that the norm conveyed by the SET programme – that showing anger is an inappropriate behaviour –functioned locally as a way to justify exclusion and negative positioning of peers who showed anger in response to ill treatment. Article IV provides an in-depth analysis of exchanges in a SET lesson concerning how students should deal with exposure to the negative actions of peers. It demonstrates how the types of questions a teacher is instructed to pose to maintain a neutral attitude in practice involve using more implicit forms of authority to construct ideals concerning desirable behaviours. These ideals were formed by discussing fictive examples, which meant stripping students’ actions of meaning and detaching them from the social and cultural context to which they belong. The present dissertation concludes by giving recommendations for policy practice.
Sedan millenniumskiftet har socio-emotionella program kommit att bli allt vanligare i skolor runtom i världen. Depression in Swedish Adolescents (DISA) och Social och Emotionell Träning (SET) utgör två socio-emotionella program som används i svenska skolan. Syftet med denna avhandling är att studera elevers perspektiv på DISA och SET, samt att studera programmens målsättning och design. Analysmaterialet består av intervjuer, deltagande observationer, programmanualer och dokument som beskriver och förklarar programmens utgångspunkter. Avhandlingen innefattar fyra artiklar. Artikel I belyser en konflikt i DISA programmet. DISA programmet lär ut tekniker som har utformats för att behandla depression. Programmet riktas dock till flickor generellt med syftet att förebygga att de utvecklar depression. Flickornas beskrivningar av DISA visar varför denna konflikt i programmet är problematisk. De fick inte själva definiera vilka problem de upplevde, istället var de tvungna att jobba med de problem som programmets övningar tillskrev dem. Övningarna som ingår i DISA och SET innebär moment där eleverna förväntas öppna sig inför varandra. Artikel II och III belyser hur detta fenomen hade potential att stärka elevernas sociala relationer, samtidigt som det också riskerade att leda till mobbning. I SET programmet tränas elever på att kontrollera sin ilska. Artikel III belyser hur normen – att visa ilska är ett olämpligt beteende – användes av eleverna för att rättfärdiga uteslutning av elever som visade ilska. Artikel IV består av en djupanalys av lektionen ’Vad kan du göra’ som handlar om hur elever bör agera om de utsätts för negativa handlingar från kamrater. Artikeln tar utgångspunkt i det dilemma som lärare ställs inför i SET programmet: att å ena sidan träna barnen i att anta socialt accepterade beteenden, och å andra sidan följa programmets krav på neutralitet. Analysen visar att de frågor som SET lärare använder för att åstadkomma en neutral hållning i praktiken medför mer implicita former av styrning där programmets ideal om önskvärda beteenden reproduceras. Önskvärda beteenden konstrueras genom att diskutera fiktiva fall utan att relatera dem till den sociala och kulturella kontext där barnen agerar och hanterar aktuella problem. Avhandlingen avslutas med en diskussion om hur ’barns psykiska hälsa’ och ’barns behov’ förstås och bemöts genom dessa program och vilka slutsatser som kan dras för utformandet av framtida insatser i skolan.

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Jonsson, Agneta. "Att skapa läroplan för de yngsta barnen i förskolan : barns perspektiv och nuets didaktik." Doctoral thesis, Högskolan Kristianstad, Avdelningen för Pedagogik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-11340.

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This thesis takes as one point of departure the concept of the expanded curriculum where curricula encompass both the formal steering documents, as well as that which goes on within the framework of preschool education and through the actors in preschools. The overarching purpose is therefore to generate knowledge about what conditions for learning the work of teachers make possible when curricula are created in preschool settings for children aged between 1 and 3. The purpose is also to contribute with knowledge about what these created curricula would mean for children’s agency, and the importance they can have for children’s opportunities for learning and development. The three empirical studies consist of digitally recorded interviews with teachers and video observations with a focus on teachers’ communication with children in preschool. The discussion in the overarching text is constructed around three aspects that emerge in the overall results of the studies. First, the studies reveal how teachers’ work can be likened to a limiting curriculum which, on the one hand, is entirely child-centered, with the children as seen actors, but, on the other, can be interpreted as entirely teacher-centered. Secondly, there is the discussion about the affirmative curriculum, where children are presented as affirmed actors. In other words, content becomes those things that children are interested in, and their modes of expression are seen, affirmed and often repeated. Finally there is the discussion about the possibilities and dilemmas related to an expanding curriculum where children are regarded and treated as real actors in the sense that their intentions and expressions are taken seriously as relevant challenges. The current curriculum text for Swedish preschool can, in this sense, be seen as an obstacle in that its formulations are extremely broad-based, as discussed related to the results of this thesis.

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Brandt, Karin, and Wåhlstrand Felicia Koivunen. "Lagen med särskilda bestämmelser för vård av unga : Barns möjlighet att påverka." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-21591.

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In the Social Services Act in Sweden, it is stated that every child has the right to be given information and the opportunity to express its will and opinion. The child’s possibility to participate in the process of investigation should be considered with respect to the child´s age and maturity. By reasons of this we have chosen to examine how this is practiced in Swedish courts regarding eight cases where the out of home care of children according to 1 and 2 §§ in LVU is being judged. This has been done through a qualitative study with an attempt of using an argumentation analysis method. The main result of our study is that in the cases we studied the children had participated to a larger extent than described in previous research. Anyhow, when it comes to taking children’s, opinions in account, the cases we studied showed still great flaws and need of improvements. The conclusion of our study is that children's participation is a complex issue where more research is needed. Having this said, we believe that the subject of children’s participation must be more highlighted if a greater change is going to happen in the society.
I Socialtjänstlagen står det beskrivet att varje barn har rätt att bli tilldelad information och ges möjlighet att framföra sin talan. Barnets möjlighet att delta i utredningsprocessen bör övervägas utifrån barnets ålder och mognad. Med anledning av detta valde vi att granska hur denna lag följs i 1 och 2 §§ LVU genom att studera åtta beslutsunderlag med en kvalitativ argumentationsanalys. Huvudresultatet av vår studie visade på en hög delaktighet hos barnen i förhållande till det som framhållits i tidigare forskning, dock såg vi att beaktande av barnens vilja fortfarande var bristfällig. Den slutsats vi kom fram till i vår studie var att frågan om barns delaktighet inom Socialtjänsten framstår som ett komplext område innehållande stora brister i förhållande till hur lagen är formulerad. Med detta sagt ansåg vi att ämnet måste belysas mer i forskning för att en större förändring av barns delaktighet ska kunna utvecklas.

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Davlin, Nicole Lynn. "A Relational Frame Theory Approach to Understanding Perspective-Taking using Children's Stories in Typically Developing Children." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/theses/278.

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Perspective-taking is a new topic in the field of behavior analysis and has become of extreme interest. Previous research has looked at perspective-taking using a protocol that has been previously developed. Research in this field has looked at whether the lack of perspective-taking (mindblindness) is the cause for social deficits in children diagnosed with Autism. The present paper modified the previously used perspective-taking protocol and included story book examples to determine if typically developing children could change perspective from themselves to fictional characters in various children's books using a Relational Frame Theory approach. Previous research suggests that derived relational responding is responsible for perspective-taking deficits. The results of the current study suggest that after extensive training; typically developing children were able to complete the perspective-taking protocol.

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Baby, Marianne. "Children's Perspectives on Religion : The Case of Christian Children in Tamil Nadu, India." Thesis, Norges teknisk-naturvitenskapelige universitet, Norsk senter for barneforskning, 2012. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-17554.

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This thesis is about Christian children's perspectives on religion in Tamil Nadu, India. More specifically the thesis seeks to explore how children view religion and how they seek knowledge about religion in their daily lives, examine what role religion plays in their everyday lives and examine how children's perspectives on religion influence their social practices. Various theories and concepts are used to analyze children's perspectives on religion. A broadened conception of the sociology of religion together with a broadening up of the conception of sociology of childhood has given this study an advantage to shed a new light on children and religion. A mosaic research approach involving multiple, qualitative methods of data collection have been used. The combination between several different participatory tools (see appendices) and the more traditional methodology of interviewing and observations provided me with a wellgrounded understanding of – and factual insights into – children's perspectives on religion. It has often been proved challenging for children to grasp what religion is. However, this study has found out that children's perspectives on religion were rather straightforward and related to something personal and everyday life experiences. Children in this research had their own personal experiences on religion and highly, idiosyncratic ways of thinking. Religion is constantly encountered in all the arenas of Christian children's lives in Tamil Nadu. This study has found that religion plays a major role in helping children actively negotiate their own religious lives in the overlapping spaces between children's and adults’ worlds; spaces of play, school and friendships. It was found out that children's perspectives on religion influence their social practices, and their social practices influence their perspectives on religion. Furthermore, the findings of this thesis reveal that viewing children either as human beings or human-becomings should be brought to the level of hybridism. From this study's theoretical examinations and empirical findings on both the social and religious aspects of children's lives, the artificial analytical 'being-becoming dichotomy' is both non-existent and fluid. Children are both human beings and social agents in their own right; and human-becomings in search of maturation seeking for changes and transformations in their social, spiritual/religious lives.

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Radanovic, Shelley Kara. "Children's perspectives on creativity and its role in their lives." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/199784/1/Shelley_Radanovic_Thesis.pdf.

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Children's perspectives on creativity are lacking in existing literature. This study explores children's perspectives on creativity and the role it plays in their lives. Using new sociology of childhood as the theoretical framework and Lundy's Model of Participation to guide the methodology, focus groups with children from Prep to Year Six were conducted. The children described what creativity is, how it is used by individuals and society, and how they use creativity to better understand themselves, their learning and their world. This thesis offers perspectives on how to encourage children's creativity, with implications for children's general learning and wellbeing.

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Donohue, John. "An assessment of children's stress and a positive perspectives program with elementary school children." Thesis, University of Ottawa (Canada), 1994. http://hdl.handle.net/10393/6633.

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A quasi-experiment was performed to study the effects of a 10 week intervention program on the position thinking and self-esteem of elementary school children in Ottawa, Canada. Seventy students, ranging from grades three through six, at a local elementary school participated in the program. Pre- and post-test measures of positive thinking and self-esteem were collected, through the use of newly developed scales and the self-esteem inventory (SEI) of Battle (1981). Qualitative data on stressful events that the children experienced, positive thoughts they had, and negative thoughts they had were collected in logbooks, as well as the children's subjective ratings of stressful events and their emotional feelings to these events. No experimental effects were found on any of the quantitative variables, for a variety of reasons. The stressful events reported were categorised, fitting into previously identified categories of stressful experiences for children, along with ratings of the nature of the stress of these experiences. Categories were developed for the positive and negative thoughts, as no previous work in the area had been found. The strengths and weaknesses of the intervention and the measurement tools were discussed.

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Basnet, Lila Dhoaj. "Gender discrimination and children's right to education in Nepal : Perspectives of parents and children." Thesis, Norges teknisk-naturvitenskapelige universitet, Norsk senter for barneforskning, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-23748.

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Gender discrimination is considered as problematic issues for promoting equality and attainment of universal rights of children especially, in south Asia. In Nepal, where a patriarchal system of social relations predominates, parental preference inclines to the male child and is reflected in the socio-cultural practices, status and economic potentiality associated. Yet, such preference tends to negatively influence the girls' educational right, welfare, health and survival opportunities. This study focuses on how boys and girls receive different allocation of resources within the family based on existing socio-cultural practices in Sarlahi district. It explores the impact of prevailing cultural values and gender discourses in schooling of children together with intra-household resource allocation from children’s and adult’s perspectives. Furthermore, the study examines the implications of the socio-cultural perspective of child work combined with schooling in the rural parts of Nepal. The study is drawn on the theoretical perspectives of the new social studies of children and childhood viewing children as independent, competent social actors having their own rights and perspectives. Qualitative fieldwork was carried out among the children of diverse socioeconomic backgrounds involving multiple methods of data collection: observation, interview, essay writing and focus group discussion. Research participants primarily included 20 children (10 boys and 10 girls) of 12-16 years age. In addition, 5 parents and 5 teachers between 37-52 years old were also included as adult participants. The empirical materials were analyzed qualitatively. The study found out that young girls were more disadvantaged in comparison to their male counterparts. These disadvantages encompass all aspects of their life including intra-household resource distribution in terms of health and nutrition, pocket money, play and entertainment. However, the study also reveals that girl’s rather inferior position in resource allocation is shaped by such factors as age, and birth order within siblings. With reference to schooling, young girls were mainly discriminated against quality of education. It means all the children (both boys and girls) attended school but the discrimination was magnified in terms school they enrolled and the quality of education they received. Boys attend boarding schools that of superior quality than the government schools, where most girls were enrolled. Parental education and attitudes had negative impact on girls schooling. Gender discrimination against girls in schooling was mainly affected by the sociocultural factors such as pro-male bias, household work burden, unequal access and expected returns in the labor market, educational costs, accessibility and proximity to the school and religious factors. Yet, children continue to make significant contribution in the family livelihoods with routine and non-routine forms of household tasks beside their schooling activities.

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Theobald, Maryanne Agnes. "Participation and social order in the playground." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/29618/1/Maryanne_Theobald_Thesis.pdf.

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This study investigates the everyday practices of young children acting in their social worlds within the context of the school playground. It employs an ethnographic ethnomethodological approach using conversation analysis. In the context of child participation rights advanced by the United Nations Convention on the Rights of the Child (UNCRC) and childhood studies, the study considers children’s social worlds and their participation agendas. The participants of the study were a group of young children in a preparatory year setting in a Queensland school. These children, aged 4 to 6 years, were videorecorded as they participated in their day-to-day activities in the classroom and in the playground. Data collection took place over a period of three months, with a total of 26 hours of video data. Episodes of the video-recordings were shown to small groups of children and to the teacher to stimulate conversations about what they saw on the video. The conversations were audio-recorded. This method acknowledged the child’s standpoint and positioned children as active participants in accounting for their relationships with others. These accounts are discussed as interactionally built comments on past joint experiences and provided a starting place for analysis of the video-recorded interaction. Four data chapters are presented in this thesis. Each data chapter investigates a different topic of interaction. The topics include how children use “telling” as a tactical tool in the management of interactional trouble, how children use their “ideas” as possessables to gain ownership of a game and the interactional matters that follow, how children account for interactional matters and bid for ownership of “whose idea” for the game and finally, how a small group of girls orientated to a particular code of conduct when accounting for their actions in a pretend game of “school”. Four key themes emerged from the analysis. The first theme addresses two arenas of action operating in the social world of children, pretend and real: the “pretend”, as a player in a pretend game, and the “real”, as a classroom member. These two arenas are intertwined. Through inferences to explicit and implicit “codes of conduct”, moral obligations are invoked as children attempt to socially exclude one another, build alliances and enforce their own social positions. The second theme is the notion of shared history. This theme addresses the history that the children reconstructed, and acts as a thread that weaves through their interactions, with implications for present and future relationships. The third theme is around ownership. In a shared context, such as the playground, ownership is a highly contested issue. Children draw on resources such as rules, their ideas as possessables, and codes of behaviour as devices to construct particular social and moral orders around owners of the game. These themes have consequences for children’s participation in a social group. The fourth theme, methodological in nature, shows how the researcher was viewed as an outsider and novice and was used as a resource by the children. This theme is used to inform adult-child relationships. The study was situated within an interest in participation rights for children and perspectives of children as competent beings. Asking children to account for their participation in playground activities situates children as analysers of their own social worlds and offers adults further information for understanding how children themselves construct their social interactions. While reporting on the experiences of one group of children, this study opens up theoretical questions about children’s social orders and these influences on their everyday practices. This thesis uncovers how children both participate in, and shape, their everyday social worlds through talk and interaction. It investigates the consequences that taken-for-granted activities of “playing the game” have for their social participation in the wider culture of the classroom. Consideration of this significance may assist adults to better understand and appreciate the social worlds of young children in the school playground.

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Theobald, Maryanne Agnes. "Participation and social order in the playground." Queensland University of Technology, 2009. http://eprints.qut.edu.au/29618/.

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This study investigates the everyday practices of young children acting in their social worlds within the context of the school playground. It employs an ethnographic ethnomethodological approach using conversation analysis. In the context of child participation rights advanced by the United Nations Convention on the Rights of the Child (UNCRC) and childhood studies, the study considers children’s social worlds and their participation agendas. The participants of the study were a group of young children in a preparatory year setting in a Queensland school. These children, aged 4 to 6 years, were videorecorded as they participated in their day-to-day activities in the classroom and in the playground. Data collection took place over a period of three months, with a total of 26 hours of video data. Episodes of the video-recordings were shown to small groups of children and to the teacher to stimulate conversations about what they saw on the video. The conversations were audio-recorded. This method acknowledged the child’s standpoint and positioned children as active participants in accounting for their relationships with others. These accounts are discussed as interactionally built comments on past joint experiences and provided a starting place for analysis of the video-recorded interaction. Four data chapters are presented in this thesis. Each data chapter investigates a different topic of interaction. The topics include how children use “telling” as a tactical tool in the management of interactional trouble, how children use their “ideas” as possessables to gain ownership of a game and the interactional matters that follow, how children account for interactional matters and bid for ownership of “whose idea” for the game and finally, how a small group of girls orientated to a particular code of conduct when accounting for their actions in a pretend game of “school”. Four key themes emerged from the analysis. The first theme addresses two arenas of action operating in the social world of children, pretend and real: the “pretend”, as a player in a pretend game, and the “real”, as a classroom member. These two arenas are intertwined. Through inferences to explicit and implicit “codes of conduct”, moral obligations are invoked as children attempt to socially exclude one another, build alliances and enforce their own social positions. The second theme is the notion of shared history. This theme addresses the history that the children reconstructed, and acts as a thread that weaves through their interactions, with implications for present and future relationships. The third theme is around ownership. In a shared context, such as the playground, ownership is a highly contested issue. Children draw on resources such as rules, their ideas as possessables, and codes of behaviour as devices to construct particular social and moral orders around owners of the game. These themes have consequences for children’s participation in a social group. The fourth theme, methodological in nature, shows how the researcher was viewed as an outsider and novice and was used as a resource by the children. This theme is used to inform adult-child relationships. The study was situated within an interest in participation rights for children and perspectives of children as competent beings. Asking children to account for their participation in playground activities situates children as analysers of their own social worlds and offers adults further information for understanding how children themselves construct their social interactions. While reporting on the experiences of one group of children, this study opens up theoretical questions about children’s social orders and these influences on their everyday practices. This thesis uncovers how children both participate in, and shape, their everyday social worlds through talk and interaction. It investigates the consequences that taken-for-granted activities of “playing the game” have for their social participation in the wider culture of the classroom. Consideration of this significance may assist adults to better understand and appreciate the social worlds of young children in the school playground.

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Nye, Rebecca. "Psychological perspectives on children's spirituality." Thesis, University of Nottingham, 1998. http://eprints.nottingham.ac.uk/11177/.

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There have been very few attempts to understand the nature of children's spirituality which have undertaken a study of children themselves. More often this topic has been examined through the various perspectives provided by religious, moral, educational and generally adult agenda. This thesis offers a study of children's spirituality drawing on perspectives from developmental psychology. Its intention is to make a distinctive theoretical contribution towards an understanding of children's nature. The methodological approach is that of an empirical, qualitative investigation and analysis. The main data presented are interviews conducted with six and ten year old children in which the opportunity to discuss potentially spiritual experiences, feelings, and issues was encouraged. Chapter 1 explores the history of interest in spirituality reflected in education policy documents, as well as a selective review of the scholarly education literature this has increasingly inspired. Chapter 2 explores the nature of a psychological contribution. Although the spiritual has rarely found an established place in psychology's research agenda, I offer a compilation of relevant exceptions to this neglect. These are drawn both from explicit attempts by psychologists to investigate discrete aspects of children's religious lives, as well as from psychological models of development in which the nature of children's spirituality is more implicitly suggested. The development of a provisional conceptual framework specifically for children's spirituality (particularly the empirical study of it) is outlined in chapter 3. A variety of psychological scholarship is used to inform this framework, as is a discussion of the complexities affecting the definition of spirituality in a contemporary context. Since few empirical studies have been conducted in this area, the methodological approach devised for this study is described in detail. Considerable attention is given to the foundational issue of the researcher's perspective, as well as the procedural stages from piloting to data analysis. Chapters 5 and 6 offer my interpretative analyses. I describe how repeated qualitative analysis was essential to uncovering layers of meaning in the data, and how this gradually gave way to an interpretative account of children's spirituality expressed in broadly psychological terms. I propose that much of the nature of children's spirituality may be described in terms of a demonstration of a particular kind of consciousness, referred to here as 'relational consciousness'. This core category is further explored in terms of its contributory dimensions, drawing on a coding paradigm suggested by grounded theory methodologists. The final chapter considers additional psychological parallels which this new description of children's spirituality affords, and the more general implications of this work for children's education. It is suggested that the conduct of the study as a whole in terms of its literature research, method, data and analytical framework, demonstrates the potential of pursuing a psychologically informed approach in this area.

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Gonçalves, Pedro Miguel Fraústo. "Perspetivas e expressões de crianças sobre o seu bem estar: um estudo qualitativo em contexto pré-escolar." Master's thesis, Universidade de Évora, 2020. http://hdl.handle.net/10174/27686.

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A presente investigação procurou explorar e compreender o bem-estar de crianças em idade pré-escolar. Reconhecendo as crianças como informadores competentes e privilegiados sobre as suas vidas, utilizámos uma metodologia participativa de investigação. O investigador integrou um contexto pré-escolar e, através de diálogos e entrevistas em pequenos grupos, colaborou com 36 crianças no explorar e construir de significados sobre como as crianças se sentem bem. As crianças participantes parecem sentir-se bem quando se sentem felizes, quando brincam e se divertem e, também, quando descansam e relaxam. Experienciarem e explorarem o mundo à sua volta, sentirem-se competentes, terem liberdade em tomar decisões e fazerem aquilo que é correto e bom para si parecem também constituir experiências de bem-estar. Destaca-se a importância de relações nas quais se sentem amadas e seguras, onde a união e a disponibilidade são características essenciais. Algumas reflexões sobre o contexto pré-escolar e sobre a prática psicoterapêutica com crianças são discutidas; Children’s expressions and perspectives about their well-being: A qualitative study in a preschool setting Abstract: The aim of this research was to explore and understand the well-being of young children. A participatory research methodology and design was constructed, recognizing children as competent and privileged informants about their lives. The adult researcher integrated a preschool setting and collaborated with 36 children, through dialogues and small group interviews, to explore and construct meanings about children’s well-being experiences. Children seem to experience well-being when they are happy, playing and having fun and even when they are resting and relaxing. Experiencing and exploring the world around them, feeling competent, being free to make decisions for themselves and doing what is right and good for them also seem to be well-being experiences. Being involved in relationships, in which they feel loved and secure, and where togetherness can be felt seem to be fundamental for their well-being. Some reflections on kindergarten education and on psychotherapeutic practice with children are discussed.

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Conniff, Harriet. "Children's perspectives on cognitive assessment : a qualitative analysis of what children say about being tested." Thesis, University of East London, 2008. http://roar.uel.ac.uk/3770/.

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Every year, thousands of children are referred to psychologists for cognitive assessments yet how testing is experienced is under-researched. This study aimed to explore children's views on and understanding of cognitive assessment focusing on how they describe their experience of the WISC-IV. Interviews with eight children referred for cognitive testing in a paediatric setting were analysed using Interpretative Phenomenological Analysis. Five main themes were generated. Overall there was a sense that reasons behind the process of testing were benign; to help with a problem or discover something wrong. Cognitive testing was seen as distinct from other testing experiences e.g. in hospital and school. Children described a mixed experience of cognitive testing which they experienced as unusual. This unusual experience was mainly related to the varied difficulty of tests both across and within sub-tests. Children found this difficult to manage. Elsewhere children seemed to appreciate qualities of the testgiver and described learning from the actual test experience. Not surprisingly, children described having mixed feelings related to testing. Children dealt with testing differently, some used humour and others dismissed the tests as easy or boring. Children appeared to normalise their experience by talking about testing as related to the known phenomena of school. Children's wider experiences of coping with hospital procedures seemed to mirror strategies they used to manage doing the cognitive assessment. This could perhaps indicate that the paediatric context of having cognitive assessments is protective. The paediatric context may limit the transferability of this study's findings. There was an overriding sense of uncertainty about testing including while undergoing the test and about what to expect before testing and how test results might impact on their lives. One means children seemed to manage this uncertainty was to position the test as powerful and trying to help. Children described having different needs for information about testing. The findings suggest that this should be explored with children before testing occurs. Further implications for research and practice are discussed.

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Clare, Ann Elizabeth. "Children under three in group care settings : a study of children's experiences and adults' perspectives." Thesis, University of Sheffield, 2008. http://etheses.whiterose.ac.uk/12800/.

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Government policy in the UK since 1989 has led to increasing numbers of children under three attending group day care whilst their mothers return to work The experience of young children in day care remains an under researched area. Two research questions underpin this thesis: What are the experiences of children under three in group care settings? What are the perspectives of the adults involved? This thesis contributed new knowledge to understanding of children's experiences of group day care through an investigation of fifteen children under the age of three in group care settings over a period of four years. The thesis also examines the perspectives of the adults involved; parents, managers and staff. The thesis first reviews the literature on the history of childcare in the UK and critically examines research into the implications of children under three attending daycare. Methodological and ethical issues are then identified and discussed. The study then presents narrative cases studies of children's experiences by using observational data to present four case study narratives of children in group care settings and one of a child cared for at home by his mother. The case study observations are analysed using different methods: diary form, cohort overview, a monthly account and two using a Framework for analysis which was developed as part of the study. The study includes analysis of interview data which were gathered to illuminate the perspectives of the adults involved. Findings raise questions about the grouping of children in age cohorts, the knowledge and skills of the adult in interacting with children and in challenging their learning, relationships between parents, practitioners, and the crucial role of the manager in leading a day care setting.

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Nguyen, Ai-Chinh, and Diman Salih. "Children’s perspective on leisure time centers." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36120.

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Vi har genomfört en intervjustudie kring hur barn på två skolor beskriver fritidshem, fritidspedagoger och lärande på fritidshem. Vi menar att det är viktig att ta del av barnens egna synpunkter. Fokuseringen i vårt arbete ligger på barns perspektiv kring verksamheten. Vi har utgått från tre frågeställningar för att förstå vad barnen har att säga om sitt fritidshem.Hur beskriver barnen sin fritidshemsverksamhet? Hur beskriver barnen fritidspedagogernas yrkesroll? Hur beskriver barn vad de lär sig?I tidigare forskning har vi använt oss av studier som rör barns egna uttalanden kring deras fritidshem. Därtill har vi också beskrivit fritidshem och lärande utifrån styrdokumenten och vilka förväntningar som finns på fritidspedagogen. Med stöd av tidigare undersökningar har det visat sig att kompisar och lek är det mest centrala för barnen i fritidshem. Det stämmer väl överens med vår egen undersökning. Vi har valt att undersöka två skolor för att se om det finns några skillnader. Eftersom fritidshemmens verksamhet bedrivs på olika sätt så har barnens beskrivningar varierat. Barnen tycker om fritidshem för att det är fritt och att det finns mycket att göra där. Under sammanfattningen av resultat tolkar vi barnens svar. Därefter diskuterar och analyserar vi resultatet.

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Leach, Deborah Ann. "The meaning of diabetes : children's perspectives." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26552.

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This exploratory study was aimed at uncovering diabetic children's beliefs and ideas about diabetes mellitus. Children aged 8 to 12 years were observed at summer camp where they participated in various role playing activities designed to make their beliefs about diabetes explicit. Twelve children were later interviewed at home using a modification of Piaget's clinical method. Analysis of these data was focussed on how children explain diabetes from a phenomenological perspective, and how children interpret medical knowledge about diabetes. The study indicated that children have a good understanding of certain biomedical concepts and illustrated the importance of eliciting the child's explanatory model before introducing clinical explanations. Concepts and principles that were abstract or not discussed with children were poorly assimilated, indicating the need to question them periodically and help them to understand more complex ideas. The explication of children's personal perspectives confirmed previous research indicating the need to consider their feelings about being different and the constraints attached to having diabetes.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Woods, Lois. "Children's perspectives of primary school environments." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/51143/.

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It has been recognised for many years that children learn from direct experiences with their surrounding environments (Weinstein and David, 1987). Considering children spend the majority of their early lives occupying school buildings, the quality of this built environment is important as it is thought to have an impact on their learning, social development and well-being. The architectural design of school environments, procured over the past 15 years has been constantly evolving with the need for new and improved school buildings coupled with significant changes in education over the past few decades. In the UK, during the 2000s, there was significant investment in the Building Schools for the Future (BSF) programme, with a desire to achieve high quality inspirational environments that enhance learning (DfES, 2003c), where design quality was considered an important factor to address issues of sustainability, flexibility and adaptability (DfES, 2002b). As such, there has been significant research undertaken into school design, which has found that certain elements of the environment may have an impact on learning and achievement. However, a change in government in 2010 led to the existing school building programmes at the time being axed and the Priority School Building Programme (PSBP) being introduced in 2011, with baseline design guidelines and the aim to make school construction more cost-effective (National Audit Office, 2017). During the economic downturn, it became apparent that some elements of school design were being omitted to reduce building costs. Considering the current situation, this poses the question: what impact does the latest wave of school buildings have on the users and their experiences in these new settings? Optimising the design of school buildings remains important, and in order to achieve this, we need to examine some of our existing and recently constructed school buildings. This thesis reviews the current situation by investigating the impact of ‘new’ primary school buildings on children’s experiences and their daily lives at school, conducting a post-occupancy investigation of four case study schools. The qualitative research targeted the end-users, the children themselves, by exploring their views on their schools. The research also highlights the potential of participatory techniques through use of creative methods, providing an understanding of primary school buildings through the children’s eyes, giving them a voice within the research. The findings identify that, from the children’s perspective, new primary schools are to an extent, providing sufficient spaces in which to learn. However, it remains that there are some environmental issues which are affecting children. The importance of the holistic school environment has been highlighted as well as desirable spaces and places for children at school, with an emphasis on outdoor spaces and the natural environment. By providing insights into their daily experiences, the findings suggest that such spaces ought to be considered higher priority in the design process. The research aims to set a precedent for architects and designers, providing an insight into four post-occupancy case studies, whilst looking forward to integrating participatory techniques in future school evaluation and design. By enriching existing knowledge in the area of school environments, it provides fresh information that will continue to aid the future design of schools by architects, which ultimately, has the potential to have a positive impact on development and well-being.

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Thacker, Deborah Cogan. "An examination of children's inter-action with fiction, leading to the development of methodologies to elicit and communicate their responses." Thesis, Coventry University, 1996. http://curve.coventry.ac.uk/open/items/02f45a95-b816-3c19-f111-bcb0ce6fab4b/1.

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This thesis provides an examination and analysis of the social contexts of children's response to fiction in order to contribute to a theoretical perspective of literary response as a continuous process. The absence of a consideration of the way that readers are socially constructed renders any conception of literary response incomplete, and a discussion of textual, psychoanalytic and cultural theories of response reveals a gap which Children's Literature must fill. The marginalisation of Children's Literature within literary discourses silences children as readers by denying the recognition of literary engagement inherent in early experiences with fiction. In addition, an investigation of the meta-discourse which surrounds Children's Literature, through criticism, education and provision, demonstrates the way that adult mediations between children and fiction frequently interrupt an innate desire for an authoritative position for the reader within the text, replacing dynamic creative engagement with static modes of reading. In particular, an analysis of the position of children's books, including the processes for editing, selection and marketing, makes it clear, for the first time, that the social contexts of children's fiction, from jacket design to library selection, influence the construction of readers. A new method of empirical research, based on psychoanalysis, phenomenography and Chambers's 'Tell Me' approach to booktalk, provides evidence of the interplay of desire and control in the social construction of readers and reinforces the need for shared discourses. This method is illustrated by the Book Choice Study, consisting of seven individual case studies with children, their parents and teachers, which reveals the importance of an individual's reading history in the promotion of either dynamic or static modes of reading. The study shows that children who engage in a shared discourse about fiction are more likely to participate in a 'literary' engagement than those who experience a divided discourse, confirming the need for a construction of response that includes children and their books.

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Cranwell, Brian. "Helps and hindrances in children's bereavement : the children's perspective." Thesis, Sheffield Hallam University, 2006. http://shura.shu.ac.uk/20649/.

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No such child-centred search into child bereavement has been undertaken with young children in the United Kingdom, a major gap in a key issue for the welfare of up to two million children under 18 at any one time who have lost a close attachment figure. This study is intended to make a contribution to our knowledge by seeking to learn from the experiences of children 6-12 years who have lost a parent (other than through murder, suicide or Major Incident) using semi-structured interviews in a qualitative study. Comparisons are drawn from the children themselves on such issues as anticipatory grief, how the news of death was given and received, participation in rites of passage, and the bereavement care received from home, school, or other outside agency. Comparisons are also made with practices in the United States where child-centred studies have been carried out. (Silverman 2000, Worden 1996) In addition to the special ethical issues involved in research with children, this study also examines difficulties experienced in attempting to set up a child consultation group, and the reasons given by gatekeepers (NHS, parents, teachers, Social Services and counselling organisations) for refusing access to children, with evidence as to how these and exclusions from grief rituals can hinder child development and retard self-esteem. The past few years have seen criticism of the lack of evidence for increasing funding to government or voluntary organisations for helping such children. This is a limited study that I hope will provide a basis for further investigation and also lead towards inclusion of death and bereavement in the Schools' National Curriculum.

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Celeste, Yee Soo Chuen. "Perspectives of looked after children on school experience : a study conducted among primary school children in a children's home in Singapore." Thesis, Durham University, 2006. http://etheses.dur.ac.uk/3170/.

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The study was conducted on the ground that the education of looked after children (specifically children in a Children's Home) is significant for their development, future success and social integration. While low attainment has been reported from research done in UK, the issue is largely neglected by researchers in Singapore. The aim of thisstudy is to provide a description of looked after children's perspectives on their experiences in the mainstream schools in Singapore. The study was a case study conducted in a residential home with about 40 Primary School children. The research comprises four phases of data collection. It began with a preliminary finding that looked into the demography of the children in the Home, especially their educational attainment. Next, structured interviews that explore children's perspectives concerning school, teachers, classmates, lesson time, homework, and aspiration were conducted with 21 informants. Documents that provide information about the Home's operation were also collected and examined for the understanding of the Home's environment and support for children's education. Finally, conclusions drawn from these data were used to formulate a questionnaire that involved all Primary School children in the Home. Results from the preliminary study had confirmed that the academic achievements ofchildren in the Home were skewed towards the lower end. While the Home had incorporated a number of measures to ensure its charges were adequately supported to meet school demands, school progress was not its main thrust and a personalized educational plan to address individual needs was not practiced. Eight issues arose from the findings of the interviews and questionnaire survey. Concerning school, their general feelings, dissatisfactions, teachers' roles, relations with classmates, school transfer and aspirations were discussed. Although the Home was not the focus of the study, children's perspectives concerning the people and its environment on educational support gave the background to their experiences in school. Ultimately, there remains a need for school and the Home to improve their facilitations to encourage school progress among looked after children. The findings suggest that information plays an important role in teachers' effectiveness and it could be acquired through training and the stipulation of regular review meetings with the Home staff. Besides collaborating with the teaching staff, the Home could consider looking into a personalized educational plan, revamp its educational support programme and physical environment, and allow children's participation in certain decision making.

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Dixon, Claire. "A Qualitative Exploration into Young Childre's Perspectives and Understanding of Emotional Difficulties in Other Children." Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518161.

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Randall, Duncan. "'They just do my dressings' : children's perspectives on Community Children's Nursing." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/3191/.

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The increase in the number of children living with complex, long term nursing needs has led to an expansion of services. The growth in community children’s nursing has been influenced by local politics and the needs of individual children, rather than by research investigating children’s perspectives (Whiting 2005). At the same time, policy and professional agendas have included a willingness to listen to children as service users (Department of Health 2001a, Coad and Shaw 2008). The aim of this study was to address the lack of an evidence base for community children’s nursing by exploring children’s experiences of receiving nursing care in community settings. A mosaic of qualitative methodologies, within the philosophical framework of Clark’s (2004) Mosaic approach, was used to investigate the experience of children, aged 5-12. The study engaged a core group of seven children in participatory activities spread over one year. A larger, non-core group of fourteen children was also observed receiving nursing care. The children’s perspectives were placed in context using data from observation of six nurses’ working days, and individual and group interviews with community children’s nurses. Four themes emerged. Firstly, the dominant theme for children was how they portrayed themselves as children, like other children. Secondly, findings show, for the first time, that children have negative as well as positive regard for nurses. Children’s regard for nurses seemed to be influenced by children’s understanding of their illness and their involvement in receiving care. Thirdly, children and nurses focused on highly visible clinical interventions, not on the work of nurses which helped children to access social or educational opportunities. Finally, some of the children wanted to receive care from a nurse of the same sex as themselves. These findings have significant implications for quality measurement, the management of relationships between children and nurses, and the organisation of children’s nursing.

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Negreiros, Juliana. "Children's perspectives of safety in their neighbourhood." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/28472.

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The main purpose of this study was to explore, understand, and describe children’s perspectives of safety in their neighbourhood. Participants included 15 children aged 7 to 9 years, who lived in a neighbourhood in the Lower Mainland of British Columbia characterized by high crime rate and characteristics associated with high vulnerability. The methodology used was symbolic interactionism. Data collection included individual and collective drawing activities and semi-structured group interviews conducted across three group sessions. Field notes and memos were used to document the data analysis process, in addition to peer debriefing sessions. A constant comparison method guided the coding, categorization, and analysis of all data, which were reviewed by a peer audit. Through the social interaction in groups, children co-constructed the meanings of safety, enriching the discussions and expanding the findings. Two interrelated core categories emerged: protective conditions that serve to help the children prevent or avoid risky events. Protective conditions were associated with places and people the children perceived as protective and with protective actions taken and protective accessories used to prevent harm. Risky events included neighbourhood disorder, crime, contact with strangers, and accidents. The fear of exposure to such events could result in harm and, consequently, damage children’s sense of well-being. The dynamic relationship between the obverse meanings of safety -safe and unsafe- contributed to children’s understanding of this concept. It is suggested that the social context where the children live and the social interaction among participants shaped their perspectives of safety. While examples of extreme dangerous situations, descriptions of safety rules taught by adults, and media violence illustrated children’s “negative” perspectives of safety, a few participants indicated that supportive relationships promoted sense of security. Implications of these findings for parents, psychologists, and other professionals working with children suggest efforts to (a) understand and recognize the benefits and risks of teaching children strategies to protect themselves, (b) promote positive and stable relationships within the child’s proximal environments (family, school, and neighbourhood), and (c) reduce situations in the neighbourhood associated with disorder as children perceive themselves as unable to maintain their sense of well-being.

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Liljekvist, Frida. "Children’s Rights: the balance between children’s participation and protection : A policy analysis of the government report “A window of opportunity- a strengthen children’s rights perspective for children in refuges”." Thesis, Linköpings universitet, Tema Barn, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-151669.

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In November 2016 the Swedish government requested a study where actions were suggested in order to strengthen the children's rights perspective for those children living at refuges. This resulted in the commission of inquiry "A window of opportunity- a strengthen children's rights perspective for children in refuges" (SOU 2017:112). The aim for this paper is to study how this inquiry is constructed and in which way it problematize children's rights and will be guided by three research questions: how is the concept ‘children's rights' problematized in the report SOU 2017:112, how does the problematization of children's rights position children living at the refuges in order to strengthen them as rights holders and what implicit assumptions are made as a way to increase the children's rights perspective for the children living at refuges? To investigate these questions this paper will do a policy analysis based on Carol Bacchi’s (2009) “What’s the Problem Represented to Be?” (WPR) approach. The method is chosen since the WPR-approach is used for the study of policies and especially studies the way a policy constructs a problem. This paper argues that the problematization of children's rights positions the children at the refuges as in need of protection and care and at the same time emphasizes their right to get their voice heard, as they are being active individuals. The urge to strengthen the children is argued to be a way to prevent the children who have experienced violence to become abusive themselves. As such, the conclusion is that a strengthen children's rights perspective for those children living in refuges transmits to them becoming ‘good citizens'.

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Straub, Rachel N. "Child safety a comparison of teacher and parent perspectives on the safety needs of children with autism spectrum disorder /." Diss., Online access via UMI:, 2009.

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Zenuni, Mimoza. "Hur svensk grundskola hanterar Coronapandemin : Betraktat ur barns perspektiv kontra barnperspektivet." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104653.

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This master's thesis is about how the primary school handles the Corona pandemic in school situations in Sweden, viewed from a children's perspective and child perspective. The empirical data is composed of observations and fifteen semi-structured interviews, with eight students and seven educators. Concepts that form the basis of the study are: being and becoming, children's perspective and the child perspective, children's participation, trust, risk and danger. Previous research shows that children have the right to participate in decisions that affect them. Some researchers advocate for children's right to participate in decision making, while others are critical of the claim. Whether children can participate in decision-making or not, is decisive for which perspectives are practiced, the children's perspective or the child perspective. The results show that children can participate in decision-making on smaller issues, such as when changing hand soap. Moreover, in larger issues, it is adults who make decisions based on what they consider to be children's best interests.

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Duncan, Pauline A. "Drawing as a method for accessing young children's perspectives in research." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/17258.

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Researchers have taken a particular interest in children’s drawings as a means of representing and communicating knowledge and perspectives but a review of literature reveals that researchers routinely use drawings as a way of obtaining data without considering their function or value. This ESRC-funded research aims to explore drawing as a method of accessing children's perspectives and has three central research objectives which consider methodological and analytical factors relating to the use of children’s drawings as a research tool. These are: to develop a principled approach to analysing and interpreting children’s drawings, to create guidelines for the use of drawing as a research tool, and to gather children’s perspectives on play through the method of drawing. The research objectives were achieved by asking the following three questions: How can children’s drawings be analysed using a principled approach? What are the major factors to be considered when using drawing as a research tool? What can drawings reveal about children's perspectives on play? The study involved two visits to the homes of eight preschool children aged four. The sample included four girls and four boys from central and north-east Scotland with half of the families being categorised as being of low socioeconomic status. Visits were flexible and unstructured allowing the child autonomy regarding our level of interaction and the types of activities (such as free play and conversation) with which they wished to engage. The second visit included a prompted drawing activity in which I invited children to express their perspectives on play. The topic of play was chosen (i) to offer children a meaningful research activity to investigate the issues surrounding the method, (ii) to explore the task of representing an abstract, yet familiar, concept and how this may influence children’s drawings and representations of play, and (iii) as an extension of the ESRC project Young Children Learning with Toys and Technology at Home (Plowman et al., 2012) by giving greater emphasis to children's own perspectives on play and exploring the ways in which this can be achieved. My theoretical approach is not to consider drawings as reproductions of reality, but to value and attempt to understand children’s drawings as a semiotic vehicle in which messages are created and conveyed during the drawing process through representation and signification. Informed by social semiotics (Kress & van Leeuwen, 1996) the research presents an innovative four-step approach to analysing children's drawings (4-SASA). The protocol, a key contribution of the research, was developed to promote a more systematic analysis, involving (i) isolating signs within drawings through manual annotation, (ii) documenting the child’s understanding of signs and the significance attributed to them, (iii) organising signs using specific categories of social semiotic analysis (mode, size, colour, salience) and identifying the child’s motivation and interest for specific sign production, and (iv) synthesis of the child’s perspectives from steps 1-3. Post hoc methodological examinations elucidated the following four key factors to be considered when using young children’s drawings: (i) contextual sensitivity of the drawing process, (ii) children’s perceptions of the research task, (iii) the complex task of representing an abstract and elusive concept such as play, and (iv) whether there is a fundamental difference between drawing spontaneously (non-commissioned) and drawing on request. Evidence from the study supports previous literature in demonstrating the potential of drawing as a method of accessing children’s perspectives. However, findings suggest that rather than routinely selecting drawing as a method for representing children’s perspectives, researchers need to be more thoughtful about the ways in which factors such as the social and contextual framing of drawing and approaches to data collection can affect research outcomes. The thesis concludes by discussing how these emerging issues impact research outcomes, along with implications for future implementation and analysis of drawings.

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

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