Journal articles: 'Children’s perspectives'

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Czepczor-Bernat, Kamila, and Anna Brytek-Matera. "Children’s and Mothers’ Perspectives of Problematic Eating Behaviours in Young Children and Adolescents: An Exploratory Study." International Journal of Environmental Research and Public Health 16, no. 15 (July 28, 2019): 2692. http://dx.doi.org/10.3390/ijerph16152692.

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The aim of this study was to (a) compare children’s perspectives of problematic eating behaviours with those of mothers and (b) check if there are differences in the level of these problematic eating behaviours between girls and boys in different age groups (young children: 8–11 years old vs. adolescents: 12–16 years old). The study involved 203 children (50.74% girls) and 203 mothers. The average age of children was 11.06 years (SD = 2.31), and the average BMI was 18.27 kg/m2 (SD = 2.29). Two questionnaires were used to assess children’s perspectives of problematic eating behaviours: The Three-Factor Eating Questionnaire (TFEQ-R13) and the Dutch Eating Behaviour Questionnaire for Children (DEBQ-C). One questionnaire was used to evaluate mothers’ perspectives: The Child Eating Behaviour Questionnaire (CEBQ). The main results in the study indicate the following: (a) the children’s perspective based on the DEBQ-C is the most effective at predicting their BMI (this model of problematic eating behaviours explains 29% of the variance in the child’s BMI); and (b) for almost all problematic eating behaviours, older girls have the highest levels. From the current study, it can be concluded that the type of questionnaire (TFEQ-R13 vs. DEBQ-C vs. CEBQ) and the perspective (child vs. mother) differentiate the results obtained regarding the assessment of children’s problematic eating behaviours and their relation to BMI.

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Baroutsis, Aspa, Lisa Kervin, Annette Woods, and Barbara Comber. "Understanding children’s perspectives of classroom writing practices through drawings." Contemporary Issues in Early Childhood 20, no. 2 (November 16, 2017): 177–93. http://dx.doi.org/10.1177/1463949117741743.

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Examining how young children learn to write is increasingly important as global society moves further towards a knowledge economy, where the production of texts of various kinds is an increasingly ubiquitous practice in everyday life and work. While there has been recent policy and practice focus on children’s writing performance in standardised tests, in this article, the authors focus on what can be learned by listening to children’s voices as they are engaged in ‘draw and talk’ methodologies. While children’s drawings have a material reality, they are also representations of children’s perceptions of their experiences with learning to write. In this article, the authors explore the processes, practices and relationships involved in learning to write, depicted in children’s drawings when they are asked to draw themselves learning to write. The authors identify representations of writing, evident in the children’s drawings focusing the relational, the material and the spatial elements of writing.

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Bauer, Michelle E. E., and Audrey R. Giles. "The need for Inuit parents’ perspectives on outdoor risky play." Polar Record 54, no. 3 (May 2018): 237–40. http://dx.doi.org/10.1017/s0032247418000360.

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AbstractParents’ perspectives on their children’s outdoor risky play behaviours influence their children’s adoption of safety strategies and their children’s approach to risky and dangerous situations (Brussoni & Olsen, 2011). Over the past decade, researchers have explored many Canadian mothers’ and fathers’ perspectives on this topic; however, to date, there has been a lack of research on Indigenous parents’ perspectives, particularly those of Inuit parents. This lack of research means that Inuit families are unaccounted for in research used to create and promote safety policies and practices in Canada. The present research commentary is the first to address the urgent need for research on northern Canadian Inuit parents’ perspectives on outdoor risky play. Specifically, outdoor risky play is defined, and Inuit children’s outdoor play experiences are compared to non-Inuit children’s experiences. Further, Inuit children’s experiences of injury are discussed to further situate the dire need to work with the most vulnerable population in Canada – Inuit – in child injury prevention research.

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Giamminuti, Stefania, and Danica See. "Early Childhood Educators’ Perspectives on Children’s Rights." International Journal of Children’s Rights 25, no. 1 (June 20, 2017): 24–49. http://dx.doi.org/10.1163/15718182-02501002.

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There is a need to understand better the role that early childhood educators’ perspectives on children’s rights play in informing pedagogical practice. In the Australian context there is unease regarding the place of children’s rights in current curriculum policy. This article examines how educators’ perspectives on children’s rights inform and influence their pedagogical practice. The ethnographic study reported here involved the participation of three early childhood teachers located in one Western Australian metropolitan primary school, and generated data through the combination of walking tours, photographs of the school environment, and a focus-group interview. Themes of “Access” and “Power-fullness” emerged from the data as local values illustrating the relationship between images of childhood held by teachers and pedagogical practice. The theoretical propositions of “Pedagogy of Place and Space” and “Pedagogy of Possibilities” are offered as provocations for educators of young children wishing to enhance their practice with a children’s rights-based discourse.

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Bauer, Michelle E. E., and Audrey R. Giles. "Exploring Single, Stay-at-Home, and Gay Fathers’ Perspectives of Masculinity and the Influence These Have on Their Understandings of Their 4- to 12-Year-Old Children’s Outdoor Risky Play." Journal of Men’s Studies 27, no. 1 (July 8, 2018): 108–25. http://dx.doi.org/10.1177/1060826518787491.

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Fathers’ perspectives on masculinity can influence their perspectives on their children’s outdoor risky play. This study makes a novel contribution to bridging a gap in knowledge that exists between the fields of sexuality, family dynamics, and child injury prevention by exploring single, stay-at-home, and gay fathers’ perspectives on masculinity and the influence that these have on their perspectives of their 4- to 12-year-old children’s outdoor risky play practices. Through the use of semistructured interviews and critical discourse analysis, three discourses were identified: Masculinity and fatherhood are being redefined, fathers play an important role in their children’s experiences of outdoor risky play, and fathers should enforce limits during their children’s outdoor risky play.

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Zamani, Zahra. "Young children’s preferences: What stimulates children’s cognitive play in outdoor preschools?" Journal of Early Childhood Research 15, no. 3 (January 13, 2016): 256–74. http://dx.doi.org/10.1177/1476718x15616831.

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A number of studies have identified childcare environments as significant resources for children’s development, learning through play, and contact with nature. However, there is a lack of knowledge about how, from a child’s perspective, specific outdoor physical environments in preschools stimulate children’s cognitive play. Emphasizing on the value of listening to children, this study reports the perspectives of 22, 4- to 5-year-olds. The study context was an outdoor preschool with natural, mixed, and manufactured settings. A combination of photo preferences and semi-structured interviews was used to investigate children’s perception of preferred settings and cognitive plays. The results identified that children mainly enjoyed functional and dramatic play. They mostly preferred mixed behavior settings that incorporated ranges of natural and manufactured elements. Compared to other settings, children found mixed settings provided the most opportunities for functional, constructive, dramatic, and game with rules play. The outcomes of this study have implications for the design of outdoor preschools, suggesting a balanced integration of nature with manufactured play features to enhance cognitive play experiences.

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Perret, Patrick. "Children’s Inductive Reasoning: Developmental and Educational Perspectives." Journal of Cognitive Education and Psychology 14, no. 3 (2015): 389–408. http://dx.doi.org/10.1891/1945-8959.14.3.389.

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Omnipresent in human thought, inductive reasoning consists in (a) detecting regularities, (b) abstracting relations, and (c) deriving general rules. In the first part of this article, I attempt to identify the basic mechanisms underpinning inductive reasoning and the reasons why it is so central to the workings of intelligence. I then go on to describe several factors that researchers in developmental psychology believe may contribute to the development of inductive reasoning. Each factor’s influence is illustrated by its potential contribution to the resolution of Raven’s Progressives Matrices. In the third and final part, I examine the issue from an educational perspective, showing how developmental hypotheses can inform different types of interventions designed to foster inductive reasoning in children.

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차유미 and Jin-Hee Lee. "Mothers’ perspectives on young children’s outdoor play." EARLY CHILDHOOD EDUCATION & CARE 10, no. 3 (July 2015): 85–108. http://dx.doi.org/10.16978/ecec.2015.10.3.004.

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LeeSeungyeon, 전우용, and 김혜전. "Exploring young children’s perspectives on their rights." EARLY CHILDHOOD EDUCATION & CARE 11, no. 3 (July 2016): 95–128. http://dx.doi.org/10.16978/ecec.2016.11.3.005.

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SHIDA, Mirai. "Exploring Single-Parent Families from Children’s Perspectives:." Journal of Educational Sociology 96 (2015): 303–23. http://dx.doi.org/10.11151/eds.96.303.

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Sandberg, Gunilla. "Different children’s perspectives on their learning environment." European Journal of Special Needs Education 32, no. 2 (August 3, 2016): 191–203. http://dx.doi.org/10.1080/08856257.2016.1216633.

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Smith, Anne, Judith Duncan, and Kate Marshall. "Children’s perspectives on their learning: exploring methods." Early Child Development and Care 175, no. 6 (August 2005): 473–87. http://dx.doi.org/10.1080/03004430500131270.

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Einarsdottir, Johanna, Sue Dockett, and Bob Perry. "Making meaning: children’s perspectives expressed through drawings." Early Child Development and Care 179, no. 2 (February 2009): 217–32. http://dx.doi.org/10.1080/03004430802666999.

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Rasmussen, Shayne, Tineke Water, and Annette Dickinson. "Children’s perspectives in family-centred hospital care." Contemporary Nurse 53, no. 4 (April 13, 2017): 445–55. http://dx.doi.org/10.1080/10376178.2017.1315829.

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Aguilera, Earl, Dani Kachorsky, Elisabeth Gee, and Frank Serafini. "Expanding Analytical Perspectives on Children’s Picturebook Apps." Literacy Research: Theory, Method, and Practice 65, no. 1 (August 20, 2016): 421–35. http://dx.doi.org/10.1177/2381336916661516.

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Carter, Marcus, Kyle Moore, Jane Mavoa, luke gaspard, and Heather Horst. "Children’s perspectives and attitudes towards Fortnite ‘addiction’." Media International Australia 176, no. 1 (June 3, 2020): 138–51. http://dx.doi.org/10.1177/1329878x20921568.

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Playing digital games is increasingly pathologized as an addiction or a disorder, but there is limited research into the impact of game addiction discourse on children who play digital games. In this article, we present results from a study into the digital play of twenty-four 9–14-year-olds, attending to our participants’ perspectives and attitudes towards ‘game addiction’ and how it interacts with their play and identity. Focused primarily on the online multiplayer first-person shooter game Fortnite, we examine how children encounter and attempt to negotiate game addiction discourse and demonstrate how the discourse in and of itself produces challenges for young people whose interests and passions revolve around games. This article subsequently discusses how the discursive frameworks that are perpetuated in the media around ‘problematic play’ need to incorporate and be inclusive of the child’s right to play, and the relevance of our findings to the study of media panic and children’s critical media literacies.

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Gharabaghi, Kiaras, Wolfgang Schröer, and Maren Zeller. "Children’s lives away from home: Transnational perspectives." Transnational Social Review 5, no. 3 (September 2, 2015): 220–23. http://dx.doi.org/10.1080/21931674.2015.1075326.

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Vidal Carulla, Clara, Nikolaos Christodoulakis, and Karina Adbo. "Development of Preschool Children’s Executive Functions throughout a Play-Based Learning Approach That Embeds Science Concepts." International Journal of Environmental Research and Public Health 18, no. 2 (January 12, 2021): 588. http://dx.doi.org/10.3390/ijerph18020588.

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This study focuses on the development of executive functions in preschool children during a series of science activities. A longitudinal play-based learning intervention was designed and implemented following the design of an educational experiment. Data were collected through visual ethnography in hot situations with adult supervision. Results show how entwined the concepts of inhibitory control and cognitive flexibility are within young children’s development. The development of cognitive flexibility or attention shifting readily occurred when there were fictive characters (such as the king and his royal family), but changing perspective toward a nonfictive environment (i.e., taking other children’s perspectives) was a more difficult and time-consuming process. This process began in an individual perspective and expanded to acknowledging others’ perspectives, then moved toward creating common perspectives or alternative narratives. Results show that science activities can be a bridge for preschool children to transfer their use of executive functions, from fairytales and games toward everyday tasks.

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Campagnaro, Marnie, Nicola Daly, and Kathy G. Short. "Editorial: Teaching children’s literature in the university: New perspectives and challenges for the future." Journal of Literary Education, no. 4 (July 31, 2021): 1. http://dx.doi.org/10.7203/jle.4.21403.

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Children’s literature is an area of frequent scholarship, reflecting its influential position in telling stories, developing literacy, and sharing knowledge in many cultures. At its best, children’s literature is transformative in the lives of children and their adult reading companions, and as such plays an important role in society. Indeed, in the last several decades, children’s literature has become an important focus of teaching and research in centres for literature and literary criticism, education, and library/information sciences in universities across the world. Much has been written about the historical undervaluing of children’s literature and research in this area (e.g., Nikolajeva, 2016). While there is considerable literature concerning the teaching of children’s literature in primary and secondary classrooms (e.g., Bland & Lütge, 2012; Arizpe & Styles, 2016; Ommundsen et al., 2021), there has been relatively little scholarship on the pedagogy involved in teaching children’s literature in a university setting with two notable exceptions. Teaching Children’s Fiction edited by Robert Butler (2006) presents eight chapters by experienced children’s literature teachers and scholars, mostly from Britain, concerning intellectual and educational traditions in children’s literature studies and teaching, sharing and discussion of teaching practices, and providing resources for teachers in this field. A Master Class in Children’s Literature, edited by April Bedford and Lettie Albright (2011), offers chapters in which children’s literature professors from across the United States of America share and reflect on their practice in relation to the structures of children’s literature courses, the characteristics and elements of children’s literature, and future trends and challenges in the teaching of children’s literature.

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Brady, Mary. "Hospitalized Children’s vIews of the Good Nurse." Nursing Ethics 16, no. 5 (August 11, 2009): 543–60. http://dx.doi.org/10.1177/0969733009106648.

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Research relating to patients’ views of the good nurse has mainly focused on the perspectives of adult patients, with little exploring the perceptions of children. This article presents findings from a qualitative study that explored views of the good nurse from the perspective of hospitalized children. The aims of the study were threefold: to remedy a gap in the literature; to identify characteristics of the good nurse from the perspective of children in hospital; and to inform children’s nursing practice. Twenty-two children were interviewed using an adapted ‘draw and write’ technique. Five themes relating to children’s views of the good nurse emerged from the analysis: communication; professional competence; safety; professional appearance; and virtues. Each of these will be discussed in relation to good nurse literature and recommendations made for children’s nursing practice.

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Alvarez, Evelyn N., Megan C. Pike, and Hilary Godwin. "Children’s and parents’ views on hospital contact isolation: A qualitative study to highlight children’s perspectives." Clinical Child Psychology and Psychiatry 25, no. 2 (April 16, 2019): 401–18. http://dx.doi.org/10.1177/1359104519838016.

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Background: To date, there has been a paucity of studies conducted on the experiences of children under hospital contact isolation precautions. Furthermore, the studies that have examined children’s experiences at the hospital typically reflect the perspectives of their parents, and few have directly involved interviews with children themselves, and even fewer with children in isolation. Methods: To address this gap, we conducted semi-structured, open-ended interviews with hospitalized children to assess their experiences of being placed in isolation. Where possible, the children’s parents also completed written surveys to assess parental perspectives on their child’s experiences. Results: Two important findings of the study were the children’s resilience during a difficult time and children’s varying awareness of the pathophysiology of infections as it relates to isolation precautions. Examination of the parent–child dyads elucidated some discordance between parents’ and children’s perspectives on how children experienced their isolation, on what the children’s preferred activities were while in isolation, and how much children understood about the reasons they were in isolation. Conclusion: This study supports earlier studies that suggest that the benefits of isolation procedures may be outweighed by how negatively isolation is experienced by patients, particularly when the patients are children. It also highlights the need for child-friendly isolation signs. Because parental and child perceptions differed in cases where data from both were available, this study suggests larger studies on children’s perspectives and/or on parent–child dyads are needed.

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Sommerfeld, Beate. "Between ‘(N)Ostalgie’ and Ideology – New Perspectives on DEFA Children’s Film." Dzieciństwo. Literatura i Kultura 4, no. 2 (December 7, 2022): 121–34. http://dx.doi.org/10.32798/dlk.1010.

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This review article discusses the volume Von Pionieren und Piraten. Der DEFA-Kinderfilm in seinen kulturhistorischen, filmästhetischen und ideologischen Dimensionen [Of Pioneers and Pirates: DEFA Children’s Film in Its Cultural-Historical, Film-Aesthetic, and Ideological Dimensions], edited by Steffi Ebert and Bettina Kümmerling-Meibauer (2021). The author of the paper situates the volume in the context of research on children’s and young adult media in the state-controlled environment of the German Democratic Republic and highlights the political, ideological, social, and cultural mechanisms of the production and reception of children’s films in the GDR. She raises questions about the relationship between society, cultural politics, and children’s film and calls for a broad interdisciplinary approach to the complex phenomenon of DEFA [Deutsche Film-Aktiengesellschaft] children’s film that includes historical, political, socio-cultural, theoretical, as well as film-didactic aspects. From this perspective, DEFA children’s film not only becomes an important document of everyday life in the GDR, but also inscribes itself in the current discourses on remembering and forgetting.

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Csinos, David M. "Children’s Voices: Children’s Perspectives in Ethics, Theology and Religious Education (review)." Toronto Journal of Theology 28, no. 2 (2012): 343–45. http://dx.doi.org/10.1353/tjt.2012.0030.

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Samuelsson, Ingrid Pramling, and Niklas Pramling. "Children’s perspectives as ‘touch downs’ in time: assessing and developing children’s understanding simultaneously." Early Child Development and Care 179, no. 2 (February 2009): 205–16. http://dx.doi.org/10.1080/03004430802667039.

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Szpunar, Monika, Kendall Saravanamuttoo, Leigh M. Vanderloo, Brianne A. Bruijns, Stephanie Truelove, Shauna M. Burke, Jason Gilliland, Jennifer D. Irwin, and Patricia Tucker. "Children’s Physical Activity during COVID-19 in Ontario, Canada: Parents’ Perspectives." International Journal of Environmental Research and Public Health 19, no. 22 (November 16, 2022): 15061. http://dx.doi.org/10.3390/ijerph192215061.

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The COVID-19 pandemic has had a large influence on children’s physical activity (i.e., play and sport) opportunities. The purpose of this study was to describe parents’ perspectives of their children’s (ages 0–12) physical activity experiences during the pandemic (i.e., since the onset in March 2020 until follow-up survey completion date [between August to December 2021]). As part of the ‘Return to Play’ study conducted in Ontario, Canada, two-parent report surveys were completed online via Qualtrics. Surveys measured parents’ perspectives regarding their children’s physical activity since the onset of the pandemic (n = 17 items) and collected demographic information (n = 16 items). Open-ended questions were included to gather a rich understanding of parents’ experiences (i.e., supports, challenges) with facilitating their children’s physical activity. Descriptive statistics were calculated to describe parents’ perspectives of their children’s physical activity experiences and to determine parent demographics. Open-ended questions were analyzed via deductive content analysis. Parents (n = 382) reported that they noticed behavior changes in their children because of the pandemic (65.9%), and most (73.7%) reported challenges with supporting their children’s activity during periods when public health measures were in place. Many parents (44.5%) stated that their children asked about returning to play/sport more than three times per week during periods when play/sport facilities were closed in Ontario. Qualitative data identified common supports parents used (e.g., getting active outdoors, forming mini social ‘bubbles’), and challenges they faced (e.g., work, children’s increased screen time, and home schooling), pertaining to their children’s physical activity.

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VESSEY, JUDITH A. "Children’s Psychological Responses to Hospitalization." Annual Review of Nursing Research 21, no. 1 (January 2003): 173–201. http://dx.doi.org/10.1891/0739-6686.21.1.173.

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The data-based literature addressing children’s psychological responses to hospitalization was reviewed using methods outlined by Cooper (1989). Using a developmental science perspective, early research was reviewed and a model of variables that contribute to children’s responses was constructed. This model consists of three major foci, including maturational and cognitive variables (developmental level, experience, coping style), ecological variables (family and hospital milieu), and biological variables (inborn factors and pathophysiology). Coping serves as the overarching framework for examining these variables and their contributions to children’s responses to hospitalization. A variety of theoretical perspectives from the social sciences have been used, with psychoanalytic and stress and adaptation theories predominating. The majority of the research used simple case study, descriptive, or pre- and post-test designs. Methodologic issues were common. Little qualitative work has been done. Future research directions call for studies to adopt new theoretical and empirical models that are methodologically rigorous and clinically relevant and that embrace the precepts of developmental science.

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Hou, Yu-Ju, and Ming-Fang Hsieh. "Helping parents reexamine children’s emergent writing performance through parent–teacher portfolio sharing conferences." Australasian Journal of Early Childhood 44, no. 4 (November 21, 2019): 378–91. http://dx.doi.org/10.1177/1836939119870924.

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This study documented how the teacher conducted one-on-one portfolio sharing conferences with the parents to help them understand their children’s emergent writing performances. Data included the selection and analysis of children’s writing samples, parent–teacher conferences, and teacher interviews. The results indicated that parents’ perspectives on children’s writing reflect their concerns regarding their children’s transition to elementary education and limited understanding of emergent writing development. After the parent–teacher conferences, the parents demonstrated better understanding of emergent writing, became more confident about their children’s writing performance, and affirmed the benefits of parent–teacher sharing conferences. Lastly, the study increased teachers’ understanding about parents’ perspectives and improved the teacher–parent relationship.

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Henze-Pedersen, Sofie. "‘Because I love him’: Children’s relationships to their parents in the context of intimate partner violence." Childhood 28, no. 2 (January 10, 2021): 231–44. http://dx.doi.org/10.1177/0907568220984835.

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This paper investigates how children experience and practice parental relationships after moving to a women’s refuge. Most research has explored the moving and separation process from women’s perspectives, but this paper focus on children’s perspectives. Based on ethnographic fieldwork and interviews with children at a refuge, the analysis shows how children’s parental relationships – despite the violence – remain important under difficult family circumstances, and how children practice intimate social bonds while being embedded within complex family relationships. This brings attention to the wider contexts of children’s relationships and how these affect children’s experiences and practices of intimate social bonds.

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Małek, Agnieszka. "Pain in Tourette Syndrome-Children’s and Parents’ Perspectives." Journal of Clinical Medicine 11, no. 2 (January 17, 2022): 460. http://dx.doi.org/10.3390/jcm11020460.

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Tourette Syndrome (TS) is a neurodevelopmental condition characterized by the presence of tics and associated behavioral problems. Yale Global Tic Severity Scale (YGTSS), The PedsQL Pediatric Pain Questionnaire, and Pediatric Pain Coping Inventory were used to assess the severity of tics, the severity of the pain, the location of the pain and pain coping strategies both from children’s and parents’ perspectives. Sixty percent of children demonstrated pain (past or present); the pain was reported by 72% of parents raising children with TS. The pain most commonly was cervical, throat, shoulder, ocular, and joint pain; most children declared pain located in more than one part of the body. Consistency between the declarations of children and their parents in coping with pain was observed. Pain should be recognized as a common comorbid aspect of tic disorders in childhood and therapeutic treatment must include the reduction of pain caused by tics.

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Kang, Myoung Hwa, and Jin Ju Han. "Children’s play with mothers: Meaning from mothers’ perspectives." Korean Council For Children'S Rights 21, no. 4 (November 19, 2017): 541–63. http://dx.doi.org/10.21459/kccr.2017.21.4.541.

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Civil, Marta, Núria Planas, and Beatriz Quintos. "Immigrant parents’ perspectives on their children’s mathematics education." Zentralblatt für Didaktik der Mathematik 37, no. 2 (April 2005): 81–89. http://dx.doi.org/10.1007/bf02655717.

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Colliver, Yeshe. "From listening to understanding: interpreting young children’s perspectives." European Early Childhood Education Research Journal 25, no. 6 (September 29, 2017): 854–65. http://dx.doi.org/10.1080/1350293x.2017.1380882.

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Sidekli, Sabri. "Media literacy: perspectives from elementary school children’s views." International Journal of Academic Research 5, no. 2 (March 26, 2013): 201–10. http://dx.doi.org/10.7813/2075-4124.2013/5-2/b.31.

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Haines, Kevin, and Anthony Charles. "Responding to Harm: The Challenge of Children’s Perspectives." Journal of Victimology and Victim Justice 2, no. 1 (March 17, 2019): 90–108. http://dx.doi.org/10.1177/2516606918819282.

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This article draws upon research undertaken in South Wales to understand children’s views concerning what it means to be a ‘victim’ of crime and their experiences, in that context, of engaging with the criminal justice system. Significantly, and moving beyond traditional policy and service provision concerns, child participants argued passionately that not only did adults fail to provide them with appropriate advice and support, but that their understandings of victimhood were inaccurate. Rather, children articulated an almost zemiological understanding of ‘harm’ which was the basis for an alternative way of understanding what it was to be a ‘victim’. Furthermore, children suggested that they were not taken seriously by an adult-led criminal justice system and that the operation of that system did not address their needs. Reflections are offered in this article concerning children’s views, and the profound implications that their alternative discourse pose for criminal justice policymakers and practitioners.

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Kuczynski, Leon, Taniesha Burke, and Pauline Song-Choi. "Mothers’ Perspectives on Resistance and Defiance in Middle Childhood: Promoting Autonomy and Social Skill." Social Sciences 10, no. 12 (December 7, 2021): 469. http://dx.doi.org/10.3390/socsci10120469.

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This study explored mothers’ perceptions of their children’s resistance to their requests and defiance of parental authority during middle childhood and early adolescence. We were interested in parental perceptions of change in resistance, their interpretations of the meaning of resistance, and parental responses to these behaviors. Forty Canadian mothers of children 9–13 years of age participated for one week in a study focused on parents’ experiences of children’s resistance and opposition. Procedures consisted of a qualitative analysis of mothers’ reports from a five-day event diary and a 1 h semi-structured interview. Mothers reported developmental changes in the quantity and quality of children’s resistance to parental requests and expectations. Most mothers reported increasing displays of defiance and direct and indirect expressions of attitude but also noted changes in the skill with which children expressed resistance. Mothers interpreted children’s resistance as annoying but normal expressions of children’s developing autonomy. Mothers supported children’s right to expression of agency through resistance but attempted to channel children’s resistance toward socially competent expressions of assertiveness. The findings have implications for a relational perspective on autonomy-supportive parenting and parents’ goals for children’s developing social competence in the 21st century.

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Ambreen, Samyia, and Jean Conteh. "Children’s Interactions in Ability-based Groups in a Primary Classroom." European Educational Researcher 4, no. 1 (February 15, 2021): 85–107. http://dx.doi.org/10.31757/euer.415.

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The article reports data from an aspect of the study which aimed to study the nature of children’s interactions and their perceptions of ability-based groups in a primary classroom in England. Previous studies on ability-based group have mainly used quantitative research designs to study children’s interactions and appeared to award less opportunities to children to talk about their experiences of working in ability-based groups. This study has used qualitative ethnographic research design to study children’s interactions and their perceptions of working in ability-based groups. Children’s interactions were studied using participant observations and debriefing activities were used to elicit children’s perspectives on their recorded interactions. Furthermore, informal conversational interviews were also used to hear children’s perspectives on their experiences of working in ability-based groups. The article only focuses on data related to children’s interactions, which revealed that children appeared to be cooperative, non-cooperative and competitive towards their peers in ability-based groups. We noted that children interpreted the group structure and learning task distinctively when deciding whether or not to work with others in groups. In some cases, children exhibited gender-biased attitudes while interacting with their peers. Children showed cooperative attitudes towards same-sex peers and non-cooperative attitudes towards other-sex peers. The findings highlight the importance of fully understanding children’s contexts and their dynamic influences on children’s interactions during their routinely organised ability-based group work. These also highlight the importance of listening to children’s perspectives while studying their interactions in ability groups in the mainstream primary classrooms.

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Gasah, Magrizef, Aslina Baharum, Nurul Hidayah Mat Zain, Suhaida Halamy, Rozita Hanapi, and Noorsidi Aizuddin Mat Noor. "Evaluation of positive emotion in children mobile learning application." Bulletin of Electrical Engineering and Informatics 9, no. 2 (April 1, 2020): 818–26. http://dx.doi.org/10.11591/eei.v9i2.2073.

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This paper presents the evaluation of positive emotion in children's mobile learning applications. The mobile learning application is a teaching aid that can help students to self-study and increase the students’ interest in learning especially children. This paper will discuss how mobile learning application affects the children interest in school. The evaluation method implemented to evaluate the rate of positive emotion elicited by the children using mobile learning applications was a mixed method of qualitative and quantitative methods. Since emotion can be either negative or positive, the identification of a proper method or perspective was required to prove that positive emotion was really elicited. Next, the data was collected through the children’s assessment score, Electroencephalograms (EEG) device, Emotion identification using micro-expression (facial expression), Kort Scale and interview to confirm the positive emotion felt by the students. The result shows that all five perspectives or methods have shown that positive emotion is produced. It is found that the Mobile learning application can really trigger the children’s positive emotions.

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Hickey-Moody, Anna, Amy Cutter-Mackenzie-Knowles, David Rousell, and Sophie Hartley. "Children’s Carbon Cultures." Cultural Studies ↔ Critical Methodologies 21, no. 3 (March 26, 2021): 214–24. http://dx.doi.org/10.1177/1532708621997582.

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In this article, we examine the connection between how we imagine carbon, energy and energy futures, and carbon use. We argue that to act on climate change we must reframe our cultural understanding carbon. Where children have often been left out of discussions of carbon use, we bring children into these conversations about carbon consumption and imaginaries through examining contemporary perspectives on posthumanism and energy cultures. We demonstrate that children’s imaginative renderings of possible climate change solutions offer an effectively very different way of connecting with climate change, perhaps a more motivating and inspiring means of relating to the more than human world and reworking our entanglements with energy cultures.

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Zhou, George, Lan Zhong, and Jie Zheng. "Chinese Immigrant Parents’ Involvement in Their Children’s After-school Education: Behaviors and Perspectives." Comparative and International Education 48, no. 2 (June 16, 2020): 1–21. http://dx.doi.org/10.5206/cie-eci.v48i2.10786.

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Through listening to participants’ own words, this study provides a comprehensive description and analysis of Chinese immigrant parents’ perceptions and behaviours of involvement in their children’s after-school education. It reveals that Chinese immigrant parents were willing to become involved in their children’s after-school education. Although many Chinese immigrant parents faced challenges in the host culture, they sacrificed themselves to support their children’s development. They hold high education expectations for their children, view academics as the most important thing and provide help with their children’s academics. Yet they also want their children to receive a well-rounded education. This study indicates that the Chinese immigrant parents’ behaviours and perspectives of involvement in their children’s after-school education were shaped by Chinese traditional cultural values, parents’ personal experiences, and their understanding of Canadian culture.

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Fawson, Sue. "Drawing development: Historical perspectives, developmental stages, current approaches." Psychology of Education Review 33, no. 1 (March 2009): 3–9. http://dx.doi.org/10.53841/bpsper.2009.33.1.3.

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This article seeks to examine young children’s drawing development through three main discussion areas. The first area describes historical perspectives, looking at a time-line of research into children’s drawing and the changing attitudes towards the child as artist. Secondly, stage theories of drawing and artistic development are described and discussed. Finally, consideration is given to debates around stage theory, moving into current philosophical trends. The article draws an evolutionary journey from these three perspectives, offering opportunities for further debate and study.

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Journal articles on the topic 'Children’s perspectives'

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