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1
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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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
3
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.
4
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.
5
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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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.
7
Marples, Rebecca Elizabeth. "Children's voices in private law proceedings : judicial perspectives." Thesis, University of Sheffield, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.632805.
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8
Davis, Pauline Suzanne. "Understanding children's perspectives of reading: implications for practice." Thesis, University of Manchester, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488452.
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There is concern about underachievement in reading in Britain. The aim of this inquiry is to find insights into school life that can be used to develop thinking about practice relating to children who experience reading difficulties in mainstream primary schools. This inquiry investigates seven and eight year old children's perceptions of reading in case studies of three primary schools. The intake of two schools was predominantly, white British and working class; the intake of the third school was also white British but the children's parents were in clerical, semi-professional or professional employment. The research employs five methods for data collection: classroom observation, reading tests, structured/semi -structured interviews, story telling interviews and 'incidental data collection'. The power difference between adults and children, along with children's usually more limited linguistic repertoire, means that adhering to effective interviewing practice is especially important when interviewing children. The development of an interview procedure for use with primary school children based on children telling a story is reported. It is argued that the story-telling interview can be used beneficially with children who are poor readers. Children's perspectives of reading were found to be wide ranging. Factors that influenced their views were gender, the learning environment at home, self-image, the quality of the reading materials and the trust afforded children in their reading at school. Boys were found to be disadvantaged in reading development by constructions of masculinity that view reading as a feminine activity. Furthermore, a boy's self-identification as a non-reader or as a person who rarely reads voluntarily sometimes occurs at a younger age than has generally been reported. This is linked with social economic status and sociocultural influences. The concept of children's collective agency was introduced in relation to the shaping of school processes and practice. It is suggested that in certain circumstances, connected with social background, the characteristics of the group of children in a classroom can shape classroom practices and whole school practices.
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Williams, A. Lynn. "Prologue: Perspectives in the Assessment of Children's Speech." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/2005.
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The pragmatic challenge posed by the forum of completing an assessment within a 60 to 90 minute time limit challenges us to think about the theoretical perspectives that underlie our evaluation procedures. Hopefully, it will lead us to question some of our procedures in light of new theories and clinical advances and to develop stronger rationales for and greater understanding of "tried and true" procedures.
10
Williams, A. Lynn. "Epilogue: Perspectives in the Assessment of Children's Speech." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/2004.
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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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Brighouse, Jean Alison. "Coast Salish children's narratives : structural analysis from three perspectives." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28923.
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Narratives serve many functions within a given cultural group. As well as reflecting and transmitting the social values of that group, narratives provide children with a cognitive framework that is an important factor in the learning process. Although the structure of narratives has been described for mainstream children, there is some debate as to whether different cultures share the same narrative structure. A culturally-based difference in narrative structure may contribute to the fact that Native Indian children (as well as children from other minority cultures) are overrepresented among those children who have difficulty in school.
The present study set out to investigate whether there was a discernable difference in the structure of narratives told by five Coast Salish children aged 5;0 -8;6 and those told by mainstream children reported in the narrative development research literature. Two types of narratives (personal experience and fictional) were collected and analyzed according to three analysis procedures: high point analysis, which emphasizes evaluation of events; episodic analysis, which emphasizes goal-based action; and poetic analysis, which emphasizes the poetic form of the narratives.
The high point analysis revealed that the Coast Salish children ordered events in their stories in a different order than mainstream children do. Both the high point
and the episodic analyses showed that the Coast Salish children expressed relationships between events implicitly more frequently than mainstream children. The poetic analysis was the most revealing of potential intercultural differences. This analysis revealed that falling intonation, grammatic closure, lexical markers and shifts in perspective (reference, action, focused participant, time frame, comment, etc.) defined structural units in the narratives of the Coast Salish children. This evidence of structural unit markers was consistent with predictions based on research by Scollon & Scollon (1981, 1984). The results of this investigation have implications for educators and speech-language pathologists in their interaction with Native Indian children. In addition, the results provide a useful indication of the necessary considerations and appropriate procedures for carrying out a more focused study of the narratives of a larger group of Native Indian children.Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
13
James, Claire Emilie. "Children's perspectives of shyness in their peers: Salient elements." Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6430.
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In the present study, children's perceptions of fearful and self-conscious shyness in their peers, were examined for age- and gender-related differences concerning whether they consider it a problem for a peer to be shy. Interviews with 220 children from grades one, three, five, and seven were conducted in order to elicit children's descriptions of shy peers' behaviours, emotions, and thoughts, as well as the causes of shyness. Using Buss' theory of shyness (1984, 1986), the interviews were coded for children's perceptions of the behavioural, emotional, and cognitive manifestations of shyness. The types of immediate causes and origins of shyness the children mention throughout the interview were also coded. Also, children's responses and explanations to the question, "Is shyness a problem for someone in your grade?" were contrasted across gender and grade levels. The results indicated that there were significant age differences in the reported components of shyness. There was partial support for the hypothesized age differences in the types of situations children reported most often. Grade seven children viewed shyness as a problem to a significantly greater extent than did the younger children. Peer-related reasons were reported most often as the explanation of why shyness is a problem. Boys reported more future-related problems associated with shyness than did girls, and grade three and grade five children reported more emotional problems related to shyness. These results were discussed with relation to Buss' theory of shyness, as well as the importance of peer relationships, and subsequent problems. Finally, a discussion of the implications of the present study to future research was presented.
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Coe, Michelle Autumn. "Influential Environments: School Gardens Impacting Arizona Children's Environmental Perspectives." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/595817.
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Manzo Elementary is located in Barrio Hollywood, a low-income neighborhood of Tucson, Arizona. Despite the school's low testing scores and small enrollment, Manzo was recognized as the Best Green School in the nation for 2012 by the U.S. Green Building Council and continues to receive positive media attention. This is because Manzo is thriving in areas of experiential learning and ecological initiatives through the use of its school garden. The school has built sustainability into the core of its curriculum and physical environment, integrating chickens, composting piles, rainwater cisterns, and desert biomes within its courtyards, classrooms and playgrounds. Literature on school gardens suggests that gardens heighten children's sense of place, time spent in the environment, and perceptions of natural areas. However, there is a large gap in the literature which focuses on the use of school gardens as an environmental learning tool, and the ways in which it can appeal and connect children and community partnerships from the perspective of those children involved. The research presented here is an attempt to close that gap by bringing Manzo students into the conversation on school gardens and experiential learning. This study looks at how students perceive their environment, how they are learning and acquiring new environmental knowledge, how they share that knowledge, and the actions and behaviors—both individually and collaboratively—that ensue.
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Breathnach, Helen. "Children's perspectives of play in an early childhood classroom." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/110539/1/Helen_Breathnach_Thesis.pdf.
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While play is valued conceptually and pedagogically, its place in early years settings is under increasing pressure. Framed by the sociology of childhood, this ethnographic study in a Queensland Preparatory Year classroom investigated children's perspectives of play, and the ways in which they engaged in activities in an environment where play-based learning was supported. Video-recorded observations and conversations with children showed their complex understandings of classroom activities, raising questions about what counts as 'play' and 'work' for children. Findings have implications for enhancing children's agency in classroom practices, and identify methodological considerations for respecting children's agency as research participants.
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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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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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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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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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Murfin, B. D. "Children's gender relations in the preschoool setting : parents' and children's [sic] perspectives as indicators for change." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/968.
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This study investigates how 4/5 year old children, from one preschool centre, and their parents perceive gender relations in our gendered society. By observing children's interactions in a preschool setting, and discussing these interactions with the children involved, the discourses and discursive practices operating in the gender regime of this setting are uncovered. The characteristics of children's gender relations in this setting are that asymmetrical relationships are prevalent; masculine and feminine storylines are common along with shared storylines; masculinise hegemonic discourses are dominant although many girls and boys cross the gender divide; some children see the other sex/gender as ‘foreign’ and children's subjectivities fluctuate in interactions. Using a feminist poststructuralist analysis of the discourses dominant in this setting, indicators for change in this preschool setting are uncovered. Although male/female dualism is dominant and obvious, many opportunities for change are available through deconstruction of these discourses with and by the children. Through the use of a questionnaire and follow up interviews, parents' perspectives on the gender relations in the gender regime of the home setting are established. Parents' perspectives on gender relations in this setting are predominantly associated with subordinate ungendered discourses and discursive practices of our society. However, parents' perspectives on their children's beliefs and attitudes imply that the children themselves have gendered ideas about their relationships with their peers. Through the use of a feminist poststructuralist analysis of the discourses dominant in this setting, indicators for change in the home setting are established. Parental concern with regard to their children's gendered ideas indicates that opportunities for change are available through parent/teacher partnerships. By combining the findings of both these investigations, a further step toward gender justice for this group of 4/5 year old children may be taken.
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LeClair, James André. "Ecological and individual-level perspectives on children's at-home behaviour." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0021/NQ48227.pdf.
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Moinian, Farzaneh. "Negotiating identities : exploring children's perspectives on themselves and their lives /." Stockholm : Stockholm Institute of Education Press (HLS Förlag), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7210.
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Budhathoki, Suraj. "Dalit children's experiences and perspectives regarding school participation in Nepal." Thesis, Norges teknisk-naturvitenskapelige universitet, Norsk senter for barneforskning, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-23749.
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The caste based discrimination has been a matter of great discussion in societal and governmental level in Nepal. Several scholars have discussed this matter focusing on how people have been discriminated in the ground of caste in society, and other social and governmental institutions. There are also some contributions focusing in particular on how dalit people have been excluded from education. It has been noticed, however, that children perspectives and voices about their schooling experiences has so far not been explored. Therefore my thesis focuses in particular on the dalit children’s experiences and perspectives on issues related to school participation. The main purpose of my study is to explore the experiences of Terai Dalit children with regard to their school participation and to see how social, cultural and economical aspects have been shaping their experiences in one context in the Sunsari district. It further examines children and parents perspectives on different aspects of school environment and further changes compared to earlier generations. The project follows the notion of the Social Studies of Children and Childhood which views children as competent beings, having their own rights and perspectives on the matter that concern them. The project further makes use of a qualitative approach for data collection and its analysis. Data has been collected by using observation, interviews, focus group discussion and filing the time framed daily activities. Though children are the main informants of this study, I have also interviewed parents to make use of their perspectives on different social, cultural and economical issues and thus to explore the children’s family context. The field work included 23 children participants from the age of 10-18. There were 20 school going children which include 13 girls and 7 boys. I have also interviewed and observed there boys aged who have recently dropped out from school and also 5 parents from the community. The study realized that different social, cultural and economical aspects of the society and family have been restricting children to participate and complete their schooling in the community. According to what the children and the parents express, the disappointing outcome from lower quality education provided for Dalit children seemed to have greater impacts than children and parent’s awareness level for the lower rate of Dalit children’s participation in schooling. The findings also indicate that the government support has been encouraging to send children to school but it fails to sustain them to school till completion. The equality in ‘quality education for all’ than merely ‘education for all’ can be better option to bring changes among Dalits through education.
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Anderson, Pamela. "UNDERSTANDING PARENT'S PERSPECTIVES OF THEIR KINDERGARTEN CHILDREN'S TRANSITION TO SCHOOL." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2263.
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This study investigates possible reasons why parent s perceive that their kindergarten child complains about school. Using data in the parent questionnaires from the Early Childhood Longitudinal Study  Kindergarten Class of 1998-1999, this research looks at a nationally representative sample of boys and girls and specifically targets those children whose parents indicated that they complained more than one time per week during the first two months of school. Looking at factors both from home, including socioeconomic status, maternal education levels and family structure, and from school, including length of the kindergarten day, transition practices received by the child and prior pre-school experience, Chi square tests were employed to examine the relationship between these factors and the amount of complaining. Basic findings support the premise that when good transition practices are employed by schools, parents perceive that their children complain less about going to kindergarten. The small effect sizes suggest, however, that the statistically significant relationships may be an artifact of sample size. Good transition practices, however, are key to effective transitions and if implementing these practices will help make this important transition smoother, educators should utilize this relatively easy strategy to help new students.. When there were good transitioning practices done by the kindergarten program, the child experienced greater success and complained significantly less about school regardless of all other factors.M.S.
Department of Educational and Human Sciences
Education
Early Childhood Development and Education MS
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Bauer, Michelle. "Exploring Military Parents' Perspectives on Their Children's Outdoor Risky Play." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42574.
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Parents’ perspectives on their children’s outdoor risky play (ORP) can influence their engagement in it and the risk-navigation strategies they adopt. Until now, the perspectives of parents who regularly navigate threats to their safety, such as military members in combat arms occupations (CAOs) in the Canadian Armed Forces, and who have second-hand information on war and combat, such as female partners of members in CAOs, have been excluded from research. Conducting research with members in CAOs and their female partners can provide important understanding for experiences with risk, danger, injury, traditional gender roles, and ORP perspectives. I thus recruited and conducted semi-structured interviews with military members in CAOs (female = 1, male = 6) in the Canadian Armed Forces and 16 female partners of members actively serving in CAOs. Individuals could participate if they had a child in the 4-12 age range. I selected this age range for the study due to it being important for children’s adoption of safety strategies.
I addressed three questions in stand-alone papers in my thesis: 1) “Do experiences in the military influence members’ in CAOs perspectives on their children’s ORP?”; 2) “What are military mothers’ perspectives on their children’s outdoor risky play and how may these perspectives be shaped by their military experiences?”; and 3) “How do gender expectations for female partners of members in CAOs influence their perspectives on children’s ORP?” I used risk and sociocultural theory to inform my approach to research questions 1 and 2 and conducted a reflexive thematic analysis. The results of my study addressing research question 1 were twofold: 1) Members in CAOs believe ORP provides children with opportunities that challenge excessive safety restrictions promoted in Canadian society; and (2) the work experiences of members in CAOs in the Canadian Armed Forces influenced their distinction between children’s ORP and dangerous play-related injuries. In response to research question 2, I found that female partners believed (1) ORP in close physical proximity to strangers and cars is dangerous for children; (2) ORP should not result in children experiencing serious injuries; and (3) outdoor risky play can teach children to assess and manage risks. I employed poststructural feminist theory, feminist methodologies, and critical discourse analysis to address question 3. My results were twofold: (1) Military mothers resist discursively produced pressures to subscribe to overprotective parenting during their children’s ORP; and (2) traditional gender discourses in Canadian society shape military mothers’ feelings of responsibility for their children’s ORP safety. The results from my research suggest that exposure to information on war and combat can influence parents’ perspectives on their children’s ORP. Further, they suggest that societal values, such as gender role expectations and pressure on mothers to engage in overprotective parenting, can influence parents’ fears for their children’s safety and the ORP they encourage and restrict.
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O'Neal, Sarah Michelle. "Parent and Teacher Perspectives of Children's Access to Violent Media." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5114.
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Researchers indicate repeated participation in violent video games increases the likelihood of aggressive and hurtful behavior toward others. Media violence is one of the most studied phenomena affecting children over the age of 8. Media violence has become accessible for very young children through various sources. The purpose of this study was to explore perspectives of parents and teachers of children 5 to 8 years old regarding children's exposure to violent media, their definitions of violent media, and parental monitoring practices. Questionnaires were completed by 35 parents, and 6 agreed to participate in face-to-face or telephonic interviews. Four teachers from kindergarten through second grade participated in face-to-face interviews. Bronfenbrenner's model of human ecology was the conceptual framework. A combination of a priori and open coding was used to support thematic analyses. Participants indicated they need to be more informed about the possible effects that exposure to violent media, specifically video games, has on children. Both parents and teachers noted that often it was the younger children, specifically of kindergarten age, who were exposed to the most amount of time with violent media. Implications for positive social change included ways to properly monitor children's access, such as more restrictions on time and content of the media. This research could provide support to advocacy groups to provide parents, educators, and policymakers with reliable data on children's media use and the impact it has on children.
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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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Källström, Cater Åsa. "Negotiating normality and deviation - father's violence against mother from children's perspectives." Doctoral thesis, Örebro University, Department of Behavioural, Social and Legal Sciences, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-88.
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The aim of this study is to contribute to understanding of how children try to understand and interpret their own father and his (possibly) violent actions against their mother in relation to their general conceptualizations concerning fathers and violence. A general social psychological and interactionist approach is related to the children’s selves as the organizing and experiencing structures, the family as the arena for experiences and communicative interaction, and society as a structure of norms and general ideas.
The study is based on interviews with ten children, who were eight to twelve years old at the time of the interview and whose mothers had escaped from their fathers’ violence to a Women’s House. Qualitative interpretation of each child’s complex abstracted and generalized conceptualizations of fathers and violence enabled the understanding of individual themes as crucial parts of each child’s logically unified and conciliated symbolic meaning through the theoretical construct of negotiation.
The study results in the identification of three alternative theoretical approaches to meaning-conciliation. One can be described as ‘conceptual fission’ in the general conception of fathers, one as ‘conceptual fission’ in the conception of the own father and one as negotiating the extension of the opposite of violence, described as ‘goodness’. These negotiations can be understood as parts of distancing violence from either one subgroup of fathers, from the overall, essential or principle understanding of the own father within the child’s relationship with him, or from fathers altogether, including the child’s own. The children’s attempts to combine normalization of their father as an individual with resistance to his violent acts are interpreted as indicating the difficulty that the combination of the social deviancy of violence and the family context constitutes for many children.
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Cain, Monica. "A preliminary investigation into children's experiences of mindfulness meditation : a qualitative analysis of children's perspectives of mindfulness." Thesis, University of East London, 2012. http://roar.uel.ac.uk/3086/.
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Interest in Mindfulness Meditation (Kabat-Zinn, 1994) has exploded in recent years. It is therefore timely that the field of counselling psychology explores what mindfulness might have to offer, not only in terms of treating mental ill health, but also in building resilience and strength within a vulnerable population. The purpose of this study was to explore children’s experience of meditation from a critical realist perspective, using Thematic Analysis to investigate how they describe their experiences. Nineteen school children (a non-clinical sample), aged 9-10 years old, took part in 10-minute meditations facilitated by the researcher, daily for nine consecutive school days. They were then interviewed about their experiences. Eleven children were interviewed individually and eight participants were interviewed in two groups of four. The interviews were recorded, transcribed and analysed using Thematic Analysis. From the analysis, four main themes were identified in terms of the participants’ experiences: Meditation is a Process, A Positive Impact, Effects of Self-Awareness and Identity and Improved Functioning. A model of Psychological Endurance is proposed which is based upon these findings. The results supported the use of mindfulness with this population group, both in mental health and in educational settings, to help deal with stress, build strength and resilience. A comprehensive literature review and a critique of this study are included and research implications are considered.
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KAWANO, Asuka. "Children's life and Community Education in Uzbekistan's Mahallas from Historical Perspectives." 名古屋大学大学院教育発達科学研究科附属生涯・キャリア教育研究センター, 2012. http://hdl.handle.net/2237/16898.
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Anku, Victor Kofi. "Children's perspectives of poverty and livelihood strategies in Sakumono Village, Ghana." Thesis, Norges teknisk-naturvitenskapelige universitet, Norsk senter for barneforskning, 2012. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-17545.
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In this study, I explored children’s perspectives and experiences of poverty and the livelihood strategies they tactically employed to fend for themselves in Sakumono Village, Ghana. I applied qualitative research method and techniques specifically; focus group discussions, unstructured interviews, drawings, photography, and ranking methods in order to gather the data for the study. This methodological approach provided an in-depth understanding of children’s perspectives and experiences of poverty and livelihood strategies and thereby highlighting the essence of social studies of childhood, which is about the live experiences of children. As such, I applied three major theoretical frameworks namely; the social studies of childhood, the intergenerational transmission of poverty and the life-course transmissions of poverty. The purpose of using these theoretical perspectives is to highlight the importance of children’s agency in the course of their lives and to shed light on how children are affected by poverty as a result of being born into poor families and how its effect move from generations to generations. The study has found out that children have different explanations and understanding of poverty. These multiple understandings depend on the individual circumstances of the child in question setting a departure from the usual understanding of poverty in seemingly monetary term. The study has also shown that there are gender faces of poverty with regard to how poverty affects both boys and girls similarly and differently. This knowledge reveals that in tackling child poverty, gender of the beneficiaries ought to be taken into consideration in order to make a meaningful impact in the lives of poor children. Furthermore, the study has revealed that children’s experiences of poverty are connected to the kind of employment their parents or caregivers are engaged in, and the number of siblings that the child has in his or her family as these have to do with the availability of resources at home. The study revealed how children engage in different livelihood strategies as ways of fighting poverty in their lives when family and the government fail to come to their aid, exhibiting their sense of responsibility, agency, entrepreneurship, and contributions to their families. Having considered children’s perspectives and experiences of poverty and the livelihood strategies, it is recommended that policies that aim to tackle child poverty should consider the opinions and voices of poor children as well as their family backgrounds. It was also suggested that, in assessing the needs and problems of poor children, the gender faces of poverty and individual circumstances of the children have to be taken into consideration in order to provide appropriate forms of interventions.
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Rogers, Susan Jane. "Play in school : a qualitative study of teacher perspectives." Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367384.
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Kliman, Marlene. "Breaking the law : competing perspectives in children's thinking about the balance scale." Thesis, Massachusetts Institute of Technology, 1987. http://hdl.handle.net/1721.1/14967.
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Alharbi, Sara Abdullah. "Immigrant Children's Perspectives of Books that Share Stories of Early School Experiences." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1752399/.
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Guided by the importance of children's voices and perspectives, this study aims at finding the immigrant children's perspectives of books that share stories of early school experiences of immigrant children. Before working with children, there was a careful selection process and analyzing of the three picture books chosen for the study using critical content analysis and childism lenses. The participants are three Arab immigrant children at the age of 6 who are bilingual and attended school in the U.S for one year, at least. With acknowledgement to reader-response theory, the data collection process started with an introductory home visit, followed by three individual interactive read-aloud sessions using interviews, audio records, and observations. The data collection involved field notes of non-verbal responses of the participants and these notes supported analysis of the eight transcripts. Thematic analysis is used in analyzing the data of each story, followed by identifying finding themes across all three stories. The seven themes found across all three stories are discussed in the final chapter and include: Children can have empathy for characters, understand social injustices in the stories, be agents to change injustice in the stories, and are curious about different cultures. The children's personal stories shared during this research are the most valuable outcome because they reflect the real experiences of those most affected by the research topic. The study also explains how listening to immigrant children's personal stories is an act that supports justice and helps to fight against any kind of prejudice those children might face. The study emphasizes that children have the ability to engage in sophisticated conversations about themselves and their life experiences through the use of appropriate tools combined with believing in the children's rights.
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Robeson, Paula Marie. "A profile of children living in shelters: Parents' perspectives on their children's health and factors that influence it." Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6283.
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Objective. To describe a profile of school-aged children (5--14 years) living in shelters in Ottawa including risk and protective factors commonly associated with health related outcomes in children. Design. A descriptive research study using a pre-tested survey questionnaire designed by the researcher, based on the literature, and guided by a resilience framework. Setting. Three emergency family shelters in Ottawa. Participants. 34 parents with 61 children (aged 5 to 14 years) living at the shelters. Conclusions. Risk and protective factors at the individual, family, and community levels are presented. Protective factors of children living in shelters should be recognised, strengthened, and maintained. Efforts to minimise the risk factors should be undertaken. Implications for nursing practice and research are discussed. (Abstract shortened by UMI.)
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Clifton, John. "The perspectives and experiences of birth fathers of children adopted from care in relation to their children's adoption." Thesis, University of East Anglia, 2012. https://ueaeprints.uea.ac.uk/38812/.
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Moore, Djamila. "A discursive exploration of children's school garden experiences, perspectives, and developing ecological literacies." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/43773.
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Research has largely neglected ways to explore how school gardens are used, the quality
of the children’s garden experiences, and the educational possibilities including the process of
supporting children’s ecological literacy. The purpose of this study was to better understand the
possibilities for discourses in and around current garden-based education and ecological literacy
while making space for an emergent and narrative research design. This qualitative study draws
upon phenomenological and narrative methods to understand children’s garden experiences and
is synthesized and analyzed through ecological place-based framework and the notion of
crystallization. This study’s findings provide an enriched understanding of children’s diverse
school garden experiences and perspectives while supporting their developing ecological
literacies.
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O'Sullivan, M. M. "Children's and parents' perspectives of a supportive environment for 'Active Travel to School'." Thesis, University of Salford, 2013. http://usir.salford.ac.uk/30830/.
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Active Travel to School is a term used to refer to any mode of travel that uses physical activity to go to school such as walking and cycling. Despite its demonstrated physical, developmental and sustainable benefits and after years of nationwide policies, strategies and schemes in place to increase it, the shift towards Active Travel to School in the UK has been negligible, and car use and road traffic have not declined. Within this context, this PhD research was funded by the EPSRC under a linked studentship to the ongoing VISIONS2030 project which explored the current dependency on motorised travel and how walking and cycling could be encouraged in the future. This research contributes to the project by examining the factors that influence Active Travel to School and by bringing the perspectives of the group of parents and children about a supportive environment for it to the study. Underpinned by the Interpretivist and Social-constructivist paradigm, the research adopted a qualitative survey approach in which 130 participants were involved through a range of interactive and novel participatory methods designed and implemented through focus groups, activity groups and semi-structured interviews carried out at schools and households from urban areas. The results show key factors acting as both barriers and enablers: despite perceptions that car use has many advantages for families and that Active Travel to School is not viable under current safety conditions, there is a substantial potential for a shift into an active travel culture that can be achieved through five different but simultaneous approaches in policy by: “Creating an easy, pleasant, safe and barrier free physical environment”, “Creating a social environment for active travel”, “Providing a supportive public transport”, “Convincing people of its benefits through promotion, incentives, education and innovations” and “Imposing restrictions to the use of private vehicles”.
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Hyman, Claire Louise. "Parents' perspectives of their children's transition from a mainstream to s special school." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86319.
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Thesis (MEdPsych)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Education White Paper 6, implemented in 2001, completed a significant period of policy development and change after the end of Apartheid in South Africa. The change in South African educational policy and the schooling system has given rise to many changes in the governance of special schools; this has further influenced this study. Education White Paper 6 (2001) introduced a comprehensive range of educational support services; schools now include mainstream schools, full-service schools and special schools. These schools offer varying levels of support with the view to minimise barriers to learning. While this research was conducted in a private special school, the parents who participated had all transitioned their child from a mainstream school. This research study attempted to understand parents’ perspectives of transitioning their child from a mainstream school to a special school, focusing in particular on parents whose children were in the Senior Phase of their school career. Bronfenbrenner’s bio-ecological model was used as the theoretical framework for this study because of the overlapping systems that are interconnected and influence the participants’ lives and the lives of their children. For the research study, the parents were placed in the centre of the model; the other microsystems include the school, family and the child. This study made use of a qualitative case study design and a qualitative methodology which is rooted within an interpretive paradigm. Purposeful sampling was used to select the parents from the selected special school in the Southern Suburbs of Cape Town, as participants for the study. The study made use of three measures to collect data; a semi-structured interview, a life-line activity, as well as an open-ended questionnaire the parents were asked to complete at home. Qualitative content analysis was used to analyse the data generated by means of the three data collection methods. The findings of this research paper suggest that the transient process at a later stage in the child’s academic career was a difficult experience for the parents who participated in the study. However, as the children gradually adjusted to the change, the parents felt the move had been worth it and had experienced a positive change in their children’s academic achievements. It should also be noted that the parents’ perspectives on special education were not based on the policy documents governing the South African school system and more parental education is needed regarding this area. While the findings of the study cannot be generalised to all schools in South Africa, from this research study recommendations could be made to the special school to assist in ensuring a smoother transition for both the parents and the learner.
AFRIKAANSE OPSOMMING: Onderwyswitskrif 6 wat in 2001 geïmplementeer is het die periode van die beleidsverandering ná die beëindiging van apartheid in Suid-Afrika voltooi. Die verandering in die Suid-Afrikaanse opvoedkundige beleid en die skoolstelsel het aanleiding gegee tot baie veranderinge in die bestuur van spesiale skole, en dit het hierdie studie beïnvloed. Onderwyswitskrif 6 (2001) het 'n omvattende reeks van opvoedkundige ondersteuningsdienste voorgestel wat die volgende strukture insluit; hoofstroom-, voldiens- en spesiale skole. Hierdie skole bied verskillende vlakke van ondersteuning aan met die oog om die hindernisse tot leer te oorbrug. Die navorsing is vanuit 'n privaat spesiale skool gedoen. Die ouers wat deelnemers aan die navorsing was, het hulle kinders uit 'n hoofstroomskool gehaal en oorgeplaas na ‘n spesiale skool. Hierdie navorsingstudie het gepoog om ouers se perspektiewe te verstaan rakende die oorplasing van hulle kind vanuit ‘n hoofstroomskool na 'n spesiale skool, met spesifieke fokus op die ouers wie se kinders in die Senior Fase van hul skoolloopbaan was. Bronfenbrenner se bio-ekologiese model is as die teoretiese raamwerk vir hierdie studie gebruik in die lig van die klem op die oorvleuelende sisteme wat met mekaar verbind is en die invloed daarvan op die deelnemers se lewens en die lewens van hul kinders. Vir hierdie navorsingstudie is die ouers in die middel van die model geplaas, met die skool, gesin en die kind as verdere mikrosisteme. Hierdie studie het van 'n kwalitatiewe gevallestudie en 'n kwalitatiewe metodologie gebruik gemaak wat in 'n interpretatiewe paradigma gegrond is. Doelgerigte steekproefneming is gebruik om die ouers te kies uit die aangewese spesiale skool in die suidelike voorstede van Kaapstad, as deelnemers vir die studie. Die studie het gebruik gemaak van drie maatreëls om data in te samel: 'n semi-gestruktureerde onderhoud, 'n lewens-lyn aktiwiteit, en 'n oop vraelys wat die ouers tuis voltooi het. Kwalitatiewe inhoudsanalise is gebruik om die data wat gegenereer is deur middel van die drie data–insamelingsmetodes, te ontleed. Die bevindinge van hierdie navorsing suggereer dat die oorgangsperiode op 'n later stadium in die kind se akademiese loopbaan 'n moeilike ervaring vir die ouers, wat aan die studie deelgeneem het, was. Namate die kinders egter by hulle veranderde omstandighede aangepas het, het die ouers gevoel dat die skuif die moeite werd was en hulle het 'n positiewe verandering in hul kinders se akademiese prestasies opgemerk. Kennis moet ook daarvan geneem word dat die perspektief van die ouers op spesiale onderwys nie gebaseer was op die beleidsdokumente van die Suid-Afrikaanse skoolstelsel nie. Dit beklemtoon dat ouerontwikkeling ten opsigte van hierdie aspek noodsaaklik is. Die bevindinge van die studie kan wel nie na alle skole in Suid-Afrika veralgemeen word nie, maar daar kan vanuit hierdie navorsing aanbevelings gemaak word om spesiale skole by te staan ten einde die oorgang vir beide ouers en leerders makliker te maak.
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Vladimirou, Irene E. "The civic emotions and participatory drama : children's perspectives on compassion, empathy and justice." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/69309/.
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This research project primarily focuses on the civic emotions and their relation with educational drama. Emotion and Reason are not always at odds and when combined contribute in the upgrade of our awareness of the world and the intelligence of our decision making processes. Emotions that are beneficial towards others and seem to cherish social solidarity are considered virtues, which are ‘other’-oriented. The practice of such virtues in social life can be regarded as a precious characteristic of a vigorous civic identity. Civic emotions are inextricable from the concept of citizenship, when seen as a bond that unites all citizens in their common space and fate. This thesis explores specifically the fundamental ‘other-regarding’ emotion of compassion, as a natural inclination of human kind which needs to be educated to be expressed appositively. Empathy can be strongly connected to the expression of compassion and becomes the way in which participatory drama works towards the direction of the cultivation of the civic emotions. Justice is viewed as the core essence of every healthy society and should become an irreplaceable trait of each citizen. It is closely related to compassion as the power that triggers the relevant thoughts and motivates kindness in public life. This research venture investigates how educational drama may provide opportunities for the cultivation of the civic emotions but also for the way children perceive the notions of civic emotions as they emerge in the space of educational drama or in real life. My ethnographic study involved a series of drama workshops in a class of students. The data gathered in this case study illustrate the way children face the issue of compassion, portraying the elements that encourage the expression of kind behaviour and also the factors that inhibit the practice of acts of care.
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Watson, Cortland L. "Very Young Child Survivors of Parent Suicide: Perspectives on Children's Literature for Bibliotherapy." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9005.
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The death of a parent by suicide is especially traumatic. Researchers estimate the number of children in the United States annually who experience their parent's suicide ranges from 7,000 to 30,000. These child survivors experience more complicated grief as compared to children bereaved by a parent's non-suicidal death. In particular, very young children have difficulty understanding that their parent completed suicide. Across time they struggle with confusion and intense emotions associated with their parent's suicide. Due to the stigma associated with suicide, feelings of guilt, and intense grief, surviving family members avoid talking about the suicide. Young children are often confused and suffer in silence with limited understanding about who the deceased parent was and why the parent completed suicide. Individual semi-structured interviews were conducted with seven adults, who as young children experienced the death of their father by suicide. All participants reported being five years old or younger at the time of the suicide. Participants explained how they found out about the suicide; how they developed an understanding of their deceased father across the years; and how they developed memories of their father, largely dependent on others' stories and reported details. At the conclusion of the interviews, participants were offered nine children's picture books. Participants self-selected books from these nine books and offered their impressions about how these books may or may not be helpful for young child survivors of parent suicide. Their reactions to the books are discussed in relationship to their personal stories and lived experiences. Their reactions have implications for how potential books must be carefully selected, making considerations in light of the child's unique experiences. Participants' responses highlighted the importance of attachment issues, the challenges of forming a connection to the deceased loved one with limited memories of their parent. Ultimately, survivors' perceptions and experiences are tied to the challenges of navigating Worden's (1996) tasks of grief. Implications for applied practice include considering how to use children's literature to open and encourage communication, allowing children to ask questions about the suicide; supporting young children in accepting the reality of their parent's death; facing the grief and pain with the support of loved ones; adapting to changes in their life's trajectory due to their father's suicide and adapting to altered family relationships; and building memories of the deceased loved one, and when possible, ensuring healthy attachment to the deceased parent.
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Cato, Dorothy Dean. "African-American mother's perspectives on their role in their young children's literacy acquisition /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Baggott, Christina Rasco. "Children's perspectives on symptoms and health related quality of life during cancer chemotherapy." Diss., Search in ProQuest Dissertations & Theses. UC Only, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3359577.
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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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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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Sanders, Alexis Y. "The usefulness of a modified version of the children's depression inventory with young children comparing parent and child perspectives /." Cincinnati, Ohio : University of Cincinnati, 2006. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1148581577.
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Thesis (M.A.)--University of Cincinnati, 2006.Title from electronic thesis title page (viewed Aug. 31, 2007). Includes abstract. Keywords: The Children's Depression Inventory, Children of Substance Abusing Parents, Young Children. Includes bibliographical references.
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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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Wong, Wing-kei Vicky. "A comparison between alternative and conventional assessments to assess young children's learning teachers' perspectives /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35535611.
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