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Viviers, Andries. "The ethics of child participation." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/26096.
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Child participation is one of the fundamental principles of the United Nations Convention on the Rights of the Child (1989), which South Africa ratified in 1995, together with (a) the best interest of the child; (b) survival, protection and development; and (c) non-discrimination (Hodgkin&Newell, 2002:17). It can be viewed as one of the cornerstones of child rights (and also human rights) as far as the Convention is concerned. The strongest foundations for children’s right to participation in society can be found in universally agreed upon human rights treaties as well as domestic laws. These provide, either directly or by interpretation, for the right of children to participate in claiming their civil and political rights (first order rights) as well as their social, economic and cultural rights (second order rights). It is apparent that the construction of childhood by the adult portion of society directly affects children’s ability to claim and execute their right to participation as citizens. These constructions of childhood are largely determined by the large differences in power between children and adults, where adults hold the power and decide when and how much power will be given to children, and by children’s perceived status as “lesser” than adults and, as such, needing to behave and respond in certain ways. Both these perceptions influence the meaningful participation of children. Despite progression being made globally on the importance and value of children’s participation, there remains a tension between children’s right to participation and society’s construct of children and childhood. While this tension prevails, it is important that mechanisms be found that will ensure that children’s right to participation is executed in a way that will ensure that society’s perceptions of childhood do not influence the quality of meaningful participation. Authentic and meaningful participation can be safeguarded by ensuring that participation occurs within a framework that spells out the ethical principles to which child participation should adhere. Research was undertaken to explore the foundations of child participation as a fundamental right, and to develop ethical principles for child participation for use in practice. As part of a qualitative study, semi-structured interviews were conducted with adult experts in child participation, and focus group discussions were held with children involved in child participation. From the study it was concluded that ethical principles for child participation are important to ensure that children are enabled to participate in an authentic and meaningful manner in all matters that affect them and their communities. Based on the findings and the conclusion, a framework for the ethical principles of child participation was developed. Recommendations included the following: <ul> <li> Publishing and dissemination of the framework for the ethical principles of child participation.</li> <li> Monitoring of child participation to ensure that it is ethical.</li> <li> Training in ethical child participation for all role players.</li></ul><br>Dissertation (MA)--University of Pretoria, 2010.<br>Social Work and Criminology<br>unrestricted
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De, Bruin David Wegeling. "Child participation and representation in legal matters." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/27414.
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The child’s participation in any legal matter involving him/her is crucial whether received directly or indirectly through a legal representative. The significance of the child’s views in legal matters is accepted internationally and is entrenched in South African law. This is the main feature of the present research. In Roman law the paterfamilias was the complete antithesis of the best interest of the child with his paternal power entirely serving his own interests. The best interests of the child progressively improved his/her participatory rights and the dominance of paternal authority in Roman, Germanic, and Frankish law eventually gave way to parental authority and assistance in Roman-Dutch law. This advanced the child’s participation in legal matters and under Roman-Dutch law, his/her right of participation included legal representation by way of a curator ad litem. The child’s best interests were consistently viewed from an adult’s perspective and resulted in an adult-centred assessment of his/her best interests. Statutory intervention increased the child’s participatory and representation rights, however, the tenor of these items of legislation remained parent-centred. The Appeal Court later dispelled any uncertainty regarding the paramountcy with respect to the best interests of the child. During the 1970s in South Africa, the emphasis began shifting from a parent-centred to a child-centred approach in litigation between parents in cases involving their children. An open-ended list of factors comprising the best interests of the child accentuated this shift. Courts were encouraged to apply the paramountcy rule in legal matters concerning children and to consider the views of children in determining their best interests. The new democratic constitutional dispensation in South Africa, followed by the ratification of the Convention on the Rights of the Child and the African Charter, obligated South Africa to align children’s rights with international law and standards. The South African Law Reform Commission set out to investigate and to formulate a single comprehensive children’s statute. The resultant Children’s Act 38 of 2005 is the most important item of legislation for children in private law in South Africa. The Children’s Act provides for the widest possible form of child participation in legal matters involving the child. It revolutionises child participation requiring no lower age limit as a determining factor when allowing the child, able to form a view, to express that view. The child’s right to access a court and to be assisted in doing so further enhances his/her participatory right. Effective legal representation is the key in ensuring that children enjoy the fundamental right of participation equal to that of adults in legal matters involving children. Comparative research of child laws in Australia, Kenya, New Zealand and United Kingdom confirms that South Africa is well on the way in enhancing children’s participatory and legal representation rights in legal matters concerning them. This illustrates that only the child’s best interests should serve as a requirement for the legal representation of children in legal matters. Continued training is essential to ensure the implementation of the Children’s Act and requires a concerted effort from all role-players.<br>Thesis (LLD)--University of Pretoria, 2010.<br>Private Law<br>unrestricted
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Dar, Amber. "Decision-making about child participation in medical research." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/decisionmaking-about-child-participation-in-medical-research(51eb6dae-c84c-456e-88e4-1cb8385196f3).html.
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Medical research on children is necessary to achieve progress in paediatric medicine for two reasons: firstly, certain diseases are unique to childhood and therefore medical research must be conducted on children to find out more about these childhood diseases, and secondly, adults and children respond differently to drugs and treatment, particularly when it comes to dealing with metabolism and disease. Due to findings that adults and children differ significantly in both pharmacodynamics (the way a drug affects the body) and pharmacokinetics (the way the body responds to the drug), results obtained in adults cannot easily be transposed in minors. To help ensure that children are prescribed safe and effective medicines, it is necessary to reduce widespread use of unlicensed and “off-label” medicines in children, because such medicines have neither been tested nor authorised for use in the paediatric population. Tensions in the legal and ethical frameworks that regulate decision-making about child participation in medical research are an obstacle to research being conducted with children because the existing frameworks cannot effectively inform the decision-making of parents and their children about research participation when they fail to give due attention to the family context in which decisions about child research participation tend to be made. For research and experimental or innovative treatment that falls within the remit of the common law, narrow definitions and interpretations of the best interests test, that do not sufficiently take account of all the different interests that will be involved when making a decision about a child, fail to adequately justify child participation in medical research and the administration of experimental or innovative treatment. The principal objective of this thesis is to highlight how more attention needs to be given to a child in the context of his or her caring relationships and the responsibilities that arise within these caring relationships to enhance existing decision-making frameworks that regulate child participation in medical research and strike an appropriate balance between protecting research participants and facilitating sound research.
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Gilbert, Reyna A. "The relationship of parental sport participation to the sport participation of children." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1294244.
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The majority of research in this area was conducted more than 20 years ago, which indicated a need for more current research. There was a need to learn how a parent's previous or current sport participation could impact their child's sport experience. Parents and their children completed questionnaires to determine the role of parental influence upon child sport socialization. Participants included students in the 6th, 8th, 9th, and 10th grade physical education classes at a Mid-west school and their parents. Thirty-eight children, 24 fathers, and 31 mothers were included in the sample.No significant difference was found in the sport participation rates of children whose parents participated in sports previously and children whose parents were not active sport participants in the past. A positive relationship was found between parents who had a positive overall sport experience and their child's perception of their encouragement to pursue the same sport in which parents had previously participated.<br>School of Physical Education
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Gutierrez, Sanchez Braulio Francisco. "Hej Åsikter! : An Ecosystem of Child and Youth Participation." Thesis, Linnéuniversitetet, Institutionen för design (DE), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-89306.
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One of the major contributions of the UN Convention on the Rights of the Child(UNCRC) to the context of children’s rights was the introduction of participation.In addition to the right to provision and protection, participation gives children theright to express their opinions in all matters affecting them. Furthermore, theyhave to be provided the opportunity to be heard. As part of their continuedcommitment towards children’s rights, Sweden has now decided to incorporatethe UNCRC to its legislation. Based on this context and drawing from literatureabout children's rights and participation, and a study case of youth participationand culture, the project seeks to create a model that promotes and improvechildren’s and young people’s participation an influence. Thus, the project aimsto contribute to the applied research field and inform on practical approaches tochildren’s participation and influence. As a result, the project proposes HejÅsikter! An ecosystem for children’s and young people’s participation, wheredifferent stakeholders benefits from collaborative and coordinated work andultimately achieve children’s acknowledgement and empowerment.
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Knott, Cindy. "Citizen participation in child welfare, toward real citizen power." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0005/MQ45073.pdf.
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Bergmann, Amelia. "EXAMINATION OF THE CONVERSATION PARTICIPATION RATING SCALE." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1398991717.
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Fletcher, Ryan G. "Fathers' and mothers' childcare ideas and paternal childcare participation." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2806/.
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The relationship between fathers' and mothers' gender-role ideas and fathers' level of participation in general housework has been well documented. Data from a study in 1998 were used to explore specific aspects of this relationship. In particular, fathers' and mothers' genderrole ideas with regard to childcare (childcare ideas) was examined to see whether these ideas influence paternal childcare participation. Specifically, what impact they had on performance of childcare tasks and the time fathers spent with their children. The responses of 38 couples (76 individuals) were analyzed. No statistically significant relationships were found between the variables. The distribution of the data suggests that even though most fathers claimed to have nontraditional childcare ideas, most mothers still performed the great majority of childcare tasks.
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Hoeg, Jennifer Marie. "Effects of parental morbidity on child school participation in Malawi." Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/456291695/viewonline.
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Wong, Shuk-wai Connie Waikiki, and 黃淑慧. "A case study of child-directed speech (CDS): a Cantonese child living in Australia." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36923862.
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Strayhorn, Kali-Ahset Amen. "Women's paid labor force participation and child immunization a multilevel model /." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3583.
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Thesis (M.A.) -- University of Maryland, College Park, 2006.<br>Thesis research directed by: Dept. of Sociology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Sargent, Nancy. "Length of WIC participation and parental knowledge about child feeding practices." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845970.
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Because children eat better when their parents use appropriate feeding practices, this study examined WIC participation and parental knowledge about child feeding practices. A Child Feeding Questionnaire was developed to evaluate parental knowledge about these feeding practices. The questions evaluated parents' knowledge about their responsibilities and the responsibilities of their children in feeding situations, the role of parental modeling when eating, appropriate snack habits, management of dislikes/picky eating, and the use of coercive feeding practices. The directors of four WIC clinics, with clients of differing sociodemographic status, agreed to participate in the study. The questionnaire was tested with and revised following work with clients in two of the four WIC clinics. The questionnaire was then administered to 403 parents during WIC certification visits. Cronbach Alpha reliability measures indicated that the reliability of the instrument was low. Therefore, no real conclusions could be drawn from the results. However, the data analyses did suggest some possible findings that would need additional study to verify their existance. ANOVA measures indicated that increased length of WIC participation was not associated with an increase in the total number of correct responses. Parental responds suggested that the majority of respondents understood the responsibility of parents for deciding what foods to offer (88.3), and when to offer food (71.7 %), the importance of healthy snacks in the diet of children (79.4 %), the need to set a good parental example with eating (92.6 %), and the importance of exposing children to foods that the children dislike (80.1%). However, one-third of the parents did not agree or know that children should be resonsible for deciding how much to eat when foods are being offered. In addition, the majority of parents (68.7 %) indicated that it was acceptable to substitute a food for one that is disliked by children. With respect to the use of coercive feeding strategies to get children to eat, parental responses reflected that many parents (46.7 %) did not feel that the use of rewards to get children to eat was not advisable. Based on the researcher's professional knowledge that WIC staff generally provide only nutrition information related to immediate problems, it was recommended that WIC staff members who provide nutrition education might serve the participants better if the education that they provided was directed at broader nutrition issues that parents face in guiding their children to eat well. Perhaps this education will indirectly alleviate immediate nutritional needs of the individual child and prevent the occurance of other nutrition problems. This would require additional study for verification.<br>Department of Home Economics
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Elyousfi, Sarab M. "Exploring participation as a new perspective for child oral health promotion." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/19870/.
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Cowart, Agatha. ""Time for Teletubbies": Childhood, Child Participation, and the Struggle for Meaning." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4227/.
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The children's television program Teletubbies and its concomitant controversies are analyzed along with the media attention surrounding the program. A textual analysis is presented, including the methodologies of narrative theory, semiotics/structuralism, and poststructuralism. The context is also analyzed, using a cultural studies and historical reception approach, in order to chronicle and analyze the show's controversies and elucidate how these arguments have affected reception and interpretation of the show. Following textual and contextual analysis, a social science approach is utilized, reviewing literature and research that supports or refutes the arguments at hand. Finally, the results of a qualitative, ethnographical study are presented in order to include the child's perspectives on the show and inform the larger, cultural issues of childhood.
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Compagnoni, Marcella M. "Household and child care task participation of fathers in east central Illinois /." View online, 1990. http://repository.eiu.edu/theses/docs/32211998880499.pdf.
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Tamefuji, Rieko. "The impact of child care proximity on labor force participation of parents." CONNECT TO ELECTRONIC THESIS, 2008. http://hdl.handle.net/1961/6990.
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Bzdell, Wallace Brent. "Development of the parents' motivations for children's participation in sport scale." Thesis, Boston University, 2001. https://hdl.handle.net/2144/34480.
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Thesis (Ed.D.)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>The purpose of this study was to explore parents' motivations for encouraging their children to participate in youth sport and to develop a scale to measure the aforementioned motivators. The study was conducted in three phases. The first phase consisted of the development of items for the initial Parents' Motivations for Children's Participation in Sport Scale (PMCPSS). The second phase encompassed administeting the PMCPSS to parents from a range of sports and analyzing that data through factor and item analyses. The third phase consisted of qualitative analysis and using the PMCPSS to examine differences in parental motivations. The sample consisted of 405 parents with children participating in the following youth sports: ice hockey, soccer, baseball, basketball, figure skating, volleyball, swimming, and lacrosse.
Exploratory factor analysis and item analyses revealed 8 factors labeled as: Life skills; Identification with the child/sport experience; Leam to perform and compete; Child Self-Acceptance; Physical and social development; Enjoyment and family bonding; Achievement and rewards; and Interpersonal skill development. In addition to the reliability coefficients for each factor, a coefficient alpha estimate was conducted to examine the entire scale's reliability. Based on the factor and item analysis, 65 items were retained and the PMCPSS had an overall alpha of .954 and the 8 factors accounted for 49.1% of the variance. Moreover, qualitative analysis of the open-ended responses supported the eight-factor structure of the PMCPSS. Independent-samples t tests were then run utilizing the 65 item PMCPSS to evaluate parental differences (mothers and fathers) on each of the eight factors.
This study builds upon previous research in youth sport with four significant contributions. First, it represents an initial step toward understanding why parents encourage their children to participate in youth sport. Second, the results indicate that parents' motivations for encouraging their children to participate in youth sport are multidimensional. Third, it led to the development of an instrument (the PMCPSS) that measures parents' motivations for encouraging their children to participate in youth sport that can be used for future research . Fourth, it demonstrates how the PMCPSS can be used in future research.<br>2031-01-01
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Williams, Melissa Lynn. "A Comparative Analysis of Meals Offered at Child Care Centers by Participation in a Child and Adult Care Food Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2774.
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Nearly 70% of preschool children in the United States are enrolled in child care facilities. This means that they eat many meals away from their homes. Despite government support for childhood nutrition through the Child and Adult Care Food Program (CACFP), research that measures the nutritional value of meals served in child care facilities has been lacking. The purpose of this quantitative study was to determine if there are differences in the calories and nutritional value of lunch meals offered to preschool children in facilities that participate in CACFP and in facilities that do not participate in CACFP. Ajzen's theory of planned behavior formed the theoretical foundation for this study. Two research questions addressed the nutrient and caloric content of lunches served in CACFP and non-CACFP facilities. An ex post facto quasi experimental design was used to compare 598 meals from existing monthly menus from a random sample of 30 child care facilities located in a state in the Southwestern United States. Using a MANOVA test, significantly greater amounts of proteins, fats, and calories were found in meals served by non-CACFP facilities. A comparison of actual menu items suggested that greater numbers of fatty foods were present in menus served at non-CACFP facilities. These results support literature that found childhood illnesses, like obesity and malnutrition, may stem from high-calorie meals that lack adequate nutrients. This study may contribute to positive social change by supporting nutrition oversight, such as that provided by the CACFP program; encouraging tighter state and local nutritional guidelines in child care; and focusing attention on the importance of everyday nutrition for all children attending child care facilities.
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Dowell, Kathy Ann. "The Effects of Parent Participation on Child Psychotherapy Outcome: A Meta-Analytic Review." Ohio University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1113511633.
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Dowell, Kathy A. "The effects of parent participation on child psychotherapy outcome : a meta-analytic review /." Ohio : Ohio University, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1113511633.
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Sibley, Amanda Nicole. "Child assent to clinical research participation : how to determine a child's ability to assent." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:c0de25b2-12ca-46a6-8442-7b1eaf559389.
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Assent, currently defined as “a child’s affirmative agreement”, is a way in which some children are included in the decision-making process regarding their participation in clinical research. Current guidelines for paediatric research do not provide clear directions for how assent should be handled, resulting in confusion among researchers. The goal of this research project was two-fold: to examine the ethical arguments for assent with a view to developing concrete moral justification for its being required, and to develop a framework of significant issues for an investigator to consider when deciding whether to gain assent from an individual child. After an in-depth analysis, it was determined that the ethical justification for assent arises from the researcher’s dual obligations to the child and his parents. A child’s parents are responsible for determining when and how he will develop his decision-making ability. The researcher has an obligation to engage with the child in a manner that complements their pedagogical style, while also treating the child as a being of moral worth. As a child’s family context has an influence on his participation in medical decision-making, further research on children’s daily decision-making within their families is needed. To this end, a three-phase research agenda was designed: a qualitative focus group study, a quantitative questionnaire study, and a discussion panel with paediatric experts. The children in these studies clearly desired to make decisions but did not express an interest in having complete control. They expected their parents to provide them with decision-making guidance in most aspects of their lives. Data collected from parents illustrated that they often tried to involve their children in decisions by providing them with limited options from which to choose and encouraging family discussion. Participants in the discussion panel stated that they did not expect children to make an independent decision regarding medical care, but they might attempt to give children smaller decisions, such as the arm used to provide a blood sample. These results indicate that the definition of assent should be revised, emphasising the child’s involvement in the overall decision making process, without an expectation of an “affirmative agreement”, likely mimicking a familiar decision-making setting from his family context. This could then be documented in the child’s clinical notes through a brief description of all relevant interactions and/or discussions with the child, resulting in an accurate portrayal of the entire assent process.
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Diaz, Clive. "A study into children and young people's participation in their Child in Care Reviews." Thesis, Cardiff University, 2018. http://orca.cf.ac.uk/113159/.
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The concept of service user participation in the delivery of services that affect them has gained momentum over the last thirty years. Children are no exception to this and those in care are subject to greater scrutiny of their lives than their peers. This study considered a key meeting for children in care – the Child in Care Review – and examined the extent to which children and young people are able to participate in these meetings and retain a level of control over their lives. The research, undertaken in one large local authority in England, explored the perspectives of children and young people, Social Workers, Independent Reviewing Officers and Senior Managers in individual qualitative interviews. The interview data was analysed thematically. The study found that young participants who reported a poor relationship with their Social Worker were more likely to feel negatively about their review and most young participants said that they found the review frustrating and stressful. The young participants were very aware of the workload pressures that Social Workers faced and how bureaucratic processes often seemed to translate in to them not receiving a good service. The Social Workers and Independent Reviewing Officers highlighted the importance of children’s participation, but in practice their commitment to the concept seemed minimal. Data would suggest some significant disconnection between Senior Managers’ views and all other participants’ perspectives on the challenges faced by social workers in terms of caseloads and workload pressures. Senior Managers reflected that little seemed to have changed in relation to children’s participation in their reviews over the last twenty-five years. The thesis concludes that as a vehicle for participation the Child in Care Review is still not working well, however the development of children chairing their own reviews offers some hope for the future. This practice could be built upon to ensure that children and young people leave Local Authority care with the best possible chance of becoming confident, stable and empowered adults.
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Glidden, Gina. "Intensity of participation among children with epilepsy: an exploratory factor analysis of child components." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119358.
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Although participation has been the focus of numerous studies of children and youth with Cerebral Palsy and few other chronic health conditions, very little is known about the participation of children and youth with epilepsy. The goal of this thesis is to derive primary components from a set of theoretically-derived variables thought to be related to the intensity of participation of children and youth with epilepsy. Sixteen variables were originally identified. This study uses a database of n=506 children with epilepsy to perform an exploratory factor analysis of relevant child variables from the Qualité study, a longitudinal pan-Canadian study on outcome trajectories of children with epilepsy. Results located four principal components that together, accounted for 63.41% of the total variance: Behaviors that Facilitate Interactions with Others is made up of four child social skills variables and accounts for 32.042% of variance; Behaviors that Challenge Interactions with Others, is made up of 3 variables on child externalizing behaviours and accounts for 12.058% of variance; Anticipatory Reaction to Distressing Stimuli, is made up of variables related to submissiveness, victimisation and anxiety and accounts for 9.414% of variance and Child's Social Self, comprises variables related to social support and self perception and accounts for 8.408% of variance. Further study is required to examine the relationship and impact these components have to the participation of children and youth with epilepsy.<br>Bien que la participation ait été étudiée comme objectif de résultat chez des enfants atteints de paralysie cérébrale ainsi que d'autres conditions chroniques de la santé, très peu est connu au sujet de l'expérience de participation des enfants atteints d'épilepsie. L'objectif de ce mémoire est de déterminer les composantes principales de variables issues de théories liées à l'intensité de la participation des enfants et des adolescents atteints d'épilepsie afin de susciter une discussion qui approfondira notre compréhension de la participation de ce groupe. Seize variables ont été identifiées. Cette étude utilise une base de données comprenant n=506 enfants atteint d'épilepsie afin d'effectuer une analyse exploratoire de facteurs des variables pertinentes liées à l'enfant issues de l'étude QUALITÉ, une étude longitudinale à travers le Canada sur les objectifs de résultat d'enfants atteints d'épilepsie. Quatre composantes principales ont été extraites des résultats, totalisant 63.41% de la variance. La composante Comportements qui facilitent les interactions avec autrui est constituée de quatre variables d'habiletés sociales chez l'enfant et représente 32,04% de la variance. La composante Comportements qui restreignent les interactions avec les autres est constituée de trois variables sur les comportements extériorisés et représente 12.05% de la variance. La composante Cycle de réaction anticipée de l'enfant à des stimuli bouleversants est constituée de variables liées à la soumission, à la victimisation et à l'anxiété et représente 9.41% de la variance. La composante L'être social de l'enfant comprend trois variables liées au soutien social et à la perception de soi et représente 8.40% de la variance. Une étude plus approfondie est nécessaire afin d'examiner la relation et l'impact de ces composantes sur la participation des enfants et des adolescents atteints d'épilepsie.
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Vasconcelos, Queila Almeida. "Crianças bem pequenas no cotidiano da escola : tecendo relações entre participação e interesses de aprendizagem." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/131061.
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Essa investigação busca evidenciar as ações e os interesses de aprendizagem das crianças bem pequenas, articulando-os à possibilidade de promover a participação infantil no planejamento e organização do cotidiano escolar. O suporte teórico que fundamenta esse trabalho é o conceito de aprendizagem pela vida cotidiana (BROUGÈRE; ULMANN, 2012) e as discussões sobre participação infantil pautadas nas interlocuções dos Estudos da Criança, especialmente no campo da Sociologia da Infância (FERNANDES, 2009). As estratégias metodológicas foram construídas principalmente a partir do referencial sobre investigações qualitativas (BOGDAN; BIKLEN, 1994) e sobre pesquisa com crianças (GRAUE; WALSH, 2003). Participaram da pesquisa treze crianças entre 17 e 27 meses de uma escola pública de Educação Infantil de Porto Alegre e sete adultos. As crianças são consideradas protagonistas desse estudo, porém as professoras e o estagiário responsáveis pela turma, através de suas práticas, constituíram-se como importantes interlocutores ao longo da pesquisa. Os interesses de aprendizagem das crianças foram organizados em três categorias de análise que sustentam a ideia de aprender na vida em comum, aprender pela vida cotidiana e, por fim, aprender fora da “sala de aula”. Esses grupos de interesse indicam que a participação infantil na organização do cotidiano da escola está atravessada pela concepção das ações das crianças, em busca de compreender, estar junto e fazer parte do mundo, como aprendizagens fundamentais na primeira infância.<br>This investigation aims to put in evidence the activities and learning interests of young childrenarticulating them to the possibility of promoting child participation in the planning and organization of the school daily life. The theoretical support on which this work is based is the concept of learning through daily life (BROUGÈRE e ULMANN, 2012) and the discussions about child participation based on the interlocutions of Child Studies, especially in the field of sociology of children (FERNANDES, 2009). The methodological strategies were developed mainly from the reference of qualitative investigation (BOGDAN e BIKLEN, 1994) and child research (GRAUE E WALSH, 2003). Thirteen children aged 17 to 27 months from a public day care in Porto Alegre and seven adults participated in this research. The children are considered protagonist of this study, but the teachers and trainee in charge of the group became important interlocutors along the research due to their work. The learning interests of children were divided into three categories of analysis that support the idea of learning in the shared childhood, daily life and,finally, “outside” the classroom. These groups of interests indicate that the child participation in the school life organization is related to the children’s activities seeking to understand, get together and be part of the world, which constituteessential learning in the early childhood.
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Cuevas-Parra, Patricio. "Exploring child-led research : case studies from Bangladesh, Lebanon and Jordan." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33057.
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The right to participate and express a view is an intrinsic right afforded to all human beings, regardless of age (Lundy, 2007). Explicitly, Articles 12, 13, 14 and 15 of the United Nations Convention on the Rights of the Child (UNCRC) grant participatory rights to children and young people in decision-making. One of the forms of participation academics and practitioners have studied over the past decades, the engagement of children and young people in participatory processes, is moving away from the understanding of children as passive recipients of research to active participants. However, literature has paid scant attention to research led directly by children and young people (Thomas, 2015). Child-led research is understood, as starting definition from literature, as an approach in which children and young people are involved in all stages - from planning, fieldwork and analysis to dissemination. The aim of this research is to critically explore how the process and outcomes of children and young people's participation in their own child-led research contributes, positively or negatively, to decision-making processes in the context of international development programmes. The research questions are: Question 1: What are children and young people's motivations for, expectations of and experiences with engaging in their own child-led research as a way to influence decision-making? Question 2: What are the processes of child-led research that positively or negatively influence decision-making? Question 3: In what ways does child-led research influence decision-making? (And why and how do they do so?) This research project used a case study approach to examine two cases where children and young people claimed they conducted child-led research. The first, Bekaa and Irbid, investigated the research conducted by a group of children and young people on issues relevant to their situations as refugees in the host countries of Lebanon and Jordan. The second, Dhaka, reviewed child-led research focused on the lack of birth certificates issued for Bangladeshi children and the possible effects of not having this legal registration. A group of children and young people who are members of a Children's Parliament in Dhaka led this project. The research participants for this project are defined as (1) the children and young people, aged 12 to 18 (when I interviewed them), who are associated with World Vision programmes and engaged in the child-led research projects within their constituencies in the Irbid and Bekaa and Dhaka case studies and (2) the adult professionals who acted as facilitators of child-led research projects and those who worked in the design of these projects or dissemination of their findings. These participants were those who were best suited to provide the information needed as they were fully involved in the child-led research projects and had in-depth knowledge to contribute answers to the research questions. This project adopted several methods for data collection, including focus groups, semi-structured interviews, observations and documentary review. The study followed ethical research guidelines to ensure the safety, rights, dignity and well-being of both the children and young people and adult participants (Morrow, 2009). The research took into account the special considerations required to gain informed consent, ensure confidentiality and anonymity, acknowledge the cultures of the research sites, and refrain from presenting information that may potentially harm participants (Marshall and Rossman, 2006). The findings of the study show that the child-led research approach is considered an adequate participatory approach that creates spaces for children and young people to engage in their own research and influence change based on their findings. Thus, this approach enabled participants to gather together and pursue collectively a research project in which they were able to explore issues about their lives using research methodologies that were appropriate to their experiences, abilities and expertise. This conversion, however, highlights a variety of tensions around the understanding and legitimacy of child-led research. Findings from this study supports the view that child-led research generates empirically grounded knowledge, which produced through data collection and personal experiences of the young researches and its analysis as a whole. Findings also reveal that the young researchers' motivations and expectations were to make an impact on their own lives, as well as the lives of their peers and change a situation that they perceived as unfair. Findings show that the adult facilitators played an important role in facilitating the young researchers but not managing them. However, this study evidenced some tensions between participation and protection rights. The study found manifestations of power amongst the children and young people during the child-led research projects, which were based on age, gender, religion, language and ethnicity. This confirms children and young people can replicate power relations within their participatory projects, which are deeply embedded in their traditions and cultures. Findings show that child-led research has different levels of impact; on decision-making and in the individual lives of the young researchers. This is connected to the contexts where children and young people conducted their research, which was conducive in one case study and more challenging in the other case. Overall, the findings of this study contribute to the body of literature that challenges the dominant conceptualisation that children and young people are unable to conduct their own research. Instead, the findings of this research project contribute to the study of children and young people's participation by providing different perspectives on the debate around the children and young people's abilities and motivations to engage in their own child-led research projects. The findings contribute to knowledge about the nature of child-led research as an approach that supports children and young people in their struggle to participate in society. These findings contribute to the substantial gap of understanding about what is knowledge and expertise by exploring the ways in which children and young people conduct their own research and create knowledge with the aim of making a change in society. Specifically, the findings provide empirical evidence of the impact that their work has had on policy and practice and their personal lives.
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Buthelezi, Colette Lesego. "Test-retest reliability of the Picture My Participation Instrument." Diss., University of Pretoria, 2018. http://hdl.handle.net/2263/73565.
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Introduction: People who have disabilities are often deprived of opportunities to be involved in daily life situations. While research attempts to explore the participation patterns of individuals with disabilities, there is a paucity of studies that have obtained the personal opinions of participation from children with intellectual disabilities, and none that have obtained personal opinions (self-reports) from children living in low- to middle-income (LAMI) countries. Reasons for this are thought to be the lack of measures and methods available for obtaining self-reports from children with intellectual disabilities. The Picture my Participation (PMP) instrument has been developed for use in LAMI countries and when used with the Talking MatsTM framework, ensures that the views of children with intellectual disabilities can be obtained. This study aimed to assess the test-retest reliability of the PMP instrument.
Methods: Sixteen children aged 12 to 17 years with intellectual disabilities and their primary caregivers took part in this study. Each participant pair was required to complete the Picture My Participation survey twice in a space of two weeks. Cronbach’s alpha coefficient and Spearman’s rank order were used to measure internal consistency and test-retest reliability.
Results and conclusions: While the questionnaire yielded high alpha values, indicating high internal consistency, the values for test-retest reliability were incomparable due to a small sample size and limited data. Further study is required with a larger and more diverse data sample.<br>Mini Dissertation (MAAC)--University of Pretoria, 2018.<br>This research forms part of an international project jointly funded by the National Research Foundation (NRF)/ STINT. Opinions expressed and conclusions arrived at are those of the author and are not necessarily to be attributed to the NRF/ STINT.<br>Centre for Augmentative and Alternative Communication (CAAC)<br>MAAC<br>Unrestricted
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Stephens, Kristi. "The effects of access to childcare on the labor force participation of women in the Huntington-Ashland Metropolitan statistical area and West Virginia." Huntington, WV : [Marshall University Libraries], 2007. http://www.marshall.edu/etd/descript.asp?ref=820.
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Johnson, Ensa. "Parents' perceptions of their children's participation in home reading activities." Diss., Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-01142008-103935.
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Le, Borgne Carine Hélène Marie-Thérèse. "Implementing children's participation at the community level : the practices of non-governmental organisations." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/25508.
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Article 12 of the UN Convention on the Rights of the Child recognised children’s human right to participate in decisions that affect them. Yet, twenty-five years after ratification, children’s participation remains frequently problematic in practice. This thesis examines the practice of NGOs that have been implementing children’s participation at the community level for more than ten years in two specific settings: Tamil Nadu (in south India) and Scotland (UK). The thesis is an explorative study; it examines the findings through two case studies (one in each country). Each case study involved observations/informal discussions and semi-structured interviews with children and staff members from the NGOs. Relevant documents were obtained and scrutinised. The analysis of the empirical data uses three concepts: competencies, child-adult relationships and influence to illuminate and analyse the implementation of children’s participation within the two case studies. Firstly, the empirical analysis highlights that children within children’s participation projects acquired knowledge and skills and then applied them in particular situations within the participation projects (personal and social competencies). Nevertheless, the two case studies showed that adults’ crucial role in legitimising children’s competencies can either facilitate or block children’s participation. Secondly, the child-staff/adults’ relationships were not enough to be considered as the hierarchy within the organisation’s social order was needed to be analysed to have ‘successful’ participation projects. Thirdly, Lundy (2007) provides a model for how adults can be more accountable to children and enhance children’s influence over decision-making in their communities, but some missing elements can undermine the extent to which children’s views are appropriately acted upon. Based on a modification of Lundy’s model, this thesis proposes a tripartite collaborative and intergenerational framework involving the relationships between children and adults in power facilitated by staff members. The thesis contributes to debates about children’s participation by arguing that implementing children’s participation requires a relational and contextual focus on collaboration and intergenerational dialogue. The thesis makes recommendations for practitioners and decision-makers on how to deploy Lundy’s modified perspective to implement children’s constructive participation at the local level.
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Fernandes, Prakash. "Evaluating children's participation in decision making : a case study of a child helpline in India." Thesis, London School of Economics and Political Science (University of London), 2006. http://etheses.lse.ac.uk/1938/.
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Beneficiary participation is now well established as essential to all development projects. However when the beneficiaries are children, the validity and relevance of their participation is debated and questioned. In my research I attempted to evaluate the nature of children's participation in a national child helpline project in India and analyse the relationship between participation and project outcomes. I also explored the key factors that affected the level of participation. My findings are derived from my research involving an in-depth study of 4 cities where the helpline is operational. I had focus group discussions and interviews with approximately 300 children - street children, children in residential homes and children living in slum communities. Additionally I met with 40 frontline workers working with the child helpline. I have used the data from children and frontline workers along with statistical data from the helpline to arrive at my conclusions. I am also drawing on my professional experience of working with the helpline for over 5 years. Whilst examining the relationship between the level of participation and project outcomes, I conclude that helplines with higher levels of participation were reaching out to more marginalised groups of children and were more credible amongst children. The understanding of participation played a key role in this process by influencing the way outreach was conducted in the four cities. However there was no observable relationship between the level of participation and the effectiveness of the helpline in changing attitudes of allied systems (police, doctors) or in affecting policy change. I analysed that the perception of the frontline workers to children's competence and consequently the best interests of the child were key factors in varying the level of participation at the helplines. I also observed that the management style mirrored the level of children's participation. I suggest that participation should be linked to influencing decisions; that participation does play a role in affecting project outcomes; and that polices and programmes with children should be grounded in a child rights framework to be flexible and responsive to the diversity in life situations of children.
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Cleophas, Kelly-Anne. "Child participation: the right of children to be heard in family law matters affecting them." uwc, 2013. http://hdl.handle.net/11394/3271.
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Klocker, Natascha Biological Earth & Environmental Sciences Faculty of Science UNSW. "A participatory, action-oriented and youth-led investigation into child domestic work in Iringa, Tanzania." Publisher:University of New South Wales. Biological, Earth & Environmental Sciences, 2008. http://handle.unsw.edu.au/1959.4/40975.
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This thesis has two distinct yet interrelated parts. In the first instance, it investigates child domestic work in Iringa ? a small town in the Southern Highlands of Tanzania. Second, it examines the participatory action research methodology that was adopted as part of that investigation. Data were collected by a team of researchers that included children and young people who had themselves been domestic workers. A questionnaire, interviews and focus group discussions were conducted with local leaders, employers of child domestic workers and (both current and former) child domestic workers themselves. An agenda for change - that aimed towards the redistribution of power within domestic working arrangements - was developed on the basis of those data and presented to local government authorities in Iringa. This research makes a number of contributions to understandings of both child domestic work and participatory action research methodologies. First, the thesis contends that child domestic work is a complex activity which (despite its frequently exploitative and abusive character) should not be identified as a purely harmful force in the lives of young employees. The multiplicity of ways in which that occupation is experienced can only be uncovered through the incorporation of a range of stakeholders? perspectives. Second, this research found that notions of ?family? were discursively linked to child domestic working arrangements in Iringa. This has inhibited recognition of child domestic work as ?real work?, and contributed to the exploitation of these young employees. This thesis contends that increased formalisation and regulation of child domestic work would offer an opportunity to reconstruct child domestic workers as ?employees? and thereby improve their circumstances. This research has also challenged prevalent notions of children?s incompetence and shown that young people with minimal formal education can (and should) participate as co-researchers in academic endeavours investigating their lives. However, it has also found that young people?s competencies and interests vary, and that notions of appropriate participatory processes have often failed to take such diversity into account. This thesis contends that more participatory forms of evaluation may allow greater flexibility (and relevance) to be fostered when assessing the ?success? of participatory processes. Academics need to be alert to the alienating effects that (unwittingly) ?judgemental? and (unrealistically) ?perfect? accounts of participatory and action-oriented research processes can have on young scholars.
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Sundell, Knut. "Day care and children's development the relations among direct teaching, communicative speech, cognitive performance, and social participation /." Uppsala : Stockholm, Sweden : Academia Ubsaliensis ; Distributor, Almqvist & Wiksell International, 1988. http://catalog.hathitrust.org/api/volumes/oclc/25318452.html.
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Kwan, Wai-hong Roger, and 關偉康. "Compliant non-custodial fathers' participation in the care and supportof children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45014826.
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Yanakieva, Elena R. "Fathers' Involvement in their Young Children's Everyday Life: A Look at Father's Involvement in his Preschool Child's Physical, Social, Cognitive, and Emotional Development." Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/YanakievaER2004.pdf.
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Stern, Rebecca. "The Child's Right to Participation – Reality or Rhetoric?" Doctoral thesis, Uppsala : Department of Law, Uppsala University, 2006. http://publications.uu.se/theses/spikblad.xsql?dbid=7083.
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Casabonne, Ursula. "Child labor response to household participation in credit schemes and household income-generating activities in Peru." CONNECT TO ELECTRONIC THESIS, 2006. http://dspace.wrlc.org/handle/1961/3729.
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Cooper, Neil James. "Parental involvement in child protection conferences : participation as an emergent property of interactional and communication processes." Thesis, University of Sunderland, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389508.
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Kuria, Elizabeth N. "Participation and the focus of nutrition education in a rural child growth monitoring program in Kenya." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1268.
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Nutrition education is one of the strategies that addresses high levels of malnutrition in the world. Since independence in 1963. Kenya has instituted socio-economic, food security, nutrition and health policies to improve the nutrition and quality of life of it's people. In spite of these policies, one third of the Kenyan population is undernourished. This study was planned to establish how nutrition education is conducted in the Ministry of Health Thika District through a rural child growth monitoring program and to generate and reflect on women's participation in decision making in the program. Open-ended interviews were conducted with 21 women from the program, 4 community health workers and 16 nutrition stuff from Thika District. Focus groups, in-depth interviews and eight observations of the child growth monitoring sessions over nine months of fieldwork, provide data for this study. Participants were engaged actively in the entire research process. A participatory process was introduced by asking participants to contribute to the research agenda and make suggestions on what they wanted the program to address and how to do so. The process was developed through continuous dialogue and decision making. Reliability of data was ensured by conducting the research in the natural environment of the program and for an extended period of time. Triangulation of data and data collection methods and providing feedback to participants as a way to crosscheck the findings, validated data. Descriptive statistics analysed the data from the open-ended interviews whereas qualitative data were coded and analysed according to emerging themes and issues and synthesised to address the research questions. Results are presented by use of narrative to exemplify the concepts. The findings of this study show that nutrition education is important but what makes it work are the economic and food security concerns of the people. Findings reveal that although government nutrition staff and participants of the program identify a wide spectrum of causes and solutions to nutrition problems, implementation of nutrition education narrowly focuses on provision of nutrition information. This narrow focus is emphasised by government nutrition staff who focus more on curative than preventive nutrition. Nutrition staff have minimal training in primary health care and none in participatory approaches although they are expected to promote community participation. On the other hand, volunteer community health workers once trained, are left to plan and implement the program with minimal supervision, motivation or visible recognition. Findings show that there are no written nutrition education plans and that once nutrition programs are set in place, the programs are left to go on without reflection on their achievements. This study revealed that grassroot personnel have not accessed government policies on nutrition and community participation that they are supposed to implement and that there are limited resources set aside for nutrition within the Ministry of Health. Participation was promoted in the growth monitoring program by planning the research together with and progressing according to the expressed needs of participants. Women's participation in the program identified the realities of food accessibility and lack of money that influence nutrition. Empowerment was evidenced by diversifying the program to include an income activity and development of a curriculum based on the knowledge women wanted. Selection of a separate committee for the income activity, evidence of interdependent decision making and criticism of dependency are some of the outcomes of participation. Findings show that participation demands commitment and time from all actors. Participants are willing to make that commitment when they perceive individual benefits for them as a result of their participation. This research reveals that motivation and supervision are considered important for the community health workers. These findings show that there is potential for a nutrition program to respond to the realities of people such as appropriate nutrition knowledge, food accessibility and incomes by negotiating program priorities between the participants and nutrition facilitators through participation. A model of participation that I recommend in this study is one that has clear reasons for participation and incorporates an outsider’s perspectives to catalyse the process. This enables local participants to see possibilities which they have not seen due to familiarity with their circumstances. Participation strategy should be able to link with research in order to contribute to publicity and advocacy. Linkage with policy ensures that the process may be addressed practically by current government policies. Participants should engage in a continuous process of assessing the program goals, design, action and analysis. This research recommends nutrition education strategies that explore training in participatory approaches for facilitators. Training should extend to work with community health workers in the community to design and clarify monitoring and evaluation at the community level. Participants in the program should have a voice to decide how the program functions. For effectiveness, an analysis of the resources required to implement participatory approaches is essential. Research that focuses on non-participating mothers, that analyses measures and cost effectiveness of participation und studies that compare the process in different contexts in order to make positive decisions that can influence policy are recommended. The ultimate outcome of this research is that although government policies that promote nutrition and participation in health are in existence in Kenya, grassroot nutrition staff do not access these policies. Promotion of nutrition is worsened by the weak link between the growth monitoring program, the health sector and collaborating non-governmental organisations at the grassroot level on the one hand and between nutrition staff at different government levels. This research recommends that what is required to address the broad nature of nutrition problems are not only policies on nutrition and participation but ensuring the practice of these policies that will bring about a more realistic manner of solving complex nutrition problems. This thesis explains how policy on food security and nutrition at the government level is useless unless those at all relevant levels espccially grassroot government personnel and the community are actively engaged in planning and implementing such policies.
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MacKay, Kirsteen Margaret. "Voice of the child in private law contact disputes in Scotland." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/6398.
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This thesis that is supported by the research findings is as follows: In private law contact disputes between parents, greater weight should be attached to the statutory requirement to give children an opportunity to express their views, as well as to the statutory requirement to protect them from abuse, rather than assuming on-going contact with a both parents is essential for the promotion of a child’s welfare. Despite the acquisition of rights by women and children since the late 19th century, it is argued, they remain disempowered within private law legal process as the patria potestas (paternal power) once held by married fathers, has evolved into this assumption that a child’s welfare requires direct, regular contact with his or her biological father – whether the child wants this or not. Consequently, where children’s views are taken, but they express a view contrary to on-going contact with their biological father, their wishes are often overridden and they may be forced by the court into contact arrangements that distress them. This is particularly problematic as the majority of cases coming before the courts involve serious welfare concerns (including domestic violence and the abuse of substances) and children often have lucid reasons for not wishing to be left under the care and control of their non-resident parent. Yet, these children may sometimes be further victimised by the court system charged with their protection.
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Spry-Hartley, Margie, and University of Lethbridge Faculty of Health Sciences. "Family experiences with Stay and play : an early child development program." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Health Sciences, c2010, 2010. http://hdl.handle.net/10133/3449.
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In this qualitative study, the experiences of families who attended an early child
development program Stay and Play were explored. Stay and Play is an early child
development program that promotes healthy parent and child relationships. Belsky's
(1984) process model - determinants of parenting and attachment theory served as the
theoretical framework for this study.
Twenty-three parents participated and thirty-two children were in attendance -
with only four children able to articulate their responses. Person centered interviewing
was conducted with thirteen [one-parent] families, and family centered interviews
occurred with five [two-parent families]
Utilizing thematic analysis, three themes were established: The functional role
of Stay and Play; the structural role of Stay and Play, and parent's experiences with
Stay and Play. Parents reported positive experiences with Stay and Play and in
particular attended sessions to: Enhance parenting skills; bond with their children; and develop peer relationships.<br>xi, 121 leaves ; 29 cm
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Schreck, Meghan Conboy. "Transitions in Subtypes of Withdrawn Behavior from Childhood to Adolescence: The Role of Sports Participation." ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/617.
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Withdrawn behavior broadly describes individuals who are isolated from their peer group. Though not a clinical disorder, withdrawn behavior is a construct involved in many psychological problems, and it is likely the behavioral manifestation of distinct motivations and developmental processes. Additionally, withdrawn behavior is often used interchangeably with other psychological constructs, including shyness, social disinterest, and peer exclusion, making accurate classification difficult. In an effort to better understand the classification and developmental course of withdrawn behavior in youth, the current study used latent class analysis (LCA) and latent transition analysis (LTA) to identify distinct subclasses of withdrawn youth and to examine how these youth transition between classes over child and adolescent development. Furthermore, the current study investigated one potential predictor of class transition, sports participation. Results yielded the same two withdrawn classes across time and gender. The majority of youth fell within Class 1, which represented a low symptom class. Class 2 represented a shy/secretive class. For girls, the interpretation of Class 2 changed at Time 3 (e.g., ages 14-17 years), such that the majority of girls in the shy/secretive class also exhibited depressed mood. The majority of youth remained in the same class across time points. Although sports participation did not predict transitions between withdrawn classes, class membership at Time 2 (e.g., ages 10-13 years) predicted sports participation at Time 3, for boys. Taken together, these findings further clarify the nosology and developmental course of withdrawn behavior and the relation between withdrawn behavior and sports participation. It is recommended that future studies identify predictors of class transition and investigate whether withdrawn classes predict diagnostic trajectories.
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Steffey, Brianna R., Abigail D. Daugherty, Brandi M. Ph D. Eveland-Sayers, Alyson Chroust, Kara L. Boynewicz, and Andrew R. Dotterweich. "ATTITUDES TOWARDS PHYSICAL ACTIVITY PARTICIPATION AND SCHOOL ENGAGEMENT IN ELEMENTARY SCHOOL CHILDREN." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/167.
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Numerous benefits are associated with physical activity participation with recent evidence indicating this may transfer into the classroom environment. Purpose: The purpose of this study was to investigate the relationship between attitudes towards active or passive physical activity participation and classroom engagement in elementary school children. Methods: Students (n = 67) in grades 3-5 completed The Children’s Self-Perceptions of Adequacy in and Predilection for Physical Activity (CSAPPA) and The Elementary Student Engagement Instrument (SEI). Results: A statistically significant positive correlation (r = .31, P < .05) was found between the CSAPPA and SEI indicating that students who prefer active participation in physical activity also report higher levels of engagement within the school environment. No statistical difference was noted between males and females or across grade levels. Conclusion: The results of this research support the benefits of physical activity participation within the school environment. The lack of statistical difference with regard to sex is also noteworthy in that research connecting physical activity and classroom engagement frequently indicates differences between males and females. This is possibly attributed to the inclusive culture established by the school which promotes and supports opportunities for all students. These findings are particularly relevant in light of current trends to reduce time spent in physical education, free play, and other physical activity opportunities within the school day.
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Stenhammar, Ann-Marie. "Lyssna på mig! : Barn & ungdomar med funktionsnedsättningar vill vara delaktiga i möten med samhällets stödsystem." Thesis, Halmstad University, School of Social and Health Sciences (HOS), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-3710.
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<p>Children’s participation in their planning in health and social services is important. To make children’s needs more considered they need to be involved in the cision-making processes. Children have the ability to reflect. The aim has been to find ut which knowledge there is about participation of children and youth with disability in meetings with the society and elucidate factors that have an impact on the participation. This study focus on the children’s view on their own participation. The topic was examined with a selective systematic literature review. Forty studies showed that children want to be participating in their own habilitation contacts. The majority studies concern health care, very few social care. This study concerns children’s participation in the aspect how</p><p>• they are listened to</p><p>• they are supported in expressing their views</p><p>• their views are taken into account</p><p>• they are involved in decision-making processes and</p><p>• they participate and have power and responsibility for decision-making.</p><p>Children clearly desired participation in the three first levels and to some extent in the two latter. Time, flexibility, the staff ’s child competence and children’s participation competence, interaction competence (children, parents, staff) etc are important factors on individual and system level. Despite knowledge about children ’s competence the awareness still is low about the importance of children’s participation.</p>
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Smith, Kerry M. "Talking Circles as a strategy for listening to children's voices in school age care." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/390782.
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There is a paucity of literature on the evaluation of programs addressing collaborative conversations with school age children. This study presents and discusses an exploratory evaluation of the ‘Talking Circle’ approach to listening to the voices of children in a school age service in Brisbane, Queensland. In particular, it uses a realist (evaluation) approach to understand ‘what works, how, for whom, in what circumstances and to what extent’ (Pawson & Tilley, 2004, p. 2) in relation to the use of Talking Circles. It asks the questions:
1. What mechanisms facilitate or hinder the use of the Talking Circles guide?
2. What contexts can affect the implementation of the Talking Circles guide?
3. What are the outcomes that form between the identified contexts and mechanisms?
It therefore emphasises causality and the way Talking Circles influence the outcomes of the conversations.
Talking Circles were developed with the aim of assisting educators to facilitate resilience and leadership skills of school age children. The Talking Circles concept was first developed to help undergraduate students to ‘get to know’ children better by using a conversational process. It was premised on the notion that listening to the voices of children and providing opportunities for them to present and negotiate their identities, would increase both children’s agency and the development of trusting relationships between adults and children (Cartmel, Casley & Smith, 2017).
This thesis is informed by a review of the literature, and with the benefit of expert opinion, informed by relevant substantive theory and child-participatory literature. It will examine what has been put forward considering listening to children’s voices within a child’s rights framework. Based on a realist approach, conversations were held with 13 children and two educators from one school age care site and an educator from another site. Data collected from the children and educator perspectives of the Talking Circles process were analysed to find what the mechanisms of the intervention are (in this case the Talking Circles) and the context in which these may be triggered (the conditions in which the Talking Circles are effective), and how these mechanisms bring about certain outcomes (the improvements to children being listened to); consistent with context-mechanism-outcome (CMO) configurations (Pawson & Tilley, 1997).
In developing an initial program theory (step one) the developers of the Talking Circles guide were interviewed. The data from this interview, the literature pertaining to listening to children’s voices and the developer’s rationale around the Talking Circles process, including the guide, informed the initial hypothesis regarding how Talking Circles work. This initial program theory was tested by implementing the Talking Circles at two school age care services and then refined based on the results of the evaluation and ensuing CMOs. Based on the CMOs found, a set of four recommendations to inform the broader sector of early childhood and school age care community about the implementation of Talking Circles is presented. It is further concluded that the Talking Circle approach is consistent with best practice principles for children’s participation in conversations with educators.<br>Thesis (Masters)<br>Master of Philosophy (MPhil)<br>School of Human Serv & Soc Wrk<br>Griffith Health<br>Full Text
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Farthing, Rys. "What should child poverty policy look like? : disjunctures between what young people, policymakers and academics think." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:5ce46498-772a-416a-9e0f-2eca3d4d3585.
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This research uses a novel policy writing method to explore young people’s subjective understandings of the problems of poverty. Working with five groups of young people, aged 11 – 21, from some of the most financially deprived areas of England, it sought to draw out and explore their “policy imaginary”, or the way they viewed the problems of poverty through a lens of ideal policy responses. It unpacks these young people’s policy imaginaries, and the life-narratives they discussed alongside these imaginaries, within a discourse of individualisation. Across four articles, it demonstrates and explores the complexities and ambiguities of these young people’s thinkings. This thesis begins by suggesting that many of the problems of poverty they identify as important to their lives are structural, and that they understanding the role of collective and political agency, rather than their own individual agency, in ending poverty. It then more specifically explores their understandings of their neighbourhoods and houses, which suggests that individualised factors often identified in other research, such as social contagion and epidemic neighbourhood effects, are not what they identify as most important in their local areas. It concludes by identifying a policy gap emerging along similar theoretical lines. Here, this research suggests that much of the policy directed towards these young people focuses on individualised problems, and their individual agency as a route of out poverty, but that this sort of policy response is not what these young people felt was needed. However, this is not to suggest that these young people downplayed or dismissed their own agency in charting their life-pathways. Indeed, as much previous literature has found, these young people spoke fluently about the agency and opportunities they have in their lives, often seeming ‘hyper-agentic’. However, this thesis suggests that exploring these young people’s policy imaginary appears to create a medium through which they can talk both about their agency and the constraints and limitations low-incomes generate. It allowed them to bridge their highly agentic biographies to their socially structured histories, as they saw them.
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Lee, Kasie R. "Child-Centered Play Therapy Parent Services: a Q-Methodological Investigation." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700088/.
Full textAbstract:
Child-centered play therapy (CCPT) is an empirically supported and developmentally appropriate counseling intervention for young children. Despite the clinical effectiveness of CCPT with children, no known study has been conducted in which parents were surveyed or interviewed regarding the services they have received as a part of their children’s participation in CCPT. Therefore, this study was designed to gain a better understanding of parents’ reported needs and expectations in CCPT. This study utilized Q-methodology in which participants completed a Q-sort by actively sorting 40 items on a continuum of least important to most important. Items included services and processes regarded by CCPT scholars and child therapy practitioners as being important to working with parents. Data was collected from 19 parents of children receiving CCPT services in a community-based counseling clinic. Participants included 16 females and 3 males; 15 Caucasian and 4 Hispanic; and 14 biological parents, 2 adoptive parents, and 3 other biological caregivers. Data was analyzed using centroid factor analysis, and results revealed a one factor solution representing 18 of the 19 participants. Eighteen parents reported similar beliefs regarding the processes they consider most and least important to their experience in working with child-centered play therapists. In general, parents’ beliefs aligned with CCPT philosophy, particularly in regards to respecting children’s natural pace of development and healing. Furthermore, parents shared preferences for play therapists who demonstrate expert knowledge and training and who understand the individual needs of their children. Discussion includes implications for the practice of CCPT and training of future play therapists, limitations of the study, and implications for future research.
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Rejvi, Monika, and Annica Henriksson. "Delaktighet på vuxnas villkor : En studie om barns delaktighet i vårdnadstvister." Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29122.
Full textAbstract:
Previous research on children's participation has shown that children’s views are generally not taken into consideration in family law litigation. The purpose of this qualitative study was to investigate children’s level of participation in the District Court and Court of Appeal rulings on custody, residence and contact. The method used in the study was a content analysis of 12 District Court and Court of Appeal rulings and the theoretical framework was based on childhood sociology combined with theories and a model of child participation. The study's main results showed that parents' mutual agreement in custody disputes prior to the hearing affects the level of child participation, and that children over the age of ten are seen to get their views recognized and accounted for in court. Furthermore, the court’s assessment whether the child is at risk of coming to harm is more considerable than the child's right to contact with his or her parent. The conclusion of the study was that in order for children to be able to make their voice heard and contribute their perspectives in custody disputes, they must be involved.<br>Tidigare forskning på barns delaktighet har visat att barn generellt har svårt att komma till tals i familjerättsliga processer. Syftet med denna kvalitativa studie var att undersöka barns delaktighet i tings- och hovrättsdomar gällande vårdnad, boende och umgänge med utgångspunkt i föräldrabalkens kap 6 och FN:s konvention om barns rättigheter. Den metod som användes i studien var en innehållsanalys av 12 avgöranden från tings- och hovrätten. Studiens teoretiska ramverk bygger på barndomssociologi i kombination med en teoretisk modell för barns delaktighet. Studiens huvudsakliga resultat visade att föräldrars överenskommelse innan domstolsförhandling påverkar barns möjlighet till delaktighet, att barn från och med 10 års ålder i större utsträckning får sin vilja beaktad i domstolen, och att en bedömning om att det föreligger en risk för att barnet ska fara illa väger tyngre än barnets rätt till umgänge med sin förälder. Studiens slutsats visar att delaktigheten och barns perspektiv är relaterade till varandra i en sorts växelverkan. För att barn ska kunna göras delaktiga, måste vuxna kunna anta ett barnperspektiv. För att barn ska kunna göra sin röst hörd och bidra med sitt perspektiv, måste de vara delaktiga.
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Maxwell, Gregor. "Bringing more to participation : Participation in school activities of persons with disability within the framework of the International Classification of Functioning, Disability and Health for Children and Youth (ICF-CY)." Doctoral thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-18079.
Full textAbstract:
As societies the world over move towards defining inclusive and effective education systems this presents the educator with the new challenge of providing an equal and democratic education environment for all students. With children the nature of functioning and environmental settings varies greatly in comparison with adults and assessing children’s involvement in activities is of particular importance to ensure effective and inclusive society building through education. Building on the existing and previous participation research this thesis specifically aims to provide a means to theorize participation from two perspectives (frequency of attending and intensity of involvement) and put in to operation using five dimensions of the environment: availability, accessibility, affordability, accommodability, and acceptability. Contextually this has been done by investigating children in need of additional support (including children with disabilities) at school. Results indicate that while research and theory take a holistic and balanced approach by using participation based on two perspectives, this has yet to filter down to practice. A new approach to measuring inclusive education using social capital, the five environmental dimensions, and the ICF-CY is proposed and tested. However, while the ICF-CY provides a consistent descriptive framework, no clear connections between social capital and inclusive education policy could be drawn and the five environmental dimensions – especially the involvement-related ones – need further development. The final paper presents evidence from the individual perspective for a third ICF-CY activities and participation qualifier to represent the subjective experience of involvement. Participation can thus be regarded as a multi-dimensional phenomenon with two main conceptual roots: sociology and developmental psychology.<br>MURINET project (Multidisciplinary Research Network on Health and Disability in Europe, European Commission project funded within the Sixth Framework Programme, MRTN-CT-2006-035794).
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Hoy, Michael Anthony. "The participation promise of family group conferencing - theory or practice? : a qualitative comparison study of children's participation in family group conferences and child protection case conferences." Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602545.
Full textAbstract:
This research was based on the fundamental right of children and young people to be e involved in decisions that affect their lives. It compared the participation experiences of young people who were involved in two types of family intervention within a Health and Social Care Trust in Northern Ireland. The interventions were the Family Group Conference and the Child Protection Case Conference, both of which have a requirement to facilitate the participation of young people. The research involved twenty four young people in semi-structured interviews and four focus groups of parents and professionals. The methodology was influenced by a participatory design of peer research. This involved the establishment of a Research Advisory Group made up of five young people who also had experience of a range of meetings with Social Services. This group of young people were active participants in the research design, implementation and review of this study. The study found that the Family Group Conference offers a high level of participation experience for young people which was lacking in Case Conference. It did not however follow that outcomes from Family Group Conferencing were more favourable from the young person's perspective with more positive results being seen from Case Conferences. The research concludes that both types of intervention have valuable lessons to learn from each other and identifies a range of individual, systemic and organisational influences on participation opportunities for young people.