Everyday Lives Of Children Research Articles

Exploring Elementary School Children’s Interaction at the School Threshold: Evidence From Athens, Greece

The school entrance is one of the most important places in the everyday lives of children. As an intersection between school and public realm of the city, it is characterized by gradations of porous and rigid boundaries. Depending on its function, it can serve as a threshold or as a boundary. Additionally, it is a spatial condition that facilitates a dialogue between the school and the city and draws content from both. School thresholds are important in supporting the role of the school as an important node in the city and a bridge between children’s various everyday life dynamics by demonstrating meaning as a place that is open to the community as well as to possibilities and physical interaction. In this research, we examine the role of the “realm of the in-between” between school and city through the architecture workshops for children at an Elementary School in the heart of Athens, in which we explore children’s perceptions, wishes, and ideas related to their familiar everyday places of transition from school to city and vice versa. The aim of the research is to find out: (a) What is the role of school entry today? (b) What is the children’s perception of the entrance of the school? (c) What are children’s wishes in relation to the spatial transition from city to school to better meet their needs and desires? (d) What are the specific qualities of a school entry that render it an ideal space for the interaction between children and with the space around them? and (e) How does the synergy of cinematic-architectural tools feed, enrich, and open up new possibilities in understanding and representing spatial and social phenomena?

A ‘Back Door’ Exploration of Social Problems in Comic Strip Dialogues With Marginalized Children

ABSTRACTBased on 35 comic strip dialogues with marginalized children in Italy, Norway and Slovenia, as well as three individual interviews with Italian practitioners, this article introduces a methodological approach that offers a ‘back door’ for exploring social problems embedded in the everyday lives of children. The analysis demonstrates the importance of adopting an everyday life perspective as an analytical strategy in conversations with children in marginalized life situations. This means shifting the focus away from solely examining risk factors and instead promoting a contextual understanding of risk, with an emphasis on amplifying the diverse voices of children.

AutistiCare: A One-Stop Centre for Parents With Autism Spectrum Disorder Children In Perlis

Individuals with Autism Spectrum Disorder (ASD) typically struggle with social communication and interaction, psychomotor, activity daily living, cognitive, as well as behavioural and intention issues. It is difficult for parents and carers of children with ASD to manage their difficulties, particularly at home and at school. This going to be worst if the parents or carers are not well-equipped with related knowledge on the ASD management. The COVID-19 pandemic situation that spread the world in 2020 has caused significant mental health challenges for parents, such as anxiety and depression, as a result of additional challenges in coping with their children in everyday life, in which the usual therapies that they received at the therapy centre must be completed at home. As a result, supporting them in managing this problem is critical to improving their psychological well-being as a continual attempt from the therapy centre to home. Society nowadays is adapted to the use of the technologies because of COVID-19 phenomena. Strong evidence suggests that online intervention is equally important with a face-to-face approach that has positive effects to autistic children and provides psychological support for the parents. However, there is a gap on the digital intervention platform according to the needs of parents for ASD management especially in Perlis society. Therefore, the purpose of this project is to invent a telehealth platform, characterized as the delivery of healthcare to patients and caregivers via the Internet. The proposed system is AutistiCare targeting parents with ASD children in Perlis that will be developed through a web-based system. The system includes various intervention modules, such as online communities, including online consultations between experts and parents, psychological support through forums, psychoeducation delivered via learning materials such as videos or modules, and service-related postings such as advertisements for ASD programs or seminars. It is envisaged at the end, the system is equipped with optimal ASD management content to support parents with autistic children in Perlis. In addition, it can be a platform to seek knowledge and assistance from the expert remotely.

Embodying the nuclear: The moral struggle of family care in postfallout Japan

AbstractThis paper examines the moral struggle of family care by focusing on parents’ efforts to raise “healthy” children in irradiated environments of Fukushima following the 2011 Fukushima Daiichi nuclear disaster. Drawing on fieldwork between 2017 and 2020, it explores the lived experiences of primary caretakers, mostly mothers, as they strive to cultivate “health” in their children while negotiating conflicting logics of radiological exposure, risk assessment, and gendered childcare. Central to this endeavor is what I call an ethical labor of “balancing:” the daily negotiation between protecting children and allowing them to live fully in risk‐laden environments. Emphasizing intercorporeal and interpersonal aspects of embodied care, the paper examines the nuanced ways in which three mothers recalibrate notions of health, personhood, and responsibility to safeguard their children's everyday lives. Such notions of “health” carry significant implications for family dynamics amid the uncertainties of postdisaster life. By highlighting the critical role of family care in potentially stigmatizing environments, the paper advocates for developing frameworks that address the real‐life complexities of making life in an increasingly compromised world.

Children's Tinnitus Questionnaire – A novel tool for assessing the impact of tinnitus on a child's everyday life

ObjectiveSelf-report instruments are commonly used in tinnitus clinics, but they are presently available only for adults. There is a lack of a validated multi-item instrument to capture tinnitus-related problems in children and their impact on everyday life. This study has developed and validated a specifically child-centered questionnaire to assess the impact of tinnitus. MethodsDevelopment of the tool consisted of several stages. Following a pilot study on 12 children with tinnitus, a validation study was done on a further 192 children with tinnitus aged between 11 and 14 years. The children had an audiological examination, completed a Visual Analogue Scale (VAS) and the newly framed questionnaire. ResultsThe development and validation process resulted in the new 11-item Children's Tinnitus Questionnaire (CTQ). It includes items concerning the impact of tinnitus on functional, cognitive, emotional and social domains. The validity of the new tool has been established by finding significant correlations between it and VAS loudness (r = 0.42), VAS annoyance (r = 0.67), and VAS coping (r = −0.41). Validity has also been confirmed by measuring differences in CTQ scores and 4 groups of children having graded incidences of tinnitus. The internal consistency assessed with Cronbach's alpha was high (α = 0.82). ConclusionThe Children's Tinnitus Questionnaire (CTQ) is the first fully validated multi-item instrument designed specifically for children. The tool has the potential to become a valuable new instrument for use in clinical practice and research; it might be useful for assessing the impact of tinnitus on those children who find that the condition creates problems in their everyday life.

The Smartphone Effects on Kindergarten Children: Analysis of Creativity and Imagination

Smartphones are simple to use, even for kindergarten students. Smartphones include programs that can entice children and help them spend their time wisely. Children who are unrestricted in their use of smartphones by their parents or caretakers are more likely to exhibit negative behaviors. The majority of the literature on children's smartphone use primarily focuses on its negative impacts, however a few also acknowledge its positive aspects. This research is critical because today's children are growing up in an age of technological advancement. This study aims to provide adults, parents, caregivers, and teachers with valuable insights on effectively managing smartphones to foster positivity and creativity in children. This study sought to observe and describe the impact of smartphone use on the creativity and imagination of kindergarten students. This study will utilize descriptive and drawing analysis methods. The participants will consist of twenty-four drawings created by kindergarten children. Twelve of these drawings will be selected as examples for this study. This study demonstrated a beneficial correlation between children's use of smartphones and their creativity and imagination. It is demonstrated by the results of fourteen distinct types of things drawn from twenty-four gathered drawings. This work will make major contributions to fields such as communication, psychology, and education. This study recommends the involvement of adults, parents, family members, caretakers, and teachers in children's everyday lives to encourage and aid them in discovering their potential in order to develop their imagination and creativity.

Use of Antibiotics in Infancy and Asthma in Childhood: Confounded or Causal Relationship? A Critical Review of the Literature

Childhood asthma is among the most common chronic lung diseases in the pediatric population, having substantial consequences on the everyday life of children and their caregivers. There remains a lack of a singular, efficacious strategy for averting the inception of childhood asthma. The rate of pediatric antibiotic usage continues to be high, which makes it crucial to understand whether there exists a causal link between the use of antibiotics in infancy and the development of asthma in childhood. In this rostrum, we conduct a critical review of the literature concerning the association of infant antibiotic use and the onset of childhood asthma. Drawing upon the results of 5 meta-analyses addressing this topic and of a recent randomized controlled trial, a notable association emerges between antibiotic exposure in the first year of life and the occurrence of childhood asthma that appears to be beyond potential study limitations (such as reverse causation, confounding by indication, and recall bias). Furthermore, we highlight the need for additional research in this field that could improve our understanding of important aspects of this association and lead to the design of an intervention aimed to deliver antibiotics safely during early life and reduce the burden of childhood asthma.

How Do Child Welfare Workers Understand and Practice Child Participation?

ABSTRACTChild participation is strongly emphasized as a value and a right in the Norwegian child welfare (CW) system. Based on focus group interviews with 24 CW employees, we explore how CW workers understand and practice child participation in various work phases: assessment; supportive measures in the home; out‐of‐home placements. Two main forms of participation were identified: indirect participation, where the child is observed or communicates with other professionals, and direct participation, where the child speaks to a CW worker. The topics of conversations with children are divided into two categories: general topics regarding the child's everyday life and CW‐related topics, associated with the case and the child's situation. CW workers' understandings of children's participation provide the basis for the form and content of participation offered and lead to the child being assigned various positions. This ranges from direct participation where the child is positioned as the primary participant in direct interaction about their situation to indirect participation where the child is represented or observed by adults. We argue for a more nuanced understanding of what child participation implies and increased awareness of how different forms and contexts affect opportunities for children's participation.

Hollman Facilitations: A user-friendly tool of supporting children with visual impairment and their families in daily life

The Robert Hollman Foundation (RHF) designed “Hollman Facilitations” (HF), a user-friendly way of supporting children with visual impairment (VI) and their families on a daily basis. This tool consists of specifically designed pictures on simple A4 sheets, which highlight with images and captions the key aspects of these children's everyday lives. Professionals can easily modify Hollman Facilitations to customize them to the unique developmental needs of every single child with VI and to their individualized strengths and weaknesses. This type of support acts as a reminder, to help families keep in mind what is essential for their children with VI in everyday life. HF are also useful for professionals because they give a clear, at-a-glance overview of the needs of visually impaired children, helping their communication with their families. In order to understand the perceived effectiveness of this tool, a questionnaire was designed and sent to 49 families, asking their opinions and satisfaction levels regarding its clarity, adequacy, usability and usefulness. 36 parents answered reporting overall very high satisfaction levels. A second questionnaire was sent to 29 RHF professionals to collect their opinions regarding HF usability and usefulness and the majority of them was very satisfied of its use in their daily work. This data supports overall this tool, which can be also easily replicated and also potentially used in other settings, beyond the field of visual impairment.•HF support children with VI and their families substantially and works as a reminder of what the professionals found in their consultations, to be fundamental for the children to promote the use of their functional vision and their strengths and to consequently improve the quality of their daily lives•HF favour a better communication between health professionals and families of children with VI, sharing therapeutic indications through the adoption of a customized, user-friendly, everyday tool by integrating pictures and text with oral communication•HF help professionals to identify strategies that best promote the overall development of children with visual impairment and to express them in an understandable way

The psychosocial impact of eye-gaze assistive technology on everyday life of children and adults

Purpose This study investigates the psychosocial impact of eye-gaze assistive technology (EGAT) in both children and adults with long-term experience using eye-gaze assistive technology in everyday life, as well as the psychosocial impact as related to duration of use. Methods In this descriptive comparative study, 34 adult and 27 child EGAT users participated in a structured individual interview using the Psychosocial Impact of Assistive Devices Scale (PIADS). Results The participants’ age ranged from 5–74 years, 50% were female and 52% had been diagnosed with cerebral palsy. The EGAT had a positive psychosocial impact on competence, adaptability, and self-esteem among adult and child users. Competence was the only subscale with a higher value for adults (p = 0.038), compared to children. The items with the highest impact for the psychosocial aspects were quality of life, ability to participate, and self-esteem. The adults had longer duration of use than children, but for high-, medium-, and low-duration users, the device showed a positive psychosocial impact. Conclusions Participants considered EGAT to have high positive impacts for participation and quality of life. The study adds new knowledge in that high positive psychosocial impact may be found even among low-duration users of EGAT, which is important to consider for service providers.

Quality of life and healthcare utilization during the COVID-19 pandemic are more restricted in chronically ill than in healthy children: a tertiary care children’s hospital experience

The global COVID-19 pandemic forced changes in everyday life of children and adolescents due to government containment measures, an altered healthcare accessibility and utilization, and public concern about SARS-CoV-2 transmission. Data on the challenges and impact on children and their families with chronic diseases are limited. The primary objectives of this study were to assess (i) concerns for SARS-CoV-2 infection, (ii) perceived effects on health-related and overall quality of life (HRQoL and QoL), and (iii) accessibility and utilization of healthcare, comparing families with chronically ill children to families with healthy children during the second SARS-CoV-2 infection wave in Germany. A caregiver questionnaire was designed and participation offered in the emergency department and outpatient clinic of a German tertiary care children’s hospital. 45.9% of the 205 participants were majorly concerned about their children contracting a SARS-CoV-2 infection. Caregivers of chronically ill children (128/205, 62.4%) stated significantly more often a negative impact on their child’s QoL (w = 0.17; p = 0.014), while caregivers of chronically ill adolescents over the age of 13 expressed significantly more frequent a negative impact on their child’s HRQoL (w = 0.21; p = 0.016). Outpatient appointments for chronically ill children were significantly more often canceled (w = 0.17; p = 0.025). Caregivers of chronically ill children were significantly more likely to report that they would actively delay hospital visits for emerging health issues due to the pandemic (w = 0.12; p = 0.049). Conclusion: Our findings underscore the importance of identifying families with chronically ill children as a vulnerable patient group with higher burdens during the COVID-19 pandemic and potential future pandemics. Healthcare providers may mitigate such burdens by ensuring reliable appointment allocation, offering contactless healthcare options, and providing tailored advice regarding vulnerabilities and preventive measures specific to their chronically ill children.What is Known:• The SARS-CoV-2 pandemic has led to significant restrictions in everyday life and both accessibility and utilization of healthcare for children and adolescents.• Chronically ill children faced exceptional challenges as they depend on regular and functioning medical care, but data comparing the pandemic’s impact between chronically ill and healthy children are lacking.What is New:• The perceived impact of the SARS-CoV-2 pandemic on quality of life is more negative for chronically ill children and their health-related quality of life is more often affected compared to healthy children.• Caregivers of chronically ill children would more often delay a visit to their child’s doctor during the SARS-CoV-2 pandemic and their medical appointments are more often postponed which both could increase health burdens for such vulnerable patients.

1941-1945 ЖЫЛДАРДАҒЫ СОҒЫС КЕЗІНДЕГІ ҚАЗАҚСТАНДАҒЫ БАЛАЛАРДЫҢ КҮНДЕЛІКТІ ЕҢБЕГІ

The article explores the issues of labor children's everyday life in the Kazakh SSR during the Great Patriotic War. Labor during the war years became an integral part of children's life in the rear areas of the USSR. Children’s involvement in labor, both domestic and public, was a common practice in the USSR, but during the war years it became an objective necessity. Based on archival data, the authors study the types of pioneers’ social work and schoolchildren in the regions of the Kazakh SSR and their real contribution to the common cause, the role of propaganda and agitation of selfless labor of the younger generation. Based on interview materials the authors investigated the issues of children's labor in everyday life in the cities and rural areas, revealed the specifics of the volume and degree of severity of children's labor depending on the place of their residence, family composition and its material well-being. A unique source for the study of children's labor in everyday life was a boy's diary, where the child told about the hardships and difficulties that befell his family, also his help for the relatives. The authors of the article studied the issues related to the labor education of adolescents at schools of factory tutoring, vocational and railroad institutes, and what was the main reason for the growth in the enrollment of these educational institutions.

Ethnomathematical Study on Cultural Artifacts: An Ethnographic Field to Classroom Practice

The implicit mathematical ideas, practices, and experiences in the everyday life of children outside the classroom could be a powerful and interesting pedagogical tool to communicate formal mathematical concepts. The main objective of this study is to explore the ethnomathematical ideas embedded in the cultural artifacts and assess their contribution to the process of teaching and learning of school mathematics. The methodological procedures include in-depth interviews and observation of students and teachers regarding mathematical ideas comprised in cultural artifacts at different moments. The mathematical knowledge hidden in the various cultural artifacts has been analyzed based on written documents, photographs, and video graphs. The findings indicated that the cultural artifacts provide an ample opportunity to understand different mathematical concepts. In addition, students have wonderful learning experiences beyond the four walls of the classroom and connect ethnomathematical ideas to conceptualize formal mathematics

Working Memory, Attention Skills and Language Proficiency in Children with Unilateral and Bilateral Cochlear Implants

ABSTRACT Background: Previous studies observed that children with cochlear implants (CIs) have poor language, working memory, and attention skills. The ability to perform cognitive tasks, such as attention and memory, plays a crucial role in the academic achievement and everyday life of children with hearing impairment. Purpose: This study aimed to evaluate and compare the effects of age at the time of implantation and bilateral hearing on cognitive skills, such as language development, working memory, and selective attention, among children with CIs. Research Design: Language skills were assessed using the Test of Language Development-Primary: Fourth Edition (TOLD-P:4), working memory using the Visual-Aural Digit Span Test-Revised Form (VADS-R), and selective attention skills using the Stroop Test TBAG Form. Study sample: A total of 58 participants, comprised of 21 children with early unilateral CIs (before 2 years), 18 children with late unilateral CIs (after 2 years), and 19 children with bilateral CIs, between the ages of 6 and 9 years, were included in the study. Data collection and analysis: According to the age at the time of implantation and whether or not the participant was unilaterally or bilaterally implanted, the mean scores, percentage values, and resultant scores of the participants were calculated using the Mann-Whitney U test. The number of repeated backward digit spans for the VADS-R test, completion times, number of errors and corrections for the Stroop test, raw scores, scaled scores corresponding to raw scores at the relevant age, descriptive terms for the TOLD-P:4 test, and within-group comparisons for all tests were examined. Results: There were significant differences in language, working memory, and attention skills between individuals with early and late unilateral cochlear implantation, whereas there were no significant differences in many subtests between individuals with early unilateral and bilateral cochlear implantation. Conclusion: These findings demonstrate the importance of early cochlear implantation and bilateral hearing on the development of cognitive processes, such as language development, selective attention, and memory skills, which are important factors that may contribute to children's academic performance and overall success.

Data-Driven Childhoods: Settler Colonialism and Numeracy in the Boys’ Literature of Francis La Flesche and Francis Rolt-Wheeler

The turn from the nineteenth to the twentieth century marked a time of intensified data collection in the United States focused especially on childhood. This article explores how two children’s narratives, Francis La Flesche’s The Middle Five (1900) and Francis Rolt-Wheeler’s The Boy with the U.S. Census (1911), reflect and respond to this conjunction of boyhood, settler colonialism, and official surveillance. Read together, these texts provide a window into the ways that data collection mediated between the everyday lives of children and the bureaucratic machinations of US colonial governance, marking those data as a site at which governance could be asserted or contested. The colonizing discourse with which these texts engage treats numeracy (rather than the more common literacy) as the threshold for citizenship and reduces Indigenous people, in particular, to the passive objects of measurement and administration. More surprisingly, though, these books also display the role that children’s literature played in placing children themselves in a relationship with numerical data collection, either as enthusiastic and active participants or wary counteragents. While Rolt-Wheeler portrays bureaucracy as an imperialist adventure in which white boys should joyfully partake, La Flesche offers a portrayal of the harm that this incessantly quantitative thinking did to Native children, but he also adds a nuanced critique of the epistemologies underlying such thinking.

Children with cancer and their cardiorespiratory fitness and physical function-the long-term effects of a physical activity program during treatment: a multicenter non-randomized controlled trial.

We aimed to determine the effects of a classmate-supported, supervised, in-hospital physical activity program during treatment primarily on cardiorespiratory fitness and secondarily on physical function. A multicenter non-randomized controlled intervention study including children diagnosed with cancer, 6-18 years at diagnosis treated with chemo-/radiotherapy. The intervention comprised (i) an educational session on cancer in the child's school class; (ii) selection of two "ambassadors"-classmates who were co-admitted, supporting the child's everyday hospital life; and (iii) supervised in-hospital physical activity from diagnosis and throughout intensive treatment. One-year post-treatment, physical testing included cardiorespiratory fitness (primary outcome), Sit-to-Stand test, Timed-Up-and-Go, and Handgrip Strength. The intervention group included 75 of 120 children (61% boys, 13.4 ± 3.1 years); the control groups included 33 of 58 children with cancer (58% boys, 13.5 ± 2.5 years), and 94 age- and sex-matched children without a cancer history. One-year post-treatment, cardiorespiratory fitness tended to be higher in the intervention group (37.0 ± 6.0 mL/kg/min) than in the patient control group with cancer (32.3 ± 9.7 mL/kg/min) (mean difference 4.7 [0.4 to 9.1], p = 0.034). The intervention group performed better in the secondary outcomes. Compared with community controls, bothpatient groups had lower cardiorespiratory fitness. The patient control group had lower Sit-to-Stand, Timed Up and Go, and Handgrip Strength, while the intervention group had strength comparable to that of the community controls. Peer-supported, supervised, in-hospital physical activity during treatment may improve cardiorespiratory fitness and muscle strength 1-year post-treatment in children with cancer; however, survivors continue to have lower cardiorespiratory fitness than community controls. Children with cancer may benefit from in-hospital physical activity in improving long-term cardiorespiratory fitness and muscle strength.

Cochlear Implant Single-Unit Audio Processors in Young Children.

RONDO 2 is a lightweight, compact, wirelessly charged, and fully integrated single-unit speech processor. Single-unit processors provide an effective and convenient alternative to behind-the-ear processors for adults. Therefore, the aim of this study was to investigate if RONDO 2 is suitable for and did not compromise the hearing performance of young children in everyday life. Thirteen children aged -lt;4 years were fitted with the RONDO 2 speech processor at the first activation of the cochlear implant. They were evaluated with the LittlEARS® Auditory Questionnaire, LittlEARS® Early Speech Production Questionnaire, and the Speech, Spatial, and Qualities of Hearing Scale 12 pre-implantation. In addition to these measures, they were evaluated with the Audio Processor Satisfaction Questionnaire post-implantation. Duration of daily use and troubleshooting data were acquired. Evaluation occurred at 4 time points: before implantation and 1, 3, and 12 months post-initial activation. Ten out of 13 children continued using RONDO 2 after the study. Twelve months after implantation, they used it on average 11.6 hours per day and had an average Audio Processor Satisfaction Questionnaire score of 9.1 out of 10. Average hearing performance scores continuously improved throughout the follow-up period across measures. Twelve months after implantation, the mean scores were 30.1 out of 35 for the LittlEARS® Auditory Questionnaire, 19.9 out of 27 for the LittlEARS® Early Speech Production Questionnaire, and 7.4 out of 10 for the Speech, Spatial, and Qualities of Hearing Scale 12. Participants demonstrated high levels of satisfaction and good hearing performance with RONDO 2, which indicates that this single-unit processor could be a viable and comfortable alternative to behind-the-ear processors in young children, although larger controlled experiments are warranted.

경제 관련 교사교육이 유아교사의 경제 지식에 미치는 효과 비교

The purpose of this study was to examine how the experience of in-service teacher education related to economic education affects economic knowledge according to institutional type, teacher education type, and method for appropriate early childhood economic education. The subjects of this study were 256 early childhood teachers working in kindergartens and daycare centers located in G and T cities in Gyeongsangnam-do. To measure the economic understanding of early childhood teachers, the economic understanding test questions for schools from the Council on Economic Education (CEE) and the economic understanding test questions for elementary, middle, and high school students nationwide from the Korea Council for Economic Education (2013) are included in early childhood economic education. Economic concepts were extracted and constructed. The collected data were analyzed using the SPSS 21.0 program, and t-test and F-test were performed. As a result of the study, differences in understanding were found depending on the type of institution and training type, but no differences were found depending on the operation method. This study is significant in that it provides a teacher education plan to implement economic education for children in everyday life.

Exploring the Experiences of Pediatric Patients with Sickle Cell Disease and Their Families

Background: Sickle Cell Disease (SCD) is a common lifelong genetic disorder of red blood cells, which causes abnormal hemoglobin shape often resulting in pain crises and other serious health complications (Ware, et al., 2017). SCD disproportionally affects people of African descent, and several recent surveys have shown that patients with SCD experience discrimination in healthcare settings (Nelson and Hackman, 2013; Haywood, et al., 2014; Kanter, 2020; Oyedeji and Strouse, 2020). In pediatrics, parents of patients with SCD report higher levels of race-related discrimination in healthcare settings compared to families with other chronic illnesses, as well as decreased satisfaction in several areas of their care (Brousseau, 2009; Oyedeji, 2020; Kanter, et al., 2020). This qualitative project aimed to explore further specific, actionable areas of dissatisfaction and any areas of increased satisfaction among pediatric patients with SCD and their families. Methods: Semi-structured interviews were conducted with pediatric patients with SCD and/or their guardians at one academic institution. Any patient with SCD over the age of eight was eligible to participate in an interview, and parents of a child with SCD of any age were eligible to participate, as well. Interviews were audio-recorded and took place in person in clinic. Recordings were then transcribed verbatim. The interviews were qualitatively coded using standard multi-level semantic analysis, working directly from the transcriptions and audio-recordings. Seven (41%) interviews were independently double-coded, and discrepancies were resolved by consensus. Final codes were analyzed, and major themes were identified. Results: Eighteen pediatric patients with SCD and/or their families were asked to participate in the study, and seventeen (94%) agreed. There were twenty-six total participants. Ten family interviews were conducted, and another seven were conducted with parents only because the patients were younger than eight years old. Fifteen families identified as African American, one family identified as Hispanic, and one family identified as African. Patients and their families described five main areas leading to dissatisfaction in the healthcare setting: (1) Long wait times; (2) Neglect for SCD protocols within emergency departments; (3) Biases against patients with sickle cell disease; (4) Frustration with procedures, specifically with blood draws; (5) Lack of empathy and compassionate listening among healthcare providers. Positive experiences were almost all due to aspects of strong patient-provider relationships. Outside of the healthcare setting, patients and their families emphasized the need for improved education and awareness of SCD within the community. Conclusion: While this qualitative study explored perspectives from only a limited number of pediatric families, these conversations provided insight into specific areas of dissatisfaction among patients with SCD. This research provides actionable items that healthcare providers can apply to help improve the healthcare experiences and the everyday lives of children with SCD. Additional efforts and resources should be directed toward addressing social determinants of health and systemic racism to future improve healthcare experiences of patients with SCD.

Young children's perspectives of time: New directions for co‐constructing understandings of quality in ECEC

AbstractChildren's relationship with time in preschools is an under‐researched area. Young children rarely know how to measure time using a clock, but their experiences of time may contribute to understanding children's well‐being and debates about quality in preschools. This paper brings together two empirical exploratory studies conducted in preschools in Iceland and Croatia, respectively, and is based on participatory research methods that highlight young children's perspectives on their sense of time. First, the paper provides examples of young children's understanding of the sequence of events in preschools. Most days were marked by regular routines, such as mealtimes, circle time and outdoor activities. These stepping stones were seen as providing a rhythm for the day. Children's conversations and drawings indicated an embodied sense of time that is subjective, relational and situational. Second, questions have been raised about the impact of different time practices on young children's everyday lives in preschools. In some cases, the management of time appeared to have unintended consequences for factors relating to quality in preschools. Adherence to daily visual schedules could lead to fragmented days with fewer opportunities for uninterrupted play than time management based on ‘flow’. The subjective nature of children's sense of time is complex, and shared understandings between adults and children are not guaranteed. Careful and imaginative listening is required in order to deepen understandings on this topic. This could, in turn, support teachers to further consider the impact on children's daily experiences of preschool when planning based solely on ‘clock time’.