Children's Participation Research Articles

Empowering Voices: Understanding Children's Roles and Preferences in Shared Decision-Making

Introduction: Shared decision-making (SDM) in paediatric healthcare presents a unique dynamic involving children, parents, and healthcare professionals. While previous research has focused on the roles of parents and healthcare professionals in this process, little attention has been given to the roles adopted by children themselves. This study aimed to explore the nature of children’s participation and their preferred roles in the SDM process during hospitalisation. Method: Using a genP6 qualitative approach, data was collected from 26 hospitalised children aged 7 to 12 years, their parents, and 48 healthcare professionals across three teaching hospitals in Malaysia. Data collection involved participant observation and a single interview with nine of the study’s child participants. Results: Children assumed either passive or active roles in the SDM process, with their roles fluctuating depending on the circumstances and adult involvement in communication. While some children were content with passive participation, others expressed a desire for greater involvement. Those who actively participated appreciated their role. Conclusion: The study highlights the challenge of determining the most appropriate role for children, as their preferences may not consistently align with their actual level of participation. Those involved in SDM with children must possess the ability to thoroughly understand their desires and communication needs, ensuring that their active involvement is both meaningful and fulfilling.

Inclusion of home languages during early childhood instructional conversations

Including home languages in classrooms can increase multilingual students’ participation, improve literacy, and promote inclusion. It is a prevalent topic at academic conferences; however, home language use in classrooms is less common. This study was a microanalysis of home language use during Instructional Conversations at a linguistically diverse English-medium preschool. Data sources included 27 h of classroom videos of Instructional Conversations and interviews with educators who used children's home languages. Home language use during Instructional Conversations was rare in these data; however, when employed, it was followed by increased participation by the multilingual children, facilitating language and concept development. These findings indicate a need for explicit educator preparation on home language use in classrooms. Educators in this study who used children's home languages adopted alternative discourse patterns than those traditionally found in schools. They reported being motivated by the increased participation of multilingual children and positive responses from families.

Bioactive and Nutritional Potential of an Infant Food Based on Mangifera Indica, Musa Paradisiaca, Chenopodium Quinoa and Amaranthus Caudatus Flour

There are few studies in the scientific literature on Peruvian native cereal-based instant mixes. Food aid programs of the Peruvian government allow food to be distributed to infants in public schools, and in general, these foods contain carbohydrates and a protein fraction, but there is some rejection on the part of consumers due to the sensory aspect of the product that does not has been considered in this population. The objective of this study is to know the bioactive, nutritional potential and the level of sensory acceptance of infant food made from Andean pseudocereals from the Ancash region and tropical fruits from the Piura region, Peru. Three formulations were prepared based on mango, banana, quinoa and kiwicha flours (T1, T2 and T3) and were compared with a commercial product based on kiwicha and oatmeal. The total amounts of phenolic compounds, vitamin C, antioxidant activity, composition, water absorption index, oil, milk was determined; viscosity and sensory evaluations were carried out with the participation of preschool children (4 and 5 years). The content of phenols, ascorbic acid (AA) and antioxidant capacity of T1 and T2 were 10 times higher than the control treatment. Physical and chemical composition analysis showed that there were no significant differences among the treatments evaluated. Banana flour contributes to the water and oil absorption capacity and viscosity. Finally, the addition of quinoa and kiwicha flour improves milk absorption capacity. The characteristics of the developed mixtures allow the incorporation of more food and less water to increase viscosity acceptance. The greatest preferences were obtained by T2 and T1, obtaining a level of acceptance above 82%, which shows that today children have a healthy food alternative such as mixtures of Andean pseudocereals and tropical fruits without sacrificing their nutritional qualities.

Parent and child opinion on the use of standing desks in the classroom

ObjectiveStanding desks present a novel approach to reduce sedentary time in the classroom and address cardiovascular risk factors at an early age. In the context of designing a standing desk study, parents and children were surveyed regarding their perceptions and current use of standing desks and other flexible seating. MethodsSurvey administered from January 31st to February 26th, 2024 to a convenience cohort of 50 parent–child pairs presenting for well or acute care at a pediatrics clinic affiliated with an academic institution (Hershey, Pennsylvania, United States). Logistic regression examined parent support of and child willingness to use a standing desk in the classroom. ResultsParents were primarily non-Hispanic, white females above 40 years of age. Child participants mean age and grade level were 10.5 years and 5th grade respectively. Among parents, 85 % (39/46) were supportive of their child’s use of a standing desk in the classroom, with 4 declining to answer. For children, almost half, 48 % (24/50), were willing to use a standing desk. Acceptability decreased for child body mass index (BMI) ≥85th percentile versus BMI <85th percentile (parent acceptability OR = 0.07 [95 % CI: 0.01–0.63; p = 0.018]; child acceptability: OR = 0.13 [95 % CI 0.03–0.51, p = 0.003]). ConclusionsMost parents and children are amenable to use of a standing desk in the classroom. Additional information for children with elevated BMI and their parents may be required to address reservations about standing. This study was limited by its small sample size, which may not generalize to other populations.

A Post Occupancy Evaluation of the Space Utilization of Cultural Heritage in Children’s Education: A Case Study of Wuhan’s Historical Districts, China

Cultural heritage has educational value because it provides children with a realistic learning environment and a wealth of educational resources. This study intends to fill a gap in academic research by evaluating the efficiency of utilizing cultural heritage in children’s education. This study uses the Post Occupancy Evaluation (POE) method to create a comprehensive evaluation index system. Through research and analysis of six key elements—inheritance of historical context, improvement in environmental quality, completion of infrastructure, achievement of educational goals, participation in children in activities, and sustainable development—it was discovered that rational utilization of cultural heritage space significantly improves the educational experience and promotes cultural heritage transmission. This study is significant since it provides an empirical foundation for educational practice and serves as a valuable guide for innovative heritage transmission and policy creation. Our findings emphasize the necessity of incorporating educational goals into preserving and revitalizing cultural heritage, advocating for a forward-thinking approach that honors the past while fostering learning and progress for future generations.

Upaya Membangun Kesadaran Lingkungan Melalui Kegiatan "Eco-Kids" di TK Desa Bicak

Education is an effort that is made consciously and structured to create a learning environment that allows students to actively develop their abilities.One of the important characters that must be grown through education is concern for the environment. Environmental education (PLH) is essential, particularly at the Kindergarten level, to increase environmental awareness from a young age. The "Eco-Kids" program is an initiative aimed at increasing environmental awareness in children through practical and fun activities. This community service activity took place in Bicak Village, Mojokerto with the participation of kindergarten children. The socialization material includes the introduction and management of waste and the impact of littering which is conveyed through educational video media, direct practice of sorting organic and inorganic waste, singing together, ending with the activity of decorating garbage cans. Additionally, mini games were conducted to assess the children's comprehension of the material. The "Eco-Kids" program is carried out in three kindergartens, namely RA. Miftahul Ulum, TK. Cempaka, and Nusa Indah Kindergarten, with 70 participants in total. The "Eco-Kids" program is expected to encourage a sense of environmental responsibility, protect and preserve the environment, and involve children in real activities such as sorting garbage and painting garbage cans.

PARENTAL ATTITUDES AND SUPPORT TOWARD SCHOOL SPORTS

This cross-sectional study examined parents’ attitudes, their support, and perceptions of school involvement in school sports using a newly developed Parental Attitudes and Support for School Sports and Perceptions of School Involvement Questionnaire (PASSIQ). The study also examined the association between parents' gender and children's sports participation concerning these attitudes and support levels. A total of 380 parents were included in the study, with 341 valid responses analyzed. Our findings indicate that higher levels of parental support are strongly associated with more positive attitudes toward school sports (p &lt; 0.001). While perceptions of school support showed a marginally significant positive relationship (p = 0.083), extended participation in sports was generally associated with lower parental attitudes, potentially reflecting concerns about burnout or shifting perceptions over time. Notably, the interaction between parents' gender and children's sports participation revealed that for male parents, extended sports participation of their children significantly enhanced positive attitudes toward school sports (p = 0.004). These results highlight the importance of considering parental support and gender-specific responses when developing strategies to promote positive attitudes and support for school sports. The PASSIQ proved to be a reliable and valid tool for assessing these constructs, providing a foundation for future research and interventions to foster supportive environments for children's physical activity.

Application of Non‐Immersive Virtual Reality in Cerebral Palsy Children: A Systematic Review

ABSTRACTCerebral palsy (CP) is a movement disorder caused by brain damage. Virtual reality (VR) can improve motor function and daily life activities in CP patients. This systematic review examines the use of non‐immersive VR in treating CP children. The objective is to evaluate the effectiveness of non‐immersive VR in rehabilitating CP children as a standalone intervention or in combination with traditional therapy. The review follows the PRISMA guidelines and includes a comprehensive search of five bibliographic databases. Two reviewers independently assess the search results, evaluate full‐text publications, and extract relevant data. The outcomes were described by the International Classification of Functioning, Disability, and Health for Children and Youth (ICF‐CY) framework. A total of 20 English‐language studies published between January 2013 and January 2023 are included in the review based on predefined inclusion and exclusion criteria. The findings demonstrate that non‐immersive VR, when used in conjunction with traditional therapy, yields positive effects on body structure and function (hand function, grip strength, and upper extremity function), activity (motor function, activities of daily life [ADL], balance), and participation (caretakers' assessment, usability, motivation, and user satisfaction) in CP children. Moreover, non‐immersive VR alone is found to be more efficient than traditional therapy in improving manual dexterity in CP children. The non‐immersive VR can be effective in rehabilitating CP children, and the review concludes by recommending future research with larger sample sizes and randomized trials to investigate further the potential benefits of non‐immersive VR in this population.

Perceptions Matter! Active Physical Recreation Participation of Children with High and Low Actual and Perceived Physical Competence.

Emerging evidence suggests that the accuracy of a child's perceived physical competence (PPC) impacts participation in physical activity. We examined differences in active physical recreation (APR) participation based on clusters of high and low motor competence and perceptions from grades 3-5. Participants were a longitudinal sample (n = 155; 85 girls) of grade three, four, and five children. Fundamental motor skills (FMSs) were assessed using the TGMD-2, perceptions were assessed using the Self-Perception Profile for Children, and APR was measured using the Children's Assessment of Participation and Enjoyment. K-means cluster analysis was used to create four clusters per grade based on participants' FMSs and PPC z-scores. Differences in FMSs, PPC, and APR with cluster group as a factor were examined using a series of factorial ANOVAs. In each grade, participants in the high-high cluster participated in significantly more APR than those in the low-low cluster (p = 0.002 in grades three and four; p < 0.001 in grade five). Among the less accurate clusters (e.g., low FMSs with high PPC) was a trend toward positive FMSs growth among the children with higher perceptions. Results show that combinations of FMSs and PPC influence patterns of engagement or disengagement in active physical recreation persistently across middle childhood.

Listening to caregivers’ voices about the experience of integrating music therapy-informed activity in community-based rehabilitation in rural India

ABSTRACT Background This project is part of a four-year intercultural collaboration between Indian and Australian stakeholders studying to use of music therapy (MT)-informed activity in community-based rehabilitation (CBR) with disabled children and their families in rural Maharashtra. This paper presents a qualitative study of caregiver perspectives. Methods Interviews with four participating caregivers were thematically analysed, with an emphasis on participant voices. The combined thematic analysis of the four interviews revealed shared five themes. Results Data analysis revealed caregivers’ perception that music in CBR supported existing CBR goals. Furthermore, caregivers reported that music in CBR enhanced motivation and participation for children and families and fostered community connection. Importantly, caregivers noted that music made CBR fun and was a pre-existing resource. Conclusions Findings were congruent with research with other stakeholders in the intercultural collaboration. Caregiver perspectives offer new insight into the priorities of families in CBR, which has wider relevance arts and health workers in community-based practice.

How to Support Kinship Care: Lessons Learnt Across the World

Kinship care is acknowledged in global guidance as the first form of care that should be explored for children outside of parental care. It is widely used across the world. However, it is poorly supported in many countries. A global review of the literature, key informant interviews and consultations with 411 kinship carers and children in kinship care provide lessons learnt on how to effectively support kinship care. Principles of good practice include enabling the active participation of children and caregivers, taking a kin-first approach, building on the strengths in kinship care families and acknowledging diversity within kinship care. Effective support to kinship care requires an enabling environment, which includes a strong evidence base, policies, strategies and guidance on kinship care, properly financed services across sectors and supportive social norms. In some instances, it is appropriate to formalise kinship care either through registering these arrangements or through the involvement of courts or social services in arranging and monitoring placements. However, this formalisation is neither necessary nor advisable in all instances, and support should never be contingent on formalisation. Kinship care families need access to a range of services and support, including child protection and social services, information about available services, social protection, support accessing health care and education and caregiving supports.

Peran Guru dalam Menangani Anak yang Mengalami Gangguan Keterlambatan Bicara ( Speech Delay)

The role of the teacher in dealing with children with speech delays, namely the condition of children who cannot speak according to their age development stages. This article also discusses the causes, impacts and strategies for handling children who experience speech delays. This article uses the library study method by collecting data from various relevant sources. The results of this article show that the role of the teacher is very important in providing stimulation, guidance, support and motivation to children who experience speech delays so that they can develop their language skills optimally. Some strategies that teachers can use include identifying children who experience speech delays, adjusting learning methods and media, providing positive feedback, encouraging children's participation in class activities, and collaborating with other parties.

Acceptance of a third COVID-19 vaccine dose, vaccine interchangeability, and clinical trial enrolment among parents of children 12-17 years in Lima, Perú.

To characterize factors associated with parental willingness for their children participation in a COVID-19 vaccine trial, use of different COVID-19 vaccines and acceptance of a third vaccine dose. Parents of children aged 12-17 years in Lima, Perú were asked to complete an online questionnaire via social networks, from November 9, 2021, to April 23, 2022. We calculated crude and adjusted prevalence ratios with 95% confidence intervals to compare factors with the mentioned outcomes. From 523 parents responding, 374 completed the survey. 90.4% would give their children a third vaccine dose, 36.6% would allow their children participation in a COVID-19 vaccine clinical trial, and 33.2% would accept different vaccine brands between doses. Parental belief that COVID-19 vaccine studies met quality standards was associated with acceptance of a third booster dose (adjusted PR 3.25; 95% CI1.57-6.74; p = 0.002), enrolment in a COVID-19 clinical trial (adjusted PR 4.49; 95% CI1.25-16.06; p = 0.02), and acceptance of different COVID-19 vaccine brands between doses (adjusted PR 10.02; 95% CI1.40-71.95; p = 0.02). Most parents would accept a third vaccine booster dose, approximately a third would participate in COVID-19 vaccine trials. Believing COVID-19 vaccines studies fulfilled quality standards was associated with the study outcomes. It is necessary to inform about the rigorous processes for the development of COVID-19 vaccines to generate confidence in parents to accept these vaccine-related outcomes.

The new (ab)normal: the participation of children attending preschool and elementary school during confinement

ABSTRACT Humans’ participation positively impacts society and individuals, suggesting that children's participation in activities carried out in supportive environments promotes positive health and the development of key capacities. Covid-19 abruptly changed the daily lives of children and their caregivers due to the general duty of home confinement with consequences for participation. This study focused on the participation of children attending preschool and elementary school during Covid-19 confinement in Portugal. Participants (175 caregivers) completed an online survey based on Picture My Participation! (PmP; Imms et al. 2014). Three case studies with children were conducted using PmP. Results showed good levels of participation in daily activities, with the school-aged children participating more (frequency and involvement) than the preschool-aged children; girls were more involved than boys. The caregivers and children had different perceptions of participation, with caregivers justifying these levels based mainly on the children’s characteristics, while the children reinforced the importance of the environment in their participation. These results are used to enhance a discussion about different perspectives of participation, highlight the importance of listening to different participants, and emphasise the relevance of the biopsychosocial and transactional perspectives to explain behaviour and human development.

The Moderating Effect of Human Rights Education: Examining the Relationship Between Parental Abuse, Child Self-Esteem, and Human Rights Attitude.

This study aims to investigate the mediating role of child self-esteem in the relationship between parental abuse and children's human rights attitude, while exploring the moderating effect of children's participation in human rights education on these associations. Using data from 2020 Children and Youth Human Rights Survey (N = 5,673 students, 50% female, mean age = 15.53), we conducted structural equation modeling to assess the conceptual model's validity. Parental abuse showed a negative relationship with human rights attitude. For children not participating in human rights education, self-esteem acted as a partial mediator, while for participating children, self-esteem served as a full mediator. Paradoxically, human rights education may be linked to lower self-esteem in certain groups of children. The magnitude of the negative association between parental abuse and self-esteem was stronger for those who participated in human rights education compared to those who did not. This implies that the psychological well-being maintained through dysfunctional protective systems may momentarily crumble when faced with contradictory information. These compelling findings furnish valuable perspectives on the significance of equipping children with knowledge and principles related to human rights, a crucial aspect in molding their outlooks, coping mechanisms, and fortitude when confronted with challenging situations. Based on these results, the importance of human rights education and the need for careful composition of human rights education content for abused children were discussed.

Teacher participation in young children’s dramatic play

Socio-dramatic play is an everyday occurrence in early childhood education as children create narratives together in shared imagined worlds. The teacher’s role in this type of play is less clear and this paper draws on a study using Lindqvist’s “playworlds” approach to gain insight into how teachers participate in children’s play. In applying Kravtsov and Kravtsova’s concept of children’s “double subjectivity” in dramatic play, the paper argues that teachers can also maintain dual affect roles—those of teacher outside the play, and co-player within the play—to co-create with children in their dramatic play narratives. In this study, four teachers in Melbourne, Australia participated in weekly playworlds with the researcher in their kindergarten rooms, resulting in identification of a third affect role for teachers—that of “public performer.” This third affect was found to hinder teachers’ capacity to maintain simultaneous subject positions of themselves as teacher and a co-player, thereby minimizing the improvised narrative trajectory and potential of the dramatic play. We argue this third affect should be acknowledged to support teacher participation in children’s play.

Pediatric Bobath Concept in management of children with cerebral palsy: view of Turkish Bobath therapists

Purpose: Pediatric Bobath Concept (PBC) is a family-child centered holistic concept applied interdisciplinary to support the functional skills of children with cerebral palsy. The aim of this study was to examine the effects of PBC on children, parents, and themselves from the perspective of Bobath therapists in Turkey. Methods: In this observational study, 104 (69.2% female) Bobath therapists with a mean age of 37.9+6.1 years participated. The Pediatric-Bobath Impact Questionnaire (P-BIQ) was developed by the Delphi method. Content validity (Lawshe's Content Validity Index-CVI) and test-retest reliability (Intraclass correlation coefficient -ICC) were examined. The relationships between the rates of change in children, parents, and therapists were analyzed using the Chi Square (χ2) test and the effect sizes of the relationships were analyzed according to Cramer's V values. Results: According to the P-BIQ (CVI=0.836, ICC &gt;0.737), at least 74% of therapists reported that the PBC positively affected children (compliance with therapy and home program, body structure and function, activity and participation, environmental adaptations), parents (compliance with therapy and home program) and themselves (sense of professional competence and motivation). Compliance of the child, parent, and therapist was positively associated with the child's activity and participation levels and environmental adaptation (p

Middle Childhood Sport Participation Predicts Timely Long-Term Chances of Academic Success in Boys and Girls by Late Adolescence.

School age children experience successive academic demands which increase over time. Extracurricular sport develops skills which involve physical movement, social rules, formal practice, and rational competition. This may facilitate success. Using a prospective-longitudinal birth cohort of 746 girls/721 boys, we examined prospective associations between middle childhood sport participation with subsequent indicators of academic success in adolescence. We hypothesized that persistent participation would promote long-term achievement indicators. Mothers reported on whether the child participated in sporting activities with a coach/instructor from ages 6 to 10 years. Developmental trajectories of participation were generated using longitudinal latent class analysis and then used to predict outcomes. From ages 12 to 17 years, youth self-reported on academic indicators of success over the last 6 months. These were linearly regressed on trajectories of participation in sport, while controlling for pre-existing and concurrent child/family confounds. Children's sport participation from kindergarten to fourth grade predicted long-term chances of academic success in boys and girls, above and beyond individual/family confounders. Consistent participation predicted increments indicators of future success and reductions in academic failure and dropout risk through to the senior year of secondary school, ranging from 9.1% to 21.3% for girls and 11.7% to 22.9% for boys. We provide compelling and timely evidence of long-term associations between children's sport participation and subsequent indicators of academic success in typically developing boys and girls by late adolescence. Persistent sport involvement in sport increased educational prospects by late adolescence, potentially improving opportunities for success in emerging adulthood.

UN‐SDGs framework for child development in India: Evidence from a decentralized analysis

AbstractThis article develops a framework to analyze and to assess the United Nations Sustainable Development Goals (UN‐SDGs) related progress in child development in India, and to provide improved policy recommendations for sub‐national (state and district level) governments. District level analysis is based on a case study of Karnataka State (India). Status of India's children is described in global, national and sub‐national contexts. Child development is measured by 26 multi‐dimensional indicators comprising child health, nutrition, education, and protection and participation. Using the NITI Aayog's methodology of SDG India Index 2020–21, components' scores and composite index of child development are calculated and level of child development at national, state and district level is categorized by performer, front runner, achiever, and aspirant. Main results show that, both vertically and horizontally, low child development are related to poor performance of nutrition and education indicators in aspirational districts. However, focus on improving all 26 child development indicators is essential to reach the targets. The speed of convergence will be critical to reduce the time distance from now to 2030. Policy recommendations are focused to prioritize the public expenditure strategies in child budget for attainment of UN‐SDGs goals and targets by 2030, and to extend child budgeting to urban and rural local bodies. The empirical approach and policy recommendations are of relevance for other states in India, and applicable for countries elsewhere in the world.

Using a participatory action research approach to explore, understand and evaluate well-being among children living in socially deprived areas in Southern Sweden: a study protocol

IntroductionResearch suggests that participating in after-school leisure activities has been related to promoting health, well-being and safety among children living in disadvantaged neighbourhoods. The United Nations Child Rights Convention emphasises...