Children's Participation Research Articles

Development of a Child-Informed Measure of Subjective Well-Being for Research on Residential Care Institutions and Their Alternatives in Low- and Middle-Income Countries

Abstract10% of children worldwide live in households without a biological parent, and 5.4 million children live in residential care institutions. This study describes a participatory, child-informed process of developing a multidimensional measure of child subjective well-being tailored towards the priorities of children who have lived in residential care. Eight focus groups were held with n = 49 adolescents reunified with family after living in residential care in Kenya and Guatemala and six focus groups were held with n = 29 young adults who had lived in residential care during childhood. After analysis of the focus groups, and using the Orphans and Vulnerable Children Wellbeing Tool as a foundation, the resulting tool contained 43 survey questions. Member checking, translation, and cognitive interviewing were conducted. The survey was administered to N = 180 young people in Kenya and Guatemala who were reunified with family after living in residential care or at risk of entering residential care. Exploratory factor analysis indicated that the measure had three salient factors with good convergent validity and internal consistency: care and safety (12 items), basic needs (13 items), and leisure and freedom (7 items). This study contributes a new, psychometrically validated survey measure that can be used to assess the well-being of children connected to residential care, as well as a replicable model for creating contextualized quantitative measures via child participation that can inform policymaking on children’s care in low- and middle-income countries.

DIGITAL LITERACY BASED ON LOCAL WISDOM IN INCLUSIVE EDUCATION

This study examines the role of digital literacy based on local wisdom in the context of inclusive education. Digital literacy is essential in modern education, especially in the current digital era. However, inclusive education, which encourages the participation of children with various special needs, often requires a more specific approach focused on local wisdom to achieve maximum success. This research discusses the concept of digital literacy, defines local wisdom, and outlines how integrating digital literacy based on local wisdom can support inclusive education. The results indicate that this approach can significantly enhance participation, learning, and the development of inclusive education.Keywords: digital literacy, local wisdom, inclusive education

Beyond the classroom walls: exploring parental involvement on children’s interest development in EFL learning (A case from Indonesia)

ABSTRACT This study reports the findings of a case study that followed a group of Indonesian primary school EFL learners (10–11 years old). They were observed in school and at home and interviewed with their parents. The study highlights various ways children can develop an interest in learning English and how parents help shape their children’s interests. Four students who demonstrated different patterns of interest development were selected for detailed analysis. Through these cases, the study attempts to understand the role of parents in developing interest in EFL learning. All four child participants were provided with a similar supportive learning environment at school, suggesting that their differences may have primarily been attributed to their different home learning environments, parental involvement, and parenting styles.

Unveiling the magic of mega-city block environments: investigating the intriguing mechanisms shaping children's spontaneous play preferences.

This study delves into the spatial preferences of children for play spaces within high-density urban block environments, specifically targeting the area of Baihua Second Road in Shenzhen, China. Recognizing the critical role of play in children's development, and the unique challenges posed by dense urban settings, this research employs multiclass logistic regression models and negative binomial regression models to construct a detailed mathematical analysis of neighborhood spatial elements and children's play space preferences. Data was meticulously gathered through both objective observations of 14 different types of spaces within the block, and subjective assessments via children's responses to a series of environment photos, capturing the essence of over 3,000 child participants' interactions and choices. Key findings reveal a pronounced preference among children for soft facility features and visually appealing spatial experiences, suggesting a nuanced understanding of play space needs beyond traditional playground designs. Notably, the study identifies that while cartoon-style designs in play facilities might increase moderate attractiveness, ordinary designs hold broader appeal, indicating a preference for diversity in play space aesthetics. These insights offer profound implications for urban planners and designers, advocating for a child-centered approach in the creation of urban play environments that prioritize aesthetic diversity, and the integration of natural elements. Moreover, the study situates Baihua Second Road as a paradigmatic case, illustrating the methodology and analytical framework applied in addressing the complex interplay between children's play preferences and urban spatial configurations. By incorporating a comprehensive data-driven analysis, this research contributes significantly to the discourse on child-friendly urban design, offering valuable strategies for cultivating inclusive and engaging urban play spaces for children amidst the constraints of high-density city living.

Representation of child and youth participation within the Unified Medical Language System (UMLS)

Purpose To examine (1) how much participation is represented in the benchmark Unified Medical Language System (UMLS) resource, and (2) to what extent that representation reflects the definition of child and youth participation and/or its related constructs per the family of Participation-Related Constructs framework. Materials and methods We searched and analysed UMLS concepts related to the term “participation.” Identified UMLS concepts were rated according to their representation of participation (i.e., attendance, involvement, both) as well as participation-related constructs using deductive content analysis. Results 363 UMLS concepts were identified. Of those, 68 had at least one English definition, resulting in 81 definitions that were further analysed. Results revealed 2 definitions (2/81; 3%; 2/68 UMLS concepts) representing participation “attendance” and 18 definitions (18/81; 22%; 14/68 UMLS concepts) representing participation “involvement.” No UMLS concept definition represented both attendance and involvement (i.e., participation). Most of the definitions (11/20; 55%; 9/16 UMLS concepts) representing attendance or involvement also represent a participation-related construct. Conclusion(s) The representation of participation within the UMLS is limited and poorly aligned with the contemporary definition of child and youth participation. Expanding ontological resources to represent child and youth participation is needed to enable better data analytics that reflect contemporary paediatric rehabilitation practice.

Exploring the Feasibility of a Cancer Awareness Program for High School Students in a Brazilian School: A Pilot Study.

Cancer is a leading cause of mortality globally and is projected to be the primary cause of death in Brazil by 2030. Yet, for high school students, information and understanding about cancer are primarily offered through standard biology lessons. This study aimed to assess the feasibility of a brief educational intervention related to cancer among high school students in a Brazilian private school. Participants attended a 1-h online session regarding different aspects of cancer. A self-reported questionnaire about the main topics addressed in the session was filled out before [pre] and after [post] the educational intervention and the results were compared by McNemar's chi-square test. From 900 parents invited, 44 (4.9%) responded to the invitation and agreed with their children's participation, and 24 students attended the activity. The questionnaire was easy to fill out for the students and allowed us to measure differences after the educational intervention. The high school students considered the most interesting topics cancer myths and protective/risk factors. The project was feasible and showed easy application and better knowledge after the educational intervention. The main challenge is related to the access to parents to authorize their children's participation. Designing interventions that focus on cancer education might be a viable way to increase prevention and early diagnosis with implications for students, their families, and the community.

“Then you want everyone to be friends, and [having] friends is important for learning, I think”: The Role of Peers in Children’s Integration, Participation and Learning

Although the importance of social contexts in general and peer relationships in particular for integration and learning is widely recognized, the role of children as co-constructors in shaping these processes remains insufficiently considered. Previous studies either have focused on the individual or on macro-level-processes, thus, neglecting the micro- and meso-level with their emphasis on exchanges and interrelations among children and between children and their social environments. Addressing this gap and illuminating both levels, the present article combines Bronfenbrenner’s theory with the notion of “doing peer relations, and brings together the perspectives of children and professionals. Analyses were based on qualitative interviews in four European countries that were realized within a larger project on integration and participation of migrant children. Results show the great potential of peer relations for integration and learning, which needs to be used more strongly. Conclusions for practitioners in the fields of education and social work will be discussed.

Protection gaps: child soldier rehabilitation and militarized governance in Sri Lanka

Abstract Child soldier disarmament, demobilization and reintegration (DDR) practice has a strong normative commitment to protect children from harm and violence. However, there exist policy and research knowledge gaps in comprehending the translation of such norms in meeting the social and protective needs of children. In Sri Lanka from 2009, 594 former child soldiers from the Liberation Tamil Tigers of Elam (LTTE) underwent a national rehabilitation programme. National engagement with international child protection norms could not materialize from a militarized governance framework implemented at the end of the civil war. This article provides a primary source of data based on 45 semi-structured interviews with former boy and girl child soldiers from the LTTE. The Sri Lankan case-study demonstrates that the DDR programme resulted in the re-calibration of social and political control over child and adult participants. Former child soldiers' social and protective needs therefore remain complex and unresolved because of state generated structural violence related to poverty and militarization. The article advances a framework to account for a generational power dynamic of adult-child relations, and the politics of institutionalized protection to account for children's formal rehabilitation and return experiences.

Permainan Tradisional terhadap Perkembangan Motorik Kasar Anak pada Disibilitas Tuna Grahita

This research aims to evaluate the positive impact of traditional games on the gross motor development of children with intellectual disabilities through a literature review. The method employed was a literature study, analyzing relevant journals and theoretical references. The research findings indicate that traditional games play a crucial role in enhancing gross motor skills in children with intellectual disabilities, including balance, coordination, body movements, muscle strength, and other gross motor abilities. Traditional games provide varied movement stimuli, involving body coordination, and increasing children's participation in physical activities. Through traditional games, children with intellectual disabilities can improve their gross motor abilities, gain better self-confidence, and enhance social interaction with peers. Therefore, traditional games significantly contribute to the development of gross motor skills in children with intellectual disabilities. It is important to pay attention to and implement traditional games in the education and rehabilitation of children with intellectual disabilities. The implementation of traditional games can help improve the quality of life for these children by enhancing their gross motor skills and facilitating participation in physical activities. Thus, traditional games have the potential to be a valuable component in intervention programs for children with intellectual disabilities. Keywords: Intellectual Disabilities, Gross Motor Development, Literature Review, Traditional Games.

Sports participation after craniosynostosis repair: the critical role of post-operative guidance in parental decision-making.

Despite previous research supporting patient safety in sports after craniosynostosis surgery, parental anxiety remains high. This study sought to evaluate the role of healthcare providers in guiding patients and families through the decision-making process. Parents of children with repaired craniosynostosis were asked to assess sports involvement and parental decision-making in children ages 6 and older. Questions were framed primarily on 5-point Likert scales. Sport categorizations were made in accordance with the American Academy of Pediatrics. Chi-squared, linear regression, and Pearson correlation tests were used to analyze associations between the questions. Forty-three complete parental responses were recorded. Mean ages at surgery and time of sports entry were 7.93 ± 4.73months and 4.76 ± 2.14years, respectively. Eighty-two percent of patients participated in a contact sport. Discussions with the primary surgeon were more impactful on parental decisions about sports participation than those with other healthcare providers (4.04 ± 1.20 vs. 2.69 ± 1.32). Furthermore, children whose parents consulted with the primary surgeon began participating in sports at a younger age (4.0 ± 1.0 vs. 5.8 ± 2.7years, p = 0.034). The mean comfort level with contact sports (2.8 ± 1.4) was lower than that with limited-contact (3.8 ± 1.1, p = 0.0001) or non-contact (4.4 ± 1.3, p < 0.0001) sports. This study underscores the critical role that healthcare professionals, primarily surgeons, have in guiding families through the decision-making process regarding their children's participation in contact sports.

Speech-Language Outcomes in the COVID-19 Milieu for Multilingual Jamaican Preschoolers and Considerations for Telepractice Assessments.

The purpose of this study was to characterize the communicative participation and functional speech intelligibility (i.e., how children use communication and how well they are understood across everyday life) of typically developing (TD) bilingual Jamaican preschoolers and those with functionally defined speech sound disorders (fSSDs) in the COVID-19 milieu. Findings were also compared to an existing corpus of baseline data to document and explore differences in children's speech-language outcomes secondary to pandemic-related social restrictions. Thirty bilingual Jamaican preschoolers, 21 TD and nine with fSSDs, were assessed during the pandemic via telepractice. Association and univariate mean testing were completed to characterize children's communicative participation and functional speech intelligibility. Data were then compared to an existing corpus of baseline data (collected in person between 2013 and 2019), which included direct child assessment and parent reports and consisted of TD (n = 226) Jamaican Creole-English-speaking preschoolers and those with fSSDs (n = 39) to compare performance profiles across data sets. All participants attended schools in Kingston, Jamaica. Measures of communicative participation remained stable in the context of the COVID-19 milieu for children in the TD and fSSD groups, but functional speech intelligibility outcomes for children with fSSDs deviated between in-person findings collected from children pre-pandemic. Between-groups differences were also found on measures of speech production accuracy but were no longer significant when considering telepractice as a covariate. Findings from this investigation serve to characterize the communicative participation and functional speech intelligibility of TD bilingual Jamaican preschoolers and those with fSSDs in the COVID-19 milieu. By extension, the results comparing data from preschoolers collected during the pandemic to an existing corpus of baseline data from a different group of preschoolers provide critical insights about multilingual children's speech-language outcomes in the context of acutely changing environmental circumstances. https://doi.org/10.23641/asha.25461505.

Exploration of Emotion Analysis and Personalized Emotion Adjustment Algorithm in English Learning Process

An important component of human existence and behaviour is emotion. The automatic identification of emotions has gained significant importance in the domains of affective computing and human-machine interaction in recent times. Getting pictures of people's facial expressions is one of the simplest and least expensive methods for identifying emotions among the several physiological and kinematic data that may be utilised. Because of variations in anatomy, culture, and environment, developing a generalised, cross-subject model for emotion identification from facial expression remains difficult.This study presents an intelligent classroom that uses e-learning to help persons with autism spectrum condition strengthen their emotional abilities. Monitoring autism child engagement and participation in class while looking for signs of attention is necessary for effective classroom education. Teaching quality is increasingly being determined by the teachers' capacity to assess and evaluate the behaviour of their pupils in the classroom. Modern classroom systems are enhanced with the most recent technologies in educational institutions to make them more interactive, student-centered, and personalised. Even with these tools, it can be challenging for teachers to gauge their pupils' levels of interest and focus. This study makes use of contemporary technology to establish a real-time, intelligent vision-based classroom that can track students' moods, attendance, and levels of focus even when they are wearing face masks. In order to evaluate students' attention or lack thereof in a classroom, we trained AlexNet models that recognise student behaviour, including recognising facial expressions. Another designed to manage the irregular relationship between pupils and activities is the Interaction Students Education Neural Network ( Int_Edu_NN). The Q-matrix is used to firstly determine the pupil variable and the assignment indicator. This network is analyzed using two datasets in terms of various parameters and hence the proposed Int_Edu_NN achieves 99.% and 98% of accuracy.

Building Healthy Families: Outcomes of an Adapted Family Healthy Weight Program Among Children in a Rural Mid-Western Community.

Background: This study aimed to evaluate the effectiveness of implementing an adapted, evidence-based 12-week Family Healthy Weight Program (FHWP), Building Healthy Families, on reducing BMI metrics and clinical health indicators in a real-world community setting. Methods: Ninety child participants with a BMI percentile greater or equal to the 95th percentile for gender and age and their parents/guardians (n = 137) enrolled in the program. Families attended 12 weekly group-based sessions of nutrition education, family lifestyle physical activity, and behavior modification. A pre-post study design with a 6-month follow-up was used. Results: Nine cohorts of families between 2009 and 2016 completed the program with 82.1% retention at 12 weeks and 53.6% at 6 months. Participants had statistically significant improvements at 12 weeks in BMI z-score, %BMIp95, body mass, body fat, fat mass, fat-free mass, and systolic blood pressure with greater improvement at 6 months in body mass, BMI metrics, body fat, fat mass, fat-free mass, and systolic blood pressure. Parents/guardians of the participants had similar statistically significant body composition and blood pressure improvements (p < 0.05). In addition, children had significant improvements in high-density lipoprotein (HDL) cholesterol and aspartate aminotransferase (AST) liver enzymes at 6 months. Conclusions: Overall, this study demonstrated that an evidence-based FHWP can result in statistically meaningful declines in BMI z-score and accompanied clinically meaningful changes in health risk. Participants lost ∼4% of their body mass in 12 weeks, while their parents/guardians lost closer to 7% of their body mass, which supports previous literature suggesting body mass changes influence health.

Participation of children and adolescents in family mediation processes in Chile in light of Law No. 21,430

Este trabajo estudia la garantía y protección integral, el ejercicio efectivo y goce pleno del derecho de niños, niñas y adolescentes a participar activamente en los procesos de mediación familiar en Chile, a la luz de la Ley Nº 21.430, sobre Garantías y Protección Integral de los Derechos de la Niñez y Adolescencia. La autora se propone analizar el marco normativo vigente a tenor de los estándares internacionales derivados de la Convención sobre los Derechos del Niño, mediante la aplicación del método dogmático, con la finalidad de aportar al reconocimiento de NNA como sujetos titulares de derechos. Se concluye que la regulación normativa de la mediación familiar en Chile resulta insuficiente para garantizar la participación real y efectiva de NNA, considerándose imprescindible su adecuación a tenor de los estándares internacionales de derechos humanos existentes sobre la materia.

Pakikipagpalagayang- loob: Exploring Mutual Trust between Programme Managers and Children in a Philippine Residential Care Facility

This study examines the trust relationship between the programme managers and residents in a house for girls in need of protection in the Philippines which advocates child participation. The research employs interviews with the programme managers and residents (10) using Sikolohiyang Pilipino (Filipino psychology) methods of pagtatanong-tanong (asking questions) and pakikipagkuwentuhan (exchanging stories). The first research question explores how the management demonstrates trust towards the children, revealing cognitive and affective trust, along with the manifestation of palagay ang loob, ease within the inner selves of both parties. The second question unveils reciprocal trust, where the initial trust of the managers is mirrored by the children in their benevolence, ability, and integrity. Notably, the study introduces the concept of pakikipagpalagayang-loob, highlighting mutual trust rooted in the acceptance and understanding of holistic selves. The study contributes to local literature by addressing a research gap in understanding residential care within the Philippine context. Moreover, it enhances the body of knowledge on Filipino Psychology by analyzing trust through the lenses of loob and kapwa in Sikolohiyang Pilipino.

Children's creative participation as a precursor of 21st century skills in Finnish early childhood education and care context

The purpose of this article is to study how children's creative participation as a precursor of 21st century skills is related to their skills and competencies, involvement, and class activities in the Finnish early childhood education and care (ECEC) context. The study is part of the Finnish ECEC Progressive Feedback research and development project, which was conducted in 21 Finnish cities and companies providing ECEC services between 2017 and 2022. In this study, 5047 children aged between 1 and 7 years participated, using data which included both observation and child evaluations. Children's creative participation was examined using the social orientation theory together with the LI-SYC to focus on their involvement in class activities. The results showed that children's creative participation was related to their skills and competencies, involvement, and play as a class activity. The results emphasize the significance of creative participation as an indicator of quality and learning in ECEC. Educational relevance and implications statementThe results of this study show that creative participation as a precursor of 21st century skills (especially creativity and collaboration) is also an indicator of quality and learning today. Creative participation occurred in play as a class activity, and it was also connected with children evaluated individual skills and skills and competencies, especially creativity in pretend play and less support needs in language development. This is significant because with scaffolding and being conscious of the opportunities for creative participation in the pedagogy of early childhood education and care, it is possible to scaffold children's learning and well-being today and the skills and competencies they will need in the future.

Validation of clinical simulation scenarios for the teaching of soft skills in child-centered care

Consultations with children and their families are complex and require soft skills. However, there is a gap in the medical curriculum concerning these skills, especially as encounter training is often adult-centered. We developed, validated, and applied simulation scenarios that prioritize active participation of children to train soft skills in child-centered care for undergraduate medical students. This is a methodological study to develop three scenarios and a checklist of what is expected. The content was validated by 18 experts. A pre-test was carried out for adjustments. Then, the simulations were applied and evaluated by 18 medical undergraduate students. They included the participation of 6 pediatric simulated patients aged 9–12 years trained by a drama teacher. According to the results, the scenarios and checklist proved to be valid instruments in content terms (ICV-I > 0.8). The scripts were followed by the simulated pediatric patients, but they had difficulty mimicking a hypoactive state. Some were anxious, but everyone enjoyed participating in the feedback. The simulated parents had difficulty participating and giving space to the child's speech. Participants assessed that the simulations performed as they were proposed and, after experimenting them, felt more prepared. The simulations provided an opportunity for students to practice soft skills by interacting with children in a safe environment. Using children as simulated patients is feasible but presents some challenges. Our study has expanded the ways in which children's health content can be taught. We are investigating whether this training leads to better patient outcomes in real clinical settings.

"I Would Have My Children Participate IF …": Perceptions of Canadian Caregivers Towards School Food Programs.

Purpose: The Canadian federal government has expressed an intention to work with provinces and territories to develop a national school food program (SFP). This study aimed to explore caregivers' perception of attributes important to include in a future SFP.Methods: An online cross-sectional survey was conducted. Fifteen elementary schools from high, medium, or low median income neighbourhoods in Saskatoon were invited to participate. School principals sent a survey link to students' caregivers. The 37-item survey included an item with 15 statements asking caregivers to rate the importance of various components of a SFP. Descriptive statistics and exploratory factor analysis were conducted.Results: A total of 510 caregivers completed the survey (response rate of 52%). The factor analysis indicated four key components of a future SFP: (1) learning opportunities on growing and preparing food, (2) offering healthy food following Canada's Food Guide, (3) affordability of the meals offered, and (4) cultural adaptability of the meal program. Over 90% of caregivers thought providing healthy meals and ample time to eat meals to be very important.Conclusion: Our results indicate caregivers support multicomponent meal programs that, along with providing nutritious food, help children build healthy habits and sustainable food systems. These findings will help dietitians understand caregivers' perspectives to inform the design of a national SFP.

PERAN SEKOLAH RAMAH ANAK DALAM MENINGKATKAN AKHLAK PESERTA DIDIK STUDI KASUS DI MADRASAH TSANAWIYAH NEGERI 6 JOMBANG

This study discusses the role of child-friendly schools in improving the morals of students in Madrasah Tsanawiyah Negeri 6 Jombang. This type of case study research belongs to this type of research. The qualitative approach uses data retrieval techniques such as observation, interviews, and documentation, and data analysis techniques such as data reduction, presentation, and verification. The results of research conducted on the role of child-friendly schools in improving the morals of students in MTsN 6 Jombang. So there is a role for child-friendly schools in improving the morals of students so that akhlakul karimah is embedded in students. Through child-friendly school policies, several points can be taken in improving the morals of students. Such as child-friendly school policies, curriculum implementation, child-friendly school facilities and infrastructure, child participation, and participation of various elements of society. From these policies, it can improve the morals of students such as responsible, discipline, friendly to others, polite to others. There are supporting factors, namely all parties who contribute related in improving the morals of students. Such as educators, students, parents, the community, and the government. With this policy, Child Friendly School has a role in improving the morals of students.

Generalization of Participation in Physical Activity from Physical Education to Recess in Two Elementary School Classes

The purpose of this study was to investigate the generalization of participation in parkour from physical education to parkour recess in two different elementary school classes taught by the same teacher. One class of 2nd grade (n = 19) and one class of 3rd grade (n= 26) elementary school children were taught a seven-lesson parkour unit during physical education. The teacher and the children were new to parkour, and the teacher taught each lesson first to the second-grade class followed by the third-grade class. The voluntary participation and MVPA of children from both classes in six parkour recess sessions connected with physical education lessons was investigated. In physical education, MVPA, lesson context, and teacher’s physical activity promotion in both classes was investigated. Results indicated that more time was spent in management in grade 2 (50%) compared to grade 3 (45%). In grade 3, children had more skill practice and achieved more MVPA compared to second graders during physical education (38% versus 35%, p