Voices Of Parents Research Articles

Integrating parent voices into research at the extremes of prematurity: what are we doing and where should we go?

When a baby is born premature, a landscape of potential problems replaces an imagined future. Outcomes become the measures of success. Researchers are recognizing that we need the direct input of parents to select meaningful outcomes. In this article, we describe how researchers and clinicians in neonatology have historically defined outcomes and the limitations of these methods. We chart the integration of stakeholders-patients and parents-into outcomes selection. 'Parent-important outcomes' are those deemed most important by parents, as the voices of their children. We outline a path toward determining parent-important outcomes in neonatology through mixed methods research. We conclude by suggesting how parent-important outcomes can be integrated into neonatal follow up research and clinical trial design. Ultimately, all researchers of prematurity aim in some way to improve outcomes that parents and patients care about. We hope this article will remind us of this beacon.

Parental Voices on Screen Time Guidelines in Early Childhood

This article critically engages with the concept of screen time. We explore the screen time recommendations from the World Health Organization (WHO) and their application in the Swedish context. We also investigate the experiences and opinions on the recommendations and advice on screen time and screen media use in early childhood among parents of young children (0–3 yrs.) in Sweden. The study draws from qualitative semi-structured interviews during multiple home visits from a diverse sample of 16 families. Findings are discussed through the prism of the ‘moral economy’ of the household and the ‘social imaginaries’ underpinning this. We have identified two types of approaches to guidelines on screen time among parents, and based on our findings we recommend organizations in Sweden and beyond, to rethink and revise the current guidelines, including the WHO recommendations.

Improving inclusive school food practices with parent voices

ABSTRACT In Canadian schools, food and drink offerings have yet to be explicitly incorporated in most inclusive food policies and practices. With the growing number of vegetarian and vegan (veg*n) families and literature documenting their marginalisation, this study sought to explore parents’ experiences within Ontario schools for their children who eat plant-based diets, yet also unearthed how limited choices negatively affected the good health and well-being of lactose and gluten intolerant students, as well as other dietary needs. Taking a narrative inquiry-inspired approach, interviews were conducted with 11 parents. In most schools, veg*n options were not available, and as a result, students felt socially excluded and, at times, were physically left out, which adversely affected their well-being and interrupted their learning. Most parents also felt unsupported when advocating for their children. All parents recommended partnerships for the goals of inclusion and quality education, by forming inclusive school food policies, teaching about a range of diet diversity, including why people adopt these, such as for health, animal welfare, sustainability, religion, culture, and more. By informing school food policies with parent voices, students can benefit from reduced inequalities and good health and well-being. Doing so would foster peace, justice and strong institutions.

An investigation of toddler risky play informed by the voices of parents and teachers of toddlers in one school setting

ABSTRACT This qualitative study explored the perceptions of teachers and parents within the context of toddlerhood risky play at a university laboratory school. Sociocultural and bioecological theories informed the study and the developmental niche framework guided the data analysis. Video-stimulated recall interviews were analyzed using the constant comparative method. Findings include: (1) parents’ and teachers’ perceptions of risky play are comprised of (a) their psychology as the caregiver, (b) knowing the child, and (c) cultural influences, (2) parent and teacher descriptions of risky play include that it happens outdoors, away from adults, and encompasses developmental benefits, and (3) the development of perceptions of risky play is situated and dynamic. This study contributes important knowledge to the field of early childhood education by offering a new perspective regarding the definition of risky play revealing how parents’ and teachers’ perceptions of risky play are situated in their own past experiences, knowledges, and interactions.

From Traditional-Aged Students to Teenage Fathers: A Qualitative Study of Social Challenges and Experiences of East Asian Second-Generation Teenage Fathers

This study aims to investigate East Asian second-generation teenage fathers’ stress and problems resulting from internal factors and external influences in the United States. The relationships between the changes in the teenage fathers’ family structures, social expectations, and experiences of educational and financial challenges during the pregnancy (of their partner) and into the period of their early fatherhood were examined. Based on the Interpretative phenomenological method, ten participants who had experienced stress and problems due to their characteristics as teenage fathers, particularly second-generation East Asian Americans, participated in this study. Three semi-structured interviews, one focus group activity, and one member-checking interview were used to collect in-depth lived stories. Three themes emerged: (1) Cultural characteristics: Detrimental perspectives from family members and the public, (2) Age: The hindrance of youth as a characteristic of teenage fathers, and (3) Career development: The challenges of earning a minimum salary and having an unforeseen career. The findings indicated that counseling services based on patients’ sociocultural backgrounds and practices should be considered to offer effective treatments to ethnic minorities, in this case, East Asian Americans. The results of this study can provide a map for public health researchers to use in refining sex education and sexual health promotion, and the approach can offer a blueprint for capturing the voices of other teenage parents.

Emotional based school avoidance: Exploring school staff and pupil perspectives on provision in mainstream schools

Aim(s):The present study explored perspectives of school staff, who shared their experiences of facilitators and barriers to mainstream school ‘emotional based school avoidance’ (EBSA) initiatives and practices, and school-aged pupils presenting with EBSA, who described what supported or hindered their school experiences.Method:Semi-structured interviews were conducted with six mainstream school staff and seven school-aged pupils who have engaged in EBSA. Staff interviews were analysed using reflexive thematic analysis (RTA), and pupil interviews were analysed using Interpretative Phenomenological Analysis (IPA).Findings:Six main themes emerged across the two samples, two of which are presented in the present study: for school staff, ‘Systemic and Unanticipated Barriers’; and for pupils, ‘Pupil’s Sense of Inclusivity’. Findings from school staff suggest that EBSA initiatives and practices are hindered by financial constraints, less cooperative families, and misalignment with external partners, who may function according to different working models. For pupils, the findings suggest their experience is facilitated when they feel included, accepted, have a sense of school belonging, and where there is attention towards their interests, strengths, and achievements.Limitations:This research did not capture parent voices, even though their involvement is a crucial aspect in supporting their children.Conclusions:This study highlights some of the long-standing (systemic) challenges as well as those associated with multi-agency working and working with families, which threaten to impede effective EBSA initiatives and practices. It also highlights the power of inclusivity and positive relationships for pupils, which may function as a protective factor to their school attendance.

The Sacrificed Children: Listening to the Voices of Former Young Carers Supporting Parents with Mental Illness

Abstract Numerous studies have indicated that parents who are affected by mental illness experience emotional/behavioural difficulties which can have major impacts on parenting and the child–parent relationship. However, research on the experiences of young carers living with a mentally ill parent and the adversity they face remains comparatively limited. This article reports findings from a qualitative and retrospective study undertaken with nineteen Taiwanese adults who were young carers of parents with mental illness to capture their entire childhood experiences. The study was guided by social constructionism with the aim to listen to the voices of former young carers and explore their sense of responsibility, their response to family and societal expectations and how these affected their lives. The study finds the young carers’ sense of responsibility was grounded on the principle of filial piety, which greatly influenced young carers not only actively in response to the parent’s needs but also in prioritising the parent’s demands. Participants felt responsibility and sacrifice interwoven in the context of their lives. Implications for social services and policy makers are suggested in order to meet the needs of young carers and their families.

“Any Other Thoughts?”: Establishing Third Space in a Family-School-University STEM Partnership to Center Voices of Parents and Teachers

ABSTRACT Research practice partnerships (RPPs) that include parents and teachers as cocreators of educational programs provide opportunities to build equitable partnerships yet require university partners to intentionally develop spaces for coconstruction and synergistic interactions. RPPs built within a third space can foster engagement of all partners in the coconstruction of knowledge and practices while assuming roles and navigating partnership work through informal and formal communication. We define a third space as a hybrid, intangible space where inter- and intracultural pedagogies are constructed and shared identity is created from historical and cultural contexts of all partners. This study explored how university partners centered teacher and parent voices in the codesign and piloting phase of a culturally relevant preschool robotics program and facilitated codevelopment within a third space. Through in-depth qualitative coding, we analyzed 6 months of early partnership exchanges to identify how we, as university partners, facilitated discourse and what roles parents and teachers assumed within our third space. Results found that university partners frequently invited participation among partners and used revoicing strategies, and parents and teachers adopted roles as educators and advisors to the program design and implementation. Implications for RPPs include considering how both facilitator-discourse moves and collaborative spaces in which parents and teachers are central to partnership conversations and decisions contribute to successful outcomes.

Young Children’s Digital Literacy Practices with Caregivers in the Home Environment: Voices of Chinese Parents and Grandparents

The development of children’s digital literacy is essential in the 21st century. Digital technologies have been adopted by both parents and grandparents to enhance children’s quality of education, in accordance with the Sustainable Development Goals (e.g., SDGs 4 and 17). Many children have been provided with all types of digital tools and e-devices from birth, which puts their caregivers in a challenging position. In that context, investigating the attitudes, beliefs, communication, and practices of caregivers when interacting with young children while utilizing digital technologies is crucial for comprehending the disparity in digital literacy between parents and grandparents. In this study, we adopted a mixed research design to examine Chinese intergenerational caregiving during the COVID-19 pandemic and different types of caregivers’ beliefs, practices, and communication with children through various digital tools in the home environment. A caregiver-reported survey was conducted to investigate the primary caregivers’ beliefs, practices, and communication using digital media tools with children at home. Intergenerational interviews with 18 families further identified the different methods of caregiving between parents and grandparents. Mixed attitudes were found concerning popular technologies commonly used at home and children’s digital literacy practices, and we heard intergenerational concerns about children’s use of digital technologies. This study shows that Chinese fathers are generally more supportive of digital practices at home, while mothers are more restrictive of their children’s use of digital technology tools. Grandparenting may be overwhelming for Chinese seniors in the 21st century.

Honoring Family: Using parent partner expertise to strengthen a child welfare coaching program

Increasingly, the child welfare system is acknowledging the importance of incorporating parent voice and expertise into changes in child welfare practice, policy, and research; however, there is limited knowledge on how to incorporate parents’ expertise into program-level change. This study sought input from parent partners on the shared principles of a statewide coaching program for child welfare supervisors. Two focus groups were conducted, an initial focus group (n = 17) and a member checking focus group (n = 14). Data were analyzed using thematic analysis. Findings included three key themes: (a) understand parent context, (b) activate engagement, and (c) bridge principles and practice. Strategies for incorporating parent partner input into the coaching program are discussed.

The voices of Chinese American parents during COVID-19: Recommendations for addressing anti-Asian racism and supporting adolescents in school.

The voices of Chinese American parents during COVID-19: Recommendations for addressing anti-Asian racism and supporting adolescents in school.

Coping with National Language Policy Shift: Voices of Chinese Immigrant Parents in an Irish County Town

ABSTRACT This paper focuses on the diaspora Chinese community in Limerick – an Irish county town in the southwest of the Republic of Ireland – and examines how Chinese parents have responded to the education policy shift resulting from the 2017 Irish foreign language strategy, which added Chinese to the official educational curriculum. A semi-structured group interview was conducted with four Chinese-speaking parents. Analysis of the data revealed that identity preservation and maintaining bonds with extended family are the predominant expressed reasons for parents to cultivate their children’s Chinese proficiency. English and Irish are prioritized over Chinese. Though the parents hold positive attitudes towards the inclusion of Chinese as a school subject in Ireland, they are disempowered from taking advantage of participating in the implementation of this national language shift due to a lack of access to social, cultural, and economic capital. Analysed through a Bourdieuian lens, the findings further expose the limitations or constraints placed on family language policy and the discrepancy between macro- and micro-level language policies. The paper is intended to shed light on education, social justice, and equality, bridging the gap between micro-level family language practices and macro-level language policy.

Teacher agency and ICT affordances in classroom-based language assessment: The return to face-to-face classes after online teaching

Recent research on classroom-based assessment (CBA) during the COVID-19 pandemic has examined language teachers’ strategic responses to challenges in online teaching. However, there is still a paucity of empirical research on their CBA practices supported by information and communication technology (ICT) during the return to face-to-face (f2f) classes. Moreover, most studies on CBA during and after the pandemic have focused on secondary or higher education, leaving young learner contexts underexplored. Thus, this study investigated how two primary school English teachers in South Korea exercised their agency to implement ICT-afforded CBA to address challenges in returning to f2f classes, grounded in an ecological perspective. It further explored mediating factors that influenced their agency in both temporal and relational aspects. Observations, interviews, and reflection papers revealed four main themes regarding their agency enactment in identifying ICT affordances for CBA, which were linked to individual factors in their agency enactment, including their pedagogical beliefs, ICT use experiences, identity, and professional development. The cultural (e.g., national curriculum), structural (e.g., student wellness and parental voices), and material dimensions (e.g., institutional support of teacher training) also influenced their agency enactment. This study provides both theoretical and practical implications for ICT-afforded CBA in the post-pandemic era.

If I were a Teacher… - Cogitations of People on the Autism Spectrum About the Teacher’s Vision

This article is part of a broader study on adults with autism. The main assumption of the series of studies is concerned with listening to and hearing the voices of those most affected - those with a diagnosis of autism. The collected material, which is based on our own experiences of people with autism, allows us to present views on the teacher’s role- the educational space’s creator. Thus far, we have introduced the experiences and comments of teachers and therapists; now, we can listen to the voices of students, parents, and people with autism. This study employed the netnographic method. The study involved a group of people diagnosed with autism, and a meeting closed online for those who agreed to participate. Reaching out to a large group made it possible to analyze the results of the statements given by ranking and creating meaning bundles. Furthermore, by differentiating according to age and gender, it became possible to conduct a deeper qualitative analysis concerning specific statements that seem representative of this group of people. The first conclusion is that the approach to the teaching/learning process differs. This is due to symptoms that are specific to autism, as well as the different educational and therapeutic approaches. The second is related to the use of punishment that, in addition to the forbidden ones (such as physical), often evolve into psychological and social punishments, such as isolation, marginalization, or a lack of interest. It seems equally important to draw attention to the ineffective attempts to impose (often referred to as violating) recognized normative forms of functioning and the treatment of these people as not fully intellectually capable, which is not a condition. Purpose of the research. The research aims to present the educational reality described by the people who are the most concerned in this study, i.e., those who have been diagnosed with autism at various stages in their lives.

Primary school parent governors in a deprived south Wales community: how do their experiences contribute to our understanding of school governance?

This research explored the experiences of 10 parent governors whose schools were located in a disadvantaged south Wales valley community. The study took place during a programme of reform, where established practices were considered unable to meet the demands of contemporary governance. It exposes the absence of the parent voice in school leadership and accountability, the nature of this acquiescence and its implications from a practical and theoretical perspective of school governance as a collaborative undertaking. The research used a mixed methods approach. Data collection employed a semi structured interview complemented by one open and one closed questionnaire. Athematic approach identified common patterns to address the research question, ‘What were the parent governors’ experiences of school governance'. Prior to taking office, the participants believed they would be at the heart of decision making and accountability. In office no participant played an active leadership role. Reasons for this centred on the imbalance in status, knowledge and confidence inherent in the headteacher/professional - governor/amateur relationship. The research makes a theoretical and professional contribution which helps explain governor passivity. Presently many parent governors are stakeholders in name but not in practice. To address this requires a radical and structured approach so that Welsh school governance is inclusive, egalitarian and collegial.

Attending to the voices of parents of children with Reactive Attachment Disorder

Attending to the voices of parents of children with Reactive Attachment Disorder

Training needs of educators for students with visual impairments and additional disabilities: A qualitative inquiry

Currently, 3% of children in the United States have a visual impairment. An estimated 50%–75% of these children have additional moderate to severe disabilities. Unfortunately, many physical education teachers and teachers of the visually impaired have difficulty including children with visual impairment and additional disabilities. A lack of appropriate training limits students’ opportunities to improve motor skills and engagement in physical activity. The purpose of this research was to determine the training needs of teachers and support staff of children with visual impairment and additional disabilities through the voices of parents and educators. Focus group interviews were conducted with findings organized under two broad sections entitled (a) barriers to participation and (b) training needs to support students with disabilities. A Universal Design for Learning framework was used to analyze the results revealing the need for a variety of trainings and the use of flexible curricula to effectively instruct and support children with visual impairment and additional disabilities.

Learning communities: schools, parents and challenges for wider community involvement in schools

This presentation will focus, for the most part, on a project of parental involvement in a state primary school located in a predominantly working-class area in a Mediterranean country. It will draw briefly on qualitative empirical work carried out with a colleague (Carmel Borg). The presentation gives an account of the socio-economic context of the school, and foregrounds, through empirical data culled from transcribed semi-structured interviews, the voices of parents, administrators, school-council members and teachers. It will be argued that, if this project is to develop into a genuine exercise in democratic participation, parents must begin to be conceived of not as “adjuncts”, but “subjects”. The parents interviewed in this empirical work see themselves as such, and derive confidence from the fact that, at the time of the interview, their claims and recommendations were translating into concrete developments. The second part of the presentation will discuss the issue of parental involvement in schools within the context of a wider discussion on ‘changing the face of the school’ by helping it develop into a community learning centre. Insights from the work of Paulo Freire and his Education Secretariat, when he served as Education Secretary in the Municipal Government of São Paulo, Brazil, and from SMED in Porto Alegre, Brazil, will be drawn upon.

Parents' and nurses' perceptions and behaviours of family-centred care during periods of busyness.

Busyness as a construct within modern healthcare is complex and multidimensional. To date, few studies have sought to explore how busyness influences family-centred care. This study explored the influence of busyness on the delivery of family-centred care for nurses and parents. Ethnography was selected as the research design. The study site was a metropolitan tertiary hospital inpatient paediatric unit in Sydney, Australia. Semi-structured interview and non-participant observation techniques were used for data collection. Ten paediatric nurses and 10 parents were interviewed and 40 h of non-participant observations were undertaken. The COREQ was used to report the study. The findings are presented as three key themes: (i) 'Supporting family-centred care' in which participants detail beliefs about the nurse-parent relationships and how despite busyness nurses sought out moments to engage with parents; (ii) 'Being present at the bedside' identified the challenges in optimising safety and how parents adapted their way of being and interacting on the unit; and (iii) 'The emotional cost of busyness' and how this influenced nurse-parent interactions, care delivery and family-centred care. The ethnography has given shape to social understandings of busyness, the complexities of paediatric nursing and family-centred care. The culture of care changed in moments of busyness and transformed parent and nursing roles, expectations and collaborative care that at time generated internal emotional conflict and tension. Given the increasing work demands across health systems, new agile ways of working need to ensure maintenance of a family-centred approach. Strategies need to be developed during periods of busyness to better support collaborative connections and the well-being of paediatric nurses and parents. At an organisational level, fostering a positive workplace culture that shares a vision for family-centred care and collaboration is essential. Parents of sick children admitted to an acute paediatric inpatient ward were invited to be a participant in a single interview. Parents were aware of the study through ward advertisement and informal discussions with the researchers or senior clinical staff. Engagement with parents was important as healthcare delivery in paediatrics is focused on the delivery of family-centred care. To minimise the risk of child distress and separation anxiety, children were present during the parent interview. Whist children and young people voices were not silenced during the interview process, for this study the parent's voice remained the focus. While important, due to limited resources, parents were not involved in the design analysis or interpretation of the data or in the preparation of this manuscript. The data that support the findings of this study are available from the corresponding author upon reasonable request.

“Phonics Monkeys” and “Real Life Reading”: Heteroglossic Views of a State Reading Initiative

ABSTRACT Framed by Bakhtinian theories of authoritative discourse and heteroglossia, this study examines perceptions of a Science-of-Reading-based state reading initiative five years into implementation. Using interview transcripts, researchers engaged in polyphonic analysis to bring the voices of teachers, reading interventionists, parents, administrators, and state department of education officials into created dialogue. Findings from this qualitative study suggest there were contrasting perspectives about reading and the SRI, that many participants felt the initiative narrowed reading instruction and constrained teachers’ agency, and that, overall, there have been limited opportunities for dialogue about the initiative. Findings demonstrate that a narrow view of reading research may silence and delegitimize some stakeholder voices. This state’s goal of sharpening the focus of reading instruction led to instruction that was perceived by some stakeholders as narrow, boring, and meaningless, unlikely to create the statewide culture of reading that was targeted. Implications for this and future state reading initiatives point to the value of dialogue among varied stakeholders, which might allow for the idiosyncrasies of the teaching and learning of reading and writing to be addressed.