scholarly journals Incorporating children's views and perceptions about urban mobility: Implementation of the “philosophy with children” inquiry approach with young children

2022 ◽  
Vol 26 ◽  
pp. 168-177
Author(s):  
Mateus Humberto ◽  
Filipe Moura ◽  
Mariana Giannotti
Keyword(s):  
Young Children ◽  
Urban Mobility ◽  
Inquiry Approach ◽  
Children’S Views ◽  
Views And Perceptions

Incorporating children's views and perceptions about urban mobility

2020 ◽  
Author(s):  
Mateus Humberto ◽  
Filipe Moura ◽  
Mariana Giannotti
Keyword(s):  
Public Schools ◽  
Low Income ◽  
Travel Behavior ◽  
Latent Dirichlet Allocation ◽  
Academic Research ◽  
Urban Mobility ◽  
High Prevalence ◽  
Negative Perceptions ◽  
Children’S Views ◽  
Views And Perceptions

There is an increasing concern among scholars and practitioners to incorporate children's views and perceptions about their daily mobility, followed by the search for structured approaches for data collection and analysis. This paper draws on academic research conducted with 5 to 6-year old children and their caregivers (N = 317) in three public preschools in São Paulo (Brazil) with a high prevalence of low-income immigrants, using the "Philosophy with Children” (PwC) inquiry approach. Once the PwC sessions were transcribed and associated to the questionnaires to caregivers (73% response rate), it was possible to adopt a set of qualitative analysis tools to extract children's views and perceptions about urban mobility, namely topic modelling (Latent Dirichlet Allocation) and sentiment analysis (AFINN and Bing sentiment lexicons). These allowed the identification of variables affecting the opinions about urban mobility shared by young children, including more negative perceptions among boys, non-native children, and those in high social vulnerability. Beyond revealing a potential of the PwC approach to enquire children about their established travel behavior, the implementation of the proposed inquiry sessions covered an age group that is commonly disregarded in most of transport-related studies involving children and youth while encompassing a context of public schools in a developing country, with a high prevalence of low-income and immigrant families.

scholarly journals Do children think it is important to predict learning and behaviour problems, and do they think genetic screening has a role to play in this?

2021 ◽  
Author(s):  
Diana Fields ◽  
Kathryn Asbury
Keyword(s):  
Young Children ◽  
Genetic Screening ◽  
Social Issues ◽  
Quality Education ◽  
Behaviour Problems ◽  
High Quality ◽  
High Quality Education ◽  
Very Young Children ◽  
Children’S Views ◽  
Qualitative Responses

This study represents an attempt to foresee some of the psychological, practical and social issues that could arise from incorporating DNA screening into education, from the perspective of young children. Children aged 4-10 (n=165) were asked for their views on whether DNA screening for learning and behaviour differences would be helpful or harmful. A content analysis of their qualitative responses to a series of scenarios derived six categories: 1. ‘Worried about being – and being seen as – different’; 2. ‘Beliefs about the origins of learning and behaviour’; 3.’Testing is harmful’; 4. ‘Testing could help’; 5. ‘How soon is too soon for testing?’; and 6. ‘What’s the point? Findings suggest it is important to listen to children’s views, and to consider their understanding, when planning the future use of DNA data; and that even very young children can make useful contributions to public debate in this area. The issues highlighted can potentially be addressed by high quality education that is accessible from the first days of primary school.

Child-identified problems and their robotic solutions

2019 ◽  
Vol 17 (4) ◽  
pp. 347-360 ◽  
Author(s):  
Shara Cherniak ◽  
Kyunghwa Lee ◽  
Eunji Cho ◽  
Sung Eun Jung
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Project Based Learning ◽  
Stem Learning ◽  
Robotics Education ◽  
Science Technology ◽  
Inquiry Approach ◽  
Diverse Backgrounds ◽  
And Mathematics

Research on early childhood robotics education often focuses narrowly on teaching young children STEM (science, technology, engineering, and mathematics) concepts and skills. In this qualitative case study, our research team examined what happened when we worked with young children (age 7) and combined the technologies of robotics education with an inquiry approach, that is, an opportunity for students to collaboratively identify a problem arising from their own lived experiences and build a robot to solve it. We found that the process of children’s problem identification was dialogic, not only with peers and teachers but also with materials, as they defined and refined problems based on interactions with peers and objects. As this study was conducted at an economically disadvantaged public school in the Southern United States, we argue that early childhood robotics education has a great potential to engage young children in STEM learning in a personally meaningful manner and that an instructional approach fostering children’s inquiry and project-based learning through their problem finding and problem posing is effective in making STEM accessible to students from diverse backgrounds.

scholarly journals Assessing the impact of discussing and practicing urban mobility on the travel behavior of young children and their caregivers: mixed-method empirical research in public preschools in São Paulo (Brazil)

2020 ◽  
Author(s):  
Mateus Humberto ◽  
Filipe Moura ◽  
Mariana Giannotti
Keyword(s):  
Young Children ◽  
Empirical Research ◽  
Low Income ◽  
Travel Behavior ◽  
Sao Paulo ◽  
São Paulo ◽  
Urban Mobility ◽  
Sustainable Mobility ◽  
Child Centered ◽  
The Impact

This manuscript seeks to evaluate changes in the travel behavior of young children (5-6 y/o.) and their caregivers following the implementation of a 4-month program in public preschools in São Paulo (Brazil) with a high prevalence of low-income immigrants. The program was developed around two intervention types: i) weekly inquiry sessions about urban mobility through the Philosophy with Children approach and ii) bimonthly outdoor walking activities in the surroundings of schools. In this way, it was possible to observe positive changes in the perceptions of children’s statements and in the social norms of their caregivers about transportation, as well as significant modal shifts of caregivers towards sustainable mobility, which were evaluated using difference-in-differences and time-series analyses. Besides the identification of changes in the behavior of adult caregivers through child-centered intervention types, this empirical research enabled unraveling the effect of the proposed measures according to the child’s gender, nationality, and level of social vulnerability, including the significant modal shifts towards walking and cycling identified among boys and out of car and motorcycle among native children, which were significant both in post and follow-up measures.In addition to contributions to the evaluation of school-based interventions with data from developing countries, the discussions presented in this paper intend to provide insights into the role of early childhood and perceptions in behavioral changes towards sustainable transport.

Listening to Young Children: Experts in Their Own Lives

2005 ◽  
Vol 29 (1) ◽  
pp. 45-56 ◽  
Author(s):  
Alison Clark ◽  
June Statham
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Service Planning ◽  
Children’S Perspectives ◽  
Adults And Children ◽  
Mosaic Approach ◽  
Important People ◽  
Children’S Views ◽  
The Uk ◽  
Early Childhood Institutions

Most existing literature on children's participation has focused on their involvement in service planning, delivery and evaluation rather than on children's views of their own world, starting from their interests and concerns. Few studies have considered the views and experiences of young children (under five years old). One of the barriers to this work has been uncertainty about ‘how to listen’ to children at this age. Alison Clark and June Statham explore the Mosaic approach, a methodology for listening to young children that brings together verbal and visual tools to reveal young children's perspectives. The material produced by the children provides a platform for communication between adults and children. Examples are given from two research studies that took place in early childhood institutions in the UK. These illustrate how young children used cameras and participatory activities such as tours and map-making to highlight important people, places and events and to share their views with adults. The discussion focuses on the possible applications of this approach for young children who experience fostering and adoption, including the potential for young children to document and to communicate the important details of their present as well as past lives.

scholarly journals Young children’s views on play provision in two local parks: A research project by early childhood studies students and staff

Childhood ◽  
2019 ◽  
Vol 26 (4) ◽  
pp. 491-508 ◽  
Author(s):  
Ellen Yates ◽  
Ruby Oates
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Health And Safety ◽  
Childhood Studies ◽  
Risk Averse ◽  
Research Project ◽  
Risky Play ◽  
Collaborative Working ◽  
Children’S Views ◽  
Mixed Age

This project collected the views of young children on play provision within two local parks through research conducted by Early Childhood Studies students and academics. Findings identified that traditional playground equipment and ‘risky’ play were important for children. Natural features and semi-permanent provision were valued, alongside the provision of mixed-age fixed equipment. Children were highly aware of health and safety, and they were very risk averse. Conclusions recognised constraints and limitations of collaborative working, including eliciting authentic voices of children.

scholarly journals Benefits and Limitations of Eliciting the Well-Being Views of Two-Four Year Olds Living in a Low-Income Area in England

2020 ◽  
Author(s):  
Martina Street
Keyword(s):  
Young Children ◽  
Low Income ◽  
Well Being ◽  
Integrative Approach ◽  
Small Scale ◽  
Social Constructions ◽  
The Past ◽  
Mosaic Approach ◽  
Children’S Views ◽  
Do So

Abstract This paper reports findings from a small-scale qualitative study exploring the views of two - four year olds about their well-being. While interest in children’s views about their well-being has been increasing over the past couple of decades, the views of young children are under-researched, particularly those living in low-income areas. Deficit social constructions of young children and their capacities to ‘express’ (usually understood as ‘verbalise’) ‘reasoned’ (usually understood as ‘cognitive’) views have largely fuelled their exclusion. The study involved 18 young children living in one of England’s most economically disadvantaged areas. Data were generated with children by using the Mosaic Approach, comprising multiple creative methods. The findings suggest that young children conceptualise their well-being in the here-and-now; they enjoy opportunities to be social and to participate in activities and decisions that affect them. However, while it may be beneficial to young children’s sense of well-being to acknowledge their agency, and to treat their views with respect, it may be more beneficial to them to do so by also recognising their ‘mutuality of being’. In this sense, eliciting the views of young children about their well-being is not only under-researched, but under-socialised and de-historicised. The paper concludes by proposing an integrative approach to well-being, which neither privileges nor abstracts children from their social and material contexts.

Standpoints on quality: Listening to children in Verona, Italy

2012 ◽  
Vol 37 (2) ◽  
pp. 19-26 ◽  
Author(s):  
Deborah Harcourt ◽  
Valentina Mazzoni
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Childhood Education ◽  
Rights Of The Child ◽  
Mosaic Approach ◽  
Children’S Views ◽  
Early Childhood Settings ◽  
Children’S Accounts

EARLY CHILDHOOD RESEARCH and policy, globally, are focusing increasingly on issues of ‘quality’ in early childhood education. However, much of the focus to date has been on adult notions of quality, with little attention being devoted to children's accounts. Conducted in the context of early childhood education in Verona, Italy, this study offers children's views of quality in two early childhood classrooms. Informed by the participation mandates of the United Nations Convention on the Rights of the Child (UN, 1989) and a sociological conceptualisation of child competences (Mayall, 2002; Smith, 2007), the research methodology draws on the mosaic approach (Clark & Moss, 2001) whereby children's photography, mapping and conversations were used to represent indices of the quality of their early childhood settings. The data in this study was generated with the understanding that young children are competent to articulate their ideas by using a range of symbolic literacies. The children formed opinions about their prior-to-school experience, particularly about their teachers, and gave a clear and articulate indication of what constitutes good quality. The findings point to the importance young children place on their relationships with their teachers, and the moral, ethical and social justice implications. In conclusion, the study calls for those engaged with children, particularly teachers, to take affirmative action on children's contributions to our understanding of quality.

The Modification of Hypernasality in Young Children

1984 ◽  
Vol 15 (1) ◽  
pp. 37-43 ◽  
Author(s):  
Moya L. Andrews ◽  
Sarah J. Tardy ◽  
Lisa G. Pasternak
Keyword(s):  
Young Children ◽  
Voice Therapy

This paper presents an approach to voice therapy programming for young children who are hypernasal. Some general principles underlying the approach are presented and discussed.

Lexical Comprehension in Young Children With Developmental Delays

1994 ◽  
Vol 3 (1) ◽  
pp. 79-88 ◽  
Author(s):  
Theresa A. Kouri
Keyword(s):  
Young Children ◽  
Developmental Delays ◽  
Normal Development ◽  
Clinical Applications ◽  
Group Status ◽  
Novel Object ◽  
Related Information ◽  
Comprehension Skills ◽  
Lexical Items ◽  
Lexical Concepts

Lexical comprehension skills were examined in 20 young children (aged 28–45 months) with developmental delays (DD) and 20 children (aged 19–34 months) with normal development (ND). Each was assigned to either a story-like script condition or a simple ostensive labeling condition in which the names of three novel object and action items were presented over two experimental sessions. During the experimental sessions, receptive knowledge of the lexical items was assessed through a series of target and generalization probes. Results indicated that all children, irrespective of group status, acquired more lexical concepts in the ostensive labeling condition than in the story narrative condition. Overall, both groups acquired more object than action words, although subjects with ND comprehended more action words than subjects with DD. More target than generalization items were also comprehended by both groups. It is concluded that young children’s comprehension of new lexical concepts is facilitated more by a context in which simple ostensive labels accompany the presentation of specific objects and actions than one in which objects and actions are surrounded by thematic and event-related information. Various clinical applications focusing on the lexical training of young children with DD are discussed.

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