Video observations of children's perspectives on their lived experiences: Challenges in the relations between the researcher and children

Hrönn Pálmadóttir; Jóhanna Einarsdóttir

doi:10.1080/1350293x.2015.1062662

Working Together at Mat Time: Politics of Participation

Teachers Work ◽

10.24135/teacherswork.v11i2.67 ◽

2015 ◽

Vol 11 (2) ◽

pp. 187-200 ◽

Cited By ~ 1

Author(s):

Anita Mortlock ◽

Vanessa A Green ◽

Mary Jane Shuker ◽

Michael Johnston

Keyword(s):

Social Dynamics ◽

Early Education ◽

Peer Group ◽

Active Role ◽

Active Participation ◽

Structured Interviews ◽

Doctoral Study ◽

Children’S Perspectives ◽

Video Observations ◽

Working Together

Learning as part of a group on the mat is a common experience in children’s early education and socialisation. Indeed, many classrooms world have a mat, to which the children are called in addition to chairs and tables (Poveda, 2001). Nonetheless, very little research exists about activity using the mat in junior classrooms either locally or internationally, particularly in relation to children’s perspectives. This paper reports recent findings from a doctoral study that investigated children’s experiences of working together on the mat in three year-two classrooms. Data were gathered through video-observations of teacher-facilitated activity on the mat and semi-structured interviews with children and teachers. The findings suggested that participation on the mat was affected by children’s relationships with each other. Specifically, social dynamics within the children’s peer group appeared to enable or block active participation for particular individuals. Teachers utilised inclusive strategies to ameliorate the affect of the peer group and to enhance participation for children who struggled to secure an active role.

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HIV-positive parents, HIV-positive children, and HIV-negative children’s perspectives on disclosure of a parent’s and child’s illness in Kenya

10.7287/peerj.preprints.303v1 ◽

2014 ◽

Author(s):

Grace Gachanja ◽

Gary J Burkholder ◽

Aimee Ferraro

Keyword(s):

Lived Experiences ◽

Healthcare Professionals ◽

Hiv Disclosure ◽

Hiv Positive ◽

Full Disclosure ◽

Children’S Perspectives ◽

National School ◽

To Receive ◽

Depth Interviews ◽

Hiv Negative

HIV disclosure from parent to child is complex and challenging to HIV-positive parents and healthcare professionals. This study was conducted to understand the lived experiences of HIV-positive parents and their children during the disclosure process in Kenya. Sixteen HIV-positive parents, seven HIV-positive children, and five HIV-negative children underwent semistructured in-depth interviews. Data was analyzed using the Van Kaam method in NVivo 8. Seven themes emerged that spanned the disclosure process. Presented here is data on the theme about how participants recommend full disclosure be approached to HIV-positive and negative children. Participants recommended disclosure as a process starting at five years with full disclosure delivered at 10 years when the child was capable of understanding the illness; or by 14 years when the child was mature enough to receive the news if full disclosure had not been conducted earlier. Important disclosure considerations include the parent’s and/or child’s health statuses, the number of infected persons’ illnesses to be disclosed to the child, the child’s maturity and understanding level, addressing important life events (e.g., taking a national school examination), and the person best suited to deliver full disclosure to the child. Recommendations are made for inclusion into HIV disclosure guidelines, manuals, and programs.

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HIV-positive parents, HIV-positive children, and HIV-negative children’s perspectives on disclosure of a parent’s and child’s illness in Kenya

10.7287/peerj.preprints.303v2 ◽

2014 ◽

Author(s):

Grace Gachanja ◽

Gary J Burkholder ◽

Aimee Ferraro

Keyword(s):

Lived Experiences ◽

Healthcare Professionals ◽

Hiv Disclosure ◽

Hiv Positive ◽

Full Disclosure ◽

Children’S Perspectives ◽

National School ◽

To Receive ◽

Depth Interviews ◽

Hiv Negative

HIV disclosure from parent to child is complex and challenging to HIV-positive parents and healthcare professionals. The purpose of the study was to understand the lived experiences of HIV-positive parents and their children during the disclosure process in Kenya. Sixteen HIV-positive parents, seven HIV-positive children, and five HIV-negative children completed semistructured, in-depth interviews. Data were analyzed using the Van Kaam method; NVivo 8 software was used to assist data analysis. We present data on the process of disclosure based on how participants recommended full disclosure be approached to HIV-positive and negative children. Participants recommended disclosure as a process starting at fiveyears with full disclosure delivered at 10 years when the child was capable of understanding the illness, or by 14 years when the child was mature enough to receive the news if full disclosure had not been conducted earlier. Important considerations at the time of full disclosure included the parent’s and/or child’s health statuses, number of infected family members’ illnesses to be disclosed to the child, child’s maturity and understanding level, and the person best suited to deliver full disclosure to the child. The results also revealed it was important to address important life events such as taking a national school examination during disclosure planning and delivery. Recommendations are made for inclusion into HIV disclosure guidelines, manuals, and programs in resource-poor nations with high HIV prevalence.

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‘Someone’s Knocking at the Door’

Cultural and Pedagogical Inquiry ◽

10.18733/cpi29536 ◽

2021 ◽

Vol 12 (1) ◽

pp. 105-118

Author(s):

Xiaohong Feng

Keyword(s):

Lived Experiences ◽

Chinese Immigrants ◽

Small Sample ◽

Immigrant Parents ◽

Children’S Perspectives ◽

Intercultural Communications ◽

Successful Integration

This article explores Canada’s hidden forms of discrimination and racism and suggests ways of building bridges for the successful integration of immigrant parents and their children. By highlighting some key lived experiences of a small sample of Chinese immigrants, the article identifies dilemmas encountered when forming and developing friendships with non-immigrants. By sharing parents’ and their children’s perspectives and suggestions, this article takes positive steps towards promoting intercultural communications, understanding, and respect in Canada for people labelled as ‘the others’.

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HIV-positive parents, HIV-positive children, and HIV-negative children’s perspectives on disclosure of a parent’s and child’s illness in Kenya

10.7287/peerj.preprints.303 ◽

2014 ◽

Author(s):

Grace Gachanja ◽

Gary J Burkholder ◽

Aimee Ferraro

Keyword(s):

Lived Experiences ◽

Healthcare Professionals ◽

Hiv Disclosure ◽

Hiv Positive ◽

Full Disclosure ◽

Children’S Perspectives ◽

National School ◽

To Receive ◽

Depth Interviews ◽

Hiv Negative

HIV disclosure from parent to child is complex and challenging to HIV-positive parents and healthcare professionals. The purpose of the study was to understand the lived experiences of HIV-positive parents and their children during the disclosure process in Kenya. Sixteen HIV-positive parents, seven HIV-positive children, and five HIV-negative children completed semistructured, in-depth interviews. Data were analyzed using the Van Kaam method; NVivo 8 software was used to assist data analysis. We present data on the process of disclosure based on how participants recommended full disclosure be approached to HIV-positive and negative children. Participants recommended disclosure as a process starting at fiveyears with full disclosure delivered at 10 years when the child was capable of understanding the illness, or by 14 years when the child was mature enough to receive the news if full disclosure had not been conducted earlier. Important considerations at the time of full disclosure included the parent’s and/or child’s health statuses, number of infected family members’ illnesses to be disclosed to the child, child’s maturity and understanding level, and the person best suited to deliver full disclosure to the child. The results also revealed it was important to address important life events such as taking a national school examination during disclosure planning and delivery. Recommendations are made for inclusion into HIV disclosure guidelines, manuals, and programs in resource-poor nations with high HIV prevalence.

Get full-text (via PubEx)