Tangi te Kawekaweā: Whānau engagement in Kaupapa Māori Early Years Provision-an exploratory qualitative study

AbstractObjectiveTo explore nutrition and food provision in pre-school nurseries in order to develop interventions to promote healthy eating in early years settings, especially across deprived communities.DesignAn ethnographic approach was used combining participant observation with semi-structured interviews. Research participants were selected purposively using convenience sampling.SettingCommunity pre-school nurseries.SubjectsNursery managers (n 9), cooks (n 6), staff (n 12), parents (n 12) and children at six nurseries (four private and two attached to children's centres) in Liverpool, UK.ResultsPrivate nurseries had minimal access to information and guidelines. Most nurseries did not have a specific healthy eating policy but used menu planning to maintain a focus on healthy eating. No staff had training in healthy eating for children under the age of 5 years. However, enthusiasm and interest were widespread. The level and depth of communication between the nursery and parents was important. Meal times can be an important means of developing social skills and achieving Early Years Foundation Stage competencies.ConclusionsNurseries are genuinely interested in providing appropriate healthy food for under-5s but require support. This includes: improved mechanisms for effective communication between all government levels as well as with nurseries; and funded training for cooks and managers in menu planning, cost-effective food sourcing and food preparation. Interventions to support healthy eating habits in young children developed at the area level need to be counterbalanced by continued appropriate national-level public health initiatives to address socio-economic differences.

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"We would never go back" Stories of early years teachers transitioning to play-based learning environments

10.26686/wgtn.17145857 ◽

2021 ◽

Author(s):

◽

Teresa Maguire

Keyword(s):

Learning Environments ◽

Physical Environment ◽

Early Years ◽

Traditional Teaching ◽

Learning Approaches ◽

Structured Interviews ◽

Learning And Development ◽

Curriculum Assessment ◽

Fellow Teacher ◽

Made In

<p>International and national interest has been growing around the use of play-based learning approaches in the early years of primary school. This qualitative study explored the journeys of five early years teachers in New Zealand, who were transitioning to using play-based learning approaches in their classrooms. Semi-structured interviews and observations of teacher interactions were used to explore the reasons teachers were moving away from traditional teaching practices, the pathways they were taking, and the changes they had made in both their practices and their beliefs about themselves as teachers. Findings indicated that teachers in this study adopted play-based learning approaches because they were more appropriate for their students’ learning and development. They had initiated the move to play-based learning themselves, often with the support of a fellow teacher. School leaders and other colleagues were both understanding of, and resistant to, the changes the teachers were making. Teachers had adapted the physical environment of their classroom to accommodate play-based practices. More significantly, however, they had transformed the way they perceived themselves and their role in the classroom. This grassroots movement towards implementing play-based learning approaches in schools has implications for curriculum, assessment, resourcing, and preschool primary transitions.</p>

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‘Stretched thin with little children’ – smoking perceptions and experiences of families seeking help with parenting

Journal of Child Health Care ◽

10.1177/1367493520967834 ◽

2020 ◽

pp. 136749352096783

Author(s):

Nicola Brown ◽

Tim Luckett ◽

Patricia M Davidson ◽

Michelle DiGiacomo

Keyword(s):

Smoking Cessation ◽

Cigarette Smoking ◽

Coping Strategy ◽

Thematic Analysis ◽

Pregnancy Outcomes ◽

Early Years ◽

Structured Interviews ◽

Professional Help ◽

Seeking Help ◽

Inductive Thematic Analysis

Cigarette smoking is the leading preventable cause of poor pregnancy outcomes. Pregnancy is a trigger for smoking cessation yet, up to 50% of parents will relapse in the early years of their child’s life. This study explored the smoking-related perceptions and experiences of 11 parents seeking professional help with the care and parenting of babies and toddlers using semi-structured interviews. Inductive thematic analysis identified three themes: parenting as a change catalyst, smoking as a parenting challenge and smoking as a coping strategy. Becoming a parent is a catalyst to reduce the associated risks and stigma associated with smoking, but maintaining rules and boundaries can be perceived as a further burden for parents who are struggling to care for their infant. When faced with difficulties with parenting, parents may revert to smoking as a coping strategy. Based on these study findings, interventions targeting gender norms may be useful in addressing smoking cessation.

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"We would never go back" Stories of early years teachers transitioning to play-based learning environments

10.26686/wgtn.17145857.v1 ◽

2021 ◽

Author(s):

◽

Teresa Maguire

Keyword(s):

Learning Environments ◽

Physical Environment ◽

Early Years ◽

Traditional Teaching ◽

Learning Approaches ◽

Structured Interviews ◽

Learning And Development ◽

Curriculum Assessment ◽

Fellow Teacher ◽

Made In

<p>International and national interest has been growing around the use of play-based learning approaches in the early years of primary school. This qualitative study explored the journeys of five early years teachers in New Zealand, who were transitioning to using play-based learning approaches in their classrooms. Semi-structured interviews and observations of teacher interactions were used to explore the reasons teachers were moving away from traditional teaching practices, the pathways they were taking, and the changes they had made in both their practices and their beliefs about themselves as teachers. Findings indicated that teachers in this study adopted play-based learning approaches because they were more appropriate for their students’ learning and development. They had initiated the move to play-based learning themselves, often with the support of a fellow teacher. School leaders and other colleagues were both understanding of, and resistant to, the changes the teachers were making. Teachers had adapted the physical environment of their classroom to accommodate play-based practices. More significantly, however, they had transformed the way they perceived themselves and their role in the classroom. This grassroots movement towards implementing play-based learning approaches in schools has implications for curriculum, assessment, resourcing, and preschool primary transitions.</p>

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WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION

NORDSCI Conference proceedings, Book 1 Volume 3 ◽

10.32008/nordsci2020/b1/v3/15 ◽

2020 ◽

Author(s):

Anne Roosipõld ◽

Krista Loogma ◽

Mare Kurvits ◽

Kristina Murtazin

Keyword(s):

Higher Education ◽

University Education ◽

Structured Interviews ◽

Policy And Practice ◽

Constructivist Learning Theory ◽

Education Experience ◽

Restaurant Management ◽

The Social ◽

The University ◽

Social Constructivist Learning

In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.

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Diversity in teachers’ approaches to movement integration: A qualitative study of lower secondary school teachers’ perceptions of a state school reform involving daily physical activity

European Physical Education Review ◽

10.1177/1356336x19865567 ◽

2019 ◽

Vol 26 (2) ◽

pp. 429-447

Author(s):

Henrik Taarsted Jørgensen ◽

Sine Agergaard ◽

Michalis Stylianou ◽

Jens Troelsen

Keyword(s):

Physical Activity ◽

Qualitative Study ◽

School Reform ◽

Structured Interviews ◽

Policy And Practice ◽

Teachers Perceptions ◽

Physical Activity Policy ◽

Danish School ◽

Group Interviews ◽

Movement Integration

In the context of implementing a physical activity policy as part of a national school reform in Denmark, the purpose of this study was to explore lower secondary teachers’ interpretations and perceptions of the physical activity policy with a focus on movement integration. In total, 14 teachers from four different schools were selected to take part in this qualitative study, which involved semi-structured interviews, focus group interviews, go-along observations and informal interviews. A thematic analysis framework was employed to identify and describe patterns of meaning within data. The findings showed substantial diversity among teachers’ interpretations and perceptions of movement integration, and consequently a lack of definitional clarity regarding movement integration and a possible misalignment between policy and practice. Teachers’ perceptions and interpretations of movement integration were influenced by other and more prioritised policies and discourses regarding academic achievement, as well as by intrapersonal, interpersonal and institutional factors. The findings also suggested a lack of support and collaboration within the school and provided insights into the strengths and weaknesses associated with the autonomy afforded in the Danish school reform.

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Exploring the Impact of Technology-Facilitated Abuse and Its Relationship with Domestic Violence: A Qualitative Study on Experts’ Perceptions

Global Qualitative Nursing Research ◽

10.1177/23333936211028176 ◽

2021 ◽

Vol 8 ◽

pp. 233339362110281

Author(s):

Renee Fiolet ◽

Cynthia Brown ◽

Molly Wellington ◽

Karen Bentley ◽

Kelsey Hegarty

Keyword(s):

Domestic Violence ◽

Service Providers ◽

Structured Interviews ◽

Specialist Service ◽

Data Coding ◽

Integral Role ◽

Impact Of Technology ◽

The Impact ◽

The Relationship ◽

Inductive Thematic Analysis

Technology-facilitated abuse can be a serious form of domestic violence. Little is known about the relationship between technology-facilitated abuse and other types of domestic violence, or the impact technology-facilitated abuse has on survivors. The aim of this interpretative descriptive study is to understand domestic violence specialist service providers’ perspectives on the impact of technology-facilitated abuse, and the link between technology-facilitated abuse and other forms of domestic violence. A qualitative approach using 15 semi-structured interviews were undertaken with Australian domestic violence specialist practitioners, and three themes were identified through data coding using inductive thematic analysis. Another form of control describes technology-facilitated abuse behaviors as enacting controlling behaviors using new mediums. Amplifies level of fear characterizes the impact of technology-facilitated abuse. A powerful tool to engage others describes opportunities technology offers perpetrators to abuse through engaging others. Findings highlight technology-facilitated abuse’s complexity and integral role in domestic violence and can assist clinicians to understand the impact and harm that can result from technology-facilitated abuse.

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The Role of Preschool Peers in Children's Language Development

Seminars in Speech and Language ◽

10.1055/s-0041-1723838 ◽

2021 ◽

Vol 42 (02) ◽

pp. 088-100

Author(s):

Kelly M. Purtell ◽

Arya Ansari ◽

Qingqing Yang ◽

Caroline P. Bartholomew

Keyword(s):

Language Development ◽

Research Policy ◽

The United States ◽

Learning And Development ◽

Policy And Practice ◽

Preschool Classrooms ◽

Early Language Development ◽

Maximum Benefit ◽

Recent Attention

AbstractAlmost 5 million children attend preschool in the United States each year. Recent attention has been paid to the ways in which preschool classrooms shape children's early language development. In this article, we discuss the importance of peers and classroom composition through the lens of age and socioeconomic status and the implications for children's early learning and development. We also discuss the direct and indirect mechanisms through which classroom peers may shape each other's language development. As part of this discussion, we focus on exposure to peer language and engagement with peers, along with teachers' classroom practices. We conclude by discussing the ways in which teachers can ensure that children in classrooms of different compositions reap the maximum benefit, along with implications for research, policy, and practice.

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Integrating sport and exercise medicine clinics into the National Health Service: a qualitative study

BMJ Open Sport & Exercise Medicine ◽

10.1136/bmjsem-2020-000888 ◽

2020 ◽

Vol 6 (1) ◽

pp. e000888

Author(s):

Dane Vishnubala ◽

Katherine Rose Marino ◽

Margaret Kathryn Pratten ◽

Andy Pringle ◽

Steffan Arthur Griffin ◽

...

Keyword(s):

National Health Service ◽

Health Service ◽

National Health ◽

Thematic Analysis ◽

Heavy Exercise ◽

Structured Interviews ◽

Ultrasound Education ◽

Exercise Medicine ◽

Sport And Exercise ◽

Inductive Thematic Analysis

ObjectivesTo explore the services National Health Service (NHS)-based sport and exercise medicine (SEM) clinics can offer, and the barriers to creating and integrating SEM services into the NHS.MethodsSemi-structured interviews were undertaken to collect data from identified ‘stakeholders’. Stakeholders were identified as individuals who had experience and knowledge of the speciality of SEM and the NHS. An inductive thematic analysis approach was taken to analyse the data.ResultsN=15 stakeholder interviews. The management of musculoskeletal (MSK) injuries (both acute and chronic) and concussion were highlighted as the two key services that SEM clinics can offer that would most benefit the NHS. MSK ultrasound was also mentioned by all stakeholders as a critical service that SEM clinics should provide. While exercise medicine is an integral part of SEM, SEM clinics should perhaps not have a heavy exercise medicine focus. The key barriers to setting up SEM clinics were stated to be convincing NHS management, conflict with other specialities and a lack of awareness of the speciality.ConclusionThe management of acute MSK injuries and concussion should be the cornerstone of SEM services, ideally with the ability to provide MSK ultrasound. Education of others on the speciality of SEM, confirming consistent ‘unique selling points’ of SEM clinics and promoting how SEM can add value to the NHS is vital. If the successful integration of SEM into the NHS is not widely achieved, we risk the NHS not receiving all the benefits that SEM can provide to the healthcare system.

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Telehealth sounds a bit challenging, but it has potential: participant and physiotherapist experiences of gym-based exercise intervention for Achilles tendinopathy monitored via telehealth

BMC Musculoskeletal Disorders ◽

10.1186/s12891-020-03907-w ◽

2021 ◽

Vol 22 (1) ◽

Author(s):

F. Hasani ◽

P. Malliaras ◽

T. Haines ◽

S. E. Munteanu ◽

J. White ◽

...

Keyword(s):

Focus Group ◽

Thematic Analysis ◽

Exercise Intervention ◽

Achilles Tendinopathy ◽

Interpretive Description ◽

Structured Interviews ◽

Potential Participant ◽

Delivery Of Care ◽

Exercise Interventions ◽

Inductive Thematic Analysis

Abstract Background Although telehealth is becoming more popular for delivery of care for individuals with musculoskeletal pain, to our knowledge telehealth has not been used to manage Achilles tendinopathy. This research aimed to explore the experience of participants and physiotherapists with gym-based exercise interventions for Achilles tendinopathy monitored via videoconference. Methods A qualitative, interpretive description design was performed using semi-structured interviews (8 participants) and a focus group (7 physiotherapists). Participants and physiotherapists were interviewed about their experiences of the use of telehealth during a gym-based exercise intervention incorporating different calf load parameters for Achilles tendinopathy. We employed an inductive thematic analysis approach to analyse the data. Results Three themes identified from both participants and physiotherapists included i) acceptability of telehealth; ii) enablers to adherence with telehealth; and iii) barriers to adherence with telehealth. Two extra themes arose from participants regarding adherence with gym-based exercise, including enablers to adherence with the exercise intervention, and barriers to adherence with the exercise intervention. Both participants and physiotherapists expressed overall satisfaction and acceptability of telehealth monitoring of gym-based exercise. Conclusion Gym-based exercise intervention for Achilles tendinopathy involving weekly telehealth monitoring was acceptable to both participants and physiotherapists. Potential enablers and barriers were identified that may improve adherence to this type of intervention.

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