Young Children's Participation in Everyday Family and Community Activity

2002 ◽  
Vol 91 (3) ◽  
pp. 875-897 ◽  
Author(s):  
Carl J. Dunst ◽  
Deborah Hamby ◽  
Carol M. Trivette ◽  
Melinda Raab ◽  
Mary Beth Bruder
Keyword(s):  
Primary Caregivers ◽  
Learning Opportunities ◽  
Community Life ◽  
Considerable Variability ◽  
Family Activities ◽  
Community Activities ◽  
Different Ages ◽  
Children’S Participation ◽  
Similarities And Differences ◽  
Children's Participation

Patterns of participation in everyday family and community activities are described for children from birth to 6 years of age. Parents or other primary caregivers completed a survey of either family life or community life as sources of children's learning opportunities and experiences. Rates of children's participation in 50 family activities and 50 community activities at different ages were identified and analyzed in terms of similarities and differences in participation patterns. Findings indicated considerable variability in involvement in 100 family and community activities by young children of different ages. Implications for using everyday family and community activities as sources of enriched learning opportunities that enhance children's development are discussed.

e-Society and Children’s Participation

2013 ◽  
pp. 1-16
Author(s):  
Brian O’Neill
Keyword(s):  
Evidence Base ◽  
Learning Opportunities ◽  
The Internet ◽  
Digital Learning ◽  
Important Group ◽  
Digital Skills ◽  
Children’S Participation ◽  
Use Of The Internet ◽  
Children's Participation ◽  
Policy Discussion

Children constitute an important group within policy discussion on information society issues, particularly in the context of digital learning opportunities and e-inclusion. However, their participation in e-society is also a cause for some public and policy concern. With ever-earlier adoption of new internet technologies and services by children, questions arise as to how to best ensure their protection whilst seeking to encourage positive online opportunities. A delicate balancing act is required to manage risks they may encounter while promoting greater participation online. To better inform this policy field, EU Kids Online conducted a pan-European survey of children’s use of the internet, resulting in the first fully comparable evidence base of children’s use of the internet in 25 European countries. Drawing on its findings, this chapter examines children’s participation in e-society and addresses the nature of online opportunities, the kinds of digital skills required and evidence of the risks young people may face on the internet. The chapter argues that greater attention to children’s perspectives on e-society is needed to foster greater online trust and participation.

Using an interactive communication tool in healthcare situations: Patterns in young children’s use of participation cues

2019 ◽  
Vol 23 (4) ◽  
pp. 613-625 ◽  
Author(s):  
Anna Stålberg ◽  
Anette Sandberg ◽  
Imelda Coyne ◽  
Thomas Larsson ◽  
Maja Söderbäck
Keyword(s):  
Healthcare Professionals ◽  
Secondary Analysis ◽  
Interactive Technology ◽  
Clinical Settings ◽  
Communication Tool ◽  
Interactive Communication ◽  
Video Recordings ◽  
Children’S Participation ◽  
Similarities And Differences ◽  
Children's Participation

This study forms part of a larger project about developing and using interactive technology to facilitate young children’s participation in healthcare situations. Children’s participation in these situations improves their motivation and situated understanding. Likewise, their participation helps professionals to more fully understand the child’s perspective. In the project, an interactive communication tool, that is, an application suitable for tablet use, was developed with children, aged three to five, in two clinical settings. When tested, the children’s participation cues, identified from video recordings of healthcare situations, were understood as having curious, thoughtful or affirmative meanings. This study aimed to investigate the similarities and differences in the young children’s use of participation cues when using an interactive communication tool in healthcare situations. A secondary analysis of the identified cues was performed focusing on age, setting and examination or procedure. In total, 2167 cues were identified representing either curious, thoughtful or affirmative cues. The curious cues were mainly used (66%), followed by thoughtful (28%) and affirmative (6%) cues. Differences in cue usage were seen in relation to the children’s age and setting. Knowing how children may react to common healthcare procedures may help increase healthcare professionals’ awareness of the need to support children in an individual and situational way.

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