Qualitative Evaluation of Child Friendly Public Places in the Indonesian Urban Poverty Context

This study purpose to determine the role and implementation of Child Friendly City in Demak District from an educational point of view. This research is done in the school environment in Demak District with the object of research are principals, students, parents and school committee. Qualitative approach with qualitative descriptive technique used in this research. Data analysis was obtained from interviews conducted on education and culture offices, social offices, principals, school committees, students as well as parents and student questionnaires and observations from researchers. The result of the research (1) the KLA implementation indicator in education of two of the eight indicators is appropriate ie non-smoking areas that have been applied in public places and the implementation of child-friendly schools whereas there are six indicators that include: , early childhood education, 12-year compulsory education, means of traveling from and to school and recreation and recreation facilities. (2) the implementation of KLA in schools of six of the seven indicators is not yet optimal: business involvement in the fulfillment of children's rights, information facilities, non-smoking areas, 12-year compulsory education, means of traveling for children to and from schools as well as, child friendly school and facilities creation and recreation that is right.

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A Prefigurative Politics of Play in Public Places: Children Claim Their Democratic Right to the City Through Play

Space and Culture ◽

10.1177/1206331218797546 ◽

2018 ◽

Vol 22 (3) ◽

pp. 294-307 ◽

Cited By ~ 5

Author(s):

Penelope Carroll ◽

Octavia Calder-Dawe ◽

Karen Witten ◽

Lanuola Asiasiga

Keyword(s):

Public Space ◽

Motor Vehicles ◽

Right To The City ◽

Public Places ◽

Spatial Justice ◽

The Public ◽

Aotearoa New Zealand ◽

Child Friendly ◽

Prefigurative Politics ◽

The City

Children have as much “right” to the city as adult citizens, yet they lose out in the urban spatial justice stakes. Built environments prioritizing motor vehicles, a default urban planning position that sees children as belonging in child-designated areas, and safety discourses, combine to restrict children’s presence and opportunities for play, rendering them out of place in public space. In this context, children’s everyday appropriations of public spaces for their “playful imaginings” can be seen as a reclamation of their democratic right to the city: a prefigurative politics of play enacted by citizen kids. In this article, we draw on data collected with 265 children in Auckland, Aotearoa/New Zealand, to consider how children’s playful practices challenge adult hegemony of the public domain and prefigure the possibilities of a more equal, child-friendly, and playful city.

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ethics of caring in the child-friendly projects: new challenges

childhood & philosophy ◽

10.12957/childphilo.2020.49411 ◽

2020 ◽

Vol 16 (36) ◽

pp. 01-17

Author(s):

Tahereh Javidi kalatehjafarabadi

Keyword(s):

Qualitative Evaluation ◽

Ethics Of Care ◽

Moral Sentiment ◽

Relational Ontology ◽

Care Theory ◽

New Challenges ◽

Child Friendly ◽

Ethics Of Caring ◽

Core Characteristics ◽

Theory Of Caring

This paper aims to consider the implications of Noddings’ ethics of care theory for child-friendly projects and their underlying philosophical assumptions. It is explained that this theory with its emphasis on the children’s needs and rights and, more importantly, the emphasis on the care relation and care encounter indicates how Noddings’ main concepts and ideas could be taken into consideration in exploring the challenges of implementing child-friendly projects. Therefore, the main concepts of ethics of care theory including need and right, empathy and sympathy, receptive and projective, care about and cared-for, expressed and inferred needs were investigated by considering their adaptation with the origin and the destination of child-friendly projects. Accordingly, a series of questions was set out to illustrate the theoretical challenges that may have been reflected in implementing the child-friendly project. These questions were also categorized in light of three core characteristics of Noddings’ theory of caring: 1) relational ontology; which refers to the relational nature of children life, 2) attention with concern; which refers to the moral sentiment/non-rational life of children and 3) particularism; which refers to the particularity of children’s lives. As individuals/researchers and as members of the child-friendly community we can focus on these questions to understand the challenges of the project and provide a potential for its qualitative evaluation.

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Implementasi Peraturan Menteri Negara Pemberdayaan Perempuan dan Perlindungan Anak Nomor 11 Tahun 2011 tentang Pengembangan Kota Layak Anak

HUMANIS: Jurnal Ilmu Administrasi Negara ◽

10.52137/humanis.v6i1.06 ◽

2019 ◽

Vol 5 (2) ◽

pp. 79-98

Author(s):

Fitri Rizkiani ◽

Rudi Kurniawan ◽

Hadi Iskandar

Keyword(s):

Local Government ◽

Child Protection ◽

Development Program ◽

Public Spaces ◽

City Development ◽

Public Places ◽

Public Facilities ◽

Aceh Province ◽

Child Friendly ◽

The City

This study reported that the Regulation of the State Minister for Women's Empowerment and Child Protection Number 11 of 2011 concerning Child-Friendly City Development has been executed through the equipment of public facilities for children in the Lhokseumawe city, Aceh Province. However, this program has not effectively been implemented and well-designed. Numerous obstacles are found such as a lack of friendly public spaces supported for children and no restrictions on smoking in public places. Therefore, the improvement and evaluation for the Child-Friendly City Development are needed in the city. This study suggests that the local government should immediately issue a policy on providing free certificates for children and building friendly public spaces. Another effort is to encourage society to actively participated in the program through campaigning the Child-Friendly City Development program. The authors also suggested that if the city is planned to be expanded into a friendly city for children, the local government must fulfill supported public facilities such as schools, libraries, playgrounds, and so on. All facilities must also meet the safety and comfort for children, and be safe from child abuse (e.g., violence, discrimination, racism, sexual abuse, and excessive exposure to children's data).

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Moving Forward Four Words at a Time: Effects of a Supplemental Preschool Vocabulary Intervention

Language Speech and Hearing Services in Schools ◽

10.1044/2019_lshss-19-00029 ◽

2020 ◽

Vol 51 (1) ◽

pp. 165-175 ◽

Cited By ~ 2

Author(s):

Lindsey A. Peters-Sanders ◽

Elizabeth S. Kelley ◽

Christa Haring Biel ◽

Keri Madsen ◽

Xigrid Soto ◽

...

Keyword(s):

Group Intervention ◽

Single Case ◽

Single Case Design ◽

Vocabulary Intervention ◽

Iterative Development ◽

At Risk Children ◽

Before And After ◽

Child Friendly ◽

Interactive Lessons ◽

Case Design

Purpose This study evaluated the effects of an automated, small-group intervention designed to teach preschoolers challenging vocabulary words. Previous studies have provided evidence of efficacy. In this study, we evaluated the effects of the program after doubling the number of words taught from 2 to 4 words per book. Method Seventeen preschool children listened to 1 prerecorded book per week for 9 weeks. Each storybook had embedded, interactive lessons for 4 target vocabulary words. Each lesson provided repeated exposures to words and their definitions, child-friendly contexts, and multiple opportunities for children to respond verbally to instructional prompts. Participants were asked to define the weekly targeted vocabulary before and after intervention. A repeated acquisition single-case design was used to examine the effects of the books and embedded lessons on learning of target vocabulary words. Results Treatment effects were observed for all children across many of the books. Learning of at least 2 points (i.e., 1 word) was replicated for 74.5% of 149 books tested across the 17 participants. On average, children learned to define 47% of the target vocabulary words (17 out of 36). Conclusions Results support including 4 challenging words per book, as children learned substantially more words when 4 words were taught, in comparison to previous studies. Within an iterative development process, results of the current study take us 1 step closer to creating an optimal vocabulary intervention that supports the language development of at-risk children.

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