Accreditation of Child-Friendly Municipalities in Quebec: Opportunities for Child Participation

2015 ◽  
Vol 25 (2) ◽  
pp. 16 ◽  
Author(s):  
Natasha Blanchet Cohen ◽  
Juan Torres
Keyword(s):  
Child Participation ◽  
Child Friendly

scholarly journals THE USE AND VALUE OF A CHILD ASSESSMENT TOOL (CAT) IN SOCIAL WORK CHILD ASSESSMENTS

2021 ◽  
Vol 57 (4) ◽  
pp. 443-454
Author(s):  
Andiswa Mlotshwa ◽  
Maud Mthembu
Keyword(s):  
Social Work ◽  
Assessment Tool ◽  
Social Work Students ◽  
Child Assessment ◽  
Structured Interviews ◽  
Child Participation ◽  
Fourth Level ◽  
Child Friendly ◽  
Child Assessments ◽  
Method Approach

The integration of child-friendly tools during child counselling facilitates effective communication and child participation. However, the use of child-friendly tools in generalist child counselling remains sparse. This paper presents social work students’ perceptions of using a child assessment tool (CAT). While the study adopted a mixed-method approach, this paper reports the findings drawn from the study's qualitative findings. Data collection included individual semi-structured interviews with purposively sampled fourth-level student social workers. The results indicated that using the CAT created a child-friendly environment that facilitated effective child communication and participation during assessments. Using the CAT addresses barriers to child participation during child assessment.

scholarly journals FOTOGRAFI SEBAGAI MEDIA MONITORING URBAN FARMING BERBASIS PENDOKUMENTASIAN DAN PARTISIPASI ANAK DALAM MENCIPTAKAN LINGKUNGAN RAMAH ANAK DI WILAYAH PEGIRIAN SURABAYA

2019 ◽  
Vol 2 (2) ◽  
pp. 81-90
Author(s):  
Idealita Ismanto
Keyword(s):  
Qualitative Research ◽  
Behavioral Changes ◽  
Urban Farming ◽  
Child Participation ◽  
Data Presentation ◽  
The Family ◽  
Child Friendly ◽  
Media Monitoring ◽  
The Impact

AbstrakPenelitian ini membahas permasalahan tentang monitoring urban farming yang dilakukan oleh anak dengan menggunakan media pembelajaran fotografi sebagai pendokumentasian lingkungan tempat tinggal anak di wilayah pegirian Surabaya. Persoalan yang diangkat membahas bagaimana  peran media fotografi digunakan sebagai monitoring urban farming di wilayah pegirian Surabaya  serta dampak monitoring keluarga dan anak dengan partisipasi anak dalam menciptakan lingkungan ramah anak di wilayah pegirian Surabaya. Metode yang digunakan yakni observasi dan wawancara. Kegiatan analisis data dimulai dari tahap pengumpulan data, tahap reduksi, tahap penyajian data, serta tahap penarikan kesimpulan dengan penelitian kualitatif. Dapat disimpulkan bahwa hasil dari monitoring urban farming berbasis pendokumentasian dan partisipasi anak dalam menciptakan lingkungan ramah anak di wilayah Pegirian Surabaya dengan menggunakan media fotografi dapat dijadikan sebagai acuan untuk mendokumentasikan perubahan lingkungan yang terjadi, fotografi dapat digunakan sebagai alat agar anak dan masyarakat bisa berpartisipasi dalam kegiatan lingkungan ramah anak, dan dampaknya bagi keluarga yang diberikan tanaman urban farming mengalami perubahan perilaku menjadi lebih baik dalam merawat tanaman dan menjaga lingkungan serta hubungan antar anggota keluarga dan antar warga menjadi lebih erat. Kata kunci: monitoring, urban farming, fotografi, partisipasi anak    AbstractPhotography as Monitoring Media on The Urban Farming Based on Documentation and Child Participation in Creating Children Friendly Environment in Pegirian Surabaya.  This study discusses the problem of urban farming monitoring conducted by children by using photography learning media as a documentation of the environment where children live in the Surabaya area. The issues addressed discuss how the role of photography media is used as urban farming monitoring in Surabaya area and the impact of family and child monitoring with the participation of children in creating child friendly environment in Surabaya area. The method used is observation and interview. Data analysis activities started from the data collection stage, the reduction phase, the data presentation stage, and the conclusion with qualitative research. It can be concluded that the results of urban farming monitoring based on documentation and participation of children in creating child friendly environment in Pegirian area Surabaya by using photography media can be used as a reference to document the environmental change that happened, photography can be used as a tool so that children and society can participate in the activity child-friendly environment, and its impact on the family given the urban farming crop experienced better behavioral changes in caring for plants and maintaining the environment and relationships between family members and between citizens became more intimate. Keywords: monitoring, urban farming, photography, child participation 

Child Participation in the Swedish Child Protection System

2018 ◽  
Vol 26 (1) ◽  
pp. 136-158 ◽  
Author(s):  
Pernilla Leviner
Keyword(s):  
Child Protection ◽  
Protection System ◽  
Legal Analysis ◽  
Child Participation ◽  
Specific Focus ◽  
Right To Participation ◽  
Child Friendly

This article deals with children’s right to participation through legal representatives in the Swedish child protection system, with a specific focus on if and how children are given the possibility to influence decisions made about them in this context. An overall question is whether the regulation is clear as to what should be achieved when it comes to participation for children and what weight children’s wishes and views should be given. Based on a critical legal analysis it is shown that the Swedish system, although having a clear ‘child-friendly image’, is problematic in both these aspects. At present, child participation in the Swedish system is emphasised in theory and in goal-oriented statutes, while at the same time, children to a large extent are ‘legally protected’ from involvement, not the least from influencing decisions made. It is suggested that, for the Swedish child protection system to truly meet its “child-friendly” image and honestly look into how to become more child-inclusive, there is a need to re-think how to best achieve participation for children and also clarify what participation is intended to mean in practice.

scholarly journals Supporting Child Participation in the Early Years of Education

2015 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Marion Sturges
Keyword(s):  
Early Childhood ◽  
Early Childhood Educators ◽  
Early Years ◽  
Research Project ◽  
Child Participation ◽  
Practical Applications ◽  
Child Friendly ◽  
Project Data ◽  
Early Childhood Settings

This paper aims to contribute to conversations around child participation<br />within early childhood settings in Australia. Ethnographic<br />approach was used for this study to explore child participatory<br />workshops in Early Childhood Centers. The center in which this study<br />took place was chosen as one of the sites of analysis for a broader PhD<br />research project. Data were collected at the Early Childhood site using a<br />variety of collection tools deemed child friendly amongst educators who<br />conducted participatory workshops. By examining the pedagogical<br />actions of the center, this paper explores six of their practices which<br />support child participation. The findings provide practical applications of<br />examples of practices which may be adopted by early childhood educators.

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

2020 ◽  
Vol 51 (1) ◽  
pp. 165-175 ◽  
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.

Children selectively favor leaders and prosocial agents in an economic exchange

2019 ◽  
Author(s):  
Francesco Margoni ◽  
Elena Nava ◽  
Luca Surian
Keyword(s):  
Interpersonal Trust ◽  
Cooperative Behavior ◽  
Dictator Game ◽  
Trust Game ◽  
School Age Children ◽  
Antisocial Behaviors ◽  
Indirect Reciprocity ◽  
Trading Partners ◽  
Child Friendly ◽  
Neutral Agent

Most cooperative interactions involve the expectation of mutual reciprocation and are based on interpersonal trust. Thus, understanding when and how humans acquire interpersonal trust can help unveiling the origins and development of children’s cooperative behavior. Here, we investigated whether prior socio-moral information about trading partners modulates the choice of preschool- (4-5 years) and school-age children (7-8 years) to share their own goods in a child-friendly version of the Trust Game. In this game, the trustee partner can repay the child’s initial investment or keep everything and betray the trustor. In two studies, we addressed whether trust is modulated by trustees exhibiting prosocial versus antisocial behaviors (Study 1, ‘helpers and hinderers’), or respect-based versus fear-based power (Study 2, ‘leaders and bullies’). Preschoolers trusted the leader more than the bully, and trusted the hinderer less than a neutral agent, but did not yet trust the helper more than the hinderer. The tendency to trust helpers more than hinderers increased with age as a result of the increased propensity to trust the prosocial agent. In Study 3, a group of preschoolers played the Dictator Game, a measure of pure generosity, with the same agents used for Study 1. Sharing rates were reliably lower than in Study 1, suggesting that the rates of investment in the trust game cannot be due solely to altruistic or indirect reciprocity motives. Overall, these findings indicate that, by age five, children understand complex cooperative exchanges and start relying on socio-moral information when deciding whom to trust.

Issues Impacting Therapeutic Outcomes in Pediatric Patients: An Overview

2014 ◽  
Vol 10 (3) ◽  
pp. 184-193 ◽  
Author(s):  
Atin Kalra ◽  
Shishu Goindi
Keyword(s):  
Pediatric Patients ◽  
Healthcare Providers ◽  
World Health Organisation ◽  
Dosage Forms ◽  
World Health ◽  
Neglected Diseases ◽  
Therapeutic Outcomes ◽  
Immunodeficiency Virus ◽  
Academic Researchers ◽  
Child Friendly

The quest for achieving optimal therapeutic outcomes in pediatric patients has evaded the healthcare professionals for long and often lack of child specific dosage forms and the associated events that follow with it have been considered to be major contributor towards suboptimal outcomes. Consequently, there have been sustained efforts over the years to address this issue with the enactment of legislations like Best Pharmaceutical for Children Act (BPCA), Pediatric Research Equity Act (PREA) and Pediatric Regulation by European Union (EU) to incentivise the participation of pharmaceutical industry towards development of child friendly dosage forms. Initiatives taken in past by organisations like World Health Organisation (WHO) and Drugs for Neglected Diseases Initiative (DNDi) to spur the development of child friendly dosage forms has helped to address issues pertaining to management of Human Immunodeficiency Virus (HIV) and malaria in pediatric patients. Present efforts aimed at developing child friendly dosage forms include oro-dispersible platforms including thin films and mini-tablets. Despite these leaps and advancements in developing better dosage forms for children, lower therapeutic outcomes in pediatric patients continue to remain an unresolved issue because of detrimental effects of additional factors such as parents understanding of label instructions and complexities involved in executing pediatric clinical studies thus requiring a concerted effort from pharmaceutical companies, academic researchers, parents and healthcare providers to work for better treatment outcomes in children.

Implementasi Anti Bullying Dalam Membentuk Sekolah Ramah Anak di SD dan MI Kabupaten Tanah Bumbu

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Faizal Rezza Fahlefi ◽  
Atok Miftachul Hudha
Keyword(s):  
Data Collection ◽  
Child Protection ◽  
Children's Rights ◽  
Quality Education ◽  
School Programs ◽  
Child Friendly ◽  
School Model ◽  
Bullying Programs ◽  
Education Process ◽  
Descriptive Qualitative

Abstract: Basis for the implementation of Child-Friendly Schools regarding Article 4 of Law No.23 of 2002 concerning Child Protection. Schools designate as implementing agents in the education process who must have a friendly culture in carrying out their functions to achieve the goals of education. The purpose of this study was to analyze the implementation of anti-bullying in preparing the SRA, the participation of stakeholders, and the challenges in the process of implementing anti-bullying in the making of Child-Friendly Schools in SD and MI Tanah Bumbu Regency. This research uses descriptive qualitative. With data collection techniques in the form of interviews, observation of participation, and study documentation. The results of this study indicate that: 1) this child-friendly school model is to create quality education for every child with children's rights and is also free from the conversation, friendly school programs namely anti-bullying is one way to tackle and correct problems or help bullying in school; 2) educators and parents need to be good listeners and ensure they participate in anti-bullying programs. 3) the problem of bullying for this program is not run once but to be maintained forever. It is needed from the two schools to provide training and workshops for teachers, parents, and students. Furthermore, for the relevant agencies to add an anti-bullying curriculum so that all parties know about the apprenticeship, consider, there is also a place for an anti-bullying association.Keywords: Anti-bullying, Child Friendly Schools, BullyingAbstrak: Dasar penerapan Sekolah Ramah Anak yaitu terdapat pada Pasal 4 UU No.23 Tahun 2002 tentang perlindungan anak. Sekolah berperan sebagai agen pelaksana dalam proses pendidikan yang harus memiliki budaya ramah dalam menjalankan fungsinya untuk mencapai tujuan Pendidikan. Tujuan penelitian ini untuk menganalisis implementasi anti bullying dalam membentuk SRA, peran serta stakeholder, dan faktor yang menjadi permasalahan dalam proses implementasi anti bullying dalam membentuk Sekolah Ramah Anak di SD dan MI Kabupaten Tanah Bumbu. Penelitian ini menggunakan deskriptif kualitatif. Dengan Teknik pengumpulan data berupa wawancara, observasi patisipasi, dan studi dokumentasi. Hasil penelitian ini menunjukkan bahwa: 1) sekolah ramah anak model tersebut untuk mewujudkan pendidikan yang berkualitas bagi setiap anak dengan mempertimbangkan hak-hak anak serta terbebas dari diskriminasi, program sekolah ramah yaitu anti bullying salah satu cara untuk menanggulangi dan pencegahan perilaku atau dampak bullying di sekolah; 2) Sangat penting bagi pendidik dan orang tua menjadi pendengar yang baik serta meyakinkan dan melibatkan mereka ikut serta dalam program anti bullying. 3) permasalah bullying jarang dapat diketahui apabila kasus bullying terjadi baru ditangani dengan cepat. Untuk program ini tidak sewaktu saja dijalankan tetapi untuk dipetahankan selamanya. Perlu dari pihak kedua sekolah untuk lebih memberikan pelatihan dan workshop baik itu kepada guru, orang tua, maupun siswanya. Selanjutnya untuk pihak dinas terkait agar menambahkan kurikulum anti bullying agar semua halayak tahu tentang penagangan, dampaknya, juga tersedia tempat untuk atau wadah perkumpulan anti bullying.Kata Kunci: Anti bullying, Sekolah Ramah Anak, Bullying

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