Children's Perspectives

Boşanma, bugün pek çok ailenin karşı karşıya kaldığı önemli bir süreçtir. Yapılan çalışmalarda bu sürecin sadece boşanmaya taraf olan yetişkinleri değil, aynı ölçüde ailenin bir parçası olan çocukları da etkilediği görülmektedir. Buna göre çocuklar üzerinde oluşan etkiler, bireyin ilerleyen yaşlarında da kendisini göstermektedir. Literatürde konuyla ilgili çoğunlukla çocukluk ve ergenlik dönemine yansıyan etkiler incelenmiş olup bu kişilerin genç yetişkinlik dönemlerine dair yeterli çalışma yapılmamıştır. Bu çalışmada da literatüre katkı sağlamak amacıyla İstanbul Aydın Üniversitesi Sağlık Bilimleri Fakültesi'nde öğrenimine devam eden öğrenciler arasından ebeveyni boşandığı tespit edilen 28 öğrenci ile nitel görüşme yapılmıştır. Elde edilen verilere göre boşanmış ebeveyne sahip üniversite öğrencilerinin karşılaştıkları bu yeni aile yapısına uyumları; boşanma nedeni, ebeveynin yeniden evlenmesi veya yanında kalınmayan ebeveyn ile görüşme gibi etkenlere bağlı olarak bireysel ölçüde değişkenlik göstermektedir. Aynı zamanda öğrencilerin, kendileriyle benzer süreçten geçen kişilere verdikleri tavsiyeler de, onların kendi geçmişlerine ayna tutmaktadır.

As the benefits of outdoor learning have become of increasing interest to the education sector, so the importance of understanding and overcoming challenges associated with this pedagogy has gained greater significance. The Natural Connections Demonstration Project recruited primary, secondary and special schools across southwest England with a view to stimulating and supporting 'learning in the natural environment' across the region. This research paper examines qualitative data obtained from case study visits to twelve of these schools. The results from teaching staff interviews and focus groups show that schools face many and varied challenges to embedding outdoor learning, and a raft of strategies are presented for tackling these challenges and integrating learning in the natural environment into much of the current curriculum.

Introduction and Background Inactivity and obesity pose is a general and increasing health problem in many western countries. There is an ongoing debate how and with which initiatives this problematic development can be counteracted. As children aged 6-16 spend many hours a day in school, it can be argued that the school system can and should play an important role in promoting daily physical activity (PA), health and well-being (Janssen & LeBlanc, 2010). In Denmark the Ministry of Education (2014) introduced a school reform in 2013, trying to compensate for the lack of PA through a longer school day which included an additional 45 min daily PA on top of the usual few hours of physical education (PE) per week and recess-unfortunately with limited success. Depending on the chosen teaching activities, two well organised PE lessons per. week might give pupils a certain amount of moderate to vigorous activity (MVPA). There might be additional PA during the more unstructured recess school periods, which take place in a continuum from sedentary to very high activity levels. Therefore, the weekly amount of PA can be of questionable value in terms of health promotion in a school context. Some pupils are completely inactive and others very active. In general, regular PA and resulting health effects are important factors that can prevent lifestyle diseases later in adulthood, but they can also create important links between PA and learning (Sibley & Etnier, 2003; Åberg et al., 2009). The question is to what extent the school system can contribute to increase PA. A consensus conference conducted by the Arts Council in 2011 and later expanded in 2016 (Consensus, 2016) concluded an important connection between PA and learning, regardless of age. In other words, PA holds many potentials from health and learning perspectives. A number of studies have reported that boys are generally more physically active during a day compared to girls. For example, a study across five European countries E. Mygind (B)

The article presents preliminary findings from a family survey about children's experiences during the COVID-19 lockdown, which was administered through the pediatric network SICuPP (Italian Society of Primary Care Pediatricians-Lombardy) in Northern Italy. The study involved 3443 parents with children aged from 1 to 5 years and from 6 to 10 years living in Lombardy region, the earliest and most severely affected by the COVID-19 emergency. All participants completed an online questionnaire and provided informed consent. Respondents generally displayed confidence and a sense of self-efficacy in relation to how they had coped with the COVID-19 emergency, despite the many difficulties encountered during the lockdown. They reported having observed some unexpected improvements and resources (e.g. parent/child and sibling relationships, adaptiveness and autonomy on the part of children). Parent-to-parent solidarity was commonly reported, although a small percentage of parents had experienced a greater sense of isolation and anxiety. Finally, the study indicated 'key areas of vulnerability' (concerning, for example, eating, rules, sleeping, use of technological devices, fears …) that should be monitored in future by strengthening the territorial network linking families, educational services, and health services.

Children and youth are an important population for research and practice in library and information science. However, comparatively little research has been conducted that directly engages with the perspectives of these groups, particularly when children younger than school age are considered. Task-centered activities, a type of data collection method used in the field of childhood studies, offer a means of conducting research with children and youth in a way that builds on their strengths and competencies. Specific examples of task-centered activities include arts-based approaches; photography; drama, play, and games; child-led tours; diaries; and participatory activities. The benefits and limitations of these activities are discussed, as well as their prior and potential application in library and information science.

The purpose of the present study was to understand why secondary teachers are not using outdoor learning (OL) in their pedagogical practice. Through the lens of social constructivism (Vygotsky, 1986; Trowler, 2008) the research aims were to 1) examine the current benefits and drawbacks of OL, 2) distinguish factors that influence teachers’ perceptions of OL, and 3) determine, using teachers’ perceptions, if OL has a greater impact on child development than indoor learning (OL). Seven teachers were selected using purposeful sampling from a U.K secondary school. An adapted version of Fagerstam’s (2014) teachers’ perceptions questionnaire was administered to gather responses across social aspects, supporting environment, teacher-student relations, and teacher collaboration. Results from thematic analysis generated risk assessment, weather, time, flexibility, behavior, relationships, and definition as key themes. Furthermore, results showed that there is educational potential for OL, ho...

Bu çalışmanın amacı Türkiye'de yapılmış ebeveyn çatışmasının algılanmasına ilişkin yayınlanmış çalışmaları derlemek ve algılanan ebeveyn çatışmasının çocuklar, ergenler ve genç yetişkinler üzerindeki gözlenen etkilerini genel olarak incelemektir. Bu tarama çalışmasına algılanan ebeveyn çatışmasının bağımsız değişken veya aracı değişken olarak ele alındığı ve bir sonuç değişken üzerindeki etkisinin incelendiği, örneklem grubu Türkiye'den olan, 1990 ile 2013 yılları arasında herhangi bir ulusal ya da uluslararası bilimsel bir dergide yayınlanan 15 yayın seçilmiş ve sistematik olarak bir tabloda listelenmiştir. Türkiye'de yapılmış olan ebeveyn çatışmasının algılanması çalışmalarında en yaygın olarak Çocukların Anne-Baba Çatışmalarını Algılaması Ölçeği (Children's Perception of Interparental Conflict Scale)-(CPIC) kullanılmıştır. İncelenen çalışmalarda en yaygın kullanılan bağımlı değişkenlerin ise, karşı cinsle ilişkilere olan etki, kişisel uyum, kaygı düzeyleri, öz denetim ve sosyal başarı, şiddet davranışı olduğu görülmüştür. Ele alınan araştırmalarda genel olarak, doğrudan Türkiye'de geliştirilen ölçeklerden çok, çeviri ya da uyarlanmış ölçekler kullanılmıştır. Çalışmaların çoğunluğu kesitsel yöntemle yapılmış ve veriler genellikle birkaç kaynaktan (çocuk, anne ve/veya öğretmen) toplanmıştır. Erken ve orta çocukluk döneminde yürütülen çalışmalar görece daha fazla genç yetişkin örnekleminde yapılan çalışmalar ise oldukça sınırlıdır. Bulgular uluslararası literatürle karşılaştırılarak tartışılmıştır.

Emotional dimensions of learning were evident throughout children's accounts. Children talked about how they learnt to understand, control, and work with their emotions. Lockdown itself was a time of heightened individual and collective sensibilities in the household bubble. Consequently, children became more acutely aware during this period of the full range of their emotions. They variously described feelings of empathy, anxiety, anger, boredom, frustration, contentment, happiness, joy, and "flow". They were also able to articulate the strategies they developed to support themselves, and sometimes their siblings or parents, through both stressful and relaxed times. In addition to the widespread use of digital technologies to access and participate in schoolwork and watch educational television during lockdown, many children described using them for leisure, in their personal non-formal and informal learning activities, and for communicating and staying in touch with schoolmates, friends, and family and whānau members outside the household bubble. Browsing, watching instructional videos, gaming, using editing and social media applications to create and share digital content were frequently mentioned, as were broadcast and streamed content services. Some children described choosing to be online for extended periods of time, some others having their access monitored by adults. Most children described spending their free time during lockdown on a mixture of online and offline activities and passive and active pursuits. Children talked enthusiastically and knowledgeably about their learning through digital content, games, and communication technologies, and also about discovering new uses of technologies, alone, through observation of others' actions online, or with the assistance of more proficient siblings or adults in their household. In their explanations of how they learnt through the course of lockdown to exert greater influence over and understanding of their schoolwork, leisure, and housework activities, children demonstrated self-directed and self-regulated learning. Lockdown produced situations that required and enabled children to use their own resources, ask their own questions, and to be motivated to action by these questions. Children identified and took opportunities to participate collaboratively or on their own in real-life, real-time opportunities for personally meaningful learning. Many scholarly and mass media commentaries on children's experiences of lockdown have been characterised by what children were missing out on, what they would be unable to do, and the harm or delay to their learning that would occur as a consequence. Children's own largely positive accounts of their informal and everyday learning during lockdown act as a powerful and necessary rejoinder to what adults have assumed would be children's experience. This report foregrounds children's own largely positive experiences, words, and reflective analyses of learning within their household bubbles during lockdown. Certainly, some children talked about the constraints or restrictions imposed by lockdown but many more children's accounts conveyed a sense of "freedom". This included freedom to determine what and how to approach their learning, freedom to roam, freedom in one's use of time, and freedom to make choices and decisions. Collectively, one might reasonably describe these as an experience of freedom to learn. Their accounts reveal children's ability to adapt readily and pragmatically to the circumstances in which they find themselves and to find and create solution-focused approaches to their learning-in all its many dimensions-within a cognitively, affectively, and socially challenging setting. In short, the children we spoke with revealed to us their natural ability to survive and thrive. They reinforced our view that children can and do learn capably and with agency in their childhood worlds. Alone and with the support of family and whānau, children can and do create the necessary conditions for learning in challenging times. Summary Relatedly, in the Western tradition, a sociocultural perspective on learning is interested in the ways the person's learning takes place within their cultural, historical, and social contexts. Learning occurs both within the individual and between people: All learning implies the integration of two very different processes, namely an external interaction process between the learner and his or her social, cultural or material environment, and an internal psychological process of elaboration and acquisition. (Illeris, 2009, p. 8) Introduction and overview of the research Children's informal learning at home during COVID-19 lockdown Total 178 100 Introduction and overview of the research Children's informal learning at home during COVID-19 lockdown TABLE 2 Children by year group Year group School

As the importance of developing good thinkers from an early age is widely recognised as an overarching goal of contemporary early childhood curricula, research on the nurturing of children's thinking continues to grow. This study sought to gain insight into kindergarten children's understanding of the concept and process of thinking. A socio-cultural perspective that conceptualises thinking and its development as a dynamic, socially mediated process in which signs, including drawing, guided the research. 35 children from Greece, aged 4-6 years, participated in the study and involved in a drawing-telling activity. A thematic analysis, which included both the drawings and the verbal responses of the participants, resulted in five main themes that reveal new aspects of children's perceptions and reflect the inherent complexity of the concept of thinking. Although the findings have direct implications for teaching and learning in early childhood classrooms, the discussion calls for further research in this area.
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This chapter discusses community transformation through a teacher education project, Learn through Playing, which works with young children and their families in some deprived neighbourhoods of São Paulo, Brazil. It examines how young children, parents, teachers, principals, coordinators, even teacher educators and researchers develop collective intentionality based on a shared object which is created and recreated throughout different interlinked activities that compose the project; i.e., its Creative Chain. This creation of a shared intentionality demanded that each activity created the meaning of a reading community as an object of the activity (Vygotsky 1930). In each activity, subjects presented their points of views, support, explanations, descriptions, definitions, performances as part of a responsible community that developed means of going beyond the previous limitations of their own ideas. Therefore, the transformation occurred not only in terms of individuals changing their ways of seeing and participating in the world through reading but also by means of the transformation of the collectivity as a reading community. The importance of thinking about the transformation of collectivities, and not simply about changing or refocusing immediate activities in which individual subjects are involved, was central for the development of human potential through a culture of de-silencing and understanding which generates potential for community transformation (Freire 1968).

This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

In this article I investigate family as an everyday life context and conflictual community. My starting point is an exploration of children's lives across their day care and home settings. Children's development is theorized in relation to their participation in and engagements with different communities across multiple contexts. I show that parenting is shaped by children's participation in these varied settings. I draw on an ethnographically inspired research project with six families living in a small town in Denmark. The analysis highlights how children's possibilities for participation are created across their different life contexts and it demonstrates that social interplay and conflicts among children in their day care institutions influence relations and interactions between parents and children at home. I argue that adequate theories of child development must take into account that children's developmental possibilities are shaped by the relations and connections among the contexts in which they live. [child development, family, day care, conflictual community, parenting]

There is a need to reflect on both the processes and outcomes of the range of approaches aimed at promoting children’s engagement in research, with the specific intent of listening to children’s voices. This article considers some of the ethical tensions we have experienced when engaging children in research about their prior-to-school and school environments and their perspectives of the transitions between these environments. Examples from projects conducted in Iceland and Australia are drawn upon to illustrate these tensions and, to reflect on the strategies and questions we have developed to guide our engagement with children. This article raises issues rather than offering simple solutions. We suggest that there are a number of contextual and relational variables that guide our research interactions, and no ‘one best solution’ applicable to all contexts. Our aim in sharing these tensions is to stimulate further debate and discussions around children’s participation in research.

Learning and Well-Being in Schools Udeskole is a broad term for education outside the classroom, which, on the basis of the teacher's objectives, is regularly conducted outside the school walls (see Mygind: Udeskole-Pupils' Physical Activity and Gender Perspectives in this volume). In research, regularity is defined as at least half a school day biweekly over a longer period of time. Udeskole provides variation to the school day and incorporates the environment outside the school buildings into the weekly or biweekly teaching. In some classes, pupils measure the soil temperature in science teaching and math. Others visit memorials as part of history classes, or draw inspiration in the forest for written narratives in language classes. Udeskole is practically oriented and concrete. Case studies indicate that most pupils welcome udeskole as a meaningful variation to the school day (Hartmeyer & Mygind, 2016; Mygind, 2009). This is supported by interviews with teachers, conducted as part of the TEACHOUT study (Barfod, 2017; Mygind et al., 2018, see Barfod & Mygind: Udeskole-Regular Teaching Outside the Classroom in this volume). Udeskole gives rise to learning processes other than typical classroom teaching and it is expected that udeskole can have a bearing on pupils' interest and learning motivation (Bølling et al., 2017; Otte et al., 2019). But what about pupils' well-being? This chapter is mainly based on perspectives, excerpts, reformulations and translations of the Ph.D. Thesis in Danish by Bølling (2018) and the chapter in Danish language 'Pupils' well-being, mental and social health' (translated title) (Bølling & Mygind, 2020). We publish this chapter with the expressed permission of the publisher Frydenlund.

Bu çalışmanın amacı Türkiye'de yapılmış ebeveyn çatışmasının algılanmasına ilişkin yayınlanmış çalışmaları derlemek ve algılanan ebeveyn çatışmasının çocuklar, ergenler ve genç yetişkinler üzerindeki gözlenen etkilerini genel olarak incelemektir. Bu tarama çalışmasına algılanan ebeveyn çatışmasının bağımsız değişken veya aracı değişken olarak ele alındığı ve bir sonuç değişken üzerindeki etkisinin incelendiği, örneklem grubu Türkiye'den olan, 1990 ile 2013 yılları arasında herhangi bir ulusal ya da uluslararası bilimsel bir dergide yayınlanan 15 yayın seçilmiş ve sistematik olarak bir tabloda listelenmiştir. Türkiye'de yapılmış olan ebeveyn çatışmasının algılanması çalışmalarında en yaygın olarak Çocukların Anne-Baba Çatışmalarını Algılaması Ölçeği (Children's Perception of Interparental Conflict Scale)-(CPIC) kullanılmıştır. İncelenen çalışmalarda en yaygın kullanılan bağımlı değişkenlerin ise, karşı cinsle ilişkilere olan etki, kişisel uyum, kaygı düzeyleri, öz denetim ve sosyal başarı, şiddet davranışı olduğu görülmüştür. Ele alınan araştırmalarda genel olarak, doğrudan Türkiye'de geliştirilen ölçeklerden çok, çeviri ya da uyarlanmış ölçekler kullanılmıştır. Çalışmaların çoğunluğu kesitsel yöntemle yapılmış ve veriler genellikle birkaç kaynaktan (çocuk, anne ve/veya öğretmen) toplanmıştır. Erken ve orta çocukluk döneminde yürütülen çalışmalar görece daha fazla genç yetişkin örnekleminde yapılan çalışmalar ise oldukça sınırlıdır. Bulgular uluslararası literatürle karşılaştırılarak tartışılmıştır.

Bu çalışmanın amacı Türkiye'de yapılmış ebeveyn çatışmasının algılanmasına ilişkin yayınlanmış çalışmaları derlemek ve algılanan ebeveyn çatışmasının çocuklar, ergenler ve genç yetişkinler üzerindeki gözlenen etkilerini genel olarak incelemektir. Bu tarama çalışmasına algılanan ebeveyn çatışmasının bağımsız değişken veya aracı değişken olarak ele alındığı ve bir sonuç değişken üzerindeki etkisinin incelendiği, örneklem grubu Türkiye'den olan, 1990 ile 2013 yılları arasında herhangi bir ulusal ya da uluslararası bilimsel bir dergide yayınlanan 15 yayın seçilmiş ve sistematik olarak bir tabloda listelenmiştir. Türkiye'de yapılmış olan ebeveyn çatışmasının algılanması çalışmalarında en yaygın olarak Çocukların Anne-Baba Çatışmalarını Algılaması Ölçeği (Children's Perception of Interparental Conflict Scale)-(CPIC) kullanılmıştır. İncelenen çalışmalarda en yaygın kullanılan bağımlı değişkenlerin ise, karşı cinsle ilişkilere olan etki, kişisel uyum, kaygı düzeyleri, öz denetim ve sosyal başarı, şiddet davranışı olduğu görülmüştür. Ele alınan araştırmalarda genel olarak, doğrudan Türkiye'de geliştirilen ölçeklerden çok, çeviri ya da uyarlanmış ölçekler kullanılmıştır. Çalışmaların çoğunluğu kesitsel yöntemle yapılmış ve veriler genellikle birkaç kaynaktan (çocuk, anne ve/veya öğretmen) toplanmıştır. Erken ve orta çocukluk döneminde yürütülen çalışmalar görece daha fazla genç yetişkin örnekleminde yapılan çalışmalar ise oldukça sınırlıdır. Bulgular uluslararası literatürle karşılaştırılarak tartışılmıştır.

The study examined whether caregiver worry of COVID-19 infection and co-existence difficulty differentially predicted child mental health and wellbeing during the lockdown in two culturally different countries that were severely affected by the pandemic: the UK and Turkey. Co-existence difficulty is the hardship experienced by family members living all together in the same house at the same time during the lockdown period. Participants were 1849 caregivers of children between 5- and 12-years old living in the UK ( n = 995) and Turkey ( n = 854), who completed an electronic survey distributed via social networks during the initial phase of the COVID-19 lockdown (July and August 2020). Caregivers completed a set of questionnaires on child and family wellbeing and on whether the child’s internalizing and externalizing symptoms changed during the lockdown as compared to before. Worry of COVID-19 infection was higher amongst caregivers in the Turkish sample and was associated with higher...

Çalışmada, Türkiye’de okul öncesi eğitimde yaygın uygulanan çocuk merkezli eğitim yaklaşımlarından biri olan Reggio Emilia’ya odaklanılmaktadır. Çocuklar, okul öncesi eğitim ortamını günlük yaşamlarının bir parçası olarak çeşitli etkinlikler ve oyun ile deneyimlerler. Çocukların perspektifleri, kendi deneyimlerini, algılarını ve anlayışlarını temsil etmesi sebebiyle önemlidir. Çalışma, katılımcı tasarım araştırmalarının yürütülmesinde araştırma ortakları olarak okul öncesi eğitim ortamında çocuklarla iş birliği yapmayı amaçlamaktadır. Bu bildiri, okul öncesi eğitim ortamlarının tasarım kriterlerini, çocukların oyun deneyimleri ve etkinliklerini çocukların bakış açıları ve değerlendirmeleri kapsamında incelemektedir. Çocukların eğitim ortamına ilişkin algıları, ihtiyaçları, beklentileri ve önceliklerini belirlemeye yönelik veriler toplanırken, tasarım temelli (zihin haritası ve iki boyutlu çalışmalar (çizim) ve anlatı temelli yöntemlerle (sözlü ifade etme) çocuklarla görüşmeler yapılarak çalışma yürütülmüştür. İzmir’de Reggio Emilia yaklaşımının uygulandığı bir anaokulunda beş-yedi yaş grubundaki çocukların eğitim ortamlarındaki deneyimleri üzerine görüşlerini elde etmek için pilot çalışmalar yapılmıştır. Bu bildirinin amacı, okul öncesi eğitim ortamında erken yaş grubu çocuklarla tasarım araştırması aracılığıyla yürütülen pilot çalışmaların değerlendirilerek, araştırmanın kazanımlarının, uygulamaya yönelik zorlukların tartışılması ve önerilerin sunulmasıdır.

In this study, we focus on how teachers and headmasters in Norwegian schools achieving good results on national tests justify the use of outdoor education; a practice often considered timeconsuming and less effective than traditional classroom education. The research strategy used in the study is case studies. The cases are three schools with good academic results. The study is based on seven semi-structured interviews with teachers and headmasters from the three schools. The interviews were analyzed in a comparative analysis process, aiming to develop appropriate categories descriptive of the argumentation for outdoor education. The results show that the emphasis on academic outcome is strong, but schools using outdoor education regularly have a broader justification. They recognize outdoor education as a tool that helps create a holistic learning environment. Variation, motivation and social skills are important elements contributing to the child's holistic learning. Using the statements from teachers as a guide, we introduce "The Flower of Outdoor Education".

The article presents preliminary findings from a family survey about children's experiences during the COVID-19 lockdown, which was administered through the pediatric network SICuPP (Italian Society of Primary Care Pediatricians-Lombardy) in Northern Italy. The study involved 3443 parents with children aged from 1 to 5 years and from 6 to 10 years living in Lombardy region, the earliest and most severely affected by the COVID-19 emergency. All participants completed an online questionnaire and provided informed consent. Respondents generally displayed confidence and a sense of self-efficacy in relation to how they had coped with the COVID-19 emergency, despite the many difficulties encountered during the lockdown. They reported having observed some unexpected improvements and resources (e.g. parent/child and sibling relationships, adaptiveness and autonomy on the part of children). Parent-to-parent solidarity was commonly reported, although a small percentage of parents had experienced a greater sense of isolation and anxiety. Finally, the study indicated 'key areas of vulnerability' (concerning, for example, eating, rules, sleeping, use of technological devices, fears …) that should be monitored in future by strengthening the territorial network linking families, educational services, and health services.

The aim of this study was to test the validity and reliability of Emotional Security Scale (ESS) which is developed by Davies, Forman, Rasi ve Stevens (2002) in university students. The research was conducted on 370 university students. The participants completed the ESS and Children's Appraisals of Marital Conflict in classroom situation. The factor analysis resulted in six factors that is very similar to the original scale and consistent with theory. Cronbach's alpha values of subscales were found between .68-.88. These results suggest that Emotional Security Scale is a valid and reliable instrument for university students.

This article presents a social psychological study of three-year-old children with disabilities who are transitioning from one age level to another within inclusion day care centres in Denmark. I investigated children’s transitions as a decentred participationproblematic by drawing on material feminist disability studies, social practice theory and German-Danish critical psychology. The study included four children, all with disabilities, during the transition from one age group to another. I foregrounded one child, a girl, to illuminate the specific access barriers she faced as a new groupparticipant handling age level changes. I analysed this girl’s socio-material visibility and her personal engagements as a way to explore her local action possibilities and her emerging action potency across age level settings. The analysis shows that children with disabilities are at risk of becoming objectified as impaired children prior to, as well as during such age level changes, suggesting t...

Urakawa Betel House' is the reciprocal support community for the persons with 'mental disability' and their supporting staffs in Hokkaido, Japan. People with loss of coordination disorder, psychotic depression and other types of complex mental disability gather there to work and talk. People who left hospital started it in 1978. Now they manage a kelp factory and a welfare shop in Urakawa town. The notion of 'cure' and 'support' for mental disability will be discussed through examining one newcomer's narrative about his trajectory of participation to the community. In psychotherapy, therapists are usually privileged to judge what is indicated by client's action and what is required for the client. We doubt the privileged position of 'supporting specialist' for the treatment. Holzkamp (1992) as a critical psychologist insists on the mediated and two-sided account between an individual and his environment, in which 'meaning structure' mediated by social world is the determinant for human action, and also such 'meaning structure' can be changed by an individual person. He emphasizes the particularity of 'meaning structure' for individual, too. Individuals confront societal relations only from the standpoint of their particular position in their own world. It is their everyday grounds that regulate their particular concrete conditions for their actions. In this presentation, one newcomer's narrative about his life especially before and after participating in the community will be shown as the main data. His trajectory in the participation indicates his positioning change in the community and what the community is for him. What did he find and appropriate in the community?' Why do so many persons with mental disability come to the community? The reconsideration about the notion of 'cure' and 'support' for persons with mental disability suggests the general issue for personal development and community support.

This study aims to understand intervening in early school leaving-related problems at general upper secondary schools in a large Finnish municipality. Sometimes intervening causes a paradoxical situation because professionals follow legislation by providing guidance and support to promote students' progress in their studies but, at the same time, try to strengthen students' wellbeing, which may not always mean continuing their studies in upper secondary school. We focus on professionals' action and experience which are studied utilising concepts and methodological principles of subject-scientific psychology. The main material of the study consists of recorded and transcribed group discussions with 32 professionals who encounter the phenomenon of early school leaving in their everyday work. The material is analysed qualitatively 1) to identify how professionals perceive the phenomenon as a reason for intervening, and 2) to identify common contradictions they encounter in their everyday work related to early school leaving. The results suggest that professionals understood students' rocky conduct of everyday school life as consisting of 1) choosing the school without thorough consideration, 2) a mismatch of expectations and reality, 3) learning difficulties, 4) problems in social relationships, and 5) difficulties in other life scenes. Further, we identified six common contradictions which related to 1) students' conduct of everyday life, 2) students' broader life trajectories, and 3) professionals' conduct of their professional everyday lives. We argue that it is essential to consider early school leaving situationally, from the standpoint of the subject, instead of specifying risks or statistical probabilities.

Das wichtigste Instrument, das der internationalen Gemeinschaft zur Bekämpfung dieser Missstände zur Verfügung steht, ist die Konvention über die Rechte des Kindes ( e.pdf ) -in der Folge CRC (Abkürzung für Convention on the Rights of the Child) genannt -,die von der Generalversammlung der Organisation der Vereinten Nationen (UNO) am 20. November 1989 angenommen wurde und im Art. 1"Kinder" als Menschen definiert, die das 18. Lebensjahr noch nicht abgeschlossen haben, sofern sie im Sinne der jeweils geltenden Gesetze nicht in einem früheren Alter die Reife erreichen. Die ersten Dokumente, in denen anerkannt wurde, dass Kinder besonderen Schutz brauchen, waren die Genfer Erklärung aus dem Jahre 1924 über die Kinderrechte und die Erklärung der Rechte des Kindes (HYPERLINK ") aus dem 1

This article is concerned with the question of how to argue about morality and ethics in relation to a severe and deadly hereditary disease. It is inspired by the uneasiness I have felt on a number of occasions when "right and wrong" is being discussed by persons at risk, professionals and in particular when discussed

The aim of this paper is to investigate how children use their participation in research as apotential transformative social practice in everyday life. The concept of transformative socialpractice will be discussed in relation to the notion of transformation.Through empirical examples provided by Holly (12) and Oliver (11), the article argues thatresearch processes open up possibilities for understanding ourselves (researchers andparticipants) in new ways.‘Life Mapping’ - as dialogical method in research with children - will be presented and reflectedupon as a way for children to develop different understandings of themselves, their families, andeveryday life. This emphasizes the connection between the use of child-relevant methodologies andhow specific children can bring dialogues from the research process in to play in their everydaylives.Data is drawn from a qualitative study and is a part of a PhD project studying children’s everydaylives with two households as a result of paren...

The impact of the COVID-19 pandemic on families is currently unknown. Parents and children have experienced a variety of changes as public health interventions have been implemented to slow the spread of the virus. The current exploratory qualitative study recruited parents (n = 365) in early (ages 20-34), middle (ages 35-64), and late (ages 65 and older) adulthood to understand how the early weeks of the pandemic influenced their parent-child relationships. Participants completed an online survey between March 21 and 31, 2020. Three themes emerged through qualitative content analysis: (1) relational steadiness, (2) navigating COVID-19 challenges in relationships, and (3) relational enhancement.

Adults perceive the world using existing knowledge and experience (Gregory, 1970).  However, adults may then impose their perspectives onto their children, whilst failing to understand the world through their child’s eyes (Christakis, 2017).  This qualitative study, provides an exploratory insight into the perspectives of nineteen children, aged 7-11 years, during the coronavirus (Covid-19) pandemic lockdown in the UK, when national restrictions on movement and online learning for all children were mandatory.
Over a 10-day period, parents asked their children four short open questions at the end of each day: 1) ‘What was the best thing that happened today?’, 2) ‘What was your least favourite part of today?’, 3) ‘What did you learn today that you didn’t know yesterday?’, and 4) ‘What made you smile or laugh today?’ Parents were specifically asked to make no mention of lockdown or school or virus (Covid-19).
Thematic analysis revealed the importance of technology (both for online lessons, social communication, and recreation), proximity to family (parents and siblings), time with pets, and joint pastimes (walking, cooking, creative arts).
This study provides insight into the world in which children were living and coping with the challenges of a lockdown during a national crisis and provides alternative methods for obtaining and evaluating qualitative data within a population of young children.

Education outside the classroom (EOtC) has become an attractive approach, not only for learning but also for health. This explorative, cross-sectional study investigated children’s sedentary behaviours (SED), light physical activity (LPA) and moderate-to-vigorous PA (MVPA) on school days with an EOtC session in green space compared to school days with EOtC in other environments and without EOtC. Teachers from 17 Danish school classes practised EOtC for one school year on a weekly basis and self-reported the characteristics of the EOtC environment. The pupils’ PA was device-measured for seven consecutive days in a random period during the school year with AX3 accelerometers. Across 617 pupils (age 9–13 years), PA intensity cases (N = 2264) on school days (8:10–14:00 h) with (n = 317) or without (n = 1947) EOtC were included in a mixed-effects regression analysis. Mean exposure to EOtC was 262 min per session. School days with green EOtC (e.g., parks, forests and nature schools) were ...

This article discusses the views of 25 Icelandic preschool and compulsory school teachers who were interviewed on the role of the outdoor environment in children's learning. The teachers reported not being afraid to take children outside. These teachers valued the learning potentials of the outdoors more than they feared the possible risks. They believed that the outdoors could provide opportunities for (a) enhancing children's play and learning (b) promoting children's health, well-being, and courage, and (c) affecting children's views, knowledge, and actions towards sustainability.

The aim of this paper is to investigate how children use their participation in research as a potential transformative social practice in everyday life. The concept of transformative social practice will be discussed in relation to the notion of transformation. Through empirical examples provided by Holly (12) and Oliver (11), the article argues that research processes open up possibilities for understanding ourselves (researchers and participants) in new ways. ‘Life Mapping’ - as dialogical method in research with children - will be presented and reflected upon as a way for children to develop different understandings of themselves, their families, and everyday life. This emphasizes the connection between the use of child-relevant methodologies and how specific children can bring dialogues from the research process in to play in their everyday lives. Data is drawn from a qualitative study and is a part of a PhD project studying children’s everyday lives with two households as a res...

This paper seeks to improve our understanding of the challenges faced by teachers and student-teachersin the process of implementing small group work (SGW) in early childhood education (ECE). In light ofthe discrepancy between the clear benefits of SGW in education – its solid theoretical foundation – and itssparse and poor implementation, we posed the following research questions: (a) What are Israeli teachers’perceptions of and attitudes toward small group work and its implementation in ECE? And (b) What doteachers see as problematic or, conversely, helpful in overcoming difficulties related to its implementationin ECE? Both qualitative and quantitative methods were employed: a questionnaire with closed and openendedquestions to measure the attitudes and perceptions of thirty experienced teachers, as well as actionresearch documenting the implementation of SGW in two cases. Findings showed more positive attitudestoward SGW than toward the feasibility of its implementation, which w...

In this paper, I discuss the duality in the conceptconduct of everyday lifei.e. `routinesandthe real life´ among adults diagnosed with recurrent depression. Holzkamp (1998) understand routines as cyclic activities, which eventually become more or less automated and taken for granted. Routines afford us time to focus onthe real life´, that which really matters and fulfils life. Dreier (2008) and Borg (2003) criticized this understanding for not taking the variations and the profound meaning in the cyclic everyday life conduct into consideration. My analysis of participant-driven photo-interviews and follow-up interviews with participants in patient education courses led me to two points. First the analyses exemplified that cyclic routines can matter, fulfil life and vary, which can support the ongoing discussion about the concept. Second I discuss whether the duality in the conceptconduct of everyday lifecan grasp the complexity and doubleness in everyday life conduct among adults wi...

This article argues for the value of working with conflicts in social practice as resources for collaboration, learning and development. The interest in conflicts in social practice is rooted in a preoccupation with social power relations and how to understand and analyse power relations from a subject-science perspective. Following this interest, a methodological framework, best described as a kind of ‘mobile ethnography’, is discussed and exemplified through an empirical example. A preliminary conceptual framework for understanding power as a capacity for action is presented. The overarching ambition of the article is to consider what democratic collaboration and coexistence entails and how it might be supported conceptually and analytically by the notion of conflicts as heuristics for social inquiry and by the notion of power as a capacity for action and social participation. The dilemmas of everyday life Reading through the morning paper, we might frown with outrage if we come a...

This article argues for the value of working with conflicts in social practice as resources for collaboration, learning and development. The interest in conflicts in social practice is rooted in a preoccupation with social power relations and how to understand and analyse power relations from a subject-science perspective. Following this interest, a methodological framework, best described as a kind of ‘mobile ethnography’, is discussed and exemplified through an empirical example. A preliminary conceptual framework for understanding power as a capacity for action is presented. The overarching ambition of the article is to consider what democratic collaboration and coexistence entails and how it might be supported conceptually and analytically by the notion of conflicts as heuristics for social inquiry and by the notion of power as a capacity for action and social participation.

Rethinking the notion of 'cure' and 'support' for mental disability through the reciprocal supporting community of 'Urakawa Bethel House' Mihoko Ishiwatari (Rikkyo University) and Hiroaki Ishiguro(Rikkyo University) Abstract: 'Urakawa Betel House' is the reciprocal support community for the persons with 'mental disability' and their supporting staffs in Hokkaido, Japan. People with loss of coordination disorder, psychotic depression and other types of complex mental disability gather there to work and talk. People who left hospital started it in 1978. Now they manage a kelp factory and a welfare shop in Urakawa town. The notion of 'cure' and 'support' for mental disability will be discussed through examining one newcomer's narrative about his trajectory of participation to the community. In psychotherapy, therapists are usually privileged to judge what is indicated by client's action and what is required for the client. We doubt the privileged position of 'supporting specialist' for the treatment. Holzkamp (1992) as a critical psychologist insists on the mediated and two-sided account between an individual and his environment, in which 'meaning structure' mediated by social world is the determinant for human action, and also such 'meaning structure' can be changed by an individual person. He emphasizes the particularity of 'meaning structure' for individual, too. Individuals confront societal relations only from the standpoint of their particular position in their own world. It is their everyday grounds that regulate their particular concrete conditions for their actions. In this presentation, one newcomer's narrative about his life especially before and after participating in the community will be shown as the main data. His trajectory in the participation indicates his positioning change in the community and what the community is for him. What did he find and appropriate in the community?' Why do so many persons with mental disability come to the community? The reconsideration about the notion of 'cure' and 'support' for persons with mental disability suggests the general issue for personal development and community support.

AIM The aim of the survey was to obtain a rough estimate of the number and type of reported violations of children's rights in the health care system, as well as an expert evaluation of the problem by the responsible institutions. METHODS A written survey of all Austrian Ombudsman offices for Children and Youth (OCYs) and Patient Advocacy offices (PAs) asked for the number and type of potential violations of children's rights and their significance. RESULTS Both institutions are consulted very rarely regarding children's rights in health care. OCYs report a higher awareness about children's rights, even though health care issues are legally incorporated in the PA offices. PAs report incoming complaints regarding children's health care even less often. Cooperation between the 2 institutions is insufficient. Participation rights/consent issues and health care service deficiencies have been identified as the main children's rights problems. CONCLUSIONS The low n...

The human innate tendency to interact with the natural environment has been proven by psychologists. This interaction should be placed in educational environments (schools). Unfortunately, interaction with nature is not considered in schools today, and the schoolyard, a place where students can interact with open space and nature, is designed to be completely separated from the classrooms. That means the schoolyard and the classrooms should be designed in harmony with each other. Students spend a majority of their educational period in classrooms, so to create diversity and increase student's productivity, it is necessary to combine outdoor natural spaces with indoor educational areas. So, the schoolyard plays a complementary role to the classroom. Additionally, the natural environment can be considered as another educational setting option. The major goal of this review paper is analyzing the impact of the school's outdoor and natural spaces on enhancing students' learn...

This article is concerned with ways in which children's social lives appear to have meaning and with children's subjective orientation in the transition from kindergarten to school. The article presents the development of theoretical concepts for ways in which we can understand childrenby the aid of the analysis of empirical data dealing with children's subjective views of the life they are living and participating in. In other words, if we wish to understand children and children's actions, we also have to conceptualise the world in which they live just as that world is seen by children at the place where they stand and where they participate. The article covers on the one hand the presentation of the principal findings of a major research project and on the other a more detailed exploration of the concept of communities, including definitions of what children share and of how what they share links to what adults arrange for them. It also presents arguments for how a social approach to children's issues paves the way for more productive measures than an individual approach offers.

Die  „Aufnahme-und  Rückführungseinrichtungen“  in  Manching  (ARE  I)  und Bamberg (ARE II) sind im September 2015 eröffnet worden(dpa, 2015), um die vermeintlich große Anzahl von Asylsuchenden aus „sicheren Herkunftsstaaten“ des  Westbalkan  in  Bayern  konzentriert  unterzubringen  und  nach  kurzfristiger Prüfung  umgehend  wieder  abzuschieben  oder  zur  freiwilligen  Ausreise  zu bewegen(CDUCSU,2016). Die Unterbringung auf engstem Raum, eine möglichst komplette    Versorgung    durch    Sachmittel    statt    Bargeld,    ein    zentrales Mahlzeitenangebot  und  reduzierte  Gesundheitsversorgung  sollen  zusätzlich  die Attraktivität  des  Aufenthalts  und  damit  den  Wunsch  nach  einer  Verlängerung des  Asylverfahrens  bei  den  Antragsteller/innen  verringern.  Der  bayrische Innenminister  wertet  die  deutliche  Zunahme  freiwilliger  Ausreisen  bei  den Bewohnern  der  ARE  als  Erfolg(BstMI,  2015a).  Die  derzeit  in  der  ARE  II  in Bamberg vorhandenen 1500 Plätze(inFranken.de 2016) sollen deshalb bis Ende 2016 auf 4500 Plätze ausgebaut werden. Die  Organisation  der  ARE  II  in  Bamberg  ist  vollständig  auf  einen  möglichst schnell zu beendenden Aufenthalt ausgerichtet. Auf den in derKinderrechtrechtskonvention  der  Vereinten Nationenverankerten  Vorrang  des Kindeswohls (Art.3) wird  dabei  nicht  geachtet.  Zimmer-und  Wohnungstüren sind aus  Budgetgründenundum  die  morgendlichen  Abschiebungen  nicht  zu behindernnicht abschließbar, wodurch bei den Kindern Ängste geschürt werden und  das  Risiko  von  Diebstahl  und  Übergriffen  gegen  Frauen  und  Kinder  steigt(Art. 16). Kühlschränke und Kochmöglichkeiten sind in den engen Unterkünften wegen  Hygiene  und  Brandschutz  verboten  und  wegen  des  zentralen  Angebots von  3  Mahlzeiten  auch  nicht  vorgesehen.  Kinder,  die  Zwischenmahlzeiten benötigen  sind  hier  nicht  mitgedacht.  Die  Gesundheitsversorgung  verhindert lediglich  lebensbedrohliche  Erkrankungen  und  überträgt  Diagnoseaufgaben immer  wieder  an  das  dafür  nicht  qualifizierte  Wachpersonal(Art.  24). Antiziganistische Beschimpfungen, offene Anfeindungenund die Diskriminierung  der  Roma  durch  andere  Bewohner/innen  bspw.  bei  der Verteilung  von  kleinen  Jobs  werden  von  den  Betreibern nicht  bemerkt(Art.  2). Die  Kinder  werden  nicht,  wie  inBayern  üblich,  in  die  Regelklassen  integriert,sondern  gesondert  in  einem  einzigen  Raum  in  jeweils  drei  bis  vier  Jahrgänge
6umfassenden Lerngruppen mit (theoretisch) bis zu 60 Schüler/innen und nur 12 Unterrichtsstunden    pro    Woche    unterrichtet. In    der    Praxis    bleibt    die überwiegnde  Anzahl  der  Kinder  dem  Unterricht  ohne  Konsequenzen  fern. Um das    Recht    der    Kinder    auf    gleichwertige    Bildung (Art. 28) in    der Bildungseinrichtung der    ARE    II zu    garantieren    wäre    ein    Vielfaches    an Investitionen  in  Räume  und  Lehrpersonal  notwendig,  wobei  fraglich  ist,  ob  sich ein  gleichwertiges  Bildungsangebot  bei  voller  Auslastung  der  für  die  Zukunft geplanten    Kapazität    von    4500    Plätzen    mit    dann mindestens1000 schulpflichtigen  Kindern  überhaupt  realisieren  ließe.  Einen  gleichberechtigten Bildungszugang    durch    eine    Beschulung    in    den    Bamberger    Schulen    zu garantierenschließt das Schulamt Bambergs bereits jetzt aus Kapazitätsgründen aus. Alle  in  dieser  Studie  befragten  Personen  sind  seit  mindestens 12Monaten  in Deutschland  und  die meisten  seit  mehr  als  3  Monaten  in  der  ARE  IIund sie haben  keine  Informationen,  wie  lange  sie  noch  bleiben  werden.  Einige  der Befragten  können  aus  finanziellen  Gründen  nicht  selbst  ausreisen  und  möchten lieber  heute  als  morgen  in  ihre  Herkunftsländer  zurückgebracht  werden.  Die Aufenthaltszeiten  von abgelehnten  Asylsuchendenaus  den  Westbalkan-Staaten in  Bayern  unterscheiden  sich  damit  vermutlich  kaumvon  denen  in  anderen Bundesländern,  die  allerdings  auf  eine  solche  Sonderunterbringung  unter Missachtung kinderrechtlicher Standards verzichten.Die Kinder sind in der ARE II deutlich länger den nur für kurzfristige Aufenthalte gedachten    Einschränkungen    ausgesetzt.    Gleichzeitig    kommen    kaum    neue Flüchtlinge in die ARE II, sodass der Belegungstand Ende Mai nur noch bei knappeinem Drittel  der  derzeitigen  Kapazitäten  lag,  womit  sich  die  Frage  stellt,  ob  in der    Zukunft    überhaupt    ein    Bedarf    für    Aufnahme-und    Rückführungs-einrichtungen von der Größe der ARE II besteht.  Ob die aus der Perspektive der befragten  Bewohner/innen  unverständlich  hinausgezögerten  Abschiebungen vielleicht    dafür  sorgen  sollen,  dass  die  ARE  II  nicht  bereits  jetzt  leer  steht,konnte  im  Rahmen  der  begrenzten  Ressourcen  der  Pilotstudie  nicht  überprüft werden