Listening to Children’s Voices: Children as Participants in Research

McTavish, Marianne; Streelasky, Jodi; Coles, Linda

doi:10.1007/s13158-012-0068-8

Cited by 36 publications

(23 citation statements)

References 12 publications

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“…This study has addressed the challenge outlined by McTavish et al to identify ways for young people to express their views to an adult researcher and further supports the assertion that young people are capable of providing meaningful feedback 7 . The real challenge for paediatric health care lies beyond simply collecting views and perceptions.…”

Section: Discussionsupporting

confidence: 65%

“…Historically children's opinions, views and perceptions of their care have not been sought due to an assumption that their cognitive maturity and ability to participate in research as rational subjects was not adequate to provide meaningful input 6 . Health services advocate that children's views are represented in health care research, however these views are seldom presented in the literature 7 . Facilitating opportunities for children and young people to be engaged in meaningful participation regarding their health care rather than imposing fixed plans and ideas based on well-intentioned adult perspectives, can have a real impact upon decisions made 8 .…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, analysis of how that involvement occurs and under what circumstances, by whom and what training they might have on participation techniques is limited 9 . One of the challenges is how best to enable children to express their views to an adult researcher 7 . Children's perspectives regarding matters concerning them is gaining momentum within child research and is included in some key performance indicators 10 .…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Can an interactive application be used to collect meaningful feedback from paediatric patients and their parents in a hospital setting?

O'Neill¹,

Reeks²,

Kearney³

2018

Patient Experience Journal

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The objective of this study was to determine the acceptability of using an interactive application (Fabio the Frog) to understand the experiences and perspectives of children and parents/carers regarding their health care encounter for the purpose of quality improvement and consumer feedback. Children's perspectives of their healthcare were collected via the interactive application through the use of a validated survey, the Children's Perceptions of Healthcare Survey (CPHS). The acceptability of eliciting views from children and parents via an interactive application platform was collected using an additional survey designed for this purpose. Data were collected in two phases. Overall, healthcare experiences were found to be positive across key areas including communication, care delivery, hospital environment, and interaction with staff. The application was identified as easy and fun to use from the perspective of children (n=96) and parents/carers (n=79). Parents/carers also responded positively to the ease and enjoyment they observed when their child was using this tool. Staff appreciated that eliciting children's responses to their care helps to inform high quality care. The interactive application-Fabio the Frog-was a successful strategy for understanding children's experience across a range of ages, abilities and medical conditions. The study demonstrated the acceptability of an application as an engaging and valuable means to collect meaningful feedback from children and their families. Nevertheless, limitations were noted in the practicality of providing an application to patients in a busy clinical environment. Additionally, the authors recognise that a greater challenge lies in finding ways to incorporate feedback into improving the patient experience

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Section: Discussionsupporting

confidence: 65%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Can an interactive application be used to collect meaningful feedback from paediatric patients and their parents in a hospital setting?

O'Neill¹,

Reeks²,

Kearney³

2018

Patient Experience Journal

View full text Add to dashboard Cite

show abstract

“…However, researchers are beginning to engage in research where children’s opinions and views are sought (e.g. McTavish et al, 2012; Theobald et al, 2015). For example, Einarsdóttir et al (2009) explored the use of drawing as a multimodal tool for young children’s expressions of their preschool and primary school experiences in Iceland and Australia.…”

Section: Literature Reviewmentioning

confidence: 99%

Creating identity texts with young children across culturally and linguistically diverse contexts

Streelasky

2020

Journal of Early Childhood Research

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This article addresses the ways young children in culturally and linguistically diverse settings were involved in the meaningful development of identity texts in the form of personalized books. In the study, Canadian and Tanzanian children aged 4 to 6 shared their favorite learning experiences and spaces at school through their use of multiple modes. A multimodal approach to data sharing was then implemented through the co-creation of three dual-language books in English and Kiswahili. The books featured the research participants’ images, drawings, paintings, and photographs, and included verbal descriptions of their multimodal texts in their distinct geographical and cultural contexts. The children in both settings were involved in the book-making process by sharing their views on what images and descriptions they wanted to include in the identity texts that were then shared with both groups of children, their teachers, and their families. This approach to research and data dissemination with children draws on the United Nations Convention on the Rights of the Child which views children as strong, capable, and knowledgeable. This perspective also recognizes the rights of children to participate in decision-making processes in research in which they are involved, and to be empowered to communicate their own views.

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“…Contemporary research on childhood has recently witnessed the elevation of children's status in research from passive objects to more active participants (Kellet, 2010). This new paradigm has shifted its focus from research 'on' or 'about' children to research 'with' children (Kellet, 2010), with children taking on more active roles in deciding research agendas by speaking in their own rights and reporting valid views and experiences (McTavish, Streelasky, & Coles, 2012).…”

Section: Paradigm Shift In Child Slamentioning

confidence: 99%

‘After Mom Gets Some Books, Then I’ll Make a Selection’: A 5-Year-Old ELL’s Decision-Making in the Book-Related Home Play

Park

2015

SISAL

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The main theme of this article is examining the active role that young English language learners (ELLs) play in making important choices that affect their own language learning and research participation. I will consider the growing emphasis in child Second Language Acquisition (SLA) on the importance of exploring children’s perspectives about their participation in research and English language development as a second language. The first part of this article discusses the new paradigm in child SLA, which takes note of the voices of young children in research rather than overlooks their agency in favor of an adult perspective, while the second part describes an exploratory case study of a 5-year-old Korean-English learner and illustrates how a very young ELL makes decisions as an active research participant in engaging English storybooks as self-access resources in the child’s spontaneous play at home.

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Listening to Children’s Voices: Children as Participants in Research

Cited by 36 publications

References 12 publications

Can an interactive application be used to collect meaningful feedback from paediatric patients and their parents in a hospital setting?

Can an interactive application be used to collect meaningful feedback from paediatric patients and their parents in a hospital setting?

Creating identity texts with young children across culturally and linguistically diverse contexts

‘After Mom Gets Some Books, Then I’ll Make a Selection’: A 5-Year-Old ELL’s Decision-Making in the Book-Related Home Play

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