Children’s experiences of acute hospitalisation to a paediatric emergency and assessment unit – A qualitative study

Short-stay treatment has become a popular form of care as a strategy to cope with increased demands on health care. There is little research that considers children’s experiences of acute hospitalisation to a short-stay care facility such as a Paediatric Emergency and Assessment Unit (PEAU). This study explored the experiences of eight children aged 8–10 years. Semi-structured interviews were carried out to investigate the children’s own experiences of being hospitalised in a PEAU. Thematic content analyses were used. Three major themes were identified: the children’s understanding of disease, treatment and procedures; the children’s experiences of health-care personnel and the PEAU and transformation of everyday life into the settings of the hospital. The children identified the hospital stay as an overall positive experience. The children took part in leisure activities as they would at home and enjoyed time together with their parents while in hospital. In their conversations with staff they adapted to professional terms that they did not necessarily understand. They did not differentiate between professionals. Further work should be considered to clarify the consequences of this. This study has provided some limited insight into the child’s experiences of acute hospitalisation, which should inform nursing care.

On laughter and loss. Children's experiences of shared time, parenting and security post-separation

Among the research, practice and socio-legal commentary on the substantial sharing of parenting time after separation, children’s voices about their experiences remain overwhelmingly silent. This article draws on findings of a descriptive phenomenological study which investigated Australian school-aged (8- to 12-year-old) children’s descriptions of two binary phenomena: security and contentment in shared time arrangements, and the absence of security and contentment in shared time parenting. Specifically, this article focuses on exploring parental behaviours and interactions recognised by children as sources of security in shared time lifestyles, through happy and needy times. Central to this is the juxtaposition of the child’s experience of security and shared enjoyment with the present parent, against the absence of security emanating from unresolved longing for the ‘absent’ parent. The article provides an empirically derived formulation of children’s advice to parents about shared time parenting, with relevance for family law related parent education forums.

Managing the family`s health: preferences and experiences of women with different work and family arrangements.

Balancing the needs of work and family is a subject of much debate.The purpose of this research was to explore how families manage their children's health within the context of different work and family arrangements.In-depth interviews were conducted with women who were at home full time (8) or in paid work over 30 hours a week (7). Women had at least one child under the five years of age. Findings revealed there was no simple relationship between women's working arrangements and how they managed their children's health. All women, irrespective of their working arrangements, held similar preferences for managing their children's health.However, most women experienced either time or financial constraints that meant they had to compromise their original preferences. In some cases this meant children missed out on receiving health services. Workplace support, extended family support and general satisfaction with work and family arrangements appeared to be important factors for the small number of women who had no problems in managing their children's health. The implications of these findings are discussed.

Measuring children’s involvement as an indicator of curriculum effectiveness : a curriculum evaluation of a selected child study centre in Singapore

This paper presents one aspect of a research project evaluating a curriculum model of a selected child study centre in Singapore. An issue of worldwide interest and concern is the ‘quality of learning’ debate as it relates to early childhood centres. In Singapore, the government is focusing on expansion in child care settings and increases in the amount of funded training. One of the issues surrounding prior-to-school education raises the question of how one measures the quality of teaching and learning, to describe the value of using, funding and promoting early education. The research reported in this study used a quasi experimental research paradigm to assess one aspect of the quality of a curriculum programme in a child study centre in Singapore. Children aged between 18 months and 6 years (N = 81) participated in the research. Using the observation scale of Laevers’ Child Involvement Scale, the active involvement of children in learning experiences was measured. The findings are presented and discussed.

A study of children’s musical preference: A data mining approach

Musical preference has long been a research interest in the field of music education, and studies consistently confirm the importance of musical preference in one’s musical learning experiences. However, only a limited number of studies have been focussed on the field of early childhood education (e.g., Hargreaves, North, & Tarrant, 2006; Roulston, 2006). Further, among these limited early childhood studies, few of them discuss children’s musical preference in both the East and the West. There is very limited literature (e.g., Faulkner et al., 2010; Szymanska, 2012) which explores the data by using a data mining approach. This study aims to bridge the research gaps by examining children’s musical preference in Hong Kong and in South Australia by applying a data mining technique – Self Organising Maps (SOM), which is a clustering method that groups similar data objects together. The application of SOM is new in the field of early childhood education and also in the study of children’s musical preference. This paper specifically aims to expand a previous study (Yim & Ebbeck, 2009) by conducting deeper investigations into the existing datasets, for the purpose of uncovering insights that have not been identified through data mining approach.

Belonging as a force of agency : an exploration of immigrant children’s everyday life in early childhood settings

The notion of agency is being used with increasing frequency in early childhood policies, replacing traditional assumptions about young children’s immaturity and their role as mere recipients of adults’ arrangements. Agency is thus both an educational aspiration as well as a signifier of a strong rights-based political commitment to countering views of children as immature and incompetent. This article develops the argument that agency is inherently a sociocultural product that is driven by children’s clear attempts to bond with others and to develop a sense of belonging. Using examples of the everyday experiences of two Chinese immigrant children in an early childhood centre, the article considers ways in which agency was exercised by the children in an unfamiliar sociocultural setting because they wanted to belong. Some crucial issues are highlighted for practice and policy development in the area of immigrant children’s education, arguing that the shaping of early childhood education requires an attention to children’s ‘invisible’ capabilities, needs to belong and ‘small’ everyday life realities.

Diversity and difference in young children’s academic experience : an issue for globalization

One view of early childhood education concerns the preparation of young children for their future lives. It is arguedin this paper that issues of preparing young children for future should be addressed in terms of living in the contextof increasing globalization. The paper is based on the academic experiences of young children in China, Americaand New Zealand. The idea is to identify congruence and differences in academic experiences of young children inthese countries and set them in the context of globalization. Drawing on the perspective of transworld experience inglobalization, the paper places diverse learning experiences of young children in an interconnected world.Contemporary early childhood education needs to change in ways that capture contemporary realties.The papertakes the view that a more globally interconnected approach to learning of young children is a contemporary realityin early childhood education. This has implications for attempts to bring out into the open diverse ways ofchildren’s learning and development. These attempts constitute an essential basis on which to provoke thinkingabout the significance of shifting early childhood education from a local orientation to a more encompassing viewof global practice.