Suchergebnisse

In 2014, I enrolled in a doctoral program within the discipline of Public Health with the aspiration of conducting research on young childrens wellbeing as they transition to school. In undertaking a systematic review of the literature on young childrens health and wellbeing, it was evident that current conceptualizations of child wellbeing were derived almost exclusively from adult understandings, excluding the voices of children and how they understand and experience being well. This case provides an account of how visual methods were used within a child-centered research design to elicit childrens understandings and experiences of wellbeing. Conducting research with children, rather than on children, presents many methodological challenges as hierarchical power relations between adults and children habitually operate to exclude children and their voices from matters that affect them. This case study elucidates the challenges of conducting child-centered research with young children, and how visual research methods set within a child-centered research design allows childrens understandings and experiences to become centre-stage within the research process.

In 2014, I enrolled as a PhD candidate within the discipline of Public Health with the aspiration of conducting research on young children's health and wellbeing as they transition to school. Initial review of the literature on young children's health and wellbeing highlighted two key aspects of the field: (a) there is no shared or agreed upon definition of child health and wellbeing or how to measure or assess it, and (b) the field of child health and wellbeing crosses distinct disciplinary lines, specifically with the fields of health and education. During the initial review of the literature, it was clear that the interdisciplinary nature of the field would pose significant challenges for a systematic review of the literature. Vast theoretical and methodological differences spanning the education and health divide in early childhood research would require a review strategy that was rigorous, yet flexible enough to meet the complexities of this field.This case study provides an account of how the Critical Interpretive Synthesis method was used to complete a systematic review of literature spanning across the disciplines of health and education. Specific attention is given to clearly outline the processes and challenges of the systematic review of diverse literature and systematic review protocols. This case outlines the step-by-step process used to undertake a rigorous systematic review of literature using the Critical Interpretive Synthesis method, and reflects on important considerations and challenges that were encountered throughout the process.

Being born -- Becoming ourselves in relationships -- Agency and resistance -- Choice and constraint in children's health -- Child wellbeing - contested views -- Understanding emotions in context -- Learning environments -- Spirituality and young children -- Guiding behaviour in an unequal world -- Working with diverse families -- Sustainable education for dangerous times -- Changing the world

"The Sociology of Early Childhood" brings a new perspective to the field of early childhood education, offering insights into how children's diverse backgrounds shape their life chances. The book takes us through the lives of children from birth to eight years of age, highlighting key issues for babies, for toddlers and for older children, as they grow and learn. Exploring key aspects of inequality, such as gender, social class, race, disability, Indigeneity and sexuality, the sociological insights of this book help educators navigate their role as guides, mediators and advocates for young children. Using sociological theory, the authors unpack how these big issues affect all aspects of children's lives, showing how children struggle to overcome the negative stereotypes which operate to diminish the life chances of many children. -- From publisher's description.

This paper reports on the systematic search and review of the literature relating to the health and wellbeing of young children across the transition to school. It identified 56 papers (including empirical studies, reviews, commentaries, and reports) relevant to the research questions and completed an interpretive systematic review to ascertain the current state of the literature. The review employed the Critical Interpretive Synthesis (CIS) method to allow for a rigorous and systematic review of a disparate literature which stretches across several disciplines. The findings are presented in seven thematic categories: current conceptualisations of health and wellbeing, assessment and measurement, 'school readiness', service integration, transition actors, 'at risk' children, and child voice. These findings illustrate the ways in which concepts have been constructed, identified, and operationalised in early years research, practice, and policy. Moreover, it highlights that 'what is known' can be used to inform the review or implementation of services, practices, and partnerships that support child health and wellbeing during the transition to school.