Bear in a Window: Australian children's perspectives on lockdown and experiences of the <scp>COVID</scp>‐19 pandemic

Kelly, Barbara F.; Diskin-Holdaway, Chloé

doi:10.1111/chso.12667

Cited by 5 publications

(6 citation statements)

References 21 publications

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“…They found that despite the challenges and lost opportunities, “children emerged as competent social agents and responsible citizens” [16 p. 144]. Likewise, Kelly and Diskin-Holdaway [17], in a study of experiences of the pandemic in 18 children aged 3–12 years old in Australia, found that children were worried about health and family and were disappointed about missed opportunities.…”

Section: Discussionmentioning

confidence: 99%

Feasibility of Using the Global Tales Protocol to Elicit Personal Narratives in 10-year-Old Children in Ireland

Lyons,

Antonijevic-Elliott,

Barbotin

et al. 2023

Folia Phoniatr Logop

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Introduction. This small-scale study explored the feasibility of the Global TALES protocol in eliciting personal narratives in typically developing monolingual Irish children, using the online Zoom platform. We investigated children’s performance on measures of productivity (total number of utterances; total number of words) and syntactic complexity (MLU in words). We also documented the topics children talked about in response to the six emotion-based prompts contained in the Global TALES protocol. Methods: Nineteen typically developing children (6 male, 13 female), aged between 10,0 and 10,11years produced personal narratives in response to the Global TALES protocol. Given COVID-19 pandemic-related public health restrictions, the language samples were elicited using Zoom. All stories were transcribed and analysed using Systematic Analysis of Language Transcripts software. Qualitative content analysis was used to code the topics of the children’s stories. Results: Sixteen participants responded to all prompts. One participant only responded to three of the six prompts. The prompt that was least successful in eliciting response was the ‘problem’ prompt; 15.7% (n=3) of the children did not provide a response to this prompt. On average, children produced 40 utterances, although individual variability was high. On average, MLU was 8.7, ranging from 6 to 11. Children’s topics closely resembled those reported in the Global TALES feasibility study, despite the fact the current study took place during the COVID-19 pandemic. The most frequent topics were related to family (events, illnesses, relationships, siblings) and finding or fixing something. Conclusion: The Global TALES protocol was successful in eliciting personal narratives from 10 year-old Irish English-speaking children. Future larger scale studies are now needed to investigate if the results generalise to the wider Irish population with the view of creating local benchmarks of personal narrative performance.

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Section: Discussionmentioning

confidence: 99%

Feasibility of Using the Global Tales Protocol to Elicit Personal Narratives in 10-year-Old Children in Ireland

Lyons,

Antonijevic-Elliott,

Barbotin

et al. 2023

Folia Phoniatr Logop

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“…This aligns with direct participation of children in matters that concern them as laid down in the Convention of the Rights of the Child [22]. Instead of collecting parents' and teachers' narratives about children's experiences (which, in our usage of the terms, would be an etic approach), studies increasingly focus on asking children about their own experiences [23][24][25]. Children's own (emic) experiences have been termed a children's perspective, parents' or teachers' (etic) perspectives of children a child perspective in sociological studies on children [26,27].…”

Section: Emic and Etic Perspectives Applied To Studies With Childrenmentioning

confidence: 99%

Taking emic and etic to the family level: interlinking parents’ and children’s COVID-19 views and experiences in Germany

Berner-Rodoreda,

Baum,

Wachinger

et al. 2024

BMC Public Health

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Background COVID-19 impacted families globally, restricting movement, and changing daily routines and family dynamics. In order to explore and contrast children’s and parents’ experiences and perceptions of life during COVID-19, we used Pike’s distinction of emic (an insider’s view) and etic (an outsider’s view) and adapted the concept to the family level to differentiate between children’s and parents’ own perspectives (emic) and their view of other family members (etic). Methods Our qualitative study is based on face-to-face in-depth individual interviews with parents (n = 13) and their children (n = 16) and included migrant families as a hitherto underrepresented group in COVID-19 research in Germany. Interviews were recorded, transcribed in NVivo and quality-checked. We employed thematic analysis to explore similarities and differences in perceptions and experiences of children and parents at the family level and across the entire data set. Results We identified the following major themes in parents’ and children’s experiences: managing role and relationship changes within the nuclear family, coping with social expectations and demands, and re-evaluations of life’s priorities. Parents’ etic views on children showed strong overlap with children’s emic view in terms of physical movement restrictions, experiencing good and tense family times, and internalizing rules. For issues such as experiencing stigma, divorce or language acquisition, parents’ views were not reflected in children’s accounts. Children’s testing experience, by contrast, was more nuanced than parents’ perceptions of it. Children’s etic views of parents, a perspective rarely found in qualitative research with children, overlapped with mothers’ experiences of role strain. Conclusions The consideration of parents’ and children’s emic and etic perspectives provided deeper insights into family members’ experiences, navigation, and views of COVID-19 measures. Applying the emic/etic distinction to the family context enriches the sociology of childhood studies and enables a more nuanced understanding of diverging experiences within families and should thus be further explored within and beyond epidemics in order to guide future pandemic measures.

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“…In Kelly and Diskin‐Holdaway's (2023) study, an online experimental platform was developed to prompt children to share their lockdown experiences with a smiling teddy bear on screen, which was creatively evolved from a community activity called ‘bear in window’ during lockdowns in Australia. Kelly and Diskin‐Holdaway (2023) discuss the strengths and limitations of this method, which informs future studies adopting digital methods in research with children. In addition to discourse analysis, the authors also explore the linguistic patterns in children's responses, which provides innovative new insights into how children form and express their voices.…”

Section: To Empower Children and Young People As Co‐constructors Of K...mentioning

confidence: 99%

Children and young people's perspectives on and experiences of COVID‐19 in global contexts

Hoskins

Gao

et al. 2022

Children & Society

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This special issue was proposed by Children & Society editors specifically for the journal's strategic aims to enhance its internationalisation; and to embrace children's perspectives and experiences in producing knowledge about childhoods in challenging times and underrepresented contexts (Berriman et al., 2021). The COVID-19 pandemic is such an ongoing challenge and has profoundly affected the daily lives of children around the globe (Cowie & Myers, 2021). Lockdowns, social distancing, and quarantine increase children's anxiety and stress and reduce access to vital family members, friends, and care services. The COVID-19 pandemic re-sets the boundaries and spaces of formal education, by bringing it directly into homes across the globe and shifting the family involvement in children's education and care. In addition to social, developmental and mental health issues caused to children due to lockdowns and constraints with learning (Cowie & Myers, 2021), there is a high proportion of children worldwide who live in difficult circumstances and experience issues such as poverty, lack of food, water, sanitation or hygiene, domestic violence and abuse, special needs, conflicts and those who are refugees and migrants (UNICEF, 2020). They may have already been in those disadvantaged situations, and the COVID-19 pandemic unfortunately has worsened the circumstances for them.During the time of the pandemic, home has become a more visible quasi-public space through digital technologies for some children, but has also further marginalised children living in digitally impoverished contexts (Iyer et al., 2020). Digital contact in the hybridisation of public and private spaces raises concerns over child protection and safety for many children (Iyer et al., 2020). Nevertheless, little is known about how space (physical and digital) has been experienced by children who were confined to their homes. Even less visible in scholarship concerning children and young people's experiences of and perspectives on COVID-19 are those from children living in contexts other than mainstream notions of 'home' and from socially disadvantaged backgrounds.Set against this context, this special issue examines the challenges that have faced children and their families across a range of different cultural and geographical contexts. These include countries from six continents of the world, namely: Europe

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Bear in a Window: Australian children's perspectives on lockdown and experiences of the COVID‐19 pandemic

Cited by 5 publications

References 21 publications

Feasibility of Using the Global Tales Protocol to Elicit Personal Narratives in 10-year-Old Children in Ireland

Feasibility of Using the Global Tales Protocol to Elicit Personal Narratives in 10-year-Old Children in Ireland

Taking emic and etic to the family level: interlinking parents’ and children’s COVID-19 views and experiences in Germany

Children and young people's perspectives on and experiences of COVID‐19 in global contexts

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