Child Well-Being Indicators Through the Eyes of Children in Turkey: A Happy Child Would be One Who…

Uyan-Semerci, Pınar; Erdoğan, Emre

doi:10.1007/s12187-016-9377-z

Cited by 14 publications

(6 citation statements)

References 43 publications

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“…Different studies point to the essential role of educational systems and schools as promoters of well-being (Soriano and Cala, 2018) or highlight the relationship and the importance of relying on educational institutions to improve students' conditions (Tonheim et al, 2015). Although we agree that formal education plays a significant role in social inclusion, economic ability, cultural enrichment and as an indicator of a secure life (Nicolai et al, 2016;Plener et al, 2017;Uyan-Semerci and Erdoğan, 2017), as stated above, learning does not only happen at school. Children arrive at school with a large backpack loaded with life, affections and disaffections, happy situations and Learning is a phenomenon that involves real people who live in real, complex social contexts from which they cannot be abstracted in any meaningful way.…”

Section: The Educational Role Of Familiesmentioning

confidence: 66%

Migrant families and Children’s inclusion in culturally diverse educational contexts in Spain

Onsès-Segarra

Carrasco-Segovia²,

Sáncho-Gil³

2023

Front. Educ.

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This paper builds on the European project MiCREATE, which aimed to explore and stimulate migrant children and youth reception and inclusion in educational and social systems by adopting a child-centred approach at educational practice and policy levels. We focus on the role of the students’ local and immigrant families in this often-challenging process. We have evidence of the vital role of families in children and youth education. However, research mainly focuses on teachers when discussing issues related to the reception and inclusion of migrant students in schools, often forgetting that families and children/youth are also critical elements in these processes. In this project, we have explored the roles expected and developed by local and foreign families in facilitating and accompanying schools and students on these not-always-easy paths using various methods and activities. This paper focuses on aspects of the MiCREATE project related to the crucial role of families in their children’s social and educational experiences in the host country. It is based on fieldwork carried out in 16 schools in Spain, including teachers, families, students, educational community members and policymakers. Art-based research methods, open-ended interviews and focus groups provided a broad picture of the different views and expectations of all those involved in formal education. From the thematic analysis of the participants’ contributions, results emerge around two main focuses: (1) difficulties migrant families face in getting involved in school life, such as cultural clashes, school segregation, migrant families’ environment and the difference between primary school and secondary schools; (2) more general and specific initiatives that facilitate migrant family involvement in school life.

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Section: The Educational Role Of Familiesmentioning

confidence: 66%

Migrant families and Children’s inclusion in culturally diverse educational contexts in Spain

Onsès-Segarra

Carrasco-Segovia²,

Sáncho-Gil³

2023

Front. Educ.

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“…From the result of the study, it is strongly recommended that the support sectors related to children on a microsystem level should be more concerned with providing emotional support, such as encouraging and empowering children, showing a sense of love, and providing a sense of care to the children, since the current finding shows these play a critical role in establishing a positive perception and behaviour of the children once they actually feel lower than other people, and it also increases children's self-esteem, as well as increasing positive participation between children and those they need to live with in and out of residential care, which ultimately fulfils their life. Besides that, previous research (Pears et al, 2012;Greeson et al, 2015;Fuentes-Pelaez et al, 2016;Uyan-Semerci & Erdogan, 2017;Lee et al, 2021) demonstrated that support systems from people around the children at the microsystem level benefitted the children immensely because they had more implications for building self-esteem, such as empowering interaction from child caregivers, officers, or friends at school or community related to the children As a result, it is suggested that, in order to obtain proper support on a microsystem level, people in the community and those directly involved with the children should be more concerned about the sensitive issue of the children's feelings of stigma, as the current study discovered that children placed in government residential care feel lower status than other people. Bullying from school friends is still prevalent in society, making children feel inferior to their peers and reducing their ability to succeed in school.…”

Section: Recommadationsmentioning

confidence: 94%

Social Support and Challenges on a Microsystem Level for Children in Government Residential Care in Pattani, Thailand

Charansarn¹,

Azman²

2022

IJARBSS

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This study intends to specifically examine the social support on a microsystem level for children in government residential care in Pattani, Thailand (Pattani Home for Girls). This study will look at how to gain proper support from people who are directly involved with the children through social support challenges on a microsystem level as well as how to enhance the wellbeing of children in government residential care settings. In Pattani Home for Girls, 12 child caregivers participated as respondents. Following that, a theme analysis was performed. The findings of this study revealed that family, friends, and people surrounding the children were dimensions that had a significant influence on the challenges faced by the children while being in government residential care. Furthermore, this study strongly suggests that social support on a microsystem level for children should focus more on providing emotional support, such as encouraging and empowering them, showing a sense of love, providing a sense of care, increasing children's self-esteem, and increasing the positive ability to participate between children and those they should live with in and out of residential care, as these factors play a significant role in enhancing children's abilities for better wellbeing in the long run.

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“…Recently, "discussion and measurement of child well-being have already begun shifting their emphasis from basic survival to more multifaceted development needs," (Cho, 2015, p. 2) ranging from health, material well-being, education, conditions of housing and environment, and interpersonal relations (Uyan-Semerci & Erdoğan, 2017). That shifted paradigm makes clear that the greater role of both families and government are required for delivering children's rights (Bradshaw et al, 2007(Bradshaw et al, , 2013.…”

Section: Inter S Ec Ting Child and Well-b Eing Reg Ime Smentioning

confidence: 99%

Unpacking the complexities of child well‐being in Southeast Asia: Insights for social policy

Rahman¹,

Yuda

2021

Asian Soc Wrk & Pol Rev

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Over several decades, a policy framework focusing on child well-being improvement has emerged as one of the development goals (Bain et al., 2018;Coll-Seck et al., 2019;Hug et al., 2019). Yet, the lack of shared agreement on the child well-being concept and how best to measure it has limited its ability to achieve the expected outcomes (Biggeri & Cuesta, 2021;Street, 2021). Understanding the dynamics of child well-being, however, is crucial to the provision of better social facilities and improving the basic needs of children for effective transition from childhood to adulthood.Scholarly knowledge concerning child well-being was built on Western and developed countries' experience (Bradshaw et al., 2007(Bradshaw et al., , 2013D'Agostino et al., 2019;Idoiaga Mondragon et al., 2021), which has been found to be of little relevance in explaining child well-being in the Southeast Asia context (Cho, 2015). The insufficiency of research pertaining to children has resulted in difficulties to specifically capture the complexity of child welfare and its provisions in the Southeast Asia region. Most countries in this region share salient, distinct features in their approach to well-being. High economic growth has been prioritized, but child well-being was strongly related to "familistic" institutional arrangements or another informal mechanism (Abrahamson, 2017;Tonelli et al., 2021;.In Southeast Asia, compared to advanced welfare state countries, child well-being has been put on the public policy agenda in recent years through the ratification of the United Nations Convention on the Rights of the Child in 1995 (United Nations Children's Fund [UNICEF], 2019).After ratifying the convention, Southeast Asian countries have immediately made a number of important commitments to ensure holistic

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Child Well-Being Indicators Through the Eyes of Children in Turkey: A Happy Child Would be One Who…

Cited by 14 publications

References 43 publications

Migrant families and Children’s inclusion in culturally diverse educational contexts in Spain

Migrant families and Children’s inclusion in culturally diverse educational contexts in Spain

Social Support and Challenges on a Microsystem Level for Children in Government Residential Care in Pattani, Thailand

Unpacking the complexities of child well‐being in Southeast Asia: Insights for social policy

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