‘Playing makes it fun’ in out-of-school activities: Children’s organised leisure

Lehto, Satu; Eskelinen, Kristiina

doi:10.1177/0907568220923142

Cited by 19 publications

(8 citation statements)

References 43 publications

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“…This problem occurred regularly. This confirms Lehto and Eskelinen (2020)’s observation when they indicate that negative peer interaction leads out of school. Motsa and Morojele’s (2017) found that teachers who demean and humiliate vulnerable children do contribute to child drop-out rates because children feel hated and ultimately leave school.…”

Section: Resultssupporting

confidence: 86%

Exploring the School-Based Support for Youths Who Head Households in Limpopo Province, South Africa

Maila

Mabasa

2021

Youth & Society

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The article focuses on the school-based support that youths who are heading households get from public schools in South Africa. It is based on the study that was conducted focusing on the extent to which schools support youths who head households. The study adopted the qualitative research methodological approach where three methods were used to construct data. The three methods used are observation, semi structured interviews and documents. Eight children from four public schools were selected as participants in the study. Data constructed was analyzed by using the Thematic Content Analysis approach. The findings reveal that youths who head households are faced with challenges that include among others, economic constraints, lack of resources, and humiliation. Furthermore, they do not get the necessary support from schools. The article argues that lack of support by schools adds to the challenges that children are confronted with in their daily struggle for survival.

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Section: Resultssupporting

confidence: 86%

Exploring the School-Based Support for Youths Who Head Households in Limpopo Province, South Africa

Maila

Mabasa

2021

Youth & Society

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“…Another limitation was the generally poor description of study samples. For example, several studies did not fully categorise the age of the children receiving the service (Bigson et al, 2020;Burn et al, 2019;Fleischman et al, 2016;Foxcroft et al, 2017;Hobday et al, 2015;Kennedy et al, 2015;K€ osters et al, 2017;Selwyn et al, 2017), and several others provided the school grades of children receiving the intervention instead of their age (Kim et al, 2020;Lehto and Eskelinen, 2020;Raible et al, 2017;Taylor et al, 2017). As a result, it was difficult to ascertain the proportion of children that fell between the ages 10 to 13 out of the total number of children to whom services were provided.…”

Section: Strengths and Limitationsmentioning

confidence: 99%

The tween years: A systematic literature review for services for children aged 10–13 years

Bulimwengu

Cartmel

2022

Heliyon

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To explore the literature about services and interventions provided to tween children as the basis for informing future practice and policy. Background: The tween years (10-13 years) is a period in human development where children experience rapid physical and mental development; their thinking and actions are influenced by peer pressure, risk taking, concerns about their body image, size, and gender, and may become victims to bullying and increasing levels of mental ill-health. It may also be a time of transition between schooling institutions. Despite the multiplicity of these factors, pre-adolescents appear to be receiving little attention from both service providers and policy makers. Methods: Following the PRISMA reporting guidelines, a systematic search of peer-reviewed papers was conducted between June 2020 and April 2021. Studies were selected by screening their abstracts and titles. In total, 44 articles were included for in-depth analysis. Of these, 17 were randomised studies and 10 were non-randomised, and all were subjected to the assessment of risk of bias using the Review Manager Tool and ROBINS-I Tool respectively. Data extraction and synthesis: Data was extracted by type of service/intervention/program, country, and type of study/methodology, aim, sample size, age range, and findings. Data synthesis was performed using thematic analysis and content analysis. The results are presented in an outcome summary table highlighting the study's outcomes including the provided programs, their acceptability, and their impacts on factors such as anxiety and depression levels, change of attitude, behavioural control, weight loss, resilience and coping, emotional regulation, self-esteem, and improved well-being. Conclusion: The majority of programs described in this review reported positive results, and as a result have the potential to make a valuable contribution to future practice, policy, and research involving the tweens.

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“…Möjligheter till självbestämmande är något som också framkommit i flera andra studier (t.ex. Lehto och Eskelinen, 2020;Odenbring, 2017). Föreliggande studie bidrar på samma sätt med kunskap om varför barn betraktar kontroll över egna aktiviteter som något betydelsefullt.…”

Section: Från Kontrollerad Till Att Kontrolleraunclassified

Ett eget utrymme: Barns perspektiv på kontroll i relation till fritidshemmets gränser

Lago

Elvstrand²

2021

Barn

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This study examines boundaries between after school care often called school-age educare(SAEC), school, and home, focusing on children’s own experiences in relation to institutional order. The theoretical basis of the study is the sociology of childhood and symbolic interactionism. Interviews with 22 nine to ten-year-olds, who are about to leave SAEC, are analyzed showing that the children’s main concern is control, and that the institutional order of SAEC can be understood as a tension between being controlled and having control. Control in relation to SAEC is understood through border work where SAEC is compared with school as well as home. The border to school is blurred in terms of how the children experience formalized teaching and the border to home is blurred in terms of how the children experience leisure. Two aspects of particular interest to the children are control over activities and control over relationships. Keywords: School-age educare, Children’s perspectives, Institutionalorder, Border work, Leisure

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‘Playing makes it fun’ in out-of-school activities: Children’s organised leisure

Cited by 19 publications

References 43 publications

Exploring the School-Based Support for Youths Who Head Households in Limpopo Province, South Africa

Exploring the School-Based Support for Youths Who Head Households in Limpopo Province, South Africa

The tween years: A systematic literature review for services for children aged 10–13 years

Ett eget utrymme: Barns perspektiv på kontroll i relation till fritidshemmets gränser

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