The What, Why and How of Child Participation—A Review of the Conceptualization of “Child Participation” in Child Welfare

Skauge, Berit; Storhaug, Anita Skårstad; Marthinsen, Edgar

doi:10.3390/socsci10020054

Cited by 37 publications

(14 citation statements)

References 60 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…There have been several systematic literature reviews about child participation in child protection and child welfare services (e.g., Bijleveld et al, 2015;Gallagher et al, 2012;Skauge et al, 2021;Vis et al, 2010). The specific target for our literature review led us to choose a systematic scoping review as the most appropriate method to interpret and synthesise international research about child participation in foster care.…”

Section: Methodsmentioning

confidence: 99%

Children and Young People’s Participation in decision-making in Foster Care

2022

View full text Add to dashboard Cite

Children's participation in decisions about their lives is a crucial point of the UN Convention on the Rights of the Child, which is the basis of child welfare and protection worldwide. Despite these clear guidelines, there is evidence that children's voices may be heard but often with little impact on the decisions made by professionals in the childcare system. This study seeks to ascertain whether the voice of children living in foster care is considered and respected when making decisions that concern them, whether the children effectively exercise it, and what factors impact their participation. A systematic scoping review was performed to clarify concepts and unveil research gaps, using eleven scientific databases and publishers that allowed us to identify twelve recent studies in critical journals. In the light of the Bouma et al., (2018) model, the findings showed that there is, in general, a lack of effective children's participation, namely in terms of information, listening, and involvement. Children's voices still have a minimum impact on the decisions made in the childcare system. It will be necessary to avoid the bureaucratic assumption that there is an age cut-off point to promote participation. More, it is stressed the importance of a trusting, sincere and confidential relationship between the child and the social worker and the need to ensure training for professionals who intervene in review/statutory meetings or judicial proceedings, namely in the court of law.

show abstract

Section: Methodsmentioning

confidence: 99%

Children and Young People’s Participation in decision-making in Foster Care

2022

View full text Add to dashboard Cite

show abstract

“…Diaz et al (2018) emphasize significance of professionalism in schools in order for practitioners to recognize children's diverse ways of self-expression and facilitate participation. In support, Skauge, et al (2021) suggests that constructing children as "powerful active learners" requires teachers' evaluation of pedagogical approaches taken into account to inform educational provisions on participation rights and achievements.…”

Section: Challenges Of Children's Participationmentioning

confidence: 99%

“…Participation has been conceptualized from perspective of diverse discussions and viewpoints on childhood which include; Contribution to decisions, (World Vision International, 2012); Speaking out (Wyness, 2018); Presenting views, (Cudjoe et al 2020) and Joint decision making, (Skauge,et al (2021). Drawing from these descriptions, participation involves mutual respect and dignity where individuals engage with others on matters concerning them either individually or collectively for a shared goal.…”

Section: Introductionmentioning

confidence: 99%

Pathway to Participation: The Dilemma in Early Years Education Learning Environments in Kenya

Amolloh

Lilian²

2023

JLE

View full text Add to dashboard Cite

Listening to what children say expand upon language, building vocabulary and background knowledge in social, political and economic world for effective communication. Article 12 of the CRC 1989 stresses the right to participation in decision-making processes, which influence choices taken by children for empowering sense of belonging and community cohesion. However, too often children are denied opportunities for participation in decision-making and to exercise responsibility resulting to under democracy situations. In addition, there is limited understanding of children’s right to participate in matters affecting them in developing countries especially in Sub-Saharan Africa. The study sought to determine children’s; perceptions, preferences, interests, views and feelings concerning participation in pre-primary school learning environments in Kenya. This was an exploratory case study, which relied on data sampled from pre-primary school children and teachers in selected schools in Kenya using probability and simple random sampling techniques. Anchored on recognition theory, the study determined that participation of children is scanty and in instances where it occurs, only at the implementation stage rather than the planning design. The study recommended the need for collaboration and sharing information among children, teachers, communities and government towards realization of children’s perception to what they say and in decision making.

show abstract

“…In recent years, children have been increasingly viewed as key stakeholders in designing and implementing research and interventions that impact on their lives (Skauge, Storhaug, and Marthinsen 2021). Consequently, a range of participatory approaches have been developed to take into consideration children's developmental capacity along their cognitive, communication (expressive and receptive language), emotional and social domains.…”

Section: Processmentioning

confidence: 99%

Insights from impacts of the digital divide on children in five majority world countries during the COVID-19 pandemic

Law

Vostanis

O’Reilly

2022

Behaviour & Information Technology

View full text Add to dashboard Cite

The digital divide is especially pertinent in Majority World Countries (MWCs), and this was exacerbated greatly by the pandemic. Tackling the digital divide underpins the work of Human-Computer Interaction for Development (HCI4D) and remains an important global endeavour. Our project aimed to understand how children and young people (CYP) in MWC coped during the pandemic and how technology played a role. Voices of CYP were complemented by those of their parents and professionals with whom CYP interacted regularly. Our empirical study involved 73 CYP and 76 adults from Brazil, Kenya, Pakistan, South Africa, and Turkey. Qualitative data from diaries, drawings and focus groups were analysed thematically. Four major themes were identified -'access', 'usage', 'risk', and 'future Among others, some intriguing findings were that CYP acutely felt the peer pressure on ICT ownership and tended to direct frustration at parents, who grappled with their untenable roles as gatekeepers to digital worlds. Implications for addressing the digital divide include long-term strategies to improve infrastructures and mobilise community-based collaborative efforts and enhance digital literacy.

show abstract

The What, Why and How of Child Participation—A Review of the Conceptualization of “Child Participation” in Child Welfare

Cited by 37 publications

References 60 publications

Children and Young People’s Participation in decision-making in Foster Care

Children and Young People’s Participation in decision-making in Foster Care

Pathway to Participation: The Dilemma in Early Years Education Learning Environments in Kenya

Insights from impacts of the digital divide on children in five majority world countries during the COVID-19 pandemic

Contact Info

Product

Resources

About