‘We actually get to go out and play’: looking through children’s views on Out of School Hours Care to children’s experience of school

Moir, Persephone; Brunker, Nicole

doi:10.1080/21594937.2021.1959226

Cited by 5 publications

(2 citation statements)

References 34 publications

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“…Research highlights that central to achieving a shift in OSHC service delivery is the need to listen to children’s voices [ 25 , 26 ]. As highlighted by Flückiger et al [ 27 ] and echoed in Australian research [ 28 ], educators need to be able to listen to children to develop policies and practices that directly respond to their needs and perspectives. This process of enabling OSHC services and their educators to listen and respond to children’s voices is structurally supported through the CP3 as a best-practice programming tool.…”

Section: Discussionmentioning

confidence: 99%

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Supporting Children’s Social Connection and Well-Being in School-Age Care: Mixed Methods Evaluation of the Connect, Promote, and Protect Program

Milton,

Mengesha,

Ballesteros

et al. 2023

JMIR Pediatr Parent

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Background School-age care, such as outside school hours care (OSHC), is the fastest-growing childhood education sector in Australia. OSHC provides a unique opportunity to deliver programs to enhance primary school–age children’s social, emotional, physical, and cognitive well-being. Objective This study aimed to pilot the co-designed Connect, Promote, and Protect Program (CP3) and conduct formative and process evaluations on how well the CP3 achieved its intended aims, ascertain areas for improvement, and determine how the CP3 model could be better sustained and extended into OSHC settings. Methods A naturalistic formative and process evaluation of the CP3 implementation was undertaken at 1 and then 5 OSHC sites. Qualitative and quantitative feedback from stakeholders (eg, children, OSHC educators, volunteers, and families) was collected and incorporated iteratively for program improvement. Results The formative and process evaluations demonstrated high program engagement, appropriateness, and acceptability. Co-design with children was viewed as highly acceptable and empowered children to be part of the decision-making in OSHC. Feedback highlighted how the CP3 supported children in the 4 CP3 domains: Build Well-being and Resilience, Broaden Horizons, Inspire and Engage, and Connect Communities. Qualitative reports suggested that children’s well-being and resilience were indirectly supported through the Broaden Horizons, Inspire and Engage, and Connect Communities CP3 principles. Matched-sample 2-tailed t tests found that children’s prosocial behaviors increased (mean difference=0.64; P=.04; t57=−2.06, 95% CI −1.36 to −0.02) and peer problems decreased (mean difference=−0.69; P=.01; t57=2.57, 95% CI 0.14-1.13) after participating in the CP3. Program feasibility was high but dependent on additional resources and CP3 coordinator support. Conclusions To our knowledge, the CP3 is the first co-designed well-being program developed and evaluated specifically for OSHC services. This early evidence is promising. The CP3 may provide a unique opportunity to respond to the voices of children in OSHC and those that support them through creative and engaging co-designed activities. Our research suggests that CP3 provides OSHC with a framework and high-quality program planning tool that promotes tailored interventions developed based on the unique needs and preferences of those who will use them.

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Section: Discussionmentioning

confidence: 99%

“…Past Australian qualitative research has highlighted that, when asked, children emphasize the importance of friendship, play, and choice of specific activities in OSHC [ 28 ]. All these ideas are echoed in the CP3 principles of Broaden Horizons, Inspire and Engage, and Connect Communities.…”

Section: Discussionmentioning

confidence: 99%