Wendy Schiller

Multiple methods in qualitative research with children: more insight or just more?

This article explores the research implications of using multi-methods within a broad qualitative approach by drawing on the experience of conducting two childhood obesity-focused qualitative studies of Australian children’s perceptions and experiences of place, space and physical activity. Children described and depicted their physical activities and experiences: in focus group interviews, by mapping their local, social and recreational spaces and by photographing their meaningful places, spaces and activities using a Photovoice approach. The authors describe, reflect on and critique their chosen research approach, discussing the value, utility and pitfalls associated with using multiple methods with children. The article concludes that using multiple methods in researching children’s experiences is a valuable approach that does not merely duplicate data but also offers complementary insights and understandings that may be difficult to access through reliance on a single method of data collection.

Increasing physical activity in young primary school children - it's child's play: a cluster randomised controlled trial.

OBJECTIVE To explore the effects of an innovative school-based intervention for increasing physical activity. METHODS 226 children (5-7 years old) randomly selected from 12 Australian primary schools were recruited to a cluster randomised trial with schools randomly allocated to intervention or control conditions. The 13-week intervention comprised: (1) altering the school playground by introducing loose materials and (2) a teacher-parent intervention exploring perceptions of risk associated with childrens free play. The primary outcomes were total accelerometer counts and moderate-vigorous physical activity during break times. Testing took place in Sydney, 2009-2010. RESULTS 221 participants were tested at baseline. Mixed-effect multilevel regression revealed a small but significant increase from the intervention on total counts (9400 counts, 95% CI 3.5-15.2, p=0.002) and minutes of MVPA (1.8 min, 95% CI 0.5-3.1, p=0.006); and a decrease in sedentary activity (2.1 min, 95% CI 0.5-3.8, p=0.01) during break times. We retested children in one intervention school after 2 years; they maintained the gains. CONCLUSIONS Capturing childrens intrinsic motivations to play while simultaneously helping adults reconsider views of free play as risky provided increases in physical activity during break times. Using accelerometry as the sole measure of physical activity may underestimate the effect. TRIAL REGISTRATION ACTRN12611000089932.

We have to live in the future

Governments and health authorities are expressing concern about increasing levels of obesity, diabetes and physical inactivity in children. In response to such concerns, it is common to adapt strategies for adults to children, and to conduct adult‐focused research. This paper describes a research study commissioned by the South Australian government that sought to involve children aged younger than 12 years in defining their meanings and views about physical activity. The research is being used to plan strategies to increase children’s participation in physical activity. The qualitative study combined focus groups, drawing and mapping techniques and photographic methods with 204 children aged 4–12 years in metropolitan and rural South Australia. This paper reports results from two of the research questions: What are children’s theories of physical activity, play and sport? What do children want to tell adults? Results indicate that children were enthusiastic participants in the research and appreciated the opportunity to communicate their views. The terms ‘physical activity’ and ‘exercise’ had little meaning for children, who described them as terms adults use. ‘Play’ and ‘sport’ had powerful, contrasting meanings for children: with ‘play’ child‐centred and ‘sport’ controlled by adults. Children had mixed views on the power of sporting heroes as role models, on computers and television as the enemy of physical activity and on links between physical activity and health status. The research demonstrates that children bring to the discourse about physical activity some ideas that challenge the views adults hold about children. It is recommended that strategies to increase children’s participation in physical activity are designed using research with children.

The sydney playground project: popping the bubblewrap - unleashing the power of play: a cluster randomized controlled trial of a primary school playground-based intervention aiming to increase children's physical activity and social skills

BackgroundIn the Westernised world, numerous children are overweight and have problems with bullying and mental health. One of the underlying causes for all three is postulated to be a decrease in outdoor free play. The aim of the Sydney Playground Project is to demonstrate the effectiveness of two simple interventions aimed to increase childrens physical activity and social skills.Methods/DesignThis study protocol describes the design of a 3-year cluster randomised controlled trial (CRCT), in which schools are the clusters. The study consists of a 13-week intervention and 1 week each of pre-and post-testing. We are recruiting 12 schools (6 control; 6 intervention), with 18 randomly chosen participants aged 5 to 7 years in each school. The two intervention strategies are: (1) Child-based intervention: Unstructured materials with no obvious play value introduced to the playground; and (2) Adult-based intervention: Risk reframing sessions held with parents and teachers with the aim of exploring the benefits of allowing children to engage in activities with uncertain outcomes. The primary outcome of the study, physical activity as measured by accelerometer counts, is assessed at baseline and post-intervention. Additional assessments include social skills and interactions, self-concept, after school time use and anthropometric data. Qualitative data (i.e., transcriptions of audio recordings from the risk reframing sessions and of interviews with selected teacher and parent volunteers) are analysed to understand their perceptions of risk in play. The control schools have recess as usual. In addition to outcome evaluation, regular process evaluation sessions are held to monitor fidelity to the treatment.DiscussionThese simple interventions, which could be adopted in every primary school, have the potential of initiating a self-sustaining cycle of prevention for childhood obesity, bullying and mental ill health.Trial registrationAustralian and New Zealand Clinical Trials Registration Number ACTRN12611000089932.

Special Issue: Listening to young children’s voices in research – changing perspectives/changing relationships

The Convention for the Rights of the Child (United Nations, 1989) posed ‘a profound challenge to traditional attitudes towards children, incorporating ... for the first time in international law, recognition that children are the subject of rights, entitled to be involved in decisions and actions that affect them’ (Lansdown, 2004, p. 4). A more recent addition to the Convention is an emphasis on children as active citizens with rights to express their views and feelings. These rights also apply to young children as early childhood is recognised as a critical period for the realisation of these rights (United Nations, 2005). From the late 1990s and into the new millennium, following the adoption of the United Nations Convention for the Rights of the Child (United Nations, 1989), childhood was reconceptualised and reframed (James, Jenks, & Prout, 1998; Mayall, 2000), resulting in a proliferation of activity around children’s participation. Children’s perspectives were eagerly sought. Early research with children as participants and contributors enthusiastically communicating their ideas showed that children, even very young children, were capable, competent, and active thinkers who had views on issues which affected them (Clark & Moss, 2001). Rinaldi (2001, cited in Clark, 2007) showed that children’s perspectives in research can lead to a pedagogy of listening and have positive outcomes for adults and children. Lansdown (2004) stated that adults too often have failed to recognise children’s capacities because ‘they assess children from an adult perspective and through an adult filtering process which diminishes children’s contribution because they are young’ (p. 5). Hence, creative research methods that suit young children’s competence, knowledge, interest and context have been developed. Clark and Moss (2001) and Clark (2007) found a mosaic approach useful in engaging and empowering very young children in research on matters which were important to them. Darbyshire, MacDougall, and Schiller (2005) used verbal responses (interview and focus groups) and graphic responses, mapping, drawing and diagrams as well as expressive responses (photovoice) in their study of 3to 13-year-old children’s perspectives of play, place and space. Einarsdottir (2005) explored the use of disposable and digital

What are our boundaries and where can we play? Perspectives from eight‐ to ten‐year‐old Australian metropolitan and rural children

This study took place in an inner metropolitan Adelaide school and a rural school on Kangaroo Island off the South Australian coast. We compare 33 eight‐ to 10‐year‐old children’s accounts of what the area is like for them. What are the rules and boundaries and who sets them? Metropolitan children were found to have tighter boundaries and required adult supervision to use facilities that rural children could use unsupervised. Rural children negotiated freedom of movement by considering broad principles about safety. Findings increase our understanding of how children perceive movement within their communities, and suggest policies and environmental changes to increase freedom of movement. Study findings raise concerns about the way the environment is designed for social planning, and the importance of children’s engagement and interaction with the natural environment.

Extending new paradigm childhood research: meeting the challenges of including younger children

This special issue of Early Child Development and Care could not be more timely. In focusing on the issues involved in researching the views and experiences of young children, we are engaging with ...

Children’s perceptions of live arts performances: a longitudinal study

‘Children’s Voices’ is a longitudinal research project to document and understand children’s perceptions of live arts performance and the impact on their teachers and school communities. The research conducted in South Australia with 135 5–12‐year‐olds in four schools involves collaboration between the South Australian Department of Education and Children’s Services (DECS), Windmill Performing Arts and de Lissa Institute for Early Childhood and Family Studies, University of South Australia (UniSA). The children attend three arts performances per year at the Festival Theatre, Adelaide. This paper reports on children’s views after 12 months, their interest in various aspects of the arts and performance and the effects on teachers, parents and school communities.

A Pilot Study on the Gross Motor Proficiency of Hong Kong Preschoolers Aged 5 to 6 Years

Over the past two decades childrens fitness levels may have declined (Ross and Pate, 1987; Ignico, 1990; Leung, 1995). Currently, attention is being directed to young childrens gross motor performance, assessment procedures and program planning issues. This paper will present findings of a study which investigates the gross motor proficiency of young children in Hong Kong. The Bruininks‐Oseretsky Test of Motor Proficiency (Subtests 1‐5) was used to assess the gross motor proficiency of 320 children aged 5 to 6 years. Gross motor proficiency was measured in terms of their performance on running speed and agility, balance, bilateral coordination, strength and upper‐limb coordination.

Children and the Arts: Developing Educational Partnerships between Pre-School, School and Tertiary Sectors.

Abstract This article describes a developing joint venture for Arts education in Adelaide, South Australia, from 2001 to 2003. The authors (two tertiary educators at the University of South Australia and a South Australian government education department Arts educator, seconded to a performing arts company) explain who the key stakeholders are and outline how the partnership stemmed from a common interest in young children, and their artistic development within and beyond conventional educational settings. The involvement of tertiary students as important project participants is explained and research initiatives within the projects are introduced. Three distinctive projects have emerged from the venture and each of these is rationalised with explanations of current and potential developments. Responses by the tertiary students and other project participants are reported with a consideration of the benefits and outcomes for each of the partners, and for Arts education in Australia.