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CHAPTER EIGHT: CHILDREN'S VIEWS
Introduction
8.1 The aim of the Early Years Framework will be to achieve better outcomes for Scotland's children and so will focus on services for and about children as well as services that may impact on their lives. It is therefore very important that the Framework is based on a clear picture of children's perceptions, views and experiences of current and future services.
8.2 In the preceding sections of the report, we have presented the findings of the study thematically, drawing together the qualitative data gathered from parents, carers and children. This chapter presents only the views of children. It repeats what is in the other chapters but is useful as a specific reference on the analysis of what children reported to us in the consultations.
Childcare and Early Education
8.3 When we asked children about their childcare, they mostly spoke about nursery care. We did not differentiate between early education and childcare because on the whole, children are not aware of how they differ. When we were consulting with school age children, we talked about any childcare they attend now, for example out of school clubs, holiday clubs and childminders along with childcare they have attended in the past in private, voluntary or statutory services.
8.4 A number of children said that childcare needs to be a place where they feel secure and safe, although they used different words to describe it.
8.5 Overwhelmingly, children of all ages want childcare that gives them the opportunity to play outside. Children at nursery and at school want good playgrounds and play areas and some believe that their playgrounds are not as good as they could be. Children at school want better and more play equipment for example goal posts, slides and basket ball nets.
8.6 Painting and drawing are also popular activities with children of pre-school age. The majority of children want childcare where there is a choice of activities and they can choose which one they will do rather than be told what activity they are doing. An example provided by one group of children in the study is a "pick and mix room" where they can choose what they play with and what they do.
8.7 The attitudes and approaches of the adults that care for them or teach them were very important to some children. One child said they wanted a carer who " knows if I am sad and gives me a cuddle".
8.8 They want carers and teachers who talk to them "nicely." For example, one boy said that rather than getting angry at a small mistake, he wants a teacher who says "could you change that please?".
8.9 A significant number said they want services where there is choice and also reward for good behaviour or work well done. Many of them spoke about enjoying "golden time" which is free time during which they can choose what they do.
8.10 The vast majority of children reported that nursery is fun - they enjoy playing, seeing their friends and having lots of choice in what they do. One group of children aged between two and five years said they " don't want little ones here - they're too noisy".
8.11 It is clear that children assess the quality of care by how the staff treat them and what toys and equipment they have.
Play and Leisure
8.12 The most popular leisure activities reported by children in the study are:
- going to the park;
- swimming; and
- playing football.
8.13 Out of all of these, children in the study told us that they most enjoy going to the park.
8.14 In common with adults, children overwhelmingly report that they want parks that are close to their homes that they can walk to. They want parks that, once they are old enough, they can go to without adult supervision. Children demonstrated to us in a range of ways that they need clean, safe parks where they feel secure.
8.15 Whilst children said that the park is their favourite place, they commonly said that they are dirty or messy. Examples of their comments include:
"The park would be better if people tidied up a bit."
"Some parks are horrible with dirty things"
"It's really scary at night"
8.16 Children want parks to be safe and usually do feel safe in them. When they don't feel safe, it is most often because there are teenagers there. Comments that illustrate what children want in their parks are:
"I would like more space to run"
"The pond is a bit boring. It would be better if there were more ducks, swans and other things"
"More paths and hills for mountain biking"
8.17 Children of different ages have different play aspirations and play needs. Parks therefore should have play equipment that is appropriate for children of different ages so that the whole family can enjoy it. The availability of age-appropriate equipment in parks was raised by a number of groups of children. A comment form a child that illustrates this is:
"The climbing frame is too big and mummy has to help me off it"
8.18 In one group a small number of children mentioned a particular climbing frame which they called the 'Spiders Web'. They said that this was too small for their age and is only for little ones.
8.19 Children in the study said that they need parks that have a good supply of play equipment but also, space. They often spoke about wanting parks to have grass to run on and several groups mentioned liking parks that have lots of trees. The following are examples of typical comments:
"I like climbing the monkey bars"
"My park needs more swings, not just baby swings"
"The more stuff in them the better they are"
"I want grass to run on"
"A park should be bigger for running about"
"(More) butterflies and trees"
"Parks are fun but I want more chutes"
8.20 Children participating in the research were shown a picture of a park and asked to tell the researchers what they thought about the park. They immediately noticed that there was no climbing frame and thought that this was missing from it. They liked the trees in the park.
8.21 Some children with additional support needs require access to facilitated play with trained playwork staff and specialised equipment to meet their play needs. Some mainstream play areas are accessible and have equipment that they can use but this is not universal.
8.22 Swimming was the most commonly cited leisure activity reported by children in the study. Whilst parents and carers raised a number of issues about the provision and quality of swimming pools, children were generally positive about them.
8.23 We explored other leisure and cultural facilities with children. We were not able to explore this in great depth but they did talk about museums and castles very positively. An example that one group gave was that they like Kelvingrove Gallery and Museum (in Glasgow) with one child commenting "it is my favourite place."
8.24 The positive things they said about it are:
"There are challenges"
"Computers help you"
"We saw a DVD at the end".
8.25 These comments illustrate the importance of interactive activities in museums in engaging children.
8.26 In a particular group where football is very popular, the children said that they like to have the markings of the football pitch laid out for them. Another group complained that they didn't always have access to the football pitch as the gates are sometimes locked. This group thought that football is good, especially going to a football club as it helps them to keep fit.
Health
8.27 When we talked to children about the range of health practitioners that they know about, they were very clear about what doctors, dentists and nurses do. They generally reported good experiences of these health practitioners and made it very clear that the way that these professionals interact with the children is very important.
8.28 The vast majority of children talked about wanting health professionals to be "nice", "kind" and "gentle". The types of things they want these professionals to say to them are "don't cry", "it will be alright" and "you're brave". One child said, " I want the dentist to tickle me".
8.29 Other comments include:
"They should have a nice soft voice"
"I want him (the dentist) to tell me what he is doing"
"I want the doctor to speak to me, not mummy."
8.30 Although another child said that it was better if " the dentist speaks to mum and dad because they will understand what is happening".
8.31 Many children are given stickers when they have a dental appointments they really like this form of reward. It helps to contribute to the positive experience.
8.32 Children in the focus groups showed that they are very aware of the importance of healthy eating and what constitutes a healthy diet. Children often told us that they want their schools and nurseries to have nice, healthy food.
Family support
8.33 We approached the question of family help and support with children by asking them what they would do if they or someone in their family had a problem or something was worrying them. We explored who they might talk to, who could help them, what help would they need and what would encourage them to use the help that might be available. We then asked them about their experiences of this sort of service and what they would like to happen when they did talk to someone.
8.34 Children said that if they have a worry about themselves or another person in their family they speak to grandparents, parents and their families. They find it more difficult to think about talking to people outside their family unless they have had experience of it. One child commented that "psychiatrists just talk". Where they did mention other people who might help them, they talked about doctors, police, teachers, the fire service, hospitals and, for a small proportion, social workers.
8.35 Children felt very strongly that the people who can help them and their family must be friendly and kind. As an example one child who has had social work contact said that she wants social workers to be "nice and kind". Her view of a social worker is that "she comes to make sure we are OK and having a nice time".
Conclusions
8.36 The findings from the children show the importance they place on the attitudes and approach of adults who they come in to contact with, in school, in childcare and in health and other services. It is a major factor influencing their perceptions of a "good" or quality service.
8.37 In a range of settings (at school, at nursery and in their leisure time), they value access to outdoor spaces and safe, stimulating environments.
8.38 The findings from the children clearly show the importance of appropriate independence for example they enjoy having opportunities to make choices about what they do and the activities they get involved in and have the independence to go to local parks without adult supervision.
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