Younger Children's (Three to Five Years) Perceptions of Being in a Health-Care Situation

Autor/inn/en	Stålberg, Anna; Sandberg, Anette; Söderbäck, Maja
Titel	Younger Children's (Three to Five Years) Perceptions of Being in a Health-Care Situation
Quelle	In: Early Child Development and Care, 186 (2016) 5, S.832-844 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1064405
Schlagwörter	Preschool Children; Health Services; Childhood Attitudes; Semi Structured Interviews; Foreign Countries; Self Concept; Parents; Health Personnel; Phenomenology; Sweden + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Health service; Gesundheitsdienst; Gesundheitswesen; Ausland; Selbstkonzept; Eltern; Medizinisches Personal; Phenomenological psychology; Phänomenologie; Psychologie; Schweden
Abstract	Younger children are common users of health-care services. Their perspective on a health-care situation and their ways of communication differ from that of adults. There is a shortness of research of younger children's perceptions of health-care situations. The knowledge that exists indicates the importance of involving the child's perspective to enable understanding and to offer appropriate support. This paper aimed to describe how younger children perceive to be in a health-care situation. Semi-structured interviews, analysed phenomenographically, were used. The main findings revealed that children view themselves as actors, as either main or co-actors, in a health-care situation. Parents and professionals are also understood as actors. The children's perceptions enable professionals to create a mutual understanding which will give openings for increased involvement of the children and an improved level of the children's health literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01