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The experiences and the meaning of using MyTime in the preschool context from the perspective of children in need of special support, 5–6 years of age
Mälardalens universitet, Akademin för hälsa, vård och välfärd, Hälsa och välfärd. (ChiP)ORCID-id: 0000-0002-7267-7083
Mälardalens universitet, Akademin för hälsa, vård och välfärd, Hälsa och välfärd.ORCID-id: 0000-0001-5904-1390
Center for Clinical Research Dalarna, Uppsala University, Falun Sweden.
Center for Clinical Research Dalarna Uppsala University Falun Sweden;School of Health and Welfare Dalarna University Falun Sweden;Department of Public Health and Caring Sciences Uppsala University Uppsala Sweden.
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2023 (engelsk)Inngår i: Child Care Health and Development, ISSN 0305-1862, E-ISSN 1365-2214Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Background

Children in need of special support often display delays in time processing ability, affecting everyday functioning. MyTime is an intervention programme for systematic training of time processing ability. To support preschool children's development of time processing ability and everyday functioning, it is necessary to include their perspectives of the MyTime intervention programme. A previous study shows that MyTime is feasible with children in the preschool setting and shows positive effects on time processing ability for older children in special schools. Yet, there is a lack of knowledge regarding how preschool children experience the intervention programme and how they understand its meaning. The aim of this study was to explore the experiences and the meaning of using MyTime from the perspective of children with informal needs of special support (INS) 5–6 years of age in the preschool context.

Methods

To explore the children's perspectives, video-recorded interviews with 21 children were analysed hermeneutically. To facilitate the interview situation with the children in need of special support, the Talking Mats© was used. Both body and spoken languages were analysed.

Results

The results reveal children as active participants, willing to share their experiences of using the MyTime intervention in the preschool context. The conceptualization of the children's experiences and expressions uncovers their meaning of using the MyTime intervention as to know and to understand time by doing.

Conclusions

When children are given the opportunity to use concrete tools to understand and measure time, they experience themselves as active participants involved and engaged in the intervention. They reveal meaningful experiences to be able to manage time that facilitate their everyday functioning and participation in the preschool context.

sted, utgiver, år, opplag, sider
2023.
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URN: urn:nbn:se:mdh:diva-62324DOI: 10.1111/cch.13121ISI: 000971759600001Scopus ID: 2-s2.0-85153279805OAI: oai:DiVA.org:mdh-62324DiVA, id: diva2:1752965
Forskningsfinansiär
Promobilia foundationStiftelsen Sunnerdahls HandikappfondTilgjengelig fra: 2023-04-25 Laget: 2023-04-25 Sist oppdatert: 2024-01-09bibliografisk kontrollert

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Wallin Ahlström, SaraAlmqvist, LenaHarder, Maria

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