Amplifying children’s leadership roles and voice in decision-making through co-production in outside of school hours care: qualitative findings from the connect promote and protect program
BackgroundThere is scant research examining evidence-based processes and practices that delineate how to include the voices of children in service design and delivery in school age care environments such as Outside of School Hours Care (OSHC). A possible structure to support children to share leader...
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Frontiers Media S.A.
2025-02-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2024.1457286/full |
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| author | Alyssa C. Milton Alyssa C. Milton Alyssa C. Milton Kristin Ballesteros Helen Hernandez Yenni Hwang Nick Glozier Nick Glozier Tom McClean Haley M. LaMonica Haley M. LaMonica Karen Thorpe Karen Thorpe Ian B. Hickie Ian B. Hickie |
| author_facet | Alyssa C. Milton Alyssa C. Milton Alyssa C. Milton Kristin Ballesteros Helen Hernandez Yenni Hwang Nick Glozier Nick Glozier Tom McClean Haley M. LaMonica Haley M. LaMonica Karen Thorpe Karen Thorpe Ian B. Hickie Ian B. Hickie |
| author_sort | Alyssa C. Milton |
| collection | DOAJ |
| description | BackgroundThere is scant research examining evidence-based processes and practices that delineate how to include the voices of children in service design and delivery in school age care environments such as Outside of School Hours Care (OSHC). A possible structure to support children to share leadership in design of their OSHC program and have a meaningful voice in decision-making is co-production, whereby children and their OSHC communities have the opportunity to co-plan, co-design, co-deliver, and co-evaluate OSHC program activities. The Connect Promote and Protect Program (CP3), a social connection and wellbeing program that provides a structured method of co-producing with children, educators, and their OSHC communities, is examined.ObjectivesThis study aimed to explore the response to a co-production approach in OSHC settings as part of participation in the CP3.MethodsQualitative interviews and focus groups were conducted with 12 OSHC staff (educators, coordinators, managers, and volunteers) and 12 children attending OSHC as part of a wider mixed-methods implementation-effectiveness stepped-wedge trial of CP3 in 12 OSHC services located in urban and regional areas of New South Wales, Australia. Participants undertook semi-structured interviews/focus groups via multiple communication platforms (face-to-face, phone, and video-conferencing platforms). A representative research team (including researchers, OSHC educators/coordinators, OSHC administrators, clinicians, and parents of children in OSHC) used an inductive thematic analysis process. Two researchers undertook iterative coding using NVivo12 software, with themes developed and refined in ongoing team discussion.ResultsThe analysis identified nine sub-themes that related to child co-production and voice in CP3, which were organised into two super-ordinate themes: (1) processes that enable child agency and voice and (2) the impact of child agency and voice. Process related sub-themes included the following: co-production (ko-production) as a key driver; high-quality programming practice in a demanding environment; structure balanced with flexibility; the importance of being agile and having a willingness to adjust; and implementation factors supporting child voice. The impact related sub-themes included the following: empowerment of children through meaningful engagement; we all have a role in the team (a space for growing leadership skills); a spark through engagement and enjoyment; and being and belonging (the impact on children’s social and emotional wellbeing).ConclusionThis is the first known qualitative study to examine the use and impact of co-production processes in OSHC—where children not only co-design but also co-plan, co-deliver, and co-evaluate the activity programming alongside OSHC educators and their communities. The findings indicate that the co-production process provides a structured, yet flexible, way of supporting children’s voice and leadership even when delivered in diverse types of OSHC settings. |
| format | Article |
| id | doaj-art-2892e2fff9ef4160a5d32aef9ec1a88b |
| institution | Kabale University |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-02-01 |
| publisher | Frontiers Media S.A. |
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| series | Frontiers in Education |
| spelling | doaj-art-2892e2fff9ef4160a5d32aef9ec1a88b2025-02-06T07:09:09ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-02-01910.3389/feduc.2024.14572861457286Amplifying children’s leadership roles and voice in decision-making through co-production in outside of school hours care: qualitative findings from the connect promote and protect programAlyssa C. Milton0Alyssa C. Milton1Alyssa C. Milton2Kristin Ballesteros3Helen Hernandez4Yenni Hwang5Nick Glozier6Nick Glozier7Tom McClean8Haley M. LaMonica9Haley M. LaMonica10Karen Thorpe11Karen Thorpe12Ian B. Hickie13Ian B. Hickie14Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, AustraliaARC Centre of Excellence for Children and Families Over the Life Course, Sydney, NSW, AustraliaBrain and Mind Centre, The University of Sydney, Sydney, NSW, AustraliaUniting NSW.ACT, Sydney, NSW, AustraliaFaculty of Medicine and Health, The University of Sydney, Sydney, NSW, AustraliaFaculty of Medicine and Health, The University of Sydney, Sydney, NSW, AustraliaFaculty of Medicine and Health, The University of Sydney, Sydney, NSW, AustraliaARC Centre of Excellence for Children and Families Over the Life Course, Sydney, NSW, AustraliaUniting NSW.ACT, Sydney, NSW, AustraliaFaculty of Medicine and Health, The University of Sydney, Sydney, NSW, AustraliaBrain and Mind Centre, The University of Sydney, Sydney, NSW, AustraliaARC Centre of Excellence for Children and Families Over the Life Course, Sydney, NSW, AustraliaScience of Learning Research Centre, Queensland Brain Institute, The University of Queensland, Brisbane, QLD, AustraliaFaculty of Medicine and Health, The University of Sydney, Sydney, NSW, AustraliaBrain and Mind Centre, The University of Sydney, Sydney, NSW, AustraliaBackgroundThere is scant research examining evidence-based processes and practices that delineate how to include the voices of children in service design and delivery in school age care environments such as Outside of School Hours Care (OSHC). A possible structure to support children to share leadership in design of their OSHC program and have a meaningful voice in decision-making is co-production, whereby children and their OSHC communities have the opportunity to co-plan, co-design, co-deliver, and co-evaluate OSHC program activities. The Connect Promote and Protect Program (CP3), a social connection and wellbeing program that provides a structured method of co-producing with children, educators, and their OSHC communities, is examined.ObjectivesThis study aimed to explore the response to a co-production approach in OSHC settings as part of participation in the CP3.MethodsQualitative interviews and focus groups were conducted with 12 OSHC staff (educators, coordinators, managers, and volunteers) and 12 children attending OSHC as part of a wider mixed-methods implementation-effectiveness stepped-wedge trial of CP3 in 12 OSHC services located in urban and regional areas of New South Wales, Australia. Participants undertook semi-structured interviews/focus groups via multiple communication platforms (face-to-face, phone, and video-conferencing platforms). A representative research team (including researchers, OSHC educators/coordinators, OSHC administrators, clinicians, and parents of children in OSHC) used an inductive thematic analysis process. Two researchers undertook iterative coding using NVivo12 software, with themes developed and refined in ongoing team discussion.ResultsThe analysis identified nine sub-themes that related to child co-production and voice in CP3, which were organised into two super-ordinate themes: (1) processes that enable child agency and voice and (2) the impact of child agency and voice. Process related sub-themes included the following: co-production (ko-production) as a key driver; high-quality programming practice in a demanding environment; structure balanced with flexibility; the importance of being agile and having a willingness to adjust; and implementation factors supporting child voice. The impact related sub-themes included the following: empowerment of children through meaningful engagement; we all have a role in the team (a space for growing leadership skills); a spark through engagement and enjoyment; and being and belonging (the impact on children’s social and emotional wellbeing).ConclusionThis is the first known qualitative study to examine the use and impact of co-production processes in OSHC—where children not only co-design but also co-plan, co-deliver, and co-evaluate the activity programming alongside OSHC educators and their communities. The findings indicate that the co-production process provides a structured, yet flexible, way of supporting children’s voice and leadership even when delivered in diverse types of OSHC settings.https://www.frontiersin.org/articles/10.3389/feduc.2024.1457286/fullparticipatory designco-designco-productionchildrenafter school careprogram development |
| spellingShingle | Alyssa C. Milton Alyssa C. Milton Alyssa C. Milton Kristin Ballesteros Helen Hernandez Yenni Hwang Nick Glozier Nick Glozier Tom McClean Haley M. LaMonica Haley M. LaMonica Karen Thorpe Karen Thorpe Ian B. Hickie Ian B. Hickie Amplifying children’s leadership roles and voice in decision-making through co-production in outside of school hours care: qualitative findings from the connect promote and protect program Frontiers in Education participatory design co-design co-production children after school care program development |
| title | Amplifying children’s leadership roles and voice in decision-making through co-production in outside of school hours care: qualitative findings from the connect promote and protect program |
| title_full | Amplifying children’s leadership roles and voice in decision-making through co-production in outside of school hours care: qualitative findings from the connect promote and protect program |
| title_fullStr | Amplifying children’s leadership roles and voice in decision-making through co-production in outside of school hours care: qualitative findings from the connect promote and protect program |
| title_full_unstemmed | Amplifying children’s leadership roles and voice in decision-making through co-production in outside of school hours care: qualitative findings from the connect promote and protect program |
| title_short | Amplifying children’s leadership roles and voice in decision-making through co-production in outside of school hours care: qualitative findings from the connect promote and protect program |
| title_sort | amplifying children s leadership roles and voice in decision making through co production in outside of school hours care qualitative findings from the connect promote and protect program |
| topic | participatory design co-design co-production children after school care program development |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2024.1457286/full |
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