Wyver
Datos Biográficos
| ID | 37872 |
|---|---|
| NOMBRE | Wyver |
| APELLIDO | Wyver |
| FIRMA | WYVER |
| AFILIACIONES | Macquarie University |
| ORCID | 0000-0002-7288-2669 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAS | 13 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2011 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2023 |
| ÍNDICE H | 2 |
Outdoor Time, Space, and Restrictions Imposed on Children’s Play in Australian Early Childhood Education and Care Settings during the Covid Pandemic
The study aimed to investigate the impact of COVID-19 restrictions on children's access to the outdoors in early childhood education and care (ECEC) settings. An online survey comprised of a standardised scale and questions used in previous related studies was completed by 143 early childhood educators across Australia. Participants were asked to report children's time spent outdoors, access to outdoor space, and restrictions imposed on children'…
Australian Preservice Early Childhood Teachers’ Considerations of Natural Areas as Conducive and Important to Include in Educational Experiences
Understanding preservice early childhood teachers’ perspectives on education in nature is important in the context of risk aversion and the future of education for sustainability. In the present study, 296 early childhood preservice teachers examined 16 photographs of outdoor areas from four categories: park with fence, park without fence, grassy area, forest. They the selected photographs depicting areas they most preferred and least preferred. …
Parents’ perspectives on managing risk in play for children with developmental disabilities
Parents are often concerned about managing risks for their children, particularly in the context of disability. This paper reports qualitative findings from an intervention study and examines how parents of children with developmental disabilities (mainly autism) manage risks during play. Interviews (n = 17) highlighted parents’ fears about their child’s safety, which were often exacerbated by concerns about the child’s (lack of) cognitive and in…
How about We Give It a Go?”
The World Health Organization (WHO) recommends exclusive breastfeeding for six months and continuation of breastfeeding for up to two years. Formal child care has an important role in supporting breastfeeding, as many Australian infants commence care before two years of age. Currently, little is known about support or barriers in child care contexts. The present qualitative instrumental case study explores practices which protect, promote and sup…
Is Parent Engagement with a Child Health Home-Based Record Associated with Parents Perceived Attitude towards Health Professionals and Satisfaction with the Record? A Cross-Sectional Survey of Parents…
We examined parent views of health professionals and satisfaction toward use of a child health home-based record and the influence on parent engagement with the record. A cross-sectional survey of 202 parents was conducted across New South Wales (NSW), Australia. Bivariate and multivariate logistic regressions were conducted to identify predictors of parent engagement with the record book using odds ratio (OR) at 95% confidence interval (CI) and …
Reminiscing and future talk conversations between young children, their early childhood educators and mothers
Lower parent tolerance of risk in play for children with disability than typically developing children
Becoming an autonomous adult includes understanding consequences associated with risks. The aim of this study was to compare parents of children with and without disability to identify any differences in promoting manageable risk-taking. Data were collected from parents of typically developing children and parents of children with developmental disability. Two groups were matched based on parent and child chronological ages for typically developi…
An observation-based instrument to measure what children with disabilities do on the playground
The school playground provides a natural context for play observation for children of all abilities. However, play promoters interested in designing and assessing playground interventions are limited by a lack of quantitative observation tools to measure playground play sophistication for groups of children. We used Rasch analysis to evaluate the psychometric properties of a novel iPad application designed to capture observational data on the pla…
A playful introduction
At first glance, the idea of outdoor play and learning is both appealing and simple. Indeed, there are many popular articles that both advocate for more outdoor experiences for children and admonis
Girls’ perspectives on the ideal school playground experience
Based on research conducted as part of the Sydney Playground Project, this paper provides an exploratory investigation of the perspectives of girls relating to the ideal school playground experience, and whether their perspectives are influenced by a loose-parts playground intervention. The focus is on the play behaviours of 22 girls aged 8–10 years, from the perspective that school playgrounds are generally designed in ways that are more suited …
Outdoor play and learning
Opportunities for children to engage in high quality outdoor experiences are diminishing (Waller et al., 2017). Many researchers argue that outdoor play experiences, particularly those that offer t
Uncertainty in the school playground
Recent theoretical debates highlight the competing risk logics and varying rationalities mobilised in response to dangers and approaches to risk management. Yet the concept of uncertainty, and how it informs perceived risks, is relatively less well understood. Debates of this kind are illuminated in contexts where risks are managed as part of everyday practice. The school setting provides an example of a context in which risks are continuously ne…
The Sydney playground project- levelling the playing field
Australian and New Zealand Clinical Trials Registration Number ACTRN12614000549628 (registered 22/5/2014)
The sydney playground project
Australian and New Zealand Clinical Trials Registration Number ACTRN12611000089932
Girls’ perspectives on the ideal school playground experience
Based on research conducted as part of the Sydney Playground Project, this paper provides an exploratory investigation of the perspectives of girls relating to the ideal school playground experience, and whether their perspectives are influenced by a loose-parts playground intervention. The focus is on the play behaviours of 22 girls aged 8–10 years, from the perspective that school playgrounds are generally designed in ways that are more suited …
Lower parent tolerance of risk in play for children with disability than typically developing children
Becoming an autonomous adult includes understanding consequences associated with risks. The aim of this study was to compare parents of children with and without disability to identify any differences in promoting manageable risk-taking. Data were collected from parents of typically developing children and parents of children with developmental disability. Two groups were matched based on parent and child chronological ages for typically developi…
Parents’ perspectives on managing risk in play for children with developmental disabilities
Parents are often concerned about managing risks for their children, particularly in the context of disability. This paper reports qualitative findings from an intervention study and examines how parents of children with developmental disabilities (mainly autism) manage risks during play. Interviews (n = 17) highlighted parents’ fears about their child’s safety, which were often exacerbated by concerns about the child’s (lack of) cognitive and in…
An observation-based instrument to measure what children with disabilities do on the playground
The school playground provides a natural context for play observation for children of all abilities. However, play promoters interested in designing and assessing playground interventions are limited by a lack of quantitative observation tools to measure playground play sophistication for groups of children. We used Rasch analysis to evaluate the psychometric properties of a novel iPad application designed to capture observational data on the pla…
The sydney playground project
Australian and New Zealand Clinical Trials Registration Number ACTRN12611000089932
The Sydney playground project- levelling the playing field
Australian and New Zealand Clinical Trials Registration Number ACTRN12614000549628 (registered 22/5/2014)
Uncertainty in the school playground
Recent theoretical debates highlight the competing risk logics and varying rationalities mobilised in response to dangers and approaches to risk management. Yet the concept of uncertainty, and how it informs perceived risks, is relatively less well understood. Debates of this kind are illuminated in contexts where risks are managed as part of everyday practice. The school setting provides an example of a context in which risks are continuously ne…
Girls’ perspectives on the ideal school playground experience
Based on research conducted as part of the Sydney Playground Project, this paper provides an exploratory investigation of the perspectives of girls relating to the ideal school playground experience, and whether their perspectives are influenced by a loose-parts playground intervention. The focus is on the play behaviours of 22 girls aged 8–10 years, from the perspective that school playgrounds are generally designed in ways that are more suited …
Outdoor play and learning
Opportunities for children to engage in high quality outdoor experiences are diminishing (Waller et al., 2017). Many researchers argue that outdoor play experiences, particularly those that offer t
Reminiscing and future talk conversations between young children, their early childhood educators and mothers
Lower parent tolerance of risk in play for children with disability than typically developing children
Becoming an autonomous adult includes understanding consequences associated with risks. The aim of this study was to compare parents of children with and without disability to identify any differences in promoting manageable risk-taking. Data were collected from parents of typically developing children and parents of children with developmental disability. Two groups were matched based on parent and child chronological ages for typically developi…
An observation-based instrument to measure what children with disabilities do on the playground
The school playground provides a natural context for play observation for children of all abilities. However, play promoters interested in designing and assessing playground interventions are limited by a lack of quantitative observation tools to measure playground play sophistication for groups of children. We used Rasch analysis to evaluate the psychometric properties of a novel iPad application designed to capture observational data on the pla…
A playful introduction
At first glance, the idea of outdoor play and learning is both appealing and simple. Indeed, there are many popular articles that both advocate for more outdoor experiences for children and admonis
How about We Give It a Go?”
The World Health Organization (WHO) recommends exclusive breastfeeding for six months and continuation of breastfeeding for up to two years. Formal child care has an important role in supporting breastfeeding, as many Australian infants commence care before two years of age. Currently, little is known about support or barriers in child care contexts. The present qualitative instrumental case study explores practices which protect, promote and sup…
Is Parent Engagement with a Child Health Home-Based Record Associated with Parents Perceived Attitude towards Health Professionals and Satisfaction with the Record? A Cross-Sectional Survey of Parents…
We examined parent views of health professionals and satisfaction toward use of a child health home-based record and the influence on parent engagement with the record. A cross-sectional survey of 202 parents was conducted across New South Wales (NSW), Australia. Bivariate and multivariate logistic regressions were conducted to identify predictors of parent engagement with the record book using odds ratio (OR) at 95% confidence interval (CI) and …
Parents’ perspectives on managing risk in play for children with developmental disabilities
Parents are often concerned about managing risks for their children, particularly in the context of disability. This paper reports qualitative findings from an intervention study and examines how parents of children with developmental disabilities (mainly autism) manage risks during play. Interviews (n = 17) highlighted parents’ fears about their child’s safety, which were often exacerbated by concerns about the child’s (lack of) cognitive and in…
Australian Preservice Early Childhood Teachers’ Considerations of Natural Areas as Conducive and Important to Include in Educational Experiences
Understanding preservice early childhood teachers’ perspectives on education in nature is important in the context of risk aversion and the future of education for sustainability. In the present study, 296 early childhood preservice teachers examined 16 photographs of outdoor areas from four categories: park with fence, park without fence, grassy area, forest. They the selected photographs depicting areas they most preferred and least preferred. …
Outdoor Time, Space, and Restrictions Imposed on Children’s Play in Australian Early Childhood Education and Care Settings during the Covid Pandemic
The study aimed to investigate the impact of COVID-19 restrictions on children's access to the outdoors in early childhood education and care (ECEC) settings. An online survey comprised of a standardised scale and questions used in previous related studies was completed by 143 early childhood educators across Australia. Participants were asked to report children's time spent outdoors, access to outdoor space, and restrictions imposed on children'…
Psychology (14 obras) · Medicine (6 obras) · Developmental psychology (5 obras) · Social Psychology (5 obras) · Child Therapy and Development (4 obras) · Children's Rights and Participation (4 obras) · Intervention (counseling (4 obras) · Nursing (4 obras) · Psychological intervention (4 obras) · Social Psychology (4 obras)