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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
Mälardalen University, Västerås; Center for Clinical Research Dalarna, Uppsala University, Falun; Habilitation Center in Falun.
Mälardalen University, Västerås.
Center for Clinical Research Dalarna, Uppsala University, Falun; Habilitation Center in Falun, Dalarna; Uppsala University, Uppsala.
Dalarna University, School of Health and Welfare, Medical Science. Center for Clinical Research Dalarna, Uppsala University, Falun; Uppsala University, Uppsala.ORCID iD: 0000-0002-8709-4446
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2023 (English)In: Child Care Health and Development, ISSN 0305-1862, E-ISSN 1365-2214, Vol. 49, no 6, p. 1096-1103Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
2023. Vol. 49, no 6, p. 1096-1103
Keywords [en]
child development, early intervention, perceptions, preschool children, qualitative
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Other Health Sciences
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URN: urn:nbn:se:du-45877DOI: 10.1111/cch.13121ISI: 000971759600001PubMedID: 37060175Scopus ID: 2-s2.0-85153279805OAI: oai:DiVA.org:du-45877DiVA, id: diva2:1752279
Available from: 2023-04-21 Created: 2023-04-21 Last updated: 2023-10-31Bibliographically approved

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Gustavsson, Catharina

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CiteExportLink to record
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Citation style
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