Please wait while the transcript is being prepared...
0:00
Hello. M name is
Professor Imelda Coyne
and I'm a Professor of
Children's Nursing and Director
of the Trinity Research
in Childhood Center in Trinity
College Dublin, Ireland.
My talk today is about how
we can put children first,
by promoting child-centered
care in healthcare.
I am passionate
about this topic.
I've been a children's
nurse for many years,
and I believe it's
really important
that we promote
child-centered care.
0:36
What I'm going to talk
about today is give
some background to
child-centered care and
explore what we mean by
child-centered care and talk
about the key features
of child-centered care.
Also look at the
benefits for children.
What do children say
about being involved and
participating in care,
and how they feel about it?
That will also lead
us on to look at
children's experiences
of non-participation.
Then we'll explore the barriers
to child-centered care,
and then the facilitators of
child-centered care because
the facilitators
are many and there
is a lot we can do to
promote child-centered care.
Then I will summarize
the key points.
1:25
Let's look at the background
to child-centered care.
Where did it come from and what
was the key promoter
in this area?
1:36
In 1989, the United Nations
Conventions on the Rights
of the Child was published,
and in that,
they stated that state
parties shall assure
to the child who is capable
of forming his or her own views,
the rights to
express those views
freely in all matters
affecting the child.
The views of the
child being given
due weight in accordance with
the age and the
maturity of the child.
That is known as Article 12.
There were many
articles in the UNCRC
and many of them are
applied to children.
But the key one here that
really applies when we're
talking about children's
participation is Article 12.
Also around the same time,
the new sociology
of childhood talked
about how we see childhood
and that was mainly
James and Prout in 1990.
They introduced this new
perspective of childhood,
which views the child as
a social actor who
participates as
a competent being
and co-constructor
for everyday social
relationships and situations.
They talked about how
children have rights,
which is similar to what
the UNCRC are saying that
a child has a right,
and that children have agency
and they have their voices.
This was particularly important
because it framed children as
active social participants in
childhood and in matters
that affected their lives.
