Browsing by Person "Jindal-Snape, Divya"

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Protocol for a realist evaluation of interventions to increase nature connection in children
(2019) Barrable, Alexia; Jindal-Snape, Divya
Sistema Scotland: Evaluation of Big Noise Douglas
(University of Dundee, 2021-05-09) Jindal-Snape, Divya; Robb, Anna; Barrable, Alexia; Murray, Christopher; Ross, Eilidh; Austin, Hailey
Supporting children’s wellbeing through music participation during the COVID-19 pandemic: evidence from Scotland
(Taylor and Francis Group, 2023-06-07) Robb, Anna; Jindal-Snape, Divya; Asi, Derya; Barrable, Alexia; Ross, Eilidh; Austin, Hailey; Murray, Chris
The COVID-19 pandemic has highlighted the importance of strengthening the health and wellbeing of children as a global priority. This paper explores the impact of an inclusive music programme, that was delivered, prior to and during the pandemic, in an area of deprivation in Scotland. The main research question was, ‘How does an inclusive music programme support wellbeing of children living in areas of multiple deprivation during COVID?’. Multiple perspectives and data collection methods were included, e.g. comic strips, interviews, focus groups and questionnaires. Results suggest that the programme provided continuity and stability to children, especially during lockdown. All participants highlighted the positive impact the programme had on the emotional wellbeing of children, which was linked to a sense of security and trusting relationships that were formed as part of the programme, not only during COVID but prior to it too.
Voices of young children aged 3–7 years in educational research: an international systematic literature review
(Taylor & Francis Group, 2021-10-28) Urbina-Garcia, Angel; Jindal-Snape, Divya; Lindsay, Angela; Boath, Lauren; Hannah, Elizabeth F. S.; Barrable, Alexia
Although the importance of listening to young children’s voices is acknowledged in international literature, it is not clear whether educational researchers really listen to them and, if they do, what research designs and methods facilitate that. Therefore, using the EPPI-centre approach (2007), a systematic literature review was undertaken of all papers published between 2015 and 2020 that indicated the author/s had listened to young children’s (3–7 year-old) voices. The aim was to identify, appraise and synthesise international research focused on listening to their voices, and the research designs, methods of data collection and theoretical frameworks authors have used to achieve this. From the 74 studies that met the inclusion criteria, we found that there was some evidence of listening to young children’s voices. However, there was a tendency to use adult-led methods rather than child-led methods along with the use of adult data sources for confirmation. Further, in many studies no specific theoretical framework was used. Based on our review of reviews, it is evident that this is the first international systematic review of its kind and provides unique insights that are relevant to researchers, professionals and policy makers internationally.