https://www.um.edu.mt/library/oar/handle/123456789/3962 Thu, 16 Apr 2026 15:45:37 GMT 2026-04-16T15:45:37Z https://www.um.edu.mt/library/oar/handle/123456789/145632 Title: Day-to-day decisions : do children in residential care have a voice about such matters? Abstract: This dissertation addresses the central yet often overlooked issue of children's autonomy and decision-making in the context of residential care. Despite progress in understanding and addressing the needs of children in care, the fundamental question of whether these children have the capacity and opportunities to make everyday decisions remains largely unanswered. The main aim of this study is to investigate the participation of children in care in decisions that affect their daily lives and to assess the level of support and empowerment they receive to participate in such decision-making processes. The study takes a child-centred approach and uses qualitative data collection methods to ensure a comprehensive understanding of the life experiences of all participating children. Data collection was conducted qualitatively in two phases: firstly, through a focus group discussion in which the children highlighted areas requiring further investigation, and then through individual one-to one interviews conducted by the researcher with six children living in residential care, focusing on the themes identified in the first phase. This study concluded that most of the decisions taken in Residential Homes related to the day-to-day aspects of the children’s lives are mostly made by adults with very little participation from the children themselves. This study also highlights the fact that when children are invited and encouraged to participate in decision-making processes, the outcome is a very positive one where children are more accepting of certain rules and more accountable for their behaviours. Description: M.A.(Melit.) Mon, 01 Jan 2024 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/145632 2024-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/145625 Title: The transition to primary schooling and early literacy in Malta : the lived experiences of educators in church schools Abstract: This research study explores early literacy learning from the viewpoints of Kindergarten Educators and Teachers of the first year of primary schooling working in Maltese church schools. Grounded in sociocultural, emancipatory, and ecological systems theories, this study seeks to deepen comprehension of early literacy practices, particularly focusing on the transition period from Kindergarten 2 (ages 4-5) to Year 1 (ages 5-6). The chosen qualitative research methodology employed semi-structured one-on-one interviews to gather data from a sample of eight educators. Key findings underscore the urgent necessity to bridge the gap between Kindergarten and Year 1, stemming from divergent viewpoints on (i) play-based and formalised early literacy pedagogies, (ii) early literacy learning and school readiness for Year 1, and (iii) the adequacy of support provided in Maltese church schools during Kindergarten and Year 1. Moreover, the research reveals the imperative of establishing consensus among stakeholders involved in early literacy education to improve the quality of the children’s early literacy experiences and mitigate educators’ frustration arising from (i) conflicting messages on pedagogical approaches, (ii) insufficient support for meaningful early literacy learning within child-centred curricula, and (iii) limited parental engagement in early literacy initiatives. The study suggests implications for policy, research and practice. Insights from this study contribute to ongoing discussions and debates on early literacy education, calling for proactive measures to improve the transition process from Kindergarten to the 1st year of compulsory schooling and promote meaningful and purposeful early literacy learning for young children in Maltese church schools and beyond. Description: M.A.(Melit.) Mon, 01 Jan 2024 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/145625 2024-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/145624 Title: Primary school children in a Maltese village : their perspectives on green open spaces in their neighbourhood Abstract: Due to the limited space for habitation on the Maltese islands, and considering that the islands are becoming more populated, the space for green open spaces is becoming very limited at a fast rate. The urban areas are becoming bigger and covered in concrete blocks as more high-rise buildings are being constructed. This research aims to explore several key areas: the perspectives of children, how they interpret and articulate their views, the daily challenges they encounter, and their aspirations for green open spaces within their neighbourhoods. Green open spaces in the areas where children live are beneficial for their well-being. These spaces help to alleviate social stress and enhance children’s development in urban environments, especially for those who live in densely-populated areas. The present study is conducted as a case study, focusing on a single primary school situated in a small village in Malta. The study's participants consist of students from Years Three, Four, Five and Six. The data for this study were collected through qualitative methods, adopting open ended questions in interviews. All the participants expressed worry regarding the availability of green spaces in their neighbourhood. They collectively desire more green open spaces comprising trees and flowers, alongside fewer construction sites and reduced traffic. The children hope that their local council listen to their opinions and suggestions, incorporating them into plans aimed at having more green spaces. It is recommended that further studies like this be conducted in other towns and villages around the Maltese islands. Description: M.A.(Melit.) Mon, 01 Jan 2024 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/145624 2024-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/145615 Title: Anxiety and school phobia among middle school students in post-COVID-19 in Malta : perspectives of the psychosocial team Abstract: This study aims to explore the perspectives of professionals within a school’s psycho social team on the prevalence, experience and challenges of supporting and dealing with middle school students with elevated anxiety and school phobia in post-COVID-19 times. Despite this being the second year since COVID-19 restrictions were eased and eventually removed, there are still some students who find it very difficult to be reintegrated into middle school life after having experienced remote or hybrid modes of teaching and learning. Moreover, through this study, the notions of student participation and student voice in decision-making processes related to their absenteeism and challenges pertaining to their anxiety-related behaviours and manifestations are illustrated through the perspectives of these professional adults. This qualitative research was conducted using in-depth semi structured interviews. A thematic analysis from the yielded data transpired three themes, namely, (i) “Perspectives of the psychosocial team during and post-COVID 19 regarding education in Malta”; (ii) "The link between school anxiety and school phobia with hybrid learning during and post-COVID 19”; and (iii) “Psychosocial interventions with the student and parents following difficulties during and post-COVID 19”. In this study, the re-integration of students with long school absences and support available were also explored. Students and their well-being were the focus of this study. Description: M.A.(Melit.) Mon, 01 Jan 2024 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/145615 2024-01-01T00:00:00Z