Cuidados respiratorios del niño prematuro

To establish the travel mode, the ‘travel stations game’ (seen in Figure 4.6) was developed. This is a warm-up game based on the four corners in a room being a different transport mode and the children responding to questions and running to the corner which gave the appropriate answer (for example how do you travel to school and if a child was driven to school they would run to the “car” corner). Through the travel station game, the current travel mode to school used by children was elicited. The travel stations game was used with younger children aged 7-11.

Figure 4.6: Images of the Travel Stations Game

4.6.2 “My journey to school” – now and in the future

In this drawing session, that varied according to children’s group ages, children were provided with A3 sized paper and coloured pencils and asked to draw a map of their route to school and the transport mode they used now and in a preferred future. Every child then talked about their drawings with prompts from the facilitators (for example where do you live? Who walks to school? Why? If you get to school by car, would you like to walk or cycle?). The drawings produced in the sessions were kept as part of the research with the permission of children (Figure 4.7). The sessions were audiotaped with permission of children and their guardians and were transcribed by the author for analysis. Drawing sessions were used with children aged 7-16.

Figure 4.7: Children engaged at the drawing sessions and discussion prompts used

4.6.3 “Snakes and ladders” game – Barriers and enablers

The barriers and enablers to active travel were elicited through the ‘snakes and ladders’ game whereby the children were split into two separate groups and took turns to throw a dice (Figure 4.8). If the child representing the group landed on a snake then they were asked to throw a cube with ‘negative’ images on each face of the cube, and the group then had to comment on the image, which landed face-up. If the child landed on a ladder then the group had to throw the ‘positive’ cube and comment on the image, which landed face- up. The ‘snakes and ladders’ game was used with younger children aged 7-11.

Figure 4.8: Snakes and ladders game with example of ‘negative’ journey image and ‘positive’ journey image used with the children

4.6.4 “Doctor Who Tardis” – Visioning exercise

This is a ‘between tasks’ visioning exercise that intended to encourage children’s imagination before the drawing session “my journey to school in the future”. - During this session, children were asked to walk through the Doctor Who Tardis (with blue flashing lights and Dr Who music playing as can be seen in Figure 4.9) and emerge on the other side imagining they were in 2030. The key questions they were asked were ‘what is your vision of the future like? What will your street be like and how will you travel?’ The visioning exercise was used with younger children aged 7-11.

Figure 4.9: Images of the “Doctor Who Tardis” and children during the visioning exercise

4.6.5 ‘My neighbourhood: a great place to walk and cycle’

Children were asked to sketch a typical street scene coming up with the key features of a sustainable community, with things to consider such as:

 How will people get around in your sustainable community?

 What about walkers and cyclists? What needs to be put into place for them?

 What will your sustainable community look like? Consider seating, greenery, street lighting, etc.

This drawing session (Figure 4.10), followed by discussion, was used with older children aged 12-16.

4.6.6 ‘My poster encouraging cycling and walking’

Children were put into groups and asked to design a poster encouraging walking and cycling. Each group showed their poster to the other groups and passed comments, which stimulated debate. This was made more interesting for the children by giving a small prize to the winning poster (Figure 4.11). The poster design competition was used with older children aged 12-16.

4.6.7 ‘Ketso’ interactive hands-on toolkit

Ketso is an interactive, hands-on toolkit inspired by the concept of ‘mind mapping’ - a graphic technique for brainstorming that works by linking and arranging ideas around a central concept. The Ketso kit (as can be seen in Figure 4.12) consists of a set of tabletop tools and colourful 'branches', 'leaves' and other materials, which can be placed on a felt workspace and easily moved around in response to changing discussion. The Ketso toolkit was considered appropriate to use with children and adults as gives everyone a voice and therefore the opportunity to be more engaged in the activity. In addition, it allowed the

Figure 4.10: Children discussing their pictures at the drawing session

capture and display of participant's ideas and it was also a flexible tool that could be used with different sized groups. This mind mapping technique was used with older children aged 12-16, and with parents independently.

4.6.8 Semi-Structured Interviews (with older children aged 12-16 and with