Exploring children's experience of child-practitioner relationships in Nurture Group settings: a multi-method approach

This study adopted a multi-methodological approach to provide a framework to listen to young children as they constructed their meanings of child-practitioner Nurture Group relationships. This included the use of interviews, drawings, child-led tours and photographs with eight Nurture Group pupils and paired interviews with eight Nurture Group staff.

Verbal data was analysed using Reflexive Thematic Analysis and integrated with Content Analysis of visual data. The findings indicated commonalities and differences in children’s views and experiences of the child-practitioner Nurture Group relationship. The study concludes with implications for practice and suggestions for future research. <br>