Factors impacting on the lives of children
and young people
CYP 3.7: Factors impacting on the lives of children
and young people
| Factors | Impact | Your thoughts |
|---|---|---|
| Social: Interacting with people in society. Interacting with members of the family, friends, peers or colleagues Relationships with people Working with colleagues |
Positive impact: Maintain relationship Develop people skills Gain independence build confidence Learn to communicate / develop vocabulary. Negative impact: Failure to socialise may have a negative impact Feel isolated Difficult communicating Unable to maintain relationships Don't know how to play with others Not able to cope in society Lack of confidence / self esteem Psychological and physical impact Unable to deal with teasing and bullying |
Can you think of anymore? |
|
Cultural Religion Morals and beliefs Traditions and customs Forced / arranged marriages |
Positive impact: Have a sense of belonging Have a sense of security / support from family, friends and community. Negative impact: Feel torn between two cultures Grow up in isolations Not accepted by peers Not able to participate in activities or certain behaviour e.g swimming, PE , going to the pub etc. In some culture young girls are forced into marriages without their consent and this can affect them psychologically: feel depressed, worthless, unloved and may feel suicidal. Physically, young girls bodies are not fully developed and becoming pregnant can have a damaging affect on their bodies. |
Can you think of anymore? |
| Economic
Financial status : Wealthy parents/ earning high income Parents on low income or welfare benefits |
Positive impact: Parents who are financially stable can provide: Basic needs: food, clothes, educations and security / safe home. Educational and learning resource to encourage learning which in turn will help children and young people to achieve qualification and increase chances of getting a job. Negative impact: No disposable income to spend on holidays, or day trips. May be deprived of quality education due to lack of resources such as computers, books etc. which may in turn affect academic achievements which can have an impact on job prospects. |
Can you think of anymore? |
|
Poverty Poor background |
Impact on health: Parents unable to afford a healthy balanced meal for their children can affect their physical development. Living in crowded and damp housing conditions, may put children at risk of catching infection e.g respiratory illnesses such as bronchitis, emphasema etc. This may result in absence from school which can affect children's education and this may result in children leaving school without qualification, hence their chances of getting employment would be remote. Unable to afford school trip or family trips, can affect children's emotional, personal and social development. Children may feel unaccepted by their peers and this can lead to social isolation which in turn can affect children mental well-being. Unable to afford to join clubs or go to the gym; lack of exercise may affect mental and physical well-being, Lack of education resources such as books or computers may have an impact on learning and achievement. |
Can you think of anymore? | .
|
Personal choices and experiences United Nations Convention on the Rights of Child |
Positive outcome
Young people making a decision to further their education at college /university are likely to succeed in getting a secure job and progress in their work and likely to have financial stability. Giving children choices in their play activities and what they want to eat can make them feel valued. Give children opportunities to express themselves and make decisions or giving young people opportunities to voice their opinions can help to build their self-esteem and feel worthy and valued, this in turn will help them to be confident and successful adults. Children or young people involved in criminal activities such as drugs, gang fighting, stealing or gun crime can reduce their life chances of getting a good education and a job, particularly if they have a criminal record. Poor attendance at school can affect their chances of getting a good education ; leaving school without qualification or skills is likey to affect their chances of getting a good job. Teenage pregnancy, can have a negative impact on the future of young girls as it may affect them achieving their goals. Singles parents may find it difficult to cope with the responsibilities , particularly if there is no family support; they may go through |
Can you think of anymore? |
| Disability |
Positive impact: Many work, go to college, lead a normal life, drive cars, become singing artist , musicians, or film actors. Become independent and confident. Negative impact: Some disabilities are extreme and rely on others can make them feel undignified, maybe too proud to ask for help. Feel unworthy, depressed. Legislations in place to protect disability people from being discriminated and abused ; as the child becomes older, this can be a disadvantage to some jobs. |
Can you think of anymore? |
2.1 Positive outcomes that practitioner should be striving
to achieve for
children and young people
- Every Child Matters (ECM) - Every child should be safe, healthy ,
enjoy and achieve and make positive contribution and achieve economic well- being.
It is the role of every practitioner to ensure that they plan effectively to meet these outcomes.
- Health and safety and safeguarding policies should be implemented in child care settings and schools. Every Child Matters (ECM) - Every child should be safe, healthy , enjoy and achieve and make positive contribution and achieve economic well- being. It is the role of every practitioner to ensure that they plan effectively to meet these outcomes.
- Health and safety and safeguarding policies should be implemented in child care settings and schools.
Every Child Matters (ECM) - Every child should be safe, healthy , enjoy and achieve and make positive contribution and achieve economic well- being.
It is the role of every practitioner to ensure that they plan effectively to meet these outcomes. - Health and safety and safeguarding policies should be implemented in child care settings and schools.
- Access to exercise or sports should be available to all learners so that they can keep active.
- School and college canteen should offer healthy option for lunch and snacks.
- Education on healthy eating and benefits of exercise should be incorporated into the curriculum.
- Learning should be fun and stimulating, contents of the topic should be designed effectively to enable learners to achieve the objectives and at the same time enjoy their education.
- All children and young people should be taught the skills that will enable them to find work and encourage everyone to participate in the community either charity work, volunteering etc.
- In the nursery, practitioners can keep a safe environment for children by supporting them whilst they explore, take risks and create ideas.
Children should also be taught how to keep themselves safe and the safety of others.
Personal safety is about not talking to strangers, not accepting lifts form strangers, informing parents or other adults of where they are going, never use unlicensed mini cabs, how to cross roads. - Children enjoy and achieve so keep environment well stimulated with correct resources to enable them to be creative e.g. constructing , interacting, initiating activities , role play etc.
The importance of designing services around the needs
of children and young people:
- Important for supporting development.
- Important for protecting children from abuse and support well-being.
- Important to help them achieve their potential goals in life.
- Important to provide support for family.
- Helps to reduce crime and poverty in society and give opportunity for education and employment.
- The ECM 2004 is designed to alter childcare services to provide a better outcome for children and young people to learn and develop.
3.3 social and medical models of disability and the
impact of each on practice
| Social Model | Medical Model |
|---|---|
| Values and recognises disability children and young people in society | Offer little support to disability children and young people . |
| The model gives disabled children the opportunity to achieve like any other individual. | They support them by giving them medication and leaving them in an institution in isolation. |
| Mainstream schools, colleges offer place for these students as they have a right to be part of them in society | The medical model focus more on their condition and not giving these children the opportunity to achieve. |
| Jobs also offered to disabled people and employers have equality policies to support the disabled. | |
| Give disable children the opportunity to participate in sports. Give them an example of the Paralympics which has inspired so many children and young adults |
Type of support available for disability children and young people
and those with specific requirements:
- The learning support services for children Hard of hearing
- Drop in group sessions
- Meeting with professionals
- Parents and carers support groups
- Home support and advice for parents/carers
- Training for one to one support staff
- Home and school programmes
- British Sign Language for hard of hearing
- Visual impairment awareness training
- Braille for visually impaired
- Advice when children start nursery and school
- Help families to access other services that are available such as leisure facilities and the early start group.
- Training for practitioners and other members of staff
REFERENCES
DFE (2014) Development Matters in the Early Years Foundation Stage (EYFS)
DFE (2014). Statutory framework for the early years foundation stage
DEF(2014). Early years (under 5s) foundation stage framework (EYFS)
DFE (2014) Keeping children safe in Out of hours provisions
DFE(2014) Early Years Outcomes
Parents - guide to EYFS (2014)
What to expect and when (2014)
The British Association for Early Childhood Education
(Supported by DFE)
Every Child Matters 2003)
Effective Pre-school and Primary Education 3-11 Project (2003-2008)
DFE (2008) Effective Pre-School and Primary Education 3-11 Project (EPPE 3-11)
Parliament (2003) Every Child Matters
Tassoni et al (2010) Level 3 Diploma Children and Young People's
Workforce (Early Learning and Childcare). Pearson: Harlow Essex
Caroline Meggit et al (2011) CACHE Level 3 Children and Young People's
Workforce Diploma: Early Learning and Child Care.
Hodder Education: London
www.gov.uk/government/
publications/
2010-to-2015-government-policy-childcare-and-early-education
www.education.gov.uk/publications
www.foundationyears.org.uk.
www.legislation.gov.uk/
www.4children.org.uk
