Improve decisions about whether further specialist assessment is required and, if necessary, provide information to contribute to it. Provide better, more evidence base information to targeted and specialist services. The holistic approach adopted by the common assessment focuses on three assessment areas for the safeguarding of the children. • Development of the child or young person How well the child or young person is developing, including their health, emotional and social development, and progress in learning. • Parents and carers How well parents and carers are able to support their child or young person’s development and respond appropriately to their needs.
-Parents are disabled, have mental health problems or additional needs. Child is disabled a parent may not be able to work as they may be a full-time carer for the child. 1.2 The family income has the potential to increase or decrease a child’s health and life chances because the income of the parents can affect the area in which the child is brought up in, the level of housing, the quality of food the child is provided, also the access to outings, holidays and leisure facilities. These factors can affect a child’s chances to ‘achieve economic wee-being’ (Every Child Matters) -Infant mortality rates are more than twice as high in low income families than high income families. -Statistically, children from low income families are more likely to have poorer health resulting from poor housing conditions, poor diet, stress and/or depression.
Consequently, they are likely to live in poverty as adults. If they become parents, their children will be born into poverty and the cycle of deprivation is continued. Some sociologists say that this is the reason why poverty continues to exist - by having children,
Since the early identification of developmental errors consequently assist private and public sector organizations to intervene and thus influence the effect that developmental delays may have on social, language and academic skills. In light of this background, it is critical to understand how both formal and informal assessments, when developmentally appropriate in design and purpose, are beneficial for early childhood. Childhood is divided into three groups for discussion: infants/toddlers (ages 0 through 2) and preschoolers (ages 3 through 6). This paper will focus on young children aged 3-6 years. Since young children are increasingly being assessed for an array of reasons, this can be disconcerting raising the question of the purposefulness of these assessments-assessment of children may be used for purposes as diverse as determining the level of functioning of individual children, guiding instruction, or measuring functioning at the program, community, or
This assistance is available to eligible families through state agencies. Each state is responsible for determining eligibility for families in need. Child care subsidies are especially helpful to single mothers who are below the poverty income level. In his article, “Child Care Subsidies and Child Development, Erdal Tekin stated, simply getting a job often isn’t enough to move single mothers out of welfare (1).” Child care subsidies make the difference in helping single mothers move from the welfare roll to economic self-sufficiency. Rising concerns about the importance of early learning, literacy, school readiness and youth development mark the importance of child care subsidies in affecting the quality of care received by low-income children served through this program.
Unit 030 Understand how to support positive outcomes for children and young people Outcome 1 1, In our wide society children lives will be affected by many factors such as Unemployment and Health factors with some cultural backgrounds with the ban on activates or neglect. To understand children’s need u follow the five ECM outcomes: Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-being. Social Economic and cultural factors Possible impact on lives of children Personal choice Families may live different from the norm e.g. communal living, nomadic families or same gender parents. This may different from society and such things as schooling or traveling in community.
You should always ensure that this is understanding is at the centre of the work and then you will be following the child. To understand how working with children improve their life's chances the five outcomes will help. - be healthy - stay safe - enjoy and achieve - make a positive contribution - achieve economic we'll being The information below shows social, economic and cultural factors that affect children's lives Personal choice - families may take the choice to live In a way that varies from norm e.g communal living nomadic families or same gender parents, this may affect the way other families and society relate to such children: a child's schooling might be affected if they are part of a travelling community Poverty- A family that is living on a low income might not be able to provide for their children as hoped. Such as accommodation may be pore which can have an effect on the mental and physical health of children and their parents. Housing and community- poor quality or cramped housing conditions can negatively
Socialisation is a very important part of childhood, as it benefits us throughout life. There will be an in-depth look at socialisation and can gain an understanding of how students learn, children’s physical, social and intellectual development, and how culture and other factors impact on teaching strategies. An in-depth look into socialisation and its aims, the key agents of socialisation, methods which are based on theoretical understandings which support socialisation and how socialisation impacts on child development and learning. Until recently, socialisation research was primarily fixated on the result of influences which were outside of the child or influences on the inside of the child. These could have included the influence of a prominent adult figure or unconscious motives.
The Government also recognises the important role of the local community. To ensure that local children's services reflect the needs of children and young people, local authorities and partners are required to ensure there is a good level of participation of children and young people in the design and delivery of services. A key element in the implementation of children's trusts is the development of a strategic plan by the local authority and its partners - the Children and Young People's Plan (Section 17 of the act). Integrated Services Programme The Children’s Act 2004 and the Education Act 2005 made it a statutory requirement for local authorities to change the way they provide services to children and young people. In June 2005, in Leicester, it decided to replace Education and Lifelong Learning and Social Care and Health departments with two new departments called Adult and Community Services (ACS) and Children and Young People’s Services (CYPS).
Through this correlation, one can see how such factors can keep children in impoverished homes throughout their lives. Education is a social problem in the mix of poverty. In many low-income cities, a good education is very rare for many leaders of the household. This lack of education usually results in generational poverty. In other words, children end up following in their parent’s footsteps by dropping out of school at a young age.