1.1 Poverty is a key element of the Every Child Matters Framework. One of the five outcomes says; every child should ‘achieve wealth and economic well-being’. This outcome means it is important to make sure that children, parents, families, carers and local community have a role in improving children’s outcomes and reducing effects of poverty. There are many reasons why a child/ children live in poverty, there is a link between employment and poverty. If one parent or neither parent’s are working, a family can still be in a low income bracket.
Outline some of the ways in which factors in children's home background may lead to differences in achievement levels between ethnic groups. A child’s educational achievement can focus heavily around their home life and culture, including things such as encouragement from parents or even a language barrier. Many ethnic minority groups are labelled as to whether they will succeed or not, this label is usually based around their ethnicity and their family background. Government statistics show that white British and Asians on average perform better than Black and Pakistani pupils this also applies to the fact the middle class children and more likely to perform considerably better than Working class children . However white working class suggests that the cause of education underachievement is a mixture of culture and class.
Is it because the risks outweigh the rewards, or because not all patients have access to adequate healthcare? Clinical trial may be in order to test less harmful, low-dose medications in combination with lifestyle changes. The statistics are evident that the family environment has an impact on ADHD diagnosis. The high rate of ADHD diagnosis comes from single-parent homes that have a low family income. The children of certain circumstances are even subject to easier treatment and diagnosis of ADHD if they live in a poor community because it is cheaper and easier to change a child then the learning environment.
Berger found that schizophrenics reported a higher recall of double-bind statements by their mothers than non-schizophrenics. However this evidence might not be reliable, as patients recall may be affected by their schizophrenic. Other studies are less supportive. Liem measured patterns of parental communications in families of schizophrenic children and found no difference when compared with normal children. Expressed emotion (EE) involves high levels of negative emotion (e.g.
They both found out that children who were adopted by different families to their biological ones were more likely to develop attachments with 20/21 children developing attachments at age 8 and 17/21 when age 16. Whereas children who were restored to their natural parents were less likely to develop an attachment, with only 6/13 developing attachments at age 8 and 5/9 at age 16. Tizard and Hodges concluded that adopted children would develop good family relationships, whereas most restored children kept on experiencing problems and hardships in their family relationships most of all with their siblings. However both groups showed somewhat difficulty when it came to making relationships outside of their own family, whether they could make them within their family or
(3) In this case a child’s early development such as their education can help avoid the strain of economic inequality. It is stated, “black children are less likely to learn as much as white children from two to four years of age.” This lack of early childhood education can produce negative social and economic outcomes. If a child’s parent has a high level learning such as college a degree children are more likely to succeed in school. What about children in lower income homes? These children are usually victims of low quality education and obstruct the income equality gap, as they grow older.
It is up to the center if they take in a disable child. Most centers would attempt to accommodate children with special needs as long as the provider caring for that child have the proper education dealing with children with disabilities. Some parents would be asked to complete a special care plan in agreement with the child’s health care provider. Some studies show that because there are few childcare and education programs that will take disable children there are fewer children attending schools. Carol Draeger (2009) of the South Bend Tribune stated “that special education students hit a five-year low in 2008“
Effects of day care on children's social development ( eg agression, peer relations) One aspect of social development that could be affected by day care is a young child's attachment to its parents. However, the findings do not provide a clear message , as some early studies failed to identify differences in the quality of mother-infant attachment between infants who were reared at home and those who that attended a day care of had a childminder. However Belsky and Rovine ( 1988) found that children who spent more than 20 hours per week in day care were more insecure atached than home-cared children. Also a number of investigations have reported that children who have been in day care are more likely to show higher levels of agression. The EPPE project(2003 by Sylva) has followed 3000 children in UK, since the age of 3, in a variety of pre-school settings, including nurseries, childminders and play groups.
To see if this is true, BMI, appetite, changes with metabolism and more will be addressed. Sleeping less than the normal can have some effect on BMI and a person’s emotional state. When people with less than 7 hours were compared to people with more than 7 hours of sleep, it was found that people with less than 5 hours had a small BMI increase averaging 1.1 kg m^-2 (Horne). Although this doesn’t seem like a drastic change, it can add up over the years. Sleep has been found to be more important in children than adults.
Iacovou (2008) found that eldest children do better educationally than later-born children, because first-born children benefit from parents’ undivided resource in the early age. Iacovou (2008) examined the relationship between birth order and educational attainment measured at ages 7, 11, 16, and 23, with particular care taken to separate the