While Payne argues that there is a culture of poverty, Gorski states that, rather than a culture of poverty being existent, classism is that which permeates the classrooms and schools. Payne believes that impoverished students live by different rules and values than students of the middle and upper classes, such as how they see money, clothing, family structure, etc. Likewise, Gorski believes that impoverished students do have different values and goals than those of middle and upper clases, and he says that the rules found in schools do not often benefit those living in poverty, but benefit those living in middle and upper class. With regards to impoverished students’ values and goals, both tend to point to the idea that faculty in schools should help to reshape the values and goals of impoverished students. Payne stated that students should learn the “hidden rules” of the middle class from their educators so that they have another set of rules to use if they choose to do so.
One factor for the working-class under-achieving is that the working-class families are less likely to give their children toys that are educations, stimulating their thinking and reason skills. Another factor is that they are also less likely to read to their children also. These theorist believe that this effects the children’s intellectual development so when they begin, they are immediately at a disadvantage when compared with the middle-class children Secondly, another factor that is seen as responsible for the working-class to be under-achieving is known as “restricted speech code”. A sociologist called Bernstein has distinguished speech into two: “elaborated speech code” and “Restricted speech code”. The middle class are said to use the elaborated speech code , this tends to be a wide range of vocabulary and complex sentences.
Cultural deprivation means when children are deprived from things what they need. This can include the lack of values and support they get from their parents, which can influence on socialisation skills. It can be argued that due to lack of family structure, social cultural and soft skills pupils are less likely to underachieve. Cultural deprivation is a theory that many working-class children are inadequately socialised and therefore lack the ‘right’ culture appropriate for a successful education. Many people argue that development is vital in the younger years in the child’s life, and the ability to solve problems and apply ideas help in the long-term.
Children coming from little advantage miss out on an amount of things. One being education, coming from a low income schooling system that means that the education is not always up to par. Children that attend these schools will not be academically prepared for college if they do not have the skills they need. Coming from a low income schooling system where there are not enough books to go around and things of that matter are sometimes not skillfully prepared for furthering their education. Children are hindered by these kinds of schools, teachers and peers lay a big role in the children’s lives.
A Better Education for children in care 2003 The government’s long term policy objective is to ensure that every child in care is able to fulfil his or her potential. In order to do this children need: *Greater stability *Help with schoolwork *More help from home to support schoolwork *Improved health and wellbeing.-with teachers, social care staff, health workers and carers all working together in the interests of the child. Leaving Care Act 2000 The Children Leaving Care Act 2000 introduced new requirements on local authorities to plan for looked after children so that they have the support they need as they make the transition from care to adulthood. The main purpose of the Children (Leaving Care) Act 2000 is to improve the life chances of young people living in and leaving local authority care. Its main aims are: to delay young people’s discharge from care until they are prepared and ready to leave, to improve the assessment, preparation and planning for leaving care, to provide better personal support for young people
Infant and Toddler Learning Development Sheila Bagwell Infant and Toddler Learning & Development/ECE345 Merrian Gagnon Throughout their day-to-day experiences with infants and toddlers, caregivers will find that there are developmental strands that tie the elements together, much like a ribbon. The strands come together to create a picture of excellent care for infants and toddlers. The strands do not represent lessons or activities in the traditional sense. Rather, the strands provide a framework that supports optimal developmental in all areas. The strands are: • To learn about themselves - Self Concept Development • To learn about their feelings - Emotional Development • To learn about other people - Social Development • To learn to communicate - Language Development • To learn to move and do - Physical Development • To learn to think - Cognitive Development The quality of early experiences is shaped by the individuals with whom infants and toddlers spend their time and by the environments where they spend their time.
Also, because the teachers have middle class values as well, the cultural deprivation theorists believe that they will have a bias against the working class kids and therefore they will not be able to teach them properly since their values and cultures conflict. Compensatory education is a policy that was designed to deal with the problem of cultural deprivation, by providing extra resources to schools and communities in deprived areas. Compensatory education programmes were introduced to intervene early in the socialisation process to compensate children for deprivation they experience at home. The most comprehensive programme was Head Start. It involved health care, social services, and education.
EYMP 1 Task 2 3.1 As a trainee practitioner i need to show the knowledge and understanding of how partnership with parents is important to the success of each individual child in the setting. Promoting an effective bond between the parents and professionals, this provides a source of strength throughout their time in the setting. Consequently practitioners should be very aware that there leading role is very different in the Childs life, compared to their own parents, carers etc. Practitioners roll is to be able to show a more compassionate bond with the child. Leading on Carolyn Meggitt also believed that “Practitioners need to develop constant, warm and affectionate relationships with children, especially babies, but should not seek to
It is therefore important that you examine your own attitudes and values to consider how these may impact on the way you work with children and young people. Children listen intently to others around them, both adults and other children and soak up all information given to them. The school must make sure that the children are surrounded with positive messages about their peers and their own importance in society. All children are individuals and have individual rights; however they are not the same. It is the policy, currently, to include all children in mainstream education so long as the curriculum can be adapted to suit an individual pupils needs.
CYP 3.7 (1.2) Explain the importance and impact of poverty on outcomes and life chances for children and young people. Poverty has an influence on a child/young person’s outcomes/life chances. With poverty comes a higher probability of a poor diet. This can lead to poor concentration and a slower learner leading to lower grades in exams. With lower exam grades come jobs that are less skilled which means lower paid jobs.