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Factors influencing social development early childhood
Social factors affecting child development
Social factors affecting child development
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Canada upholds that the best interests of the child are central to the decision making process on humanitarian and compassionate applications. “[T]he rights, interests, and needs of children and special attention to childhood are important clauses that should be considered in reasonably interpreting the “humanitarian” and “compassionate” considerations that guide the exercise of discretion” (Baker v. Canada, 1999, para. 73). The Court upholds that for a decision on an H&C application to be reasonable it “requires close attention to the interests and needs of the children. Children’s rights and attention to their interests, are central humanitarian and compassionate values in Canadian society.” (Baker v. Canada, 1999, para.
The video “Beyond F.A.T. City: Look Back, Look Ahead-Conversation about Special Education”is an excellent source to utilize for special education teachers, parents, and general teachers alike. Richard D. Lavoie has a direct approach on helping children with disabilities succeed. The in-depth discussion opens the eyes of teachers and parents regarding what is fair in the classroom, how to bring the concepts of fairness to the home environment, and the importance of not assuming things about individuals. Richard D. Lavoie defines fairness in the classroom as everyone gets what he or she needs (Beyond, 2005). Many children believe that fairness means that everything is equal, however, that is not the case, especially in an educational setting.
We believe that every child is entitled to an education no matter what background they are from. We encourage our staff to listen to the suggestions and needs of our children and take all matters seriously, building an inclusive community on trust and self-worth. The Salamaca statement and framework for action on special needs education 1994 (UNESCO, 1994) also states ‘Each child’s learning needs are different’
United Nations Convention of the rights of the child 1989. They have the right to be safe and looked after and children have the right to be protected from harm, injury, exploitation by those who look after them. Education Act 2002 governing bodies, head teachers, local education authority and those who work in schools to work together ensure the safeguard of children and are free from harm. Children Act 2006 out organisations working with children their duties and expectation work together to safeguard children. Children Act 1989 Parent and professionals looking after children ensure the safety of children Protection of children Act 1999 legislations to ensure a system is in place to list individuals who are unsuitable to work with children do not gain employment.
A key underlying commitment ratified by a number of governments is the United Nations Convention on the Rights of the Child. This Convention has 54 articles that cover all aspects of a child’s life and set out the civil, political, economic, social and cultural rights that all children everywhere are entitled to. It also explains how adults and governments must work together to make sure all children can enjoy all their rights. Many of the principles from this have been incorporated into statutory law.
Low Income Families This section will focus on low income families. There are four sections to be looked at, stigma, leisure lifestyle, and raising income levels. Each area will bring together research that acknowledges the barriers low income families face when it comes to participating in meaningful leisure. It will also focus on how raising one’s income can create better leisure opportunities.
The Open University of Hong Kong Li Ka Shing Institute of Professional and Continuing Education PTD38 Higher Diploma in Early Childhood Education (2014-2015) ASSIGNMENT 1 MY PHILOSOPHY OF EDUCATION Student Number: 11396646 Student: CHENG KA YIU, YOYO Class: U09A Course Code: EDU4017EP Course Title: Introduction to Early Childhood Education Instructor: Ms. Hailey Chan Programme Leader: Dr. Eunice Yim Submission Date: 14 November 2014
Anti-discriminatory practice is to help support all work with children, young people and their families. It is important that settings promote anti-discriminatory practice by offering equality of opportunity and being inclusive to all children who attend the setting. Anti-discriminatory practice is also all about the implementation of the work settings equal opportunities policy in all aspects of the setting such as the curriculum which members of staff have to follow in order to plan, deliver and evaluate daily. It is important that members of staff in a work setting make sure that each individual child has an opportunity to take part and participate in all activities whether it is indoors or outdoors in order to achieve their learning potential of what is expected of them according to their age development. It is important that when working with children all members of staff and practitioners must have a
Inequality in the Early Childhood Workforce In Early Childhood education and care, the health, well-being and safety of each child is the foremost priority. However, EC educators are often faced with the opinion that the task of educating of very young child requires little or no skill. This perception leads to the lack of support for continuing education or specialized training for those who work in the profession. Research suggests that the most important determinant of quality and the factor most related to achieving critical outcomes for children is the quality of the faculty who work directly with young children.
Socioeconomic injustice and cultural injustice were identified as the two major types of injustices. Recognition and redistribution and are conferred as means in which these biases can be relieved, whereas changing arrangements and attitudes are observed as superior ways of dealing with prejudice for people with disabilities. It is also highlighted that although this would work against people with disabilities but people should be rewarded for their involvement to society. However, the common perception is that people with special education needs are indeed human beings and they require justice and enjoyment of human rights. The concept of social integrity within a critical theory framework will highlight the approach and analysis to develop a quality model for special education.
Models of child protection Two broad approaches have emerged in the context of child protection they are; vertical and horizontal approach. Vertical approach is understood as one that observes classes of vulnerable children independently from each other and it has been criticised by Wulczyn et al (2010) because it often results in a fragmented child protection response that is marked by numerous inefficiencies. For example, strategies that target sexually abused children can focus on addressing the immediate safety needs of these children forgetting other children who might be vulnerable though not through sexual abuse. Wulczyn et al (2001) guided by Convention on the Rights of the Child (2010), argue that Horizontal approach to OVCs seem to be more essential in helping vulnerable children across all vulnerabilities they might find themselves in. The approach do not treat children vulnerabilities as independent from each other or rather single issues but it observes all different systems that are causing children to be vulnerable without
• Be told what their rights are. United Nations Convention on the Rights of a Child 1989 The UK signed up to this treaty in 1991. This sets out the rights of children in a set of 54 articles, some of these are to ensure children are safe and looked after. All the countries who have signed up to this are legally obligated to implement legislation that relates to the articles. Some of the articles that relate to the rights of children include: • Children need to be shown love and feel secure • Children have the right to family life • A child’s right to be protected from all forms of abuse or neglect
There are many issues regarding the welfare of children from all over the world. Children have been repeatedly impacted by wars and conflicts in their countries. Moreover, many children from some areas do not have access to their rights such as education and health and have to suffer from discrimination, violence, abuse and sexual and economic exploitation. After the World War II, Children from all over Europe had to suffer the aftermath of the war. This is when the United Nations stepped in and created United Nations International Children’s Emergency Fund, or as today’s shorter term, United Nations Children’s Fund (UNICEF) in December 1946 with the sole purpose to lessen the suffering by providing foods, clothing and health care.
Education, therefore, might represent a means to lay down the foundations of an understanding of social justice for all pupils, so as to ensure that every child receives and experiences the same possibilities of their peers (Mittler,
Member of society have a mindset that agent of socialization is one of the origin that influenced the reinforcement of gender inequality since childhood. What is socialization? In lexical definition, socialization, as a lifelong interactive process, contains individual’s culture learning that is in compliance with social norms and roles to integrate into community (Socialization, n.d.). Childhood is the most influential period of socialization which agents of socialization impact the way children behave that related with social norms.
