'Positive outcomes for children and young people Essay\r'

'1.1\r\nSocial actors\r\nPersonal choice\r\n two(prenominal) families decide that they do not wish to peppy or act in a sort in which is viewed as median(prenominal). For instance a electric s wealthy personr whitethorn be from a travelling family. The end of this factor is that there atomic number 18 multitude which whitethorn not be equal to relate to the tiddler or early days individual’s families views. If a Child is from a travelling family there is a fortuity that their development at chance upon whitethorn be delayed due to macrocosmness transfer departure from tutor to indoctrinate. Poor p atomic number 18ntal supervision and neglect\r\n each barbarianren need a r knocked out(p)ine and a lovely family fel down in the mouthship. Without these there whitethorn be conflict at their trail be g expound they do not receipt or find out accept adequate to(p) boundaries. They whitethorn conf aim feeble view of their ingest abilities and whi tethorn believe they ar al started to do what they want be ground they do not know any dissimilar. Lack of boundaries could head in them adequate selectd in crime and anti- affable behavior. Neglect could accept to healthfulness problems through malnutrition. They may struggle to melody social relationships because of their lack of personal hygiene. Poor tog could go by to bulling and vamper, do them to be withdrawn and bring into being isolated.\r\nOffending or anti-social demeanor\r\nChildren who overlook sustain and break the law may run the encounter of being expelled from school. Also there is a possibility that their family could be evicted from their social ho employ accommodation. A kid could be take forn into business organization for various reasons a lot(prenominal) as a p arnt could be in prison.. The electric razor may perceive the behaviour as normal or acceptable. It may head in them qualification some(a) bad personal choices.\r\n check †if there is a p atomic number 18nt or a nipper in the family that has a balk, this could hit the family curiously if the pip-squeak is used as a discover forr for their p bents. In some cases respite condole with may be needed for families with family portions that ar disenable and this push aside cause family disruptions and inconsistency in a unseasoned person’s pull off especially if the respite attending is for overnight visits a track from home. Health keep going †whilst a baby or family member is receiving support for wellnesss free this could possibly affect continuity of care, education, development and income.\r\nAddictions\r\nThe meet on addictions earth-closetister be varied. They hobo birth health problems if their mformer(a) had a drug or alcohol problem during pregnancy. They may suffer from neglect, cry out or violence. If they involve early dayser siblings they may come themselves responsible for their care and therefore may suffer stress and feel isolated. They may feel terrified and convalesce it difficult to speak to people for forethought of accomplishting in trouble or deviation into care. They may ultimately find themselves in care if the addiction directs in their parents being unable to care for them.\r\nBereavement and loss\r\nIf a family loses a member of the family or a close friend this could affect the mental and in turn carnal health of a family. Adults that see lost their procedureners may find the emotional strain difficult to cope with and may then find it more(prenominal) difficult to care for otherwise peasantren in the family. This provide leave a baby bird feeling actually insecure and frightened. They may bugger off quiet and withdrawn. They may run low actually emotional, clingy and tearful or become violent and abusive. They may feel angry, let take and abanthroughd. Their produce and ingress at school may suffer as a result of any stress and like they may be feeling. They may suffer pauperization as a result of a flag in the household income and in addition suffer a dramatic change in keepstyle that leaves them confused.\r\n frugal factors\r\n poorness\r\nFamilies that die in poverty are more capability to suffer mental and physical problems and therefore may not be able to provide for their baby. Poverty raft result from low income, unemployment, parental separation, infirmity or disablement, addictions, or criminal activities. Children may suffer malnutrition or a curt diet as a result of their parents being unable to put up with quality food. It is possible for peasantren to as well as suffer health related issues. If a electric razor is at heart a poverty stricken family and this is evident by the garb the squirt wears and performance the electric shaver’s parents may not be able to concede then the tyke is at encounter of potential bullying.\r\nHousing and community\r\nFamilies on a low incom e can be placed in local authority housing. If the family grows then this can cause overcrowding inwardly the home. It can result in babe having no privacy or space which can affect the infant homework. If the home is within a dangerous area then this may result in the children becoming isolated, as their parents may be fearful of letting them out to manoeuvre or they may themselves become affect in anti-social behaviour and criminal activities.\r\nLack of academic achievement\r\nChildren whose parents have had poor education or lack numeracy and literacy skills may struggle at school. Their parents may show secondary in their education and as a result they themselves may to a fault lose interest and starts miss behaving in class or follow in the wrong crowd of friend which provide track to them weakness in their education and struggle to get employment as an adult.\r\nCultural factors\r\nReligious beliefs and springer\r\nChildren may have to attend a school that is associa ted with their religion. It is unendingly possible that this gives the child a variant quality/balance of education. They may struggle to understand other people‘s religion or lifestyle choices. They may become confused or isolated and struggle to interact with the community. They may also take in or witness abuse on the grounds of their religious beliefs.\r\n ethnic beliefs and customs\r\nEthnic beliefs and customs can affect a child’s clothing, customs, dietary need, education and other areas of their lives. Children may have different clothing which could lead to them being bullied. Their culture may view interaction mingled with men and women in a different way. Children leave alone struggle to recognise what is acceptable at school as it differs from home. This could cause them to come into conflict with school rules or to be perceived as mis behaving.\r\n1.2\r\n get-go income for a family suffering from poverty can pixilated that children may not have the uniform advantages of other children not liveliness in poverty. Such as not having â€Å"normal” clothes or gravelories. Children may see this as a target for teasing and bullying. Poor housing could lead to ill health due to unacceptable standards within the home. Such as damp within the home or tipple from poor quality of housing. Not having access to the snap off food and warm clothing could affect health. Families that live in poverty are more likely to suffer mental and physical problems and therefore may not be able to provide for their child. Poverty can result from low income, unemployment, parental separation, illness or disability, addictions, or criminal activities. Children may suffer malnutrition or a poor diet as a result of their parents being unable to afford quality food. It is possible for children to also suffer health related issues. If a child is within a poverty stricken family and this is noticeable by the clothes the child wears and activityâ€℠¢s the child’s parents may not be able to afford then the child is at risk of potential bullying.\r\n1.3\r\nIn accordance with Article 13 of the fall in Nations Convention on the Rights of a Child the outcomes of the Governments any Child Matters framework and the Early course of instructions existence Stage, children should be provisioned for by ensuring that children are involved and prosecute with, allowing them to be heard, to act upon conclusivenesss, contribute their experiences and be back up and safeguarded end-to-end their development. Even from an early age, children’s choices, all the same simple ones, can have an impact on their life chances and outcomes much(prenominal) as choosing which toys to diddle with at pre-school or which friends to play with, a child may develop a friendship with another child who is perhaps a bit louder and boisterous and may display unwanted behaviour, this choice of friend may have a negative impact on the childâ₠¬â„¢s behaviour at home or in other contexts they move onto. Whilst the child has the right to take in their friends, it is our responsibility to involve the child in displace expectations of their behaviour and succor them to collect a corroboratory contribution, which is one of the outcomes of the ECM framework.\r\nChildren throughout their lives impart call for choices such as whether to polish off healthily or unhealthily or start smoking or drinking, as any early age setting we en genuine that we offer florid snacks and bring forward parents to supply healthy balanced lunch boxes, we involve the children in activities and discussions somewhat the importance of healthy living but there entrust come a point where they can guide for themselves. If a child/young person chooses to eat unhealthily this will have a negative impact on their well-being, they could become overweight, develop diabetes and it could exclude them from taking part in activities, this could con tinue and have a negative relegate on effect throughout their lives perhaps causing them to suffer low self-importance esteem and become withdrawn from social situations. 2.1\r\nThe Every child matters outcomes are:\r\nBe Healthy †this also acknowledges how our health is abnormal by our social, mental, emotional and physical well-being. The Government has a focus on healthy living for children. At my preschool we provide healthy snacks for the children. We also nurture healthy choices, talk roughly healthy hearts and activities that thatched roof them an active lifestyle.Stay Safe †we ensure children in our care are safeguarded. We have a named safeguarding officer who we can take any concerns to. We also have a robust safeguarding policy. Children know they can talk to any member of staff if they do not feel safe and they know they will be listened to.Enjoy and master †we observe children so we understand their needs and can then political program more accurat ely for individual children.Make a Positive Contribution †we are continually assessing and developing our policies to ensure we are always making positive contributions to children’s developmentAchieve Economic Well-being †by ensuring we follow all the EYFS and Every Child Matters we are ensuring all children have the best start in life and can go on into maturity date and achieve economic well-being.\r\n2.2\r\nThe importance of designing work is that each child, young person and their family will have different needs, requirements and barriers that can pr purget their access and success. Se circle positive outcomes and maximising life chances. It is important to design service that respond to each unique set of needs as each organi sit downion supporting children and young people will be working on behalf of them to achieve the five positive outcomes of all(prenominal) child matters .A non-responsive service would be less accessible, date quickly, may discrimi nate, be unable to cope with queries, requests, break down and have the potentially to damage the interests of those in need, failing in its ability to safeguard children and the extended community.Issues involved with designing run:\r\nHow networking between serve happens\r\nOutreach services and what is available\r\nCommunication & consultation\r\nmaking effective change\r\nFlexibility in working together\r\nCare in preparation\r\n integrating information from differing services\r\nCollaboration between services, children, young people, parents Ensuring information\r\n2.3\r\nIts very important to listen to children’s views and communicate with parents and respect their points of view. We need to communicate well with children and take into account that young children may use non verbal communication. If children and young people are precondition chances on what activity they would like to do they are making a decision which can succor them become confident. Every we ek we let the children plan to play. They get to decide where exactly they would like to play within the nursery and if there are reliable activity’s they would like to carry out.\r\nIt is always the child’s decision. It allows the children to view the choice by themselves building up agency, self-esteem and social skills. I really enjoy seeing the children gain their confidence and I can tell it reserves them feel very important by being allowed to deal and make their own choices. I notice that if the child is allowed to make their own choice then they are much more focused on their chosen activity rather than being told what activity they are doing. Whilst doing this and the child is growing up they can take with them their decision making skills and apply them to adult life.\r\n2.4\r\n2-3 years of age.All children of different ages and stages will chose what they would like to play with within our setting. They do not get wait on from the adults unless a micro scopic support is needed on how to carry out a sealed activity. Children will chose different activities to play with. One child will play with cars trains. another(prenominal) child might like the sensory equipment such as paint and sand. As practitioners in our setting it is our job to provide a variety of resources for the child to make their own choices. This will encourage the child to explore the surroundings and play with the activities that they enjoy.At snack beat we offer a variety of fruit and this is passed round the children sitting in a circle. Again the child is able to make the decision on what attribute of fruit they would like to eat.Ages 3-6 years.Again at this age within our setting we promote that every child has a variety of choices when planning their time in nursery.\r\nAt this age I have noticed that because the children are getting older and developing personality and relationships with the other children they tend to stick to the same type of activity. 7- 9 years At this age they like to choose what kind of after school activities they would like to participate, this will be incorporated with their likes and dislikes. This is the time where they take more interest in their ex gratia units at school, this once more can be a battle that takes part with parents because the young adult may want to take pickaxes that the parents disagree with, however I feel that with both of my children I did let them choose their own optional units and they both did very well, I feel this was because they were interested in what they chose to do. They don’t have an option on certain subjects so it is important for them to dish chose the ones that they can.\r\nTeenagers-19 years\r\nThey will choose what work experience they would like to do. This will enable them to try a certain type of work before they go to college or university. They also begin to have a sense of style by choosing and buying their own clothes. Sometimes they will have dramatic choices in life to make, however they can sometimes make the wrong choices, this can include under-age drinking, drugs, smoking, gangs, crime and we can only be there to advise and help support the teenager we can reinforce what they are doing to themselves and others and offer support and guidance. They have to make certain life changing choices such as relationship, employment, which university or college these will be important changes that only they can make.\r\n3.1\r\nDisability can impact the life of a child because of diversity. Within society children get discriminated against because of their disability. This could be by not being include within groups of children because of their disability. This happens often in our society because young people or children do not understand what disability is at a young age. The result of this discrimination happening could be that the child or young person could get depressed and have low self esteem from not been included. The lack of luck available for disenable people could effect disenable or young peoples lives this could be no disabled access on mainstream schools or colleges or on community centres which acts as a barrier for the disabled people when they are trying to lead normal lives. When disabled people cannot use public facilities as mentioned above, it also gives them a barrier to choice and they cannot choose to do things which are not available for them. An caseful of lack of choice is courses within colleges that are not available to the disabled because there is no access\r\n. 3.2\r\nA person is often disabled as a result of their hinderance unless an effort is do to allow them to fit in and feel accepted. It is possible to avoid or reduce the impact of the baulk so the person can have opportunities to make choices, develop their potential, become independent and play a full part in society. You should always slip by a balance between being down-to-earth about the terminal point s that a child’s impairment may cause, whilst at the same time having naughty expectations for their progress and achievements.Practitioners should have a positive military posture about their capacity to provide for disabled children’s requirements, and are ready to learn new skills such as sign language or using the Makaton system. The children have greater opportunities for making developmental progress.\r\n3.3\r\nModels of disability provide a framework for understanding the way in which people with impairments experience disability. The social precedent of disability identifies systemic barriers, negative attitudes and exclusion by society that means society is the main factor in disabling people. While physical, sensory, intellectual, or psychological variations may cause individual functional limitation or impairments these do not have to lead to disability unless society fails to take account of and include people regardless of their individual differences. The social homunculus can affect daily practice as some people can not take part in a going to a swimming lesson unless it is specialised.\r\nAn example of when this takes place is when workplaces do not have wheelchair ramps, so people in wheelchairs can not be employed there. This also happens in some restaurants. The medical model of disability is by which illness or disability being the result of a physical condition, and which is intrinsic to the individual may reduce the individual’s quality of life and causes clear disadvantages to the individual. The medical model tends to believe that ‘curing’ or at least ‘managing’ illness or disability mostly or completely revolves almost identifying the illness or disability from an in-depth clinical posture understanding it, and learning to ‘control’ and/or shorten its course.\r\n3.4\r\nSpeech and language therapy- they will usually work in partnership with parents, teachers and support staff and anyone else who has unfaltering contact with the child and provide training and train sessions and provide them with ideas and strategies to put into place to help promote the child’s vocabulary. I myself have sat in on a session with a child in school when the speech healer came to have a meeting with a child and she gave me advice sheets on how best to help the child with his speech including picture cards with words on with each two, three and even four syllables and the child was encourage to clap the amount of syllables while saying the word.\r\n choke off from health professionals additional learning support- a child who has a disability like down syndrome may need extra support in the schoolroom to help them learn in my setting we have a child who comes in every Tuesday for social skills and he has his own teaching assistant to support him with his needs. A child with epilepsy is likely to require unceasing monitoring from health professionals and med ication, which needs to be familiarised appropriately. Assistive technology- these would be anything which will help someone for example wheelchairs, hearing aids, walking frames in my setting we use large computer key boards for some children and for a child who is blind you could use software product which reads text from a screen there are many different aids available for children and adults to help them with everyday tasks.\r\n4.1\r\n transmutation is about valuing individual difference. So ‘diversity’ is much more than just a new word for equality. A diversity come along aims to recognise value and manage difference to enable all employees to contribute and realise their full potential. Diversity challenges us to recognise and value all sorts of differences in order to make our environment a better place for everyone to work.\r\nEquality is about making sure people are treated fairly and wedded fair chances. Equality is not about treating everyone in the same wa y, but it recognises that their needs are met in different ways. Equality focuses on those areas covered by the law, namely the key areas of race, gender, disability, religion or belief, sexual orientation, transgender and Age. People must not be below the belt discriminated against because of any of these factors and we must all contribute to creating a positive workplace and service delivery environment where discriminatory practices and discrimination no longer happen.\r\n inclusion system is about ensuring that children and young people, whatever their background or situation, are able to participate fully in all aspects of the life in school. It is not about viewing everyone as the same or providing the same work, but about providing the same opportunities and access to a high quality of education.\r\n4.2\r\nBy treating all families as this as a positive impact on the child because they can see that their family is being view and will raise the child’s self esteem. In my setting we promote different cultures and religions every year we celebrate the Chinese New Year and children are taught about some of their traditions and we make dragons and red envelopes with money in and this year in PE we even used materials for the children to dress at dragons and do a dance. My setting provides excellent equipment and resources to enable children to be included and the correct training of staff. We have wall displays about others counties and provide many books on other cultures and religions in the library we display work the children have done for parents to see.\r\nWe adapt activities to meet the needs of the child and also adapt ways of communicating including visual aids, body language, and speaking slower and face-to-face.Speech therapists promote this by providing different types of communicating methods. With the child and the parents. Behavioural support will come into school and give information and advice on the best ways to tackle bad behavi our and they will also work with the parents.Education support services will monitor attendance and provide a link between school, parent and pupils where necessary and they will develop a supportive relationship between them. They will give advice on issues such as bullying and also they will take lawful action against parents if their child is not accessing an education.\r\n'