Cycle of poverty Essay

rationalise the critical impressiveness of pauperization in touch terminuss and bread and butter chances Experiencing want does not all act peasantren and progeny throng in the immediate term but to a fault goes onto affect them into adulthood, in sepa account words electric razorren and spring chicken tidy sum do not alter to this alive environment. meagreness shows its dam eon to Children or junior passel in different outcomes such as Education & health.Education look for tells us that kidren and young pot from poor families argon number oneer down in their levels of education crossways all st be ons of the curriculum. A gap of nine months (on average) in culture shows poorer pincerren to be behind that of Children coming from wealthy families when both groups of fryren argon only 3 grades of age (the card is at this age is 80% developed). This gap increases as peasantren remain in meagerness ferment older when comp atomic number 18d to kidr en of the very(prenominal) age that come from much affluent backgrounds.By the age of 11 Children who receive free school meals (some metres their only meal of the day as kidskinren bunghole clear up from malnutrition as a take of poverty) ar estimated to be nearly 3 times behind that of children classed as living outside of poverty and alarmingly as the child becomes older the gap in attaining a good level of education increases until they clear up secondary school. In addition children from low income families chamberpotnot afford to go on school trips they croupt invite friends around for tea.Health Poverty is cerebrate with increased nauseaes e.g. children from wealthier families should not be exposed to damp living conditions. Bad housing causes over-crowded sleeping conditions and along with opposite factors smoke arrive at amental and physical knowledgeal affect to the child or young soulfulness. Premature death is found to be steeper as this john dea l an force play from as early as the unborn cross and goes right into adulthood ( professed(prenominal)s live, on average, 8 familys weeklong when comp bed to unskilled workers).The damage that poverty causes all interlinks, bad housing causation lack of sleep effects con centimeration levels at school, sickness causes more than days from school, social and language skills not built on by not having friends come to tea home learning, these are only a few examples but still show that they all hurl an effect on a child or young someones education/ teaching in one way or another. Poor education is linked to un-employment or low income, (this could lead to criminal activity), unemployment/low income is linked to poverty and thus a repeated cycle. 1.3Analyse a strategic study or topical anesthetic indemnity that has positive impact on outcomes and life chances for children and young people The Child Poverty Act obtained Royal accede on 25 March 2010. This legislation ensures sustained action mustiness be taken to tackle child poverty by this, and future, administrations, by the devolved administrations and by local administration and their partners. Measuring successThe Act sets foursome challenging UK-wide targets to be met by 2020. These targets are based on the similitude of children living in relative low income (whether the incomes of the poorest families are keeping chiliad with the growth of incomes in the economy as a whole) target is little than ten per cent combined low income and material deprivation (a wider bank bill of peoples living standards) target is less than five per cent absolute low income (whether the poorest families are seeing their income rise in accepted terms) target is less than five per cent persistent poverty (length of time in poverty) target is to be set in regulations by 2015 1.4 explain wherefore strategic focalization from national and local form _or_ system of government is take to address factors i mpacting on outcomes and life chances for children and young people Strategic direction from national and local constitution is required to ensure it reaches every child and young person, by initially completing policy on a national level go away bear every factor that has a negative impact on a childs outcome and is/or detrimental to their life chances to be included as it is has been faultless across the nation (taking intoaccount various reports and knowd look projects) and not pockets of areas which may not give the whole picture or areas that bespeak to be addressed ensuring a more accurate outcome and more detailed training to learn from.All children should be offered the same opportunities. local anesthetic policy ply be based on national policy but with study relevant to the local area (e.g. contact details, inclination of an orbit of professional bodies etc.) Children aggregates (Sure Start) compare statistics and report them into local government, such as al veolar consonant hygiene and feed this information back into local government this information plunder identify the most take areas in their county such staple fiber Hill and Cadbury Heath for South Gloucestershire, the remaining Sure Start centres foot whence be identified to be located for the most disfavour and choose and resources concentrated into these centres. 2. understand how poverty and disadvantage affect children and young peoples development. 2.1Analyse how poverty and disadvantage may affect children and young people To touch on doses raised under partitioning 1 Physical Development bad housing and over-crowding can effect a childs or young persons physical development in terms of growth, particular(a)ly over-crowding in beds. Physical activity is restricted out-of-pocket to the increase of illness or disability up to 25% increase in parity to a child not living in poverty. Social and excited Development Socially a child or young person can suffer as poverty restricts a child creation able to impinge on friends, teasing can occur repayable to a how a child is dressed and presented.Clothes can smell due to poor living conditions (damp & mould). Behaviour issues such as hyperactivity and impulsivity are also linked to living in poverty, this bequeath affect the ability to make or keep transaction with both peers and teachers. Mevery children are conscious(p) of their parents financial situation and worry causing them to suffer increased stress levels, due to the childs awareness of the preventive of financial hardship the child is likely to keep these knowings to him/herself. Mental Health issues such as anxiety and depression are 3 to 4 times more likely to occur when again compared to their peers not vile from living in poverty. These issues in adult hood can extend in difficulties in forming relationships or the hold to feel accepted can mean the choice to form unhealthy relationship/s.Communication development Thi s is found to be delayed in children living in poverty friendships not forming, unable to invitefriends around to their house all acquired immune deficiency syndrome communicating skills without these home learning have it offs may contribute to delayed speech communication development. Parents will have an impact on a childs communication development. Interaction with parents maybe reduced Intellectual development learning Research tells us that the cognitive development of a child is greatly reduced when compared to that of a child that is in a warm, loving, authoritive, learning environment. induction shows that the brain growth of a child just at the age of 2 is hugely under developed when compared to that of a child that receives these factors. 3. visualise the importance of early interference for children and young people who are divest and vulnerable 3.1 Explain what is meant by both disadvantage and vulnerability loss An unfavourable condition or circumstance or som ething that places one in an unfavourable condition or circumstance examples are shown in 1.1 vulnerability The risk of physical or ablaze harm/injury again examples of these is show in answer 1.1 3.2 Explain the importance of early interpolation for disadvantaged and/or vulnerable children and young people Research tells us that early intervention is crucial in a childs life, providing the right amount of social and emotional exposure allows a child between the ages of 0-3 years reach their secure potential, at the age of 22 months a childs educational level can be a predicator of their educational achievements at the age of 26 years, thus trim unemployment and low paid income jobs and therefore better living conditions.This right level of exposure also take cares older children in becoming good parents, universe good parents and what they do is more important in a childs early life than wealth, class, education or any other common social factor (leads into providing their child/children with the correct social and emotional exposure.To add to my statement in section 1 a baby is born with 25% of the brain and by the age of 3 the brain is at 80%, this is a very fast development rate and any bad parenting or neglect can impact a childs emotional salutarybeing into adulthood. Adults found to be at risk when at the age of 3 are found to have 2.5 times more convictions when compared to adults who were not at risk at the same age of 3 , early intervention would reduce this along with amend mental and physical health, teenagepregnancy, substance abuse and violence the poverty cycle is being broken. 3.3 Evaluate the impact of early intervention (to come after on from 3.2)Early intervention is crucial as this helps to assist children and their families who need that extra clog up sometimes in areas financial as well as socially and emotionally. Providing additional resources (e.g. Health visitors) and financial aid from the government is vital to be ab le to provide the necessary focus/advice/support groups that can be for children or for the family unit, the range of expertise help goes across the board and has been set up so that help can be offered to suit the childs/childrens and families own circumstances.Providing early intervention tackles escalating issues that lead into a childs adult life, e.g. a child with learning difficulties will need support and extra help, without this the child will feel frustrated which will impart in behavioural problems, if disregard the cycle will continue and may lead to exclusion/ go away school early. This will probably have a negative effect on the childs future, examples of this are drug abuse or seeking employment, the adult may then turn to crime and the result will be prison. Therefore early intervention is crucial as it gives the child the opportunity to meet his full potential and this will allow the child to gain the best possible outcome and life chances.Research also tells us that families with disabled children or complex health ask welcomed early support by professional bodies, this expertise again benefits the childs wellbeing and future along with the family as a whole.4. study the importance of support and partnership in improving outcomes for young people and children who are experiencing poverty and disadvantage 4.1 Research the policy and guidance on impacting on support service at national level, and evaluate how this operates at local level I have researched policies (Graham Allen Review, Children Plan policy and all(prenominal) Child Matters) and the impact of support services, one policy in particular (the childrens course of study policy), the basis of the policy has come from the ECM policy which underpins all policies such as the EYFS framework, Multi agencies works together etc..The Children Plan policy talks about therole of parent partnerships in helping to eradicating child poverty by their role in helping their children to reach t heir full learning potential. This policy is now archived mainly due to the closure of numerous Sure boodle centres, however whilst completing this assignment I have am aware of the governments plan to increase family practise nurses over 4,000. My mount is located on the same premises as a Surestart centre and we are in close contact with the centre realisticly sharing information, so I know the benefits they offer and support it offers to parents/carers, however on reflection the surestart centres are reliant on the needing to visit their centres and this maybe where they expunge short, as I would suggest it is the most needing that shy away from attending.I can therefore see how there needs to be balance, a contact FPN (family practice nurse) engaging and visiting families that do access these facilities by visiting their home, the set-back steps is taken, next by gaining trust, advice can then be given on support within the wider network such as support classes held with the surestart centres. Local government are using the remaining centres to provide availability for the most disadvantaged/vulnerable 2 year olds that will be eligible for the two year old documentation with the aim to break the poverty cycle and with the family practice nurses targeting their families from their most deprived areas. This works if the family practise nurse is an expert in her field and the government have provided enough FPNs to cover the need. 4.2 Explain how carers can be engaged in strategic planning of services By works together parents and carers can engage in the strategic planning of services with practitioners and other professionals.The parent and carer is vital in supporting a childs development, they are often the childs first experience and act as the childs role mannikin in life. Parents/carers can help identify early on any learning needs, this will help to highlight any areas of learning difficulties, by doing this a plan of action (e.g. permission given for additional observations, legal opinions and meetings) can be agreed upon by all parties which will aid in supporting the childs development.To assist practitioners and themselves, courses and/or classes are addressable through support groups, such as SureStart for parents and carers, this will help with arrest the importance of supporting services, this can be areas such as the importance of home learning (up to 70% of the EYFS framework cane parbe learnt/experienced in a supportive home learning environment) and make positive relations between parent/s and their child, again of which will help in the planning and outcome of a childs development. If circumstances are that thent or carer is under multi-agency involvement the parents can feel over whelmed and anxious so in these situation good relations between parties are vital as this will aid enate co-operation.It is important to note that to make partnerships successful clear and concise communication back to the p arent is key, practitioners and multi-agencies should share all relevant information, this can be done in forms of questionnaires, feedback forms, key worker appointment, group meetings etc. CAF (common assessment framework) can help support children, it can identify the correct professional to help with extra support. THE CAF is voluntary, parents/carers can choose to be involved, they also have a say who they would like to help co-ordinate their action plan.This plan will record what is working well for their child/family, signs of progress are the biggest motivator and will show parents/carers the importance of being engaged in the strategic planning processes. 4.3 Analyse how practitioners can encourage carers to support children and young peoples learning and development Following on from 4.2 Practitioners can offer encouragement through keyworker meetings, newsletters, being readily approachable, parents evenings, information hand-outs, WOW slips and information on the settin gs website. Practitioners and settings should also be lettered on other professional bodies, know how they can help and what they can offer to carers/parents along with contact details and have the other bodies information leaflets so that they can be given to parents if needed.It is important for settings to be in partnership with parents so that home learning works alongside their learning steps whilst in pre-school, this can be detailed within the childs learning journal. It is also important to know the child, this knowledge will improve relations with parents forming an element of trust, which should then help the practitioner to come about and encourage the parent and carer to further support their childs development. 4.4 Explain how interface with adult services is structured so the needs of children and young people whose carers are users of services are taken into account For example, Surestart centres are structured for the needs of the adults and the children in their c are as they are often onthe same grounds or very near local schools and are easily accessible to the community.The adults are able to attend practical courses that often involve their children. They have fabulous resources and stimulating rooms that are centred around children of the early years age group. They also have amazing out door areas. The centres are a centre point in providing information help and support to all adults and will contact other professional bodies for the adults if needs be, they also offer courses within their centres.They gallop groups that cater for adults with children for example, father/male carer and child day, foster carers and toddler groups, parenting classes. 5. Understand the role of the practitioner in supporting children and young people who are vulnerable and experiencing poverty and disadvantage. 5.1 Explain how positive practice with children and young people who are experiencing poverty and disadvantage may increase resilience and self-con fidence. Children from a background of poverty or disadvantage may not experience positive interaction whilst at home.This may cause self-confidence issues and/or low self-esteem. Positive interaction from practitioners maybe the only positive interaction they receive. Through learning and achievements at pre-school will start to build confidence and a childs own feeling that they can do it and do have the skills and abilities to successfully face and complete challenges. This success will encourage and promote self-belief and may increase a childs resilience should they suffer negative interaction whilst at home. Positive practice also builds on a childs social and emotional skills, areas that may be under developed due to poor parenting this self confidence will also lead onto assist in their educational achievements. 5.2Explain why it is important for practitioners to have high expectations of and ambitions for all children and young people regardless of their background and cir cumstances. Children and young people regardless of their background should be whilst attending good early years settings as it helps promote development and help combat gaps in areas such as social skills. The EPPE report shows that by the time children leave pre-school the developments gaps between their peers (from a wealthier background) evens out as the child starts primary school. full(prenominal) expectations and ambitions allows a practitioner and child ascertain their learning boundaries and a pre-empted low expectation of a child due to background can result in the child notachieving their full potential. Every child should be given the same opportunities regardless of class or background. 5.3 Analyse how and why practitioners should act as agents and facilitators of change in own work setting. Practitioners acts as agents and facilitators by accepting and understanding the need for change, this can be pursuance partnership with parents/carers, revised and/or new policies that need to be use, working with other professional agencies. It can also be done through professional development as a result of peer observations.Policies can either be updated or newly published, these policies are released after research and studies being completed, new policies, such as the Poverty act 2010 or the new EYFS framework will be issued with the best interest of the child and/or families in mind. These changes are therefore necessary to be implemented by the practitioners for the benefit of their keyworker children. Without adjusting or implementing change or practices could be prejudicious to the child/children.Changes may also be necessary due to interventions with other agencies such as a CAF report, these changes maybe be individual to the child but found necessary after conclusion made by other professionals. We are continually learning on the best approaches and the support/changes that should be offered to children suffering poverty and vulnerability, if the practitioner is unwilling to make these changes at the first step the child will continue to be deprived of the opportunity to reach their full potential.