Contribution of Schools to Child Health and Wellbeing

Contribution of Schools to Child Health and Wellbeing Critically discuss the contribution that schools can make to children’s health and wellbeing. As a society we want the best for our children to enable them to grow and develop into healthy human beings. Looking at their wellbeing gives an overview of the person as a whole and their identity in society, and how we can ensure that they are given the best start in life and assist to maximise each child’s potential. This aspect is supported by the United Nation Convention on the rights of the child’s (1989) citied in Collins Foley 2008. This convention in many articles focus on the child ensuring that they have a say in their health and wellbeing giving them the best start to life. Kamerman and Kahn (2003) highlights the importance of child welfare and talks about ‘human capital’. As educators we have a large role in providing for all children giving them the best opportunities in life. There are many factors that can influence the health and wellbeing of children. Research has shown that early childhood experience has a significant impact on childhood development and how they continue into adulthood. As Vygotsky (1978) identified, children from a very young age can learn and develop new capacities through the collaboration and interaction with adults. (Citied in connecting with children; developing working relationships). Learning Guide 5 Activity 5.2 and watching the DVD on children’s participation brings to light how we as adults should listen more to children and permit children to have more of a say. On the video it identifies when children are given the opportunity to participate, it enhances their confidence and self-esteem to be part of society. When looking at children’s health and wellbeing it is important to look at how they identify themselves. As Cooley (1902) studies show how children develop and how they participated in society depends on what they feel about themselves and how other’s perceive and act towards them. As a foster carer for children with special needs I can relate too this as people can look at their disability instead of the person they are. Like Louis (foley 2008) the first identity is the disability. This identity can have an impact on health and well-being. In my role as foster career I found that the child I had on a long term basis was considered as having serve needs and labelled as difficult. In contrast when given the opportunity and not looking at her disability she was quite able. As adults we can influence the child’s identify and relate to this disability rather than the whole person. If we looked at wellbeing and health and not the disability would this change his outlo ok on life? Bennett and Sani 2004 p.g13 studies support this aspect as they talk about how changes can change our identity and how we are looked upon. As adults we can become engaged in the disability and unknown to ourselves we may label this child as disabled and think we know what is best. It can be criticised that the labelling or identifying a child’s disability can be positive in not only the home but in school as they are able to avail of better services e.g. the school get funding of a one to one assistant attending, having outside agencies like speech theorist etc.. In my own setting it is benefited when having a child’s special needs recognised as it relieves some of the pressures having an extra member and extra support when required The identity of a child can steer us as practitioners to how we contribute to the child’s health and wellbeing. In the school setting we have to be open minded and considerate of the home environment, the child’sculture, relationships and family life. These factors all coincide to contribute to the health and well-being of the child. The child identity can change depending on the situation and the environment. Children’s voices can change depending on the opportunities they are given and how we as a society recognise the child. This is supported by Bennett and Sani 2004 studies and shows it takes time to get familiar with a person. Children’s social backgrounds can have a large influence on their health and wellbeing. Poverty unfortunately has a negative effect on children’s health and wellbeing. When looking at the Millennium Cohort (Dex and Joshi) study in the UK it came to myattention thatis a high percentage of our children are in poor health and wellbeing. The institute of Education (2007) studies showed how children’s cognitive development assessments showed higher scores from families of stable employment. Poverty in the home has an ongoing effect on the child’s health and wellbeing. Children can be labelled as being poor carrying with them throughout school. Ridge’s study (2006) shows how children’s self-confidence and feeling of belonging within their social network can be affected. Children can feel left behind when parents can’t afford the latest trend be it clothes or latest technology. Children’s social wellbeing is affected when they are unab le to attend social outings with their peers andthis may cause a child to become withdrawn from the group of friends and experience a feeing of isolated. Schools provide a large contribution to children’s health and wellbeing through support in all areas. Children can feel valued by the interaction of praise and achievement, having the opportunity of healthy snacks, warmth and intellectual stimulation. In my own setting we can see the contribution to a child health by providing that simple healthy snack. This is beneficial for some children, not necessarily from an unprivileged back ground, but simple not having the time to ensuring that their child has eaten breakfast or lunch before arriving at nursery. Moss (2006) believes listening to children as part of ethical practices is extremely important and it is a vital part to the wellbeing of children. If children are not given the opportunity to speak and be listened to they cant be expected to fit into society. Practitioners have an important role in promoting and develop children’s emotional wellbeing. Billington and Pomerantz 2004 talked about the importance of circle time and how this leads to the building of confidence with children. Circle time allows children to feel included as part of a group and helps to build self-confidence and belief in their ideas. Being critical of this it can also devalue children as they may feel under treat and find circle time intrusive. As practitioners we have to judge the situation and look at what suit the individual child. As an early years practitioner I feel it is equally important for children to have free play where they can form own relationships without the influences of staff allowing children time to explore their own emotional. We have a critical role in ensuring that all children are listened to and voices not been silent. Children’s first-hand experience can change their perspective and it only takes that one individual to provide a positive artiest for change in a child’s well-being and health. Schools provide the opportunity for children to interact with a broadend section of society and benefits childrens opinion on society. One teacher may have a significant effect on a child’s well-being inclusive of all the other factors preventive to the child’s life. For example the famous story of Helen Killer (1968) who’s life was wasting away until she meet Anne. Anne changed her life by believing in her and through her inspiring work developed her health and wel lbeing and her life as a whole. Today Helen is well known for her work and the dedicated work she did helping others. It can be clearly seen how changes in society changes our views and opinions on how to give children the best health and wellbeing. This can be demonstrated in modern society with more services readily available and working in partnership with agencies to support children’s needs. Children’s first experiences are seen as criticalto later development. While schools provide the best health and wellbeing for children, the dilemma many teachers face is not being able to reach out to all children due to lack of parental support and consent alongside time factors and funding. Learning guide 11.6 looks at how agencies work together and try to give each other as much support as possible Lynne talks about her role as a health visitor and how this contributes to children’s health and wellbeing, while her role is as vital as practitioners in a school setting our hands can be tied and barriers in our way not allowing us to avail of these services. In my role as a pre-school leader the partnership is important between schools and health visitors, however without parental consent we cannot work with outside agencies provided to others.. While it is seen from the government that the childs health and wellbeing are top priority and as a society we draw up policies to ensure legislation meets their needs. It is seen how Tony Blair and Gordon Brown have looked at family lives and helping with back to work systems which will benefit children’s health and confidence along with their general wellbeing. The new government has looked at the roots of the problems and putting services into place to reshaping services. The sure start programme has increased the help for families from deprived areas, provided well needed services for example parenting class, 2 year old programmes etc While this has been a positive input it can be critically argued that it not necessary always being for families from deprived areas needing help but working families too can need as much attention. In my own setting it can be seen that full time working parents need as much help at times with parenting skills as other less well off families. Their careers can leave pressures on families and just having extra support can help their anxiety and any worries they may face as their children develop. While the United Nation Convention on the rights of the child’s (1989) citied in Collins Foley 2008 report focuses on six key areas: material, wellbeing, health and safety, educational wellbeing, family and peer relationship it can be critically said that this is not always possible and feasible for those who require it. Looking at education sector the number of children with special needs has risen and funding has had a cut back therefore all needs are not met as they should be. In my own setting due to funding and the demand on other agencies it is not always possible to get a child with special needs an assessment before school age. While these children’s needs are not being met not only is their pressure on the workplace but the child’s health and well-being is being deprived. Children who haven’t got English as a first language suffer due to the lack of resources available in society for them. As educators we work on the legal documents and in writin g state what is needed for our children however in reality this depends on funding and government support. When looking at a child’s health and well-being they interweve with one an another so when a school struggles to gett help with a child’s physical needs their emotional health can is also effected in many instances. Giddens (1998) looked at the needs of our children and how investment is put into all areas of the children’s health and wellbeing looking at the full picture. This has shown improvement with the rest 10-Year Strategy (2009). Children are given and entitled to free pre-school education which has been a positive step in the health and wellbeing of all children. In my own setting we have a role as practitioners to ensure we promote diversity and inclusion. This comes from the UN Convention on The Right of the child (1989), which supports the right for children to grow up in a farmiliar surrounding which is characterised by equality and free from any form of discrimination due to colour, race, sex, language, relation etc†¦ (Article Two (www.unicef.org/crc/). In my own setting this is not only done to ensure that all children are treated equally but also with the use of our Media Initiative programme. This programme was developed to provide children with the opportunity to explore similarities and differences and developing the child in an appropriate way, using age appropriate resources. This has found to be of benefit to children who infinity themselves as different and helps them to feel included in the setting. Over the years there has been considerable work done in relation to Childrens health and wellbeing policy documents. UNICEF was one of the largest pieces of legislation from which a number a policies was drawn from. When looking at the policies throughout the UK it can be seen that while different countries have their own policy, there main objectives being the best services for the health and wellbeing of our children can be found in them all. A lot of changes have come about due to major cases of poor services which have result to child death some high profile media cases throughout the mediafor example;. Baby P, Victoria Climbe and most recently Tiffany Wright. As work continues in improving the local services to children the health and welfare of the children remains upmostimportance and with this high priority we will hopefully see an increase in more agencies working together to improving services. In conclusion to the question on looking at what contribution that school can be seen how all agencies have an important role. Legislation over the years has changed giving children the right to an opinionon their health and wellbeing. One quote from the UNICEF Report Card 7 to me evaluates children health and wellbeing and is very key that the nation is key to the support children are provided with. Health and safety is a majoy aspect in UNICEF’s ideas and their material security and educational needs is focused on aswell as socialisation. UNICEF have strong beliefs on the sdense of being loved and being valved from society and people around them and included in the families and society in which they are brought up in. Collins Foley 2008) As practitioner we have a duty of care in the wellbeing of children by working for the child in partnership with their parents and other available agencies to ensure that the child is given the best start to life allowing them to continue in to adulthood. All children no matter of their background or abilities should be given the same opportunities and say to their rights. The time it takes or the funding needed shouldn’t determent the quality of services for a child health and well-being to be met. Bibliography Everyday Costs of Poverty in Childhood: A Review of Qualitative Research Exploring the Lives and Experiences of Low-Income Children in the UK Tess Ridge Department of Social and Policy Sciences, University of Bath, Bath, UK Child poverty in perspective: An overview of child well-being in rich countries  © The United Nations Children’s Fund, 2007 UNICEF, Child poverty in perspective: An overview of child well-being in rich countries, Innocenti Report Card 7, 2007 UNICEF Innocenti Research Centre, Florence en.wikipedia.org/wiki/Helen_Keller www.unicef.org/crc/)

themebeo Epic of Beowulf Essay - Style, Structure and Theme

Style, Structure and Theme of Beowulf  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      A consideration of the stylistic features in the classic poem Beowulf involves a study of the poetic verse, the vocabulary, alliteration, litotes, simile, kennings, variation and double-meaning or ambiguity. A consideration of the structure and the theme of the poem involve a wide diversity of opinion on the subject.    First, let us talk about style. The poetic conventions used by this poet include two half-lines in each verse, separated by a caesura or pause. The half-lines are joined by the oral stressing of alliterative words in the half-lines, both consonants and vowels (Tharaud 34). â€Å"At least one of the two stressed words in the first half-line, and usually both of them, begin with the same sound as the first stressed word of the second half-line† (Donaldson 67). When a word was stressed in the first half-line, its alliterative counterpart was stressed in the following half-line; the words could either complement each other, like holy/heaven or sin/enemy, or they could contrast each other like happy/wretched or warm/winter.    Oft Scyld Scefing   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   sceapena preatum monegum maegpum  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   meodo-setla ofteah (4-5)    The repetition of the â€Å"s† sound in line 4 and of the â€Å"m† sound in line 5 illustrate alliteration, and this occurs throughout the poem, providing to the listener what the rhyme of modern-day poetry provides – an aesthetic sense of   rightness or pleasure.    The vocabulary of the poem is remarkable in several ways. First of all, about one-third of the vocabulary is compound words. For the concept of   â€Å"the sea† there are 50 different compounds; likewise there are 50 compounds ... ...d Bloom. New York: Chelsea House Publishers, 1987.    Shippey, Thomas A.. â€Å"Structure and Unity.† In A Beowulf Handbook, edited by Robert Bjork and John D. Niles. Lincoln, Nebraska: Uiversity of Nebraska Press, 1997.    Sisam, Kenneth. â€Å"The Structure of   Beowulf.† In Beowulf: The Donaldson Translation, edited by Joseph F. Tuso. New York, W.W.Norton and Co.: 1975.    Tharaud, Barry. â€Å"Anglo-Saxon Language and Traditions in Beowulf.† In Readings on Beowulf, edited by Stephen P. Thompson. San Diego: Greenhaven Press,1998.    Tolkien, J.R.R.. â€Å"Beowulf: The Monsters and the Critics.† In Beowulf – Modern Critical Interpretations, edited by Harold Bloom. New York: Chelsea House Publishers, 1987.    Ward & Trent, et al. The Cambridge History of English and American Literature. New York: G.P. Putnam’s Sons, 1907–21; New York: Bartleby.com, 2000

110 year-old fights back against discrimination Essay

Yesterday in Monroe, Louisiana, along the Mississippi River, Miss Jane Pittman, a 110 year-old black woman, became the first to drink from a segregated water fountain. The water fountain labelled, â€Å"WHITE ONLY†, was located outside of City Hall, and was guarded by security at the time. â€Å"We didn’t stop her because she was so old and barely standing up even with her cane. We were all shocked when she made it to the fountain and drank from it,† said Tom, one of the guards. Growing up on a Louisiana plantation as a slave, Miss Jane Pittman lived a long and difficult life, from watching a group of fellow black slaves being killed by Confederate patrollers, to suffering the death of her husband, Joe Pittman. These conflicts epitomize the struggles that many black slaves encountered. Throughout American history, black slaves were treated poorly as if they were semi-human. They were bought and sold, and were no better than everyday household items. Their lives did not belong to them and could be taken away at any time by their masters. Growing up and living in a world of fear, blood and inequality was the permanent destiny of every black slave. What had they done to deserve such iniquitous treatment? Was it simply because they were a different colour? Although slavery was banned after the Civil War, black people still did not receive the respect that they deserved. From segregated schools and communities, to â€Å"whites only† restaurants and water fountains, the discrimination against black people continued to exist. Humanity is not defined by a person’s colour, but by their ability to make righteous judgements, to express one’s own opinion, and to possess a wealth of intelligence. Miss Jane Pittman, as an individual, demonstrates all of these human characteristics, and beyond. She is determined to change the views of society about her race, and is eager to prove that black people are no different. Miss Jane Pittman’s action of drinking from a white only fountain will definitely have a major influence on the society. Her courage, determination, and faith will be the keys for Negroes to gain the respect and rights that they deserve in the near future.

Betters and Bettors

Betters and Bettors Betters and Bettors Betters and Bettors By Mark Nichol Is there a connection between better, which is sometimes employed as a noun, among other parts of speech, and the noun bettor? This post explains their etymological origins and lists and defines related words. Better is primarily an adjective, from Old English bettra (and, previously, betera), meaning â€Å"superior.† It can also mean â€Å"more advantageous or favorable,† â€Å"improved,† or â€Å"greater than half† (as in â€Å"the better part of an hour†). The adjective better pertains to doing something to a greater degree or with higher quality or can replace more (â€Å"She was doing better than twenty miles per hour†) or preferably (â€Å"It’s better left where it is†). As a verb, better means â€Å"make more acceptable or complete† or â€Å"improve on† (as in â€Å"The runner will try to better his personal record in the event†). It also serves as an auxiliary verb, one that supports another verb, as in â€Å"You had better get going,† sometimes with the first verb elided. The noun better means â€Å"advantage† (â€Å"Don’t let him get the better of you†), â€Å"something superior† (â€Å"We expected better of her†), or â€Å"someone of higher rank or status† (â€Å"I was told to respect my betters†). Better is also a variant of bettor, meaning â€Å"someone who makes bets.† The origin of bet, meaning â€Å"wager† (as a noun) or â€Å"wage† (as a verb), is uncertain, but it could be from abet, meaning â€Å"incite† or â€Å"urge on.† More likely, however, it is from the obsolete English word beet, meaning â€Å"make good† and related to better. Either way, it began as criminal slang; the affirming phrase â€Å"You bet† (even more informally, â€Å"You betcha†) is also slang, though not of unsavory origins. Two additional words based on better are betterment, meaning â€Å"an act of becoming or making better† or referring to an instance of property improvement, and the adjective bettermost, meaning â€Å"superior.† Better, however, generally suffices as a comparative that stands between good (which supplanted the Old English word bot, meaning â€Å"advantage†) and the superlative best. (Bot does survive in the phrase â€Å"to boot,† meaning â€Å"in addition.†) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Masters Degree or Master's Degree?50 Synonyms for â€Å"Idea†5 Tips to Understand Hyphenated Words

Free Essays on Woman Warrior

East Meets West Children raised in a culture different from their parents’ often present an interesting viewpoint. The Woman Warrior: Memories of a Girlhood Among Ghosts is no exception. Maxine Hong Kingston masterfully blends the mythical storytelling of Old China with her past and present experiences in the United States. In doing so, she addresses several different angles of this culture clash, including the role of women in each society, the backward logic in both languages, and the general resistance the author’s mother faces to cultural change. Kingston addresses these issues in a stream of consciousness format that enables her to fade in and out of different setting without ever formally notifying the reader. Kingston spends much of the book analyzing the role of women in Chinese society. The book opens with an oral history, given by the author’s mother (Brave Orchid), of a nameless aunt in Old China who committed adultery. The people of village responded to strayed morals by ransacking her family’s home. In response, she killed herself and her bastard child. The subservience of women can also be found the narrator’s own childhood experiences. It seems every time Kingston turns around she is being denied some right or privilege a boy would enjoy; she is consistently referred to as a â€Å"slave†. Much of the family goes along with this, â€Å"Throughout childhood my sister said ‘When I grow up, I want to be a slave,’ and my parents would laugh, encouraging her.†, ironic when one considers that many women in China were real slaves. Women of higher family status were viewed more as trophy’s devoid of responsibility or leadershi p. Such is the case for Moon Orchid, Brave Orchid’s sister, who she comes to America infuriated over her husband’s decades long abandonment of her. She proves herself to be inadequate of handling even the most simple of tasks; and when the time came for her to confront h... Free Essays on Woman Warrior Free Essays on Woman Warrior East Meets West Children raised in a culture different from their parents’ often present an interesting viewpoint. The Woman Warrior: Memories of a Girlhood Among Ghosts is no exception. Maxine Hong Kingston masterfully blends the mythical storytelling of Old China with her past and present experiences in the United States. In doing so, she addresses several different angles of this culture clash, including the role of women in each society, the backward logic in both languages, and the general resistance the author’s mother faces to cultural change. Kingston addresses these issues in a stream of consciousness format that enables her to fade in and out of different setting without ever formally notifying the reader. Kingston spends much of the book analyzing the role of women in Chinese society. The book opens with an oral history, given by the author’s mother (Brave Orchid), of a nameless aunt in Old China who committed adultery. The people of village responded to strayed morals by ransacking her family’s home. In response, she killed herself and her bastard child. The subservience of women can also be found the narrator’s own childhood experiences. It seems every time Kingston turns around she is being denied some right or privilege a boy would enjoy; she is consistently referred to as a â€Å"slave†. Much of the family goes along with this, â€Å"Throughout childhood my sister said ‘When I grow up, I want to be a slave,’ and my parents would laugh, encouraging her.†, ironic when one considers that many women in China were real slaves. Women of higher family status were viewed more as trophy’s devoid of responsibility or leadershi p. Such is the case for Moon Orchid, Brave Orchid’s sister, who she comes to America infuriated over her husband’s decades long abandonment of her. She proves herself to be inadequate of handling even the most simple of tasks; and when the time came for her to confront h...

The Confederacys Defeat in the Civil War Essay Example | Topics and Well Written Essays - 2500 words

The Confederacys Defeat in the Civil War - Essay Example The Confederacy lost the civil war to the Union, which consisted of the Northern states, and there are many reasons that are considered as being explanatory for this. From the very beginning of the war, the North had a number of advantages over the South, and they basically had large amounts of everything while the South had hardly anything at all. The Union had large amounts of land, and an ever-growing industry, while the South basically had only one main cash crop: cotton. This is one of the most major reasons as to why the Confederacy suffered defeat in the Civil War - they made a serious mistake by believing that its thriving cotton industry would be enough to sustain itself throughout the war, and they soon realized that their assumptions had been far off. The North were much more successful in regards to their decision making and other strategies, and although the Civil War was absolutely a trying time for both the Confederacy and the Union alike, the fact is that the question of the outcome was quite obvious from the start. The South was very ill-equipped and not prepared enough, while the North was prepared to endure the deprivation of war, and not only that, but as well, just to further add on to the dilemma of the South, they were basically sucked dry of any semblance of economic formidability, while for the North the war was actually economically beneficial, as even after only the first year of the war they found that they were experiencing an enormous industrial boom. From this we can conclude several different things in particular, namely the fact that the main reason the Confederacy suffered defeat in the Civil War is because they were not prepared. They did not strategize properly, and they were not at all financially prepared before or during the time of the war. The South had actually originally counted on the North not being able to keep themselves in the war, and assumed that they would eventually give up and thus allow the South to secede, however this did not happen, and this was largely in part due to the resolve of Lincoln. It has been considered as well that the longer the war went on, the more and more the North's odds of winning increased, and eventually the South was doomed. Reconstruction: A Success or a Failure Reconstruction was an attempt that was made during and after the Civil War by the United States in order to attempt to resolve the issues that existed from the war when both the Confederacy and slavery were destroyed. It was truly an era of unprecedented and severe political conflict and of incredible change, and this reconstruction of the United States was carried on by President Johnson after the assassination of President Lincoln, during the years 1865 and 1866. The reconstruction period was - and still is - considered as being a time of great hardship for the United States, and President Andrew Johnson is considered as being one of the most major and key players during this time, as it was he who was faced with the task of having to reunite the North and South together after the drama and severity of the Civil War. Basically the reconstruction was a period when all people needed new and enforced human rights, even African Americans, as up to this point they were a minority group which had no rights and were still considered as being less than full people in a society that proclaimed and

Movie review about MicmacsDirected by Jean-Pierre Jeunet

About MicmacsDirected by Jean-Pierre Jeunet - Movie Review Example He escapes from there and takes up the job in the video shop. One night while spending time leisurely in the video shop he gets caught in a cross fire in the gang war in the street. A bullet lodges in his skull. In the surgery table a surgeon explains different options before him and comically invites a nurse to toss a coin and decide the possible option. The toss decides that the bullet be allowed to stay in the skull. With the bullet in his skull Brazil can go on living; he will be fully conscious though he may get brain storms. But he can die anytime. From the hospital he is thrown back to the street, without job and shelter. He starts performing in the street, with his impersonations of Charlie Chaplin, the eternal tramp of Cinema. During one of his performances he comes across a bearded old lag, an expert criminal called Slammer. This acquaintance leads him to a bunch of outsiders who live under a garbage yard. They live among the heaps of discarded objects symbolizing how disca rded they are from life itself. The group includes the Elastic Girl (â€Å"a sensible soul in a flexible body†) who is a contortionist, a black ethnographer named Remington, a human cannonball named Buster along with the mother of the den Mama Chow whose daughters have disappeared.