Socioeconomic Influences On Learning And Development

Socio economic Influences On Learning And DevelopmentThe factors that rout out modify learnedness and developmentChildrens development keister be bear upon positively and vetoly by a variety of unalike factors. These factors shag take place extern on the wholey and boast a signifi hobot moment on a pip-squeaks life chances. Early years workers should confirm an understanding of the factors affecting erudition and development of the minorren in their finagle.Factors that thunder mug affect acquisition and development argon deveined into loving environmental, economic and sensible factors. favorable Factors well-disposed factors be those which involve communication with others. Children ar truly sociable and mix with others in a range of situations.FamilyThe family unit is a small reflection of the astrayr society. Within a family unit, primary socialisation occurs in which, acceptable norms and value be introduced to children. The norms and values that untr ied children learn from their family allow for initially believe that the way these be transmitted to them, atomic number 18 the corresponding in all families. This stick ups the idea of ethnocentrism, in which in this case, the childs culture is normal while others are inferior. The experience within a childs home has a direct wallop on their life chances.According to the World Health Organization (WHO), early childhood is the utmost thorough time of a childs brainpower development. In the first three years, a childs brain is extremely love roughly to external factors (social, environmental, economic and physical factors etc.), for example, a family that doesnt de resistr a stimulating environment for children by non communicating regularly to prove delivery development and does non develop a healthy baffle with their child. This can result in the child being behind their developmental milestones. WHO informs families that a child who experiences a attemptful env ironment is much probably to experience encyclopedism disabilities and cave in an increased risk of developing a stress-related illness such as depression.Family structures embroilExtended familiesFoster families one-parent familiesStep-familiesShared- vex families thermonuclear familiesA childs family has the responsibility to provide for a childs demand. These includeFood and drinkA home or shelterWarmth and clothingLove and companionshipProtection and supportCare and trainingA safe, secure environment in which they can developencouragementChildren depend on their family to provide them with the care and prep required to progress. The bond established between a baby and their parents or primary carer has a direct work on development. Children who adopt a protected assortion commonly develop into joyful, well balanced individuals. Those who flip bad bond whitethorn experience difficulties with their appendage. Children, who die in a pleasant, comforting family, in wh ich the parents give inspiration, leave behind benefit in their accomplishment and development.In modern society the structure of the family can vary. This can once again reserve an impact on a childs learn and development. A child who lives in a one-parent family may non get down the same level of attention, as a child who lives in an all-inclusive family, (where grandparents live in their home together with their parents). A child whose parents require separated may experience stress, in which a child reenforcement in a nuclear family may not as it consists of virtually(prenominal) parents. Step families might generate difficulties for children be bring on they return separated loyalties and may not get on with their step parent due to hatred. Shared care families, where children spend time with each of their parents in different homes, may produce a sense of insecurity and not knowing where they belong. Foster families care for children on a short-term basis and ch ildren may have suffered near form of distress before going there, such traumas can include death of a family member, a type of abuse etc. not knowing whether they leave behind stay or return to their parents can cause children to become distraught and confused.In addition, the family determine the language that is learnt and how language is uttered by a child. Bernstein identified two types of language encrypts, firstly, the elaborated code where children were able to communicate with the wider society much exertionively. Secondly, the curtail code could not make progress and childrens speech was complex to understand. The language taught or used within a household is a childs norm therefore they too are likely to use the same language with others. For example, if swearing is used within a family household, the child impart believe this is acceptable to use in society. Young children find it difficult to make changes which are against the norms, values and culture of their f amily. The family will alike have an impact on childrens attitudes and aspirations towards genteelness. Some families, value education spunkyly and are aware that education is life-sustaining to social success and economic stability in adult life. Such families encourage knowledge among their children as a positive experience and place to provide their children with the best capable opportunities within education. Furthermore, they are likely to use early years cookery as a way to extend their childrens learning and social skills, in preparation to school. This will give them an advantage to others. agnatic guidance and support is essential to have an impact on their childrens attitude to education this can be positive or negative among children. In contrast, some families believe education is not necessary. Through this, children are less likely to attend early years provision and as a result are less prepared for the demands of school. seek has suggested that in some fam ilies where the parents have not worked education is not valued. whatsoever family structure a child lives in, the family ought to make sure that they have the care, education and support they need. The culture, beliefs and values of a family have a direct influence on the learning and development of a child. Behaviour and moral values are learnt through primary socialisation within the family. Norms of behaviour are any so often imitated from other members of the family. As a child grows and develops, they mirror their upbringing in their personal characteristics.Environmental FactorsEnvironmental factors are those linked to where a child lives, crops or attends for activities and education.LocationThe location where children live and grow up is a central part in their learning and development. It regulates the facilities they can admittance, the activities they can take part in, the ease with which they can construe friends and extended family members, their education, their b ehaviour, visits they can go on and opportunities they have for social communication.Families living(a) in outlandish areas have access code to many natural learning environments which can enhance their learning and development. Their interaction with nature and wildlife may plow for any lack of facilities they experience. Nevertheless, children who grow up in a rural area may have limited facilities and have to travel to access early years education settings or other learning environments.Families that live in urban areas are likely to have more access to early years settings, have a variety of learning opportunities such as playgrounds, museums, zoos and other areas of interest, have better manoeuver networks to get to other places of interest quicker. They have access to a wide variety of facilities and activities close to where they live, which could enhance their leaning and development. However, children who live in an urban area may experience social deprivation and have to repugn with high crime rates and vandalism. Children living in high ascend flats have limited space to play in and may not experience playing outdoors because it is difficult for parents to supervise them. In addition, urban areas consist of many families living in p overty, due to poorly fasten housing conditions such as children living in high levelled flats are restricted the opportunity to get fresh air and play and look for the environment. Individuals health is at risk due to befoulment form vehicle exhaust and bi-products of industry.Statistics show that there are more one parent families living in inner city areas, and that these have limited access to family support networks. People often feel socially isolated, even though they are living in an area of high population, as neighbourhoods in todays society do not always form the extended network they had used to. This may disregard the opportunities for interaction between children and adults. The government has re cognised that these issues are having significant effect on children and their life chances. They are investing money in importantly deprived areas through the sure start scheme, with the aim of increasing access to good early years education.Following studies carried out by environmental and developmental psychologist Gary Evans, a Cornell University professor. Loud, overcrowded living conditions may damagingly have an impact on a childs social and emotional development. Research suggests that these environments ever so often resulted in parents communicating much less to children, for example, due to this infants and toddlers, will have few communication skills which will influence ability to connect with other people and build friendships.Children do not chose the location they live in and have to rely on the opportunities they have to helper their learning and development. Parents have a responsibility to ensure that wherever they live, their children do not feel deprived and c an have a range of experiences to aid their development. This may involve taking them to activities in the car or on the bus if there is a distance to travel, supervising them wherever they are and being inventive with the activities they provide themselves.According to the World Health Organization, an intellectually stimulating environment aids social and emotional development by enhancing cognitive/intellectual development. They urge that a stimulating environment does not need a lot of money to produce, for example, parents can provide babies and toddlers with a harmless clean area to explore a few attention-grabbing toys and some baby-safe household items that produce noise and exploration.Economic FactorsEconomic factors can have a huge impact on the development of a child. Children comprise money, as they require housing, food, clothes, toys and activities.IncomeFamily income has a major influence on the opportunities children could have. It will impact the area which a chil d lives, the quality of food they eat, the toys they have access to in the home and learning opportunities they experience outside the home.The income of families differs significantly. One family may have two incomes, if both(prenominal) parents are working, whereas others may be dependent on benefits from the government. The children in both families have basic needs which should be met. A family essential balance their income with necessary expenses, which consists of cautious budgeting. The total of disposable income is the money left after the essentials are paid for, these can include food, housing, clothing etc. The amount of disposable income left over will affect other factors such outings, holidays, memberships of clubs and extracurricular activities that children may aspire to take part in (for example, swimming, dancing lessons etc.).Buying or rental a house or flat is one of the largest expenses a family may encounter. Some children may live in damp, overcrowded con ditions in which children are restricted to play and be active while others may have a big house with central heating and a garden where children may play safely. These differences will affect the development of the child and the experiences/opportunities they have to break their learning.Diet can also be affected by the income of a family. Children require a balanced diet with all the essential nutrients for growth and development. Some children may be deprived of the crucial nutrients if their parents cannot afford to cloud fresh, healthy foods this has an impact on a childs development. Children whose parents both work might have a diet that consists of convenience foods that are not healthy. A childs diet can also have a direct impact on their ability to learn, for example, if they cut across breakfast they are very likely to be exhausted and unavailing to concentrate in school, yet a child who eats a healthy diet will be much more oversolicitous and encouraged to learn. Ev idence shows that parents will model unhealthy eating habits for their children, who are also dependent on their parents for what is put on the food table. Therefore, this suggests that parents must be healthy role models to ensure their children are too.Clothing is vital to preserve self-respect and keep children warm. Young children grow rapidly and every so often grow out of clothes before they are even old and worn out. Stylish clothing can be very expensive and children can experience peer pressure from others or even be bullied if they do not follow the popular trends. Therefore, this has a direct impact on their social and emotional development. In some cases, children may demand expensive clothing from their parents, who may be having stir budgeting their income this can affect the relationship between the child and parents and may maneuver to conflict with the child and parents being pressured.A University of California at Davis middle(a) for Poverty Research study shows that how a mother responds to economic stress affects her childs social and emotional health. Mothers that respond negatively were more likely to have negative communication with their child/children. Researchers found over the long term, a mothers depressive symptoms are a better predictor of social competence than both income and education. How parents cope with financial stress can have a stronger effect on childrens social and emotional development.Physical FactorsWhen infants and children are poorly they become irritated and are incapable to understand virgin concepts they may have trouble carrying out tasks that they could normally do good before feeling unwell, for example even having a cold or a childhood illness such as chicken lues or measles and cause specific problems.DisabilityIndividuals that work with children and young people must have knowledge and understanding of the values of care, particularly trying to ensure that they construct an environment and atmosphe re that is beneficial to everybody. habituate means that the care setting will grow into a truthfulness for children, families and colleagues.This can be achieved byDisplaying positive images of all people, for example, those with disabilities are shown positively in books and other materialsInspiring children to use their ideal language when alive(p) in activitiesSinging in diverse languages to familiarise children with hearing different languagesHaving a care worker who could communicate using sign language or brailleEnsuring children with physical disabilities have full access to all of the activities and equipment available within settingsThe arrangement of the activities might need to be modify within care settings, to ensure that children who do have physical disabilities can access all areas, for example, moving tables or having furniture of different heights. A variety of specialist equipment has been established to enable children with special needs to play and learn to gether with other children, for example, adjustable chairs or painting easels.BibliographyA03Prendergast 6th Form AS GCE Health and Social Care Six unit Award Unit Specification Grading Criteria- 3.6 AS Unit F915 workings in Early Years Care and Education pages 27-30 Unit F915- judgment Evidence Grid and Amplification of Criteria pages 114-118Applied AS Health and Social Care Revised Edition Angela Fisher, Carol Blackmore, Stuart McKie, Mary Riley, Stephen Seamons, Marion Tyler OXFORD OCR pages 216-228 Unit 6 Working in Early Years Care and Education (6.2.4)GCE AS Level Double Award AS Level for OCR Health Social Care series editor Neil Moonie first published 2005 Unit 6 Working in Early Years and Education pageboys 264-270https//www.google.co.uk/q= check+milestonehttps//www.google.co.uk/q=define+solitary+playhttps//www.google.co.uk/q=define+parallel+playhttps//www.google.co.uk/q=define+cooperative+playhttp//www.bbc.co.uk/wales/schoolgate/helpfromhome/content/2howchildrenlear n.shtmlhttp//www.silkysteps.com/pages-activities/articles-children-learning/childrens-learning-styles-VAK-model-visual-auditory-kinaesthetic.htmlhttp//en.wikipedia.org/wiki/Visual_learninghttp//www.babycenter.com/0_the-physical-learner_67832.bchttp//www.babycenter.com/0_the-visual-learner_67824.bc?page=1http//everydaylife.globalpost.com/childrens-development-influenced-external-factors-6727.htmlhttp//everydaylife.globalpost.com/environmental-cultural-social-factors-influence-motor-skill-development-children-19655.htmlhttp//everydaylife.globalpost.com/environmental-factors-affect-social-emotional-development-23019.htmlhttp//mom.me/parenting/5294-physical-factors-influence-child-development/http//www.parenthood360.com/index.php/factors-that-affect-physical-development-in-children-8650/http//everydaylife.globalpost.com/physical-factors-influence-child-development-18318.html1 Page