Contribution of Schools to Child Health and Wellbeing

Contribution of Schools to Child Health and Well existenceCritic all toldy discuss the role that grooms set up make to squirtrens health and benefit.As a society we want the topper(p) for our children to enable them to grow and develop into hefty human beings. Looking at their wellbeing gives an overview of the someone as a whole and their individualism in society, and how we quite a little ensure that they ar given the outgo start in life and assist to tap each childs potential.This position is can up by the United Nation Convention on the skillfuls of the childs (1989) citied in Collins Foley 2008. This assembly in many articles focus on the child ensuring that they bring forth a say in their health and wellbeing giving them the best start to life. Kamerman and Kahn (2003) postgraduatelights the wideness of child welfare and talks about human capital. As educators we affirm 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 repair 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 achievementing relationships). Learning Guide 5 Activity 5.2 and watching the DVD on childrens calveicipation brings to light how we as adults should listen more to children and permit children to devote 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 childrens 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 others perceive and act towards them. As a foster carer for children with special needs I can relate similarly this as people can look at their disablement instead of the person they are. Like Louis (foley 2008) the first identity is the disability. This identity can have an bushel on health and well-being. In my role as foster career I found that the child I had on a long limit 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 an able. As adults we can influence the childs 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 outlook on life? Bennett and Sani 2004 p.g13 studies embody 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 unkno wn 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 childs disability can be positive in not only the home but in school as they are able to avail of better service e.g. the school get funding of a one to one assistant attending, having outside agencies like quarrel theorist etc.. In my own setting it is benefited when having a childs special needs recognised as it relieves some of the pressures having an duplicate member and extra pledge when requiredThe identity of a child can steer us as practitioners to how we contribute to the childs health and wellbeing. In the school setting we have to be open minded and considerate of the home environment, the childsculture, 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. Childrens voices can change depending on the opportunities they are given and how we as a society recognise the child. This is abeted by Bennett and Sani 2004 studies and shows it takes sequence to get familiar with a person.Childrens social backgrounds can have a large influence on their health and wellbeing. exiguity unfortunately has a negative effect on childrens 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 childrens cognitive development assessments showed higher scores from families of stable employment. Poverty in the home has an ongoing effect on the childs health and wellbeing. Children can be labelled as being poor carrying with them throughout school. ridgelines study (2006) shows how childrens self-confidence and feeling of belonging within their social network can be affected. Children can feel left nates whe n parents cant afford the latest trend be it clothes or latest technology. Childrens social wellbeing is affected when they are unavailing 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 childrens 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 dependable 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 earshot to children as part of ethical practices is extremely important and it is a racy part to the wellbeing of children. I f 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 childrens 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. universe critical of this it can also devalue children as they may feel under treat and find circle time intrusive. As practitioners we have to adjudicate 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 unaffixed 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 s ilent. Childrens first-hand experience can change their perspective and it only takes that one individual to provide a positive artiest for change in a childs 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 childs well-being inclusive of all the other factors preventive to the childs life. For illustration the famous story of Helen Killer (1968) whos 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 wellbeing 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 running( a) in partnership with agencies to support childrens needs. Childrens 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 childrens 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 presidential term that the childs health and wellbeing are top antecedence 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 childrens health and confidence along with their general wellbeing. The new government has looked at the roots of the problems and putt services into place to reshaping services.The sure start architectural plan has increased the help for families from deprived areas, provided well needed services for sample parenting class, 2 year grizzly 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 undecomposed 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 childs (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 childrens needs are not being met not only is their pressure on the workplace but the childs health and well-being is being deprived. Children who havent got incline as a first language suffer due to the lack of resources available in societ y for them. As educators we work on the legal documents and in writing state what is needed for our children however in reality this depends on funding and government support. When looking at a childs health and well-being they interweve with one an another so when a school struggles to gett help with a childs 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 childrens 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 i s 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 timeless existence 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 cite from the UNICEF Report visiting 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 UNICEFs 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 shouldnt determent the quality of services for a child health and well-being to be met.BibliographyEveryday Costs of Poverty in Childhood A Review of Qualitative Research Exploring the Lives and Experiences of Low-Income Children in the UKTess Ridge Department of Social a nd Policy Sciences, University of Bath, Bath, UKChild poverty in perspective An overview of child well-being in rich countries The United Nations Childrens Fund, 2007UNICEF, Child poverty in perspectiveAn overview of child well-being in rich countries,Innocenti Report Card 7, 2007UNICEF Innocenti Research Centre, Florenceen.wikipedia.org/wiki/Helen_Kellerwww.unicef.org/crc/)