Cycle of poverty Essay

justify the critical brilliance of meagreness in touching outcomes and life chances Experiencing poverty does non only affect pincerren and untried battalion in the immediate marge unless overly goes onto affect them into adult touchwood, in other words infantren and young people do non adapt to this living environment. Poverty furnishs its dam develop to Children or young people in different outcomes such(prenominal)(prenominal)(prenominal) as Education & Health.Education Research tells us that sisterren and young people from misfortunate families atomic number 18 sink d hold in their directs of education across all st mounts of the curriculum. A gap of nine months (on average) in skill shows poorer squirtren to be behind that of Children coming from wealthy families when both(prenominal) groups of pincerren be only 3 years of age (the brain is at this age is 80% developed). This gap increases as children remaining in poverty bring older when compargond to children of the homogeneous age that come from more(prenominal) affluent backgrounds.By the age of 11 Children who converge free inform meals (sometimes their only meal of the day as children tramp leap out from malnutrition as a result of poverty) ar estimated to be n early onish 3 times behind that of children classed as living outback(a) of poverty and alarmingly as the child becomes older the gap in attaining a good take of education increases until they finish secondary school. In addition children from low income families housenot afford to go on school trips they send awayt invite friends around for tea.Health Poverty is linked with increased illnesses e.g. children from wealthier families should not be exposed to damp living conditions. Bad housing understandings over-crowded sleeping conditions and along with other factors arouse turn in amental and physical phylogenesisal affect to the child or young person. Premature devastation is found to be higher a s this stinkpot guard an effect from as early as the unborn baby and goes right into adulthood (professionals live, on average, 8 years longer when compared to unskilled workers).The alter that poverty causes all interlinks, bad housing causing lack of sleep effects concentration levels at school, sickness causes more days from school, social and language skills not built on by not having friends come to tea home cultivation, these are only a few examples but still show that they all have an effect on a child or young persons education/ discipline in maven way or another. Poor education is linked to un-employment or low income, (this could depart to criminal activity), unemployment/low income is linked to poverty and thus a repeated round of drinks. 1.3Analyse a strategical national or local anaesthetic anaesthetic indemnity that has lordly regard on outcomes and life chances for children and young people The Child Poverty Act obtained Royal Assent on 25 March 2010. Th is legislation ensures prolong action must be taken to tackle child poverty by this, and future, political sciences, by the devolved administrations and by local government and their partners. Measuring successThe Act sets four challenging UK-wide targets to be met by 2020. These targets are based on the proportion of children living in relative low income (whether the incomes of the poorest families are keeping gradation with the growth of incomes in the economy as a whole) target is slight than ten per cent feature low income and material deprivation (a wider measure of peoples living standards) target is less than cinque per cent absolute low income (whether the poorest families are clearing their income rise in real terms) target is less than five per cent persistent poverty (length of time in poverty) target is to be set in regulations by 2015 1.4Explain why strategic direction from national and local form _or_ system of government is in conciliateible to extend fa ctors impacting on outcomes and life chances for children and young people Strategic direction from national and local insurance policy is required to ensure it get aheades every child and young person, by initially end policy on a national level entrust give up 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 assoild across the nation (taking intoaccount various reports and completed research projects) and not pockets of areas which may not give the whole picture or areas that need to be addressed ensuring a more precise outcome and more detailed selective information to learn from.All children should be base on ballsed the same opportunities. Local policy volition be based on national policy but with information relevant to the local area (e.g. contact details, list of professional bodies and so on) Children centres (Sure catch) compare statistics and report them into local governme nt, such as alveolar hygiene and feed this information back into local government this information can identify the near deprived areas in their county such Staple Hill and Cadbury Heath for South Gloucestershire, the remaining Sure Start centres can because be identified to be located for the most injuryd and die hard and resources gruelling into these centres. 2. Understand how poverty and disadvantage affect children and young peoples study. 2.1Analyse how poverty and disadvantage may affect children and young people To touch on points raised under section 1 Physical Development bad housing and overcrowd can effect a childs or young persons physical development in terms of growth, particularly over-crowding in beds. Physical activity is restricted payable to the increase of illness or disability up to 25% increase in comparison to a child not living in poverty. genial and emotional Development Socially a child or young person can suffer as poverty restricts a child b eing able to make friends, teasing can drop dead due 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 provide affect the ability to make or keep relations with both peers and teachers. M whatever children are sensible of their parents financial situation and worry causing them to suffer increased stress levels, due to the childs awareness of the burden of financial hardship the child is likely to keep these feelings to him/her egotism. affable Health issues such as anxiety and depression are 3 to 4 times more likely to occur when over again compared to their peers not suffering from living in poverty. These issues in adult hood can result in difficulties in forming relationships or the need to feel accepted can rigorous the choice to form unhealthy relationship/s.Communication development This is found to be delayed in chi ldren living in poverty friendships not forming, unable to invitefriends around to their house all table service communication skills without these home training experiences may contribute to delayed speech 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.Evidence shows that the brain growth of a child honorable at the age of 2 is hugely under developed when compared to that of a child that receives these factors. 3. Understand the importance of early encumbrance for children and young people who are disadvantaged and vulnerable 3.1 Explain what is meant by both disadvantage and vulnerability Disadvantage An unfavourable condition or circumstance or something that places one in an unfavourable condition or circumstance examples are shown in 1.1Vulnerability The risk of physical or emotional harm/injury again examples of these is show in answer 1.1 3.2 Explain the importance of early intervention 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 delineation allows a child between the ages of 0-3 years reach their overflowing 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 reducing unemployment and low paid income jobs and therefore better living conditions.This right level of exposure also assists older children in becoming good parents, being good parents and what they do is more meaning(a) in a childs early life than wealth, class, education or all other common social factor (leads into providing their child/children with the correct social and e motional exposure.To add to my story 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 welfare 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 improved mental and physical health, teenagepregnancy, substance abuse and rage the poverty cycle is being broken. 3.3 Evaluate the impact of early intervention (to follow on from 3.2) proto(prenominal) intervention is crucial as this helps to assist children and their families who need that spare project sometimes in areas financial as well as socially and emotionally. Providing additional resources (e.g. Health visitors) and financial aid from the government is critical to be able to provide the needed focus/advice/sup port groups that can be for children or for the family unit, the icon 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 lot.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 result in behavioural problems, if ignored the cycle will continue and may lead to exclusion/ leaving school early. This will probably have a negative effect on the childs future, examples of this are drug abuse or seek 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 change children or complex health needs w elcomed early support by professional bodies, this expertise again turn a profits the childs wellbeing and future along with the family as a whole.4. Understand the importance of support and fusion 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 serve at national level, and evaluate how this operates at local level I have researched policies (Graham Allen Review, Children Plan policy and Every Child Matters) and the impact of support services, one policy in particular (the childrens plan policy), the basis of the policy has come from the ECM policy which underpins all policies such as the EYFS framework, Multi agencies working together etc..The Children Plan policy talks about the position of parent partnerships in helping to eradicating child poverty by their role in helping their children to reach their full learning potential. This policy is now archived mainly due to the closure of numerous Surestart centres, however whilst completing this assignment I have am aware of the governments plan to increase family coif nurses over 4,000. My setting is located on the same premises as a Surestart centre and we are in close contact with the centre often 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 fall 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 nark these facilities by visiting their home, the first steps is taken, next by gaining trust, advice can then be given over on support within the wider network such as support classes held with the surestart centres. Local government are using the remaining centres to provide avai lability for the most disadvantaged/vulnerable 2 year olds that will be eligible for the two year old funding with the aim to break the poverty cycle and with the family practice nurses targeting their families from their most deprived areas. This whole kit and caboodle 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 think of services By working 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 model 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. permit given for additional observations, assessments 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 available through support groups, such as SureStart for parents and carers, this will help with understanding 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 making 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 parental co-operation.It is important to note that to make partnerships successful clear and concise communication back to the parent is key, practitioners and multi-agencies should divvy up all relevant info rmation, 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 engineer their action plan.This plan will record what is working well for their child/family, signs of progress are the biggest inducing 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 settings website. Practitioners and settings should also be knowledgeable on other pr ofessional 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 guide 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 care as they are often onthe same grounds or very near local schools and are slow ly accessible to the community.The adults are able to attend practical courses that often involve their children. They have fabulous resources and affect rooms that are centred around children of the early years age group. They also have dreadful 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 travel by 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 resiliency and self-confidence. Children from a background of poverty or disadvantage may not experie nce 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 belief 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 unheeding of their background and circumstances. Children and young people regardless of their background should be w hilst 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 return pre-school the developments gaps between their peers (from a wealthier background) evens out as the child starts primary school.High 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 following partnership with parents/carers, revised and/or new policies that need to be implemented, 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 touch on 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 damaging 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 cont inue to be deprived of the opportunity to reach their full potential.