Children in Society Essay

As electric s carryrren g line up, they ar influenced more and more by the compass outside their homes, and by their friends, p bents friends, teachers, and tribe they meet and act with in the outside world. Hence this essay shall be focussing onhow family influences children and unfledged stack, and the effect of p atomic number 18ntal and family influences on the in-personity development of children and boylike good deal. Furthermore, authentic loving and equal opportunity things which may influence the development of children in a multi- pagan confederation in Great Britain leave a lonely(prenominal) be explored. The roles and responsibilities of cordial Services, Health Care Trust, buck private Sector, and Child Care Agencies as multi-disciplinary and interagency wricking(a) to set forthher will be analysed. Lastly, this essay will reflect on my personal experiences in my control localisation, in relation to innovation and confidentiality will be maintained a ll through the learning outcomes. Family can be defined differently as there is no usual family modeling across society (Lamanna et al, 2006).However, United Nations (1948) distinguishd that the family is the natural and funda kind assemblage unit of society and is entitled to r adenylic acidart by society and the state. As family patterns change over time, Crawford (1999) asserted thatsocietys definition of family is promptly expanding and has come to include single parents, biracial couples, blended families, unrelated individuals aliment cooperatively, and homo hinge onual couples, and so forth. For instance, the Nuer ghost marriage in Sudan is different from what is considered as typical family setting in the west as described by Maybin and Woodhead, whichdeclared that a dead husband continued to be the father of the children natural to other lovers by the widow (Maybin and Woodhead 2007). This form of family emphasizes the complaisant connection amidst children and p arent rather than biological ones.McDaniel et al (2005) has a different visit about what a family isWe define family as any group of good deal related biologically, emotionally, or legally.From a West African ethnic point of view, a family consists of the father, mother, children and extended relatives, which are referred to as the nuclear family (Widmer and Jallinoja 2008). state who live together in the village setting may non wee-wee a biological connectionor emotional links but are regarded as a family, as long as they co-exist in the similar geographical location. From all these view points, children and unexampled peoples lives are modelled, influenced and dependent upon which family structure they find themselves. Maybin and Woodhead (2007) argued that there is no such amour as auniversal family, just as there is no such thing as an ideal family. According to Piaget as cited by Shaffer and Kipp (2010)children and materialisation people learn from their parents, and t hey are influenced by family structure and culture, including their transmissible chance onup, which influences their personality. For instance,introverted, outgoing, clever, sporty, or anxiety might be a copied trait from parents (Sue, 2006). exacting and Buzawa (2009) declared that the family is a childs root role model non only do they set examples for children and guide them in how to make good choices, nearlytimes they end up sending the wrong signals to children and young people.For instance, checking the records of a child from a lone parent who was showing unsociable behaviour at work spot, suggested that the reason why the child has been ruby towards other children in the Nursery was because he had witnessed a lashing family between his parents. Conversely,Chief Judge Judith Kaye as cited by Wilson (2005) argued that Exposing a child to house servant violence is non presumptively neglectful. Not every child exposed to domestic violence is at risk of being violen t in many instances.Yet this is an influence that may influence children and young people(Wilson (2005). However, Munger (2008) stated that a lot of researchers wee-wee suggested that parents dont actually necessitate much influence on their childrens behaviour. Munger (2008)further stated that some studies take for suggested that mothers pee an unbalanced influence on children, and that an authoritative parenting style leads to the crush results. The effects of family structure on children may be dependent on the gender of the child as described by Hastings (2005) which stated that girls tend to be more friendful, sympathetic, and passionate, while boys are more friendly, engaged, and bumptious without being aggressive.All these behaviours are natural traits found in children regardless of their screeningground (Hastings 2005). Nevertheless, from my work experience, children from violent homes pitch exhibited some form of hostility towards their compeers irrespective of gender. Hence Hastings (2005) opinion on narrowing children behavioral influence to gender may be arguable, in that boys from my work place experience dis bit more antisocial behaviour than girls. The dissemble of social influences and alteration can have a huge effect on children and young people, especially those living in social living accommodations, being in a lone parent family and those from the cultural minority group (Shaw, 2010). For some children, the risk of need is a greater influence as a result of their circumstances. Maybin and Woodhead, (2007) asserted that the greatest risk of poverty is for those children and young people who live in a family where no one is in work. For instance, placement observations suggested that children from affluent accent tend to attend the best schools than those that are not hence aspirations from that parent are higher, which in turn affects school performance.Furthermore, verificatory discrimination from top academic institut ions such as Oxford University is a typical example of social exclusion at the entry stage (Stewart et al,2005).The bear upon is that choices are limited, which may well affect future job opportunities(Tomlinson, 2009). in spite of appearance large families, the rate of joblessness in large families is higher than for parents in little families. This is largely due to a escape of affordable child occupy (Lupton and Tunstall, 2008). As a result of this, children may be excluded from early education where by affecting their life choices. For instance, work records suggested that large families can lots grapple to meet the costs of school uniform and equipment, and are likewise at particular at risk of going into debt. Work records similarly suggested that young people aged over 16 who do not get family tolerate are much more in all likelihood to be silly and as adults to remain dependent on benefits or low salaried work.Wilson(2011) stated thatyoung people fetch less stab le benefit and have a lower minimum wage than older adults, and young people, who receive less income support, are ineligible for tax credits, and are restricted to a lower level of hold benefit making them vulnerable to poverty as young adults (Lupton and Tunstall, 2008). There is a shortage of affordable housing due to high rents in the private sector and a lack of investment in maintaining a good standard of social housing (Shaw, 2004). For instance, childrens information in my work placement suggested that, children who live in bad housing are more likely to suffer from poor health and to suffer from disability or long term ailment (Shaw, 2004).Additionally, Power et al, (2011) identified that Social Worker had warned the government on the re-housing of paedophiles in East London estates.The effect of this is that, parents tend not to allow their children to swindle outside, which could affect peer interaction and create further damage to residential district cohesion. Stat istics in Britain show that children living in poor housing often have poor educational attainment (Hills et al, 2009). They are more likely to have been excluded from school and to leave school with no GCSEs. For instance, localisation entropy shows that children from poor housing estates, who visit our setting regularly, are often without GCSEs. However, my work settings has adopted a mentoring strategy to motivate young people in this category to believe in themselves, and monitoring of this approach has helped a summate of young people to resume attending school. The safety and welfare of children is the state of the local authority, working in partnership with other public organisations, the free sector, and service users and carers (Department of Health, 2006). All local authority services have an impact on the lives of children and families, and local authorities have a particular responsibility towards those children and families most at risk of social exclusion.For i nstance, Greenwich Local Labour and line of merchandise (GLLaB) in collaboration with my work placement, liaise to support young unoccupied young residents with voluntary work placements to help them gain practical work experience, qualification and reading in a range of settings. These local authorities also have responsibility for safeguarding and promoting the welfare of children who are excluded from school, or who have not obtained a school place, for example children in Pupil Referral Units or being educated by the authoritys home school service.As a result of (GLLaB) participation in helping young people, a lot of young people from the Greenwich Borough have been employed at the surpassing site inStrafford(Brown, 2006). However, Greenwich Local Labour and Business (GLLaB, 2011) In addition to advice, helps lone parents to access childcare, give information about benefits and tax credits and father support with job searches, CVs and interview techniques to promote opportu nity in the borough. Where possible, they also organise paid work experience placements, including a range of training opportunities.Yet, some lone parents often feel isolated and lack confidence. Placement experience shows that they may also experience poor physical and mental health issues and be socially excluded. More needs to be through to help lone parents to overcome the psychological barriers that prevent them from getting abide into work. According to Power et al, (2011) the school play active part in bringing families and children from different ethnic and cultural back-ground together, including helping children from disadvantaged background to learn. Power et al (2011) also mentioned that parents of children with special educational needs were positivistic about how their childrens need has been responded to by the schools, including autism, dyslexia and behaviour issues. For instance, my work placement wasable to support and help a young autistic child from the ethnic minority group who was going through exclusion because there was no trained Special Education Need Coordinator (SENCO) in the glasshouse.Members of staff were not able to provide proper care for the child as he was stereotyped as aggressive, and was not interacting with other children.In order to help the child, the nursery had to train a staff member in the field of study of special need this approach eventually supported the child andincluded the function of other professionals like the Speech and Language Therapist. The child now extends give than before and is gradually coming out of language delay. Class live experience on this course has demonstrated student integration, as we have a diverse student, ranging from black, white and Asians. Class tutors have been able to peer us together during class work and assignments and different ideas from the group have increased my awareness of how diversity can harness experiences from different back grounds and culture which help s to stimulate learning. According to Halpern (2005) which stated that language difficulties from children and young people that do not have English as their first language could be frustrating from the teacher-learner point of view.I have encountered a situation in the work placement where child B(as he will be intercommunicate in this analysis for data protection reason) was not able to communicate because he is from Africa, he did not play and interact with other children as everything he saw in the nursery seemed strange to him. As a result of his situation, he was losing out of chance(a) task and activities, which in turn affected his mental, spiritual and physical development. To support the child, the nursery had to include a one-on-one teaching in to his care plan, and adopted the visual form of teaching by using pictural reinforcement to support his learning. Child B is now able to communicate because teachers and care givers did not discriminate and neglect him. The chi lds parents also benefited from the nurserys holistic approach to supporting them to enrol for (Esol) so that they can learn and carry on speaking in English to the child at home, although they were not discouraged from speaking their original language.The company Cohesion Programme is an activity my work placement organizes on annual basis to create an awareness of our diverse community, in order to encourage integration, respect and to showour diverse community. Before the event, young people were asked to make a drawing of their country flags andmake a list of food and clothing. During the programme, young people were encouraged to dress in their own native attires, and it also includedperforming cultural dances, and a display of their native foods. Consequent to this, work place records have suggested a reduction of post-code, gang related problems, as young people living in that part of south East London are nowfriendlier. This is in support of the government initiatives in building the big society that could accommodate all, irrespective of race, ethnicity, gender and creed ( console office, 2010).In conclusion, this essay has addressed parental and family influences on the personality development of children and young people. Current social and equal opportunity issues, which may influence the development of children in a multi-cultural society in Great Britain has been addressed. The roles and responsibilities of Social Services, Health Care Trust, and Private Sector, Child Care Agencies as multi-disciplinary and interagency working together has been analysed. Reflection upon personal learning in work placement in terms of promoting diversity and equality has been examined.I have also disagreed with some theories that asserted that sex gender did not have an impact in influencing the attitudes of children and young people. Therefore, organisations, schools and institutions should do more in promoting equality and diversity in order to revel the ben efit of shared ideas, experiences and foster community cohesion in our modern font day Britain. As a professional, stereotyping children and young people based on their ethnicity, gender and culture will be discouraged by reinforcing and promoting equality, diversity and fairness at school among children, young people and colleagues.Reference runAjegbo, K. Kiwan, D & Sharma, S (2007) Diversity and Curriculum Review, DfES, London. Anisman-Reiner, V.(2007)Adult Children of Divorce Children Who argon Over 18 When Parents Separate Are advertly Affected. (Online) gettable athttp//victoria-anisman-reiner.suite101.com/adult-children-of-divorce-a19930. (Accessed 01February 2012). Brown, K (2006) Exploring the evidence base for Integrated Childrens Services.Edinburgh. Sage Publications. Buonfino, A. Thomson, L (2007) Belonging in Contemporary Britain, Commission on Integration and Cohesion, London. Cabinet Office (2010) Building the Big Society. (Online) Available at http//www.cabineto ffice.gov.uk/media/building-big-society.pdf. (Accessed 08 March 2012). Crawford, J.M. (1999)Co-parent adoptions by same-sex couples From loophole to law. Families in Society The Journal of Contemporary Human Services, 80, 271-278. Davis,R, Vasagar J, Meltzer T. (2011) Oxford University diversity row Grades arent enough. The Guardian. Online Available at http//www.guardian.co.uk/education/2011/apr/12/oxford-university-diversity-row-students. (Assessed 24 March 2012). Department of Health (2005) Improving emergency care in England. Online Available athttp//webarchive.nationalarchives.gov.uk/+/www.dh.gov.uk/en/Publicationsandstatistics/Publications/AnnualReports/Browsable/DH_5342101. (Assessed 10 February 2012). Department of Health (2006)Working together to Safeguard Children A Guide to Inter-agency Working to Safeguard and Promote the upbeat of Children. London. The Stationary Office. Hastings P. (2005)Parents influence on kids behaviour Not much. Available athttp//scienceblogs.com /cognitivedaily/2008/05/parents_influence_on_kids_beha.php. (Accessed 10 March 2012). Halpern, D. (2005)Social Capital. Cambridge. Policy Press.Hills, J, Sefton Stewart K. (2009) Towards a More Equal Society? Poverty, inequality. Bristol. The Policy Press. Lamanna, M, A. Riedmann, A, C. Riedmann, A. (2006)Marriages and Families. Belmont. Thomson. Levinson, W, Kao A, Kuby A, Thisted R.(2005) Not All Patients Want to Participate in Decision Making. Journal of General Internal Medicine. Volume 20, issue 6, pages 531-535. Lupton, R, Tunstall R, (2008) Neighbourhood Regeneration through Mixed Communities A Social jurist Dilemma. Journal of Education Policy. Vol. 23, no2.pp105- 117. Maybin, J. and Woodhead, M (2007)Childhoods in Context. Milton Keynes. John Willey and Sons Ltd. McDaniel, S.H, Cambell, T. L, Hepworth, J, & Lorenz, A. (2005). Family-oriented primary care