Children

I have chosen 3 articles from the lecture of week 10. Elliott is the author of the first reading, his article ‘Packing Fun: Analyzing Supermarket Food Messages Targeted at Children’ talks about that in recent times, food marketing for kids is often dealt with, in a constrained fashion (Elliot, 2012). This is done through the use of marketing strategies appealing to children so that young consumers consume their products. In the article of ‘In Online Games, a Path to Young Consumers’, the author Richtel mentioned that how food companies use online games to encourage children purchase their product (Richtel, 2011).

Gertner emphases that mother could play the vital role in marketing for children in the article ‘Hey Mom, Is IT O. K. If These Guys Market Stuff to Us? ’ (Gertner, 2004). This essay consists of the discussion and analysis of the strategies used in order to appeal and attract child consumer base by relating personal experiences in order to support the arguments that are made. Throughout the reading from Elliott, it mainly focused on how food packaging and foods are targeted towards children to encourage consumption (Elliot, 2012). The technique of marketing “fun” is the key strategy used in appealing to child consumers.

This has led companies to apply the use of interesting and attractive packaging methods for child related-food products (Elliot, 2012). Foods that target children usually contain bright colours, cartoon/ media figures, large written text and nutritional claims in order to attract the attention of children (Elliot, 2012). Many children’s food packages used these popular colours and cartoonish font or cartoon figures because it is a powerful way to showcase the identity and characteristics of child related foods. For example, when we walking around in the Loblaws, we can easily identity where is the children’s food section.

Various containers printed Mickey Mouse, Hello Kitty, or Spongebob on the package of products in order to appeal to the child consumers. Elliott also mentions that companies would like to name their products in interesting and humorous ways in order to appeal children (Elliot, 2012). Overall, Elliot suggests that packaging is a powerful communicator, because it delivers messages from products to customers (Elliot, 2012). In terms of children’s foods, ‘Fun’ is used in connection with product characteristics in order to appeal to kids.

In my opinion, I agree with author as in this journal from personal experiences as a child and their realistic examples about child behavior with the art of persuasion on children’s food containers. As Elliot declared in the article, ‘fun’ is the key thesis found in the names of children’s food with their unusual outlooks and sometimes their unusual colours (Elliot, 2012). From my personal experience, the ‘Happy Meals’ combo for kids at McDonald’s could be a good example to represent the strategies Elliot mentioned in the article.

When I went to the McDonald’s with my 10-year-old cousin during the past summer holiday, she always pestered her parent to buy a ‘Happy Meal’ for herself. However, she almost ate nothing after her getting the ‘Happy Meal’. It’s hilarious to analyze because the only reason she wanted to get the ‘Happy Meal’ was for the free Hello Kitty toy within the combo. In addition, due to the fact the ‘Hello Kitty’ toy models changed every week during the ‘Hello Kitty’ seasonal promotion, my cousin pestered her parent bring her to McDonald’s every week in order to collect all the various ‘Hello Kitty’s and make a collection.

Through this example, it showcases how child-targeted marketing for food uses ‘fun’ strategy to appeal children, and encourages children to torment their parents to buy goods. Moreover, the children-food companies use online gaming tactics to persuade children to buy their products; these tactics such as multimedia games, online quizzes and cellphone apps, as Richtel (2011) mentioned in his article. Obviously, these online strategies are more powerful than TV, because TV advertisements have limited commercial time during children’s programming. However, there are no limited times for the internet (Richtel, 2011).

In terms of online games, is not only just games that could appeal children a lot, it is also a vivid advertisement to help company sell their products to children (Richtel, 2011). For intense, my cousin play the online game which is called ‘gummy bear’ first, before she actually eat the gummy bear candy for the first time. I fully agree with Richtel’s statement from the reading, he also gives out a real example of a child called Lesly. Lesly really enjoyed an online game, which is produced by a food companies in order to reaching children in the internet age (Richtel, 2011).

However in my opinion videos take children to a further level of marketing where they are connected to the game by their actions unlike television where it only demands your hearing and visual attention, while video games demand your attention to play the game. As a result, so many parents believe that online game is disrupting their efforts to improve their children’s diets. From personal experience, I had a similar shopping experience, which was influenced by my favorite online game ‘Angry birds’. ‘Angry Birds’ has become a popular mobile game in recent years.

Surprisingly, in 2011, the ‘Angry birds’ moon cake launch in Hong Kong during the traditional Chinese mid-autumn festival to share with the hundreds of millions of ‘Angry Birds’ fans worldwide. As an ‘angry birds’ fan, I also want to buy this special moon cake. Upon my arrival at the store, there were whole bunch of people already waiting in line; most of them were young people or children with their parents. Even though the ‘Angry Birds’ moon cake is more expensive than normal moon cake, it still sold out in a flash.

Throughout the readings from Gertner, he talked about the marketing campaigns for a family restaurant-Ozon. In order to draw the public awareness and generate traffic for the Ozon brand, the restaurant arrived with 4 different campaigns (Gertner, 2004). Finally, they decided to use the campaign called ‘Mom is hero’ in their strategy to appeal kids (Gertner, 2004). The reason why they decided to use this strategy is because the mother of a family plays the role of ‘gate-keeper’ when purchasing stuffs for their children (Gertner, 2004).

I remembered when I was a kid I always wanted ‘Pokemon’ toys, however the only thing I could do was to beg to my mom because I didn’t have any money to purchase them. I knew only my mom could decide whether or not to buy it for me because she had money, and she decided what was best for me, which at the time she thought ‘Pokemon’ was a waste of money. However, when mom bought the toys after I begged to her, I would assume my mother was really nice, just like a hero to satisfy my desire.

According to the reading, Ozon dedicate to create a place where children would have fun and the moms also could also feel satisfied she made her kid/kids happy (Gertner, 2004). This means that when mothers bring their children to Ozon, or buys food from Ozon, their kids will be happy and see their mom as a hero. I believe it is a very effective campaign, because it is not only focus on the marketing for children, but also focus on satisfying children’s mom. In other words, even though some products are attracting children, mothers are the true significant figure, who could finally decide the purchasing decision.

In conclusion, through all these kind of appealing children strategies, ‘mom is hero’ is the idea that I like the most, because it can be seen as a powerful win-win strategy focused on appealing not only the children but also decision-maker of the children- their mothers. Nevertheless, with the development with technology, the packaging strategy and online game are more far-reaching in recent times. Overall, in order to promote the packaging and online game strategy, I strongly suggest that they should also combine the idea of ‘mom is hero’ as well.

Gable is devoted to the important and ever urgent topic of the difficult problems that teachers and other educational professionals encounter during their attempts to find effective ways for a proper inclusion of children and adolescents with emotional and behavioral disorders (E/BD) into the educational processes, either in frames of the general educational institutions, or under the auspices of special programs and educational settings specifically designed for those having various forms of E/BD.

The format of the article is such that it includes both general historical and factual information about the discussed field, and sets forth several research questions that are elaborated and partially answered by the authors during the course of the article. Those questions pertain to the influence that factors of the disproportionality and personnel shortages have on the effectiveness of programs for children and adolescents with E/BD. B. It is important to point out, that for a clear and focused discussion of the mentioned complex topics, it is essential to distinguish between various forms of E/BD and related disorders.

The authors of the article do exactly that as they classify the population of children and adolescents who are covered and not covered by their study. For example, they not only discuss statistics related to E/BD, but as well provide comparative tables that show the place that E/BD hold among all disabilities that are served under “Individuals With Disabilities Education Act” (IDEA). Furthermore, in the article the analysis is offered that shows how the population of participants identified in the study is structured according to age and race or ethnicity, which significantly enriches the methodological usefulness of the article.

In general, the authors make it easier for readers to trace throughout the article information about the population of children and adolescents with E/BD of ages 3-21 and of Caucasian/White, African American, American Indian, Hipic, and Asian races and ethnicities. C. The study contained in the article is of a relatively short length, but has quite a concentrated amount of information, and offers a large number of references and an extensive bibliography.

In this way, the study by Bullock and Gable is not limited to a certain location, but rather is a summary of their own more narrowly focused pieces of research combined with relevant contributions of other researchers. D. Due to the chosen approach to the investigation of the research questions, the result that the authors reach is not limited to the confirmation of the urgency of those questions, but as well is reinforced by the authors` ability to place the problems related to the much needed programs for those affected with E/BD into the general social context.

Indeed, the authors manage to convincingly show that the passive stance towards the discussed problems may lead to their significant aggravation already in the near future. E. Considering the mentioned points, the main strength of the article is the ability of the authors to synthesize specific information in such a way as to make it understandable not only to experienced educational professionals, but as well for younger ones to whom the authors appeal in the article as they discuss personnel shortages presumably with the aim to interest new potential specialists on E/BD.

Also, the strength of the article is its successful combination of historical data and forecasts, which gives the sense of the direction of the development of the discussed field. As a weakness of the article may be identified its lack of inclusion of relevant foreign experience which might add useful insights on E/BD treatment.

F. Similarly to the above mentioned strength of the article, I believe that I should use the strategy of integral and coherent presentation of information in my teaching because it helps students correctly appreciate the general context that any given information is almost always placed in. In practice, this way of presentation of information can increase the interest and personal involvement of students in the process of study, and may help them immediately see how even a small contribution of one teacher can have significance for many people.

HAVING CHILDREN WHILE YOUNG (pros and cons)

One of the largest problems nowadays is having children while young. That problem includes teenage parents from fifteen to eighteen years old, who aren’t ready to bring up their children yet. However, having a children while young has both, advantages and disadvantages. Being a young parent does not have many advantages, but some of them are really good. For example, young parents are more mature than their peers because they’ve seen how hard life really is.

After few years, they will have more understanding for their teenage kid, and kid will have more understanding for his young parents. Beside that it might be better to have kids when you’re young and you have the energy, health, time and flexibility for children, than when you are older. However, having a kid is not an easy thing. Young parents have many responsibilities, so they have to learn how to be responsible. They must have support and understanding of the society and their parents, both financial and emotional, otherwise they will not make it.

Young parents have to abort their further education for their child good, what is definitely not good because it will be harder for them to get a job in the future. To conclude, having a child is a beautiful thing that helps you build up your character, but it is also very hard and complicated. Especially for young people. So you should be very careful with your life and always think twice before you do something stupid.

Effects on Children of Incarcerated Fathers Most of the prisons in America are overcrowded. They are overcrowded with men, most of which are fathers and nearly half of these incarcerated fathers were living with their child or children before going to prison. The effects on these children can be detrimental. This can also cause strained relationships with the mothers or other family members doing their best to take care of these children while their father is away.

There can be social as well as emotional problems, but luckily there are many states that are trying to accommodate for the parent being gone with programs and camps for these children. Many social issues occur with a child of an incarcerated father as they grow older. It is common knowledge that if a parent or any caregiver disappears from a child’s life, that child’s attachment to that person will diminish. It is hard to establish a child’s trust and takes time, so if a parent disappears that the child has depended on, it can affect the future of the child.

He/she may grow up thinking they cannot get too close to someone, fearing they’ll lose that person. A lot of behavioral problems can also occur in a child. This may happen at home, in school, or in the streets. “Absence of the father is associated more with ‘acting out’ behavior (such as hostility, use of drugs or alcohol, running away, school truancy, discipline problems, aggressive acts and involvement in delinquent activities (Rosenburg 2009). ” Being antisocial is looked at as a list of multiple behaviors that disrupt normalcy. As the child of an incarcerated parent grows to be an adolescent, there may be even more social problems.

Now the child is growing up and can get into more trouble for their social deviance. When it comes to getting in trouble, they may use excuses to cause them to get into more trouble. After all, what excuse is better than, “My dad did it? ” It is very sad when kids are isolated socially from their peers because of their situation; even when it is not their fault. There was a study done in Oregon with 22 children with incarcerated fathers. Within this group, six children admitted they had no friends and four of these children said other parents would not allow their kids to play with them because there “dad was in jail. These children grow up with feelings of shame, embarrassment, and mixtures of hope and fears of their relationships with their fathers, which leads them to be treated differently as they grow older. A father being gone in prison is also a huge financial strain on their families. Whether it be from the father having a job (legal or illegal), the family still depends on that income to help support the family. A lot of families need help through Public Aid to get through these difficult times. The family turns to food stamps, medical assistance, and child care assistance.

There are also many emotional issues that occur for a child dealing with a father in prison. Sometimes the child or children stay with another caregiver while their father(s) is/are in prison. It becomes way harder for the mother alone to maintain a household if she has relied on the father for help and support. This can cause emotional problems with the caregiver the child is staying with. There are many kids that are taken care of by their grandparents, other relatives, friends, or even foster care.

These kids can become unstable very quickly because if there is no relative to take care of them, they have to immediately be placed in foster care because they become dependents of the juvenile court. They are automatically thrust into a more stable household, but because that is what they are not used to, their personalities become shaky. “The 1980 Federal Adoption Assistance and Child Welfare Reform Act mandate that children who are placed in foster care must either be returned to their parents or placed with long-term guardians within 12-18 months (Hairston 2007). This gives the parents a chance to fix what they have done and realize what they are doing to their children, so they do not have to go through more emotional hardships. When abruptly removing a child from their father is ignoring the emotional needs of that child/children. They end up feeling vulnerable, alone, and frightened While being a father in prison, it is still necessary to establish a parental connection with their son or daughter. It has been said that it is most beneficial to have both parents in the child’s life. They must create their own role even though they are behind bars.

A study showed that most incarcerated fathers have feelings of “helplessness and difficulties in being a ‘good father (Rosenburg 2009). ” There are many reasons why the fathers may feel this way. A lot of mothers refuse to bring the children to a prison or jail, but a lot of mothers may have a problem with finances, transportation, or time. There are strict rules and codes to follow when visiting a prisoner, so it would be difficult for a child to act normally with their father. Waiting times can be long, children will be frisked, and chances are it will be hot, dirty, and crowded.

The caregiver may say that is emotionally scarring and the visiting can have a bad influence on the child. When a father is sent away, he is not sent to a prison in accordance with the family’s home. For those that are close, they are lucky, but if a person is in the state’s Department of Corrections, they can be sent anywhere in the state. When these fathers are taken away, the children receive little or no support on how to deal with their grief, loss, anger, shame, and fear. Depending on where the father is in prison, different programs can be available.

There are parent education courses- which most prisons teach special parent-child visits, child-oriented visiting activities, parent support groups, and custody and parental rights services. These programs are designed to develop and strengthen attachments, provide access to services, and address the issues that face the incarcerated parent when it comes to parenting. There is also a service for father behind bars that provides publications on self-help support groups. It serves many prisons with incarcerated fathers in the US and Canada.

There are more and more states doing something to lessen the impact of a parent going to prison on the child. States are now addressing the needs of a child at the time a parent is arrested. New laws are now requiring more extensive training to ensure the safety of a child at the time of arrest. Some states are also requiring judges to now consider the effects of a parent’s incarceration on the child. “One Tennessee judge routinely requests that a video of the father interacting with the child accompany family impact statements (Christian 2009). Some policies are being imposed to require child-friendly visiting areas within prisons and jails, training correctional officers to have a better understanding of visiting children, and reducing the cost of maintaining contact. Welfare agencies in New York are now requiring arrangements to be made for the child to keep a meaningful relationship with that child, unless there is clear evidence that a relationship would be detrimental to the child. These arrangements would include transportation and providing social and rehabilitative services to resolve or correct the roblems which prohibit normal contact with the child. Most normal parenting classes do not meet the needs of incarcerated parents. If these programs want to succeed in decreasing criminal activities, they need to be more specific to maintaining a presence in a child’s life. There are nurseries and different accommodations for mothers that are incarcerated, so why not fathers? In New York, there is a facility called The Bedford Hills Correctional Facility. They also have a children’s center with their own building, which allows overnight and summer visits for older children.

There are inmate caregivers that work as associates in the center, which have gone through an accredited program that prepares graduates to teach in an accredited nursery anywhere in the country. There is a dayroom designed for the kids to play and the other inmates to form new friendships. It is an excellent opportunity for these children to make new friendships with other children going through the same thing. Why should these only be applied to women inmates with children? It is no surprise that fathers are just as important in a child’s life as a mother is.

If there were more daycare centers for men’s prisons, there would probably be less violence and problems within the population of the prison. If the Department of Corrections would give these men an incentive for their good behavior to see their families in a more “home-like” setting, there would be a lot less lockdowns. Many issues occur within a child when their father goes to prison. There will be social and emotional problems, including anger, depression, shame, and guilt. They will be socially isolated and for any child, that is not a positive thing in their life.

Although these issues have been going on for a long time, states are now presenting new laws and implications for families with an incarcerated father. Little changes in the judicial system will help keep these kids out of trouble and continue to maintain a strong relationship with their father. Having two parents is the best basis for raising a child and even if one of the parents is absent, it is still best to maintain a paternal bond with the child. As a single mother of a child that has been raising a child going through this, I have constantly kept in contact with my daughter’s father.

I understand the importance of having a family and one day, they will be able to have a normal relationship with each other. I understand the programs and meetings he attends in the prisons within the Illinois Department of Corrections to become a better person and a better father. If I don’t believe in him, his daughter will never believe either. I have admired my dad ever since I can remember and I want my daughter to feel the same way about her father as I always have. References Christian, S. (2009, March).

Children of incarcerated parents. Retrieved January 30, 2013, from http://www. ncsl. org/documents/cyf/childrenofincarceratedparents. pdf Hairston, C. F. (2007, October). Focus on children with incarcerated parents. Retrieved from http://www. fcnetwork. org/AECFOverview%20of%20the%20Research%20Literature. pdf Shlafer, R. J. , & Rosenburg, J. (2010). Attachment and caregiving relationships in families affected by parental incarceration. Attachment & Human Development, 12(4), 395-415. doi:10. 1080/14616730903417052

Antonio Allegio was born in Correggio, a small Lombard town near Reggio Emilo. His birth date is unknown (Around 1489). His father was a merchant. Otherwise, Little is known of Correggio’s life or training. In the years 1503-1505 he apprenticed to Francesco Bianchi Ferrara of Modena. He was influenced by the classicism of authors like Lorenzo Costa and Francesco Francia which can be found in his early paintings. In 1516 he was in Parma, where he became a friend of Michelangelo Anselmi, one of the main Mannerist painters of the period. He remained in that city until 1530. In 1519 he married Girolama Francesco di Braghetis, also of Correggio and died in 1529.

In this period Correggio paints his beautiful painting “Virgin and child with the young saint John the Baptist.” It is a painting on oil on panel Italian circa. 1494-1534. The subject matter of the painting is John the Baptist as a child and his first meeting of the Madonna and the Christ child. Influenced by Leonardo da Vinci is romantic with overwhelming radiance and cool pearly colors. The expressive content of the painting is of joy, wonder and is playful. It seems to be a happy, leisurely time for all three  people. The young Saint John Baptist’s mood is of reverence as he bows down and looks up at the Christ child. The lines in the painting is of a symmetrical composition arrangement with the Madonna leaning a little toward the young saint almost welcoming her into her arms.

The matter is religious for the young saint is meeting the Christ child as well as welcomed into the arms of the Madonna. The young Saint John the Baptist’s looks as if he is kneeling as he looks up from below to look at the Christ child. The figures are peasants sitting on a bench in a garden underneath a vine. The Madonna is dressed in a beautiful pale red dress and a cloak that is a rich blue on top and green underneath. The cloak draped over her head is folded over and falling off revealing the green underneath on the right side of the Madonna and the blue on her left shoulder.

The color is rich in texture the brush stroke smooth and one stroke. The colors are pale, delicate, and deep bringing out the rich color in the painting. The light and cool pearly radiant color seems to be coming from within the people as well as behind the Madonna. The specific effect is of symmetry in relation to each other. The work is organized to show the Madonna in the center lovingly balancing the Christ child on her left leg as she reaches out her left arm to welcome the young Saint John the Baptist. The Christ child is sitting on the Madonna’s left leg he is raised above the head of the young saint and the young saint kneel and look up. The central focus is of the Madonna inthe center and her smile as well as the Christ child balancing on the Madonna’s leg.

Antonia Correggio reflected the historical context of the renaissance by using the periods work of religious themes found in the Madonna, the Christ Child and a young John the Baptist. The painting is a stylized and idealized. His religious symbolism is largely drawn from the work of Jacobus de Voragine (1260) He created dynamic composition and perspective in his dramatic three-dimensional focused paintings. The mythological perspective depicts movement, drama and diagonal composition arrangement. You can find this movement and drama in the painting “The virgin and child with the young saint John the Baptist” in the Madonna’s movement of her arm as she welcomes the young Saint to join her and her son. Also, in the composition of the three. The Madonna is in the center of the painting thereby catching the eye of the person looking at the painting.

Antonio Correggio was an enigmatic and eclectic painter. His art was a means to reproduce life in its most persuasive domestic side. Later, he initiated a style of sentimental elegance and conscious allure with soft gestures and captivating charm by using imaginary spaces as a replacement for reality. He used these elements of Mannerist and Baroque stylistic approaches found at the time of the renaissance. Antonio Correggio is considered to this day to be one of the boldest and most inventive artist of the High Renaissance. He was revolutionary and is still influential for subsequent artists.

Works Cited

1. http://WWW.artic.edu/aic/collections/highlight_search?acc=1965.688&page=&1&ArtistID=310

Today, childhood is seen as a universal rite of passage. Much of our literature consists of coming of age stories that focus on the journey from innocence to experience. Childhood marks the beginning of our personal narrative. We all have our stories of youth. Some percolate in the haze of memory; others are told and retold over the years. These stories—sad, humorous, painful—shape us. They make us who we are.

Inspired by the growing popularity of collecting and recording our stories, students will interview an older family member about a single significant childhood memory, imagine specific details of the story, and then use one or a variety of media text types to present the story to the class. In doing so, students discover intergenerational links through the common universal experience of childhood. Students begin by interviewing a parent (or other older relative) about a childhood memory, collecting enough details to help them recreate the story vividly for an audience.

In small groups, students share information and project ideas, with a view to re-telling the story through one or a combination of the following: print text (e. g. write a story from the parent’s point of view), visual text (e. g. memory scrapbook), digital text (e. g. Web page, graphic reproduction), audiovisual text (e. g. PowerPoint presentation with music), or oral presentation (e. g. monologue in the voice of the parent). Students should be encouraged to use whatever high- or low-tech tools they are comfortable with.

This activity affords students the opportunity to discover and learn about the codes and conventions of their chosen media text type in order to successfully apply them to their own production. By re-creating an older family member’s story for an audience, students participate in the writing of the family history, making it less ephemeral and embedding it in time. Connecting with their parent or grandparent through a particular memory also allows students to view childhood as a universal rite of passage, one that connects successive generations of their family to the family tree of humanity.

A follow-up ELA activity could invite students to use their imagination to develop a story of their own, inspired by events from their own childhood: How would they tell the story to their grandchildren? Students could create a class anthology of their stories or their parents’. In Social Sciences, students could interview a parent or older relative about the social/cultural/historical time in which he or she lived as a child and create a poster depicting it

Unit 1 – An introduction to working with children E1) Statutory care and education must, by law, be provided by the government and be free of charge. An example of a statutory education setting is Primary School. While some Primary Schools are private, there must also be Primary Schools that are free of charge to attend. Private care and education is education or care that must be paid for. An example of a private education setting is a private Nursery. Most Nurseries are private and require a fee for admitting children. Voluntary care and education settings do not charge a fee for admittance and are staffed by volunteers.

They are mainly funded by charities and small donations from parents. An example of a voluntary care and education setting is a Parent and Toddler group. E2) Primary Schools aim to support children in their education, physical development, emotional development, social development and cognitive development. Educationally, they teach children a variety of subjects with much focus on literacy and numeracy skills. Primary Schools help to identify children’s learning needs and relay useful information to parents on their children’s development. They also offer extra support for children who need it.

Primary Schools offer family liaison officers and children’s liaison officers should parents feel they need help. Primary Schools also offer the chance for parents to go to work during the hours they’re educating their children. Nurseries aim to support children in their education, physical development, emotional development, social development and cognitive development. Educationally, they teach children colours, numbers, the alphabet and various other skills and subjects children need to help them learn more in the future. They teach using the EYFS.

Most Nurseries provide flexible hours so parents can go to work. Some Nurseries provide an out-of-school club, where children can play, be fed and socialise until their parents are able to pick them up. Nurseries also work to help identify any special needs of children and communicate with parents on the best way to deal with any issues their child may have. Parent and Toddler groups aim to support children in social development, helping children gain confidence and make friends, which is a good way to get children comfortable with socialising before they go to a Nursery.

Parent and Toddler groups aim to support families by giving them the opportunity to socialise with other parents and, if needed, teach them how to play with children as often, parents are unsure of how to communicate and have fun with their child. In many Parent and Toddler groups, a health visitor will be on-hand to give out health advise and check their children’s physical development. E3) One of the main pieces of legislation in the UK that supports the rights of children is the United Nations Convention on the Rights of the Child (UNCRC).

The UNCRC covers all the basic rights of a child including health, education, emotional care, privacy and human rights. The Child Care Act 2006 provides the framework to the Early Years Foundation Stage (EYFS) and the Every Child Matters scheme (now known as ‘Help Children Achieve More’). Under this Act, child care settings have to meet National Standards to help children achieve their full potential. It incorporates the welfare standards that all settings working with children under the age of 8 must comply with.

This Act outlines the importance of standards in child care settings and children being kept safe, healthy and being able to enjoy their lives, which are all directly related to articles 19, 23, 24, 28, 29, 36, 33 and 37 in the UNCRC. Education Act 2002 promotes the local authorities’ and educational facilities’ duty regarding safeguarding and child welfare. This relates to protection from physical abuse, sexual abuse, mental abuse and kidnapping. It also relates to the authorities and educational facilities providing privacy and allowing children their dignity.

Articles 11, 16, 17, 19, 34, 35, 37 and 39 in the UNCRC also cover this. Education Act 2004 was designed to ensure different services, such as social workers and GPs, work and communicate with each other effectively. This Act was largely a consequence of the Victoria Climbie inquiry, which also was also largely responsible for the Every Child Matters (Help Children Achieve More) programme. Education Act 2004 relates to articles 3, 4, 24, 28, 39 and 40 in the UNCRC. Equality Act 2010 replaced previous anti-discrimination laws, for example, Disability Discrimination Act 1995.

The Act was brought in to try to stop discrimination in settings and the workplace. The Equality Act 2010 covers 9 protected characteristics: gender reassignment, age, disability, pregnancy and maternity, marriage and civil partnership, sexual orientation, race, sex and religion or belief. Equality Act 2010 relates to articles 2, 12, and 14. E4) E5) A child should be valued, respected and treated as an individual with opinions of their own. It is easier to value yourself if other people value you too. If you don’t value yourself, you may end up permanently afraid of being rejected so you may push people away for your own protection.

All children are different and should be treated for their individual needs so that they can accomplish everything to the best of their ability. All families are different also, and knowing a child as the individual they are, you can help them through situations such as their parents splitting up, as some children cope with things in a different way. Due to all children having different personalities, likes and dislikes, emotions and ways of thinking, you should help them to learn in different ways that suit the kind of person they are.

For example, one child may learn better through listening, while another child may learn better by doing practical tasks. Knowing how different children like to learn can help you teach them more effectively and let them get the best of their education. Children should also be valued for being of a different culture or religion which may take them out of the setting for religious events with their families, which must be a decision that you respect, even if the culture or religion isn’t your own. Special arrangements must be made for some religions such as Jewish children only eating kosher foods.

Decisions made by parents must also be respected as parents are children’s primary educators. If a family doesn’t want something taught to a child, you must respect their wishes. E6) A professional skill needed by practitioners is teamwork. Teamwork is necessary for the care of children because children must be kept an eye on at all times to keep them safe, and in a room of twenty three year olds, one person cannot keep watch on all of them. Also, different people have different knowledge, and collaborating knowledge and ideas is helpful to keep things interesting and new for children.

Another professional skill needed by practitioners is organisation. This is because you must keep an organised environment to avoid chaos and also because children must be observed for the benefit of knowing the child’s limitations, strengths and skills so they can be taught and handled accordingly. Problem solving is also another professional skill that is needed in order to keep order. It is needed to solve problems, whether they be between people or the way things are run in the setting. An example of this is staff to child ratios.

A manager may need to work out how many children are going to be in the setting and how many staff they’ll need to meet the needs of the children. E7) Study skills such as time management can help in your training because it means you’ll be able to get to your classes and placements on time and get the full benefit of your allotted time in class. Note-taking can help you in your assignments and research, making it easier to do your work and remember what you’ve been taught. It also helps with observations in settings, making it easier to write them up.

Flashcards can help you memorise specific terms, words and pieces of information in preparation for exams and essay-writing. This can be helpful in settings for learning children’s names. Communication can help you read and write your essays and work to the best of your ability. Asking someone else how they would word something can give you a good idea of how you should word it. Communication skills in a setting are vital for the welfare and education of the children because a lack of communication can mean that errors that put children in jeopardy can occur.

Reading is a good study skill to have, as you can learn much by reading and it can give you quotes and examples for your essays. Being able to read in a setting can help you learn more about children if you’re reading their file. Concentration is essential for studying as becoming distracted could make you late for handing in essays or you may miss something vital in class. In a setting, you must concentrate on your task of looking after the children or accident may occur.

Writing skills are important in class as your essays must be clear to read and if you have good writing skills, essays are easier to write. In a setting, writing skills are needed to teach children how to write and so you can write up clear reports and observations on the children. D1) Practitioners should develop and maintain good relationships with parents because that way, it will be easier to communicate with them about the child’s needs and progress and for the parents to listen to them without being hindered by a dislike for the practitioner.

Practitioners should also listen to what the parent has to say, as it may be beneficial in getting to know the child, how to deal with the child and how to meet the child’s needs. Relationships with parents should be kept appropriate and professional. Should a practitioner wish to discuss a problem they’re having with a child, the practitioner should do it through appropriate means, such as writing a letter or talking to the parent face to face within the setting, not through a social network site or texting. Arguing with a parent, for example, about the needs of their child would be inappropriate.

Practitioners must respect that, as the child’s parents and primary educators, they know what is best for their children (unless it poses a serious risk to the child, in which case a practitioner would have the right to report the issue). Practitioners may make suggestions on what the child needs to parents, but if the parent doesn’t accept what the practitioner is saying, the practitioner must accept the parent’s decision. Appropriate relationships with other practitioners should be maintained also. Maintaining a proper relationship with co-workers will make working as a team easier and allow you to be able to carry out your job effectively.

Maintaining good relationships with your co-worker could help you if you have a problem in the setting that you’re not sure how to deal with as they may have knowledge on how to deal with it. You can learn new things from your co-workers which could help you carry out your job effectively. If you’re arguing with a co-worker, this would make for an inappropriate relationship, which could hinder your work and create a bad atmosphere for children. Arguing with your fellow co-workers could cause a problems with teamwork which would not be beneficial to children. It could also make you and your co-workers unhappy and may cause more arguments.

If you’re preoccupied with arguing with a co-worker, it may distract you from your job and from meeting the children’s needs. D2) Working in a team with other agencies collaborates different practitioners from different sectors and professions to provide a more effective way of working with children. Children who need additional support can get the right support for their needs. An example of when a multi-agency team would be considered effective and relevant would be if a practitioner follows the Common Assessment Framework because the practitioner believes the child may have some form of learning disability.

If proper protocols and procedures are followed, a plan would be tailor-made to suit the child’s needs, which may include agencies such as social workers, Doctors, specialists in the disability, and teachers, who would meet to discuss with the child’s parents how best to deal with the child’s needs. The agencies involved would share information on the child to make sure everybody involved in the child’s care knows how to effectively care for the child and meet the child’s needs.

Working with different agencies if beneficial to a child with special needs because each agency specialises in a different sector of care and the information different sectors can provide will be provided to the other agencies involved with the child’s care, meaning new knowledge will be passed to different people which could also apply to caring for other children too. An example of when a multi-agency team has failed and the repercussions of their failure is the Baby P case. Many different agencies had information regarding Baby P, that, if shared, could have saved him from death.

Agencies such as social workers and Doctors were involved in the welfare of Baby P, but they didn’t communicate effectively. The Baby P case happened after Children Act 2004 was created, which was largely a consequence of the murder of Victoria Climbie, another case of a multi-agency team not communicating effectively, meaning that there are still flaws within a multi-agency team working for the welfare of children. C) Early Years practitioners should listen to the views and opinions of children because what children have to say is important in learning about the ersonality of the child, and knowing the personality of the child will let you care for them more effectively because you will know how the child learns best and what their likes and dislikes are. Listening to the views of children and valuing their opinions will also higher the child’s self esteem and make them rightfully feel like their opinions have worth and are important to people. It will give them confidence to speak up for themselves and the ability to communicate their opinions and ideas more effectively.

If a child feels that their opinion doesn’t matter, they could become hesitant to join and contribute in social groups and feel shy and feel unable to stand up for themselves and what they believe in, which may upset and frustrate them and make it hard for them to make friends. B) Education Act 2002 relates to safeguarding children and making their welfare top-priority. Knowing the boundaries and limitations of your job will help you conform to this piece of legislation and make sure that what you’re doing for a child will not put them in danger or put you in danger of going against this Act by accident.

It is important that practitioners understand limits and boundaries of their role. An example of when limits and boundaries should be set is with confidentiality. You must know when it’s okay to share information about a child and when it is not. Sharing information with another parent about a child that isn’t theirs would be inappropriate and would break confidentiality rules but sharing information about a child with another practitioner in the setting would be appropriate as long as the practitioner is also involved in the care of that child.

The setting a practitioner is working will also have their own set of policies and procedures. Not following these policies and procedures may get the practitioner into trouble in their workplace and/or put children in danger. Some settings may ask that their practitioners not hug or kiss children. While some parents are happy to let the people who also care for their children to hug and kiss their child, it may go against the setting’s policies. When working in partnership with parents, it is essential to know your limits and boundaries as a practitioner.

Practitioners must remember that the parent is the child’s primary educator and carer and that they have the right to do what they think is best for the child, even if it goes against what the practitioner thinks is best (unless it would put the child in danger). Some parents may not wish for their child to eat certain things, and as a practitioner this must be respected; if you gave their child a food that a parent has requested their child not eat, this would be crossing boundaries. A) A child centered approach promotes the child’s right to make connections, communicate and make decisions for themselves.

It gives children the freedom to experience, question, search for answers and think independently in a safe environment. Practitioners take a role in letting play develop without them directing it. This enhances a child’s creativity and enhances their communication skills. An example of a popular child centered approach is the Reggio Emilia Approach. This educational philosophy was created by Loris Malaguzzi, a teacher, and the parents of the villages around Reggio Emilia, Italy, after World War II.

A school was built from the ruins of the villages because it was the belief of Loris Malaguzzi and the parents of the children who attended the school that the education and care of their children was paramount to rebuilding their society. The Reggio Emilia Approach puts at the heart of its system the image of a child being powerful in their own right. “Children are seen as expressing themselves in varied ways – known as the hundred languages of children. ” (www. leixs. gov. uk/using_the_reggio_Emilia_approach_to_personalise_learning. df) Reggio educators do not see children as empty vessels that require educating. They see children as capable of building their own knowledge and being full of potential and competence. “Time, and how adults use it, is central to Reggio philosophy. The rhythm and pace of the child is always given overriding importance… This means really having time for children’s thoughts and ideas, and giving value to their work, their conversations and their feelings by slowing down to listen to them”. The Reggio Emilia Approach, page 21) Reggio schools allow children to direct their own projects and have free reign of materials and methods. They are watched over by Reggio teachers, but not guided by them. The children learn creativity, communication and problem solving without the guidance of adults. Loris Malaguzzi believed “Our task, regarding creativity, is to help children climb their own mountains, as high as possible”. (www. community