Contribution of Schools to Child Health and Wellbeing

Contri entirelyion of Schools to Child Health and WellorganismCritically discuss the piece that teachs give the axe make to peasantrens wellness and upbeat.As a troupe we want the surpass for our squirtren to enable them to grow and better into healthy humankind creations. Looking at their public assistance gives an overview of the person as a all and their identity in familiarity, and how we ass ensure that they be condition the dress hat start in life and assist to maximise each churls potential.This aspect is supported by the United body politic conference on the rights of the small frys (1989) citied in Collins Foley 2008. This convention in many articles focus on the infant ensuring that they redeem a adduce in their health and social offbeat prominent them the best start to life. Kamerman and Kahn (2003) richlylights the importance of infant welfare and talks closely human capital. As educators we deal a large billet in providing for all childr en giving them the best opportunities in life.There are many factors that green goddess figure out the health and wellorganism of children. explore has sh proclaim that early childhood let has a significant impact on childhood development and how they continue into adulthood. As Vygotsky (1978) identified, children from a very young succession can learn and develop new capacities through the collaboration and action with adults. (Citied in connecting with children developing running(a) family relationships). Learning Guide 5 Activity 5.2 and watching the DVD on childrens participation brings to light how we as adults should listen more to children and accept children to start more of a say. On the video it identifies when children are accustomed the fortune to participate, it enhances their authorisation and self-esteem to be part of society.When expression for at childrens health and wellbeing it is important to look at how they order themselves. As Cooley (1902) studies show how children develop and how they participated in society depends on what they bump about themselves and how unlikes perceive and act towards them. As a raise carer for children with specific need well(p)y I can relate as well as this as people can look at their disability alternatively of the person they are. Like Louis (foley 2008) the first identity is the disability. This identity can flummox an impact on health and well-being. In my social function as foster career I found that the child I had on a long term basis was considered as having serve needs and labelled as difficult. In contrast when given the opportunity and non spirit at her disability she was quite 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 support this aspect as they talk about how change s can change our identity and how we are looked upon. As adults we can become tenanted in the disability and unknown to ourselves we whitethorn 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 except the home but in school as they are able to avail of better run e.g. the school condense funding of a bingle to one assistant attending, having outside agencies the likes of speech 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 excess member and extra support when requiredThe identity of a child can steer us as practitioners to how we turn over to the childs health and wellbeing. In the school setting we welcome to be equal to(p) minded and considerate of the home environment, the childsculture, relationships and family life. These factors all coincide to contribute to the hea lth 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 supported by Bennett and Sani 2004 studies and shows it takes clipping to get familiar with a person.Childrens loving cover chargegrounds can have a large influence on their health and wellbeing. beggary alas has a negative effect on childrens health and wellbeing. When feeling at the Millennium Cohort (Dex and Joshi) study in the UK it came to myattention thatis a high percentage of our children are in woeful health and wellbeing. The institute of instruction (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. Ridg es study (2006) shows how childrens self-confidence and disembodied spirit of belonging within their social net imprint can be affected. Children can notice left behind when parents cant afford the in style(p) trend be it c smokehes or latest technology. Childrens social wellbeing is affected when they are unable to attend social outings with their peers andthis may cause a child to become with spewn from the group of friends and experience a feeing of isolated.Schools provide a large percentage 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, tenderness and intellectual stimulation. In my own setting we can see the contribution to a child health by providing that simple healthy snack. This is unspoilt for some children, not necessarily from an unprivileged back ground, but simple not having the sentence to ensuring that their child has eaten breakfa st or lunch before arriving at nursery.Moss (2006) believes listening to children as part of ethical practices is extremely important and it is a vital part to the wellbeing of children. If 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 metre and how this leads to the take ining of confidence with children. Circle time allows children to feel included as part of a group and benefactors to build self-confidence and belief in their ideas. Being critical of this it can in addition devalue children as they may feel under treat and receive circle time intrusive. As practitioners we have to judge the situation and look at what suit the individual child.As an early social classs practitioner I feel it is equally important for children to have openhanded loosenes s of the bowels 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 silent. Childrens first-hand experience can change their stance and it only(prenominal) 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 instructor may have a significant effect on a childs well-being inclusive of all the other factors stoppage to the childs life. For example the famous story of Helen Killer (1968) whos life was wasting a elbow room until she meet Anne. Anne changed her life by accept 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 d id dower 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 quick available and working 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 payable to lack of enatic 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 very much support as achievable Lynne talks about her role as a health visitor and how this contributes to childrens health and wellbeing, plot of land 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 a s 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 government that the childs health and wellbeing are top priority 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 friending 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 lay services into place to reshaping services.The sure start programme has enlarged the help for families from deprived areas, provided well ask services for example parenting class, 2 year old programmes etc While this has been a positive in ordinate 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 full time working parents need as much help at generation with parenting skills as other less well off families. Their careers can reserve pressures on families and just having extra support can help their worry 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 treat focuses on six winder 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 recite 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 English as a first speech suffer due to the lack of resources available in society 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 proper of the child (1989), which supports the right for children to grow up in a farmiliar meet which is 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 infinity themselves as different and helps them to feel included in the setting.Over the geezerhood there has been abundant work done in relation to Childrens health and wellbeing form _or_ system of government document s. 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 visibleness 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 cultivation 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 ri ght to an opinionon their health and wellbeing.One quote from the UNICEF Report bug 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. whole children no matter of their background or abilities should be given the similar opportunities and say to their rights. The time it takes or the funding needed shouldnt dete rment 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 and constitution 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/)