Health Safety And Well Being

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Health Safety And Well Being

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Health Safety And Well Being

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Economic disadvantage makes children vulnerable. It usually has a magnified effect since it interacts with other disadvantages to threaten child development. These effect has been examined using family process or family stress models. Economically disadvantaged children are usually at risk for several socioemotional disadvantages. They also tend to form insecure attachment relationships, behavior problems and also greater physiological markers of stress (Barnett).
Economic disadvantage contributes a great deal to poor results eventually in the final examinations of the children. The education system offers opportunities for children to have wider experiences and also interact with different social levels. Children tend to inherit the social position of their parents and then they may go even higher as adults (Beaver, M., Brewster, J., Jones, P., 2001, p.534).
Economic disadvantage can be defined by the lack of employment of the mother of the child. It can also be deduced from the health and level of education of the mother and also from the eligibility for free school meals of the child. Economically disadvantaged children mostly have poor speech and language as compared to other children of the same age and in the same stage of development. Some of these children usually have teenage or young parents. These children may be under the care of someone else other than their parents for example their grandparents. They may also have been born in a family that is known to be involved in crime (Barnett).
Educators have got some strategies at their disposal to work with this group of children. For the 3 years old bracket, they may put in place a school meals programme. In this way they will supplement the diets of the children attending their school. When the children are well fed in school they will not miss attending and will also long to attend to enjoy a meal they would otherwise have missed out on at home. This meal is not a replacement to meals from home but just an additional one.
Another strategy is using integrated services for the economically disadvantaged children. The children can be kept longer in school so that they can enjoy that they lack at home. They can have their nap in school under the teacher’s watch and then have a play afternoon with the school’s toys. In this way, their curiosity will be roused and in that way they will find school fun. The children will also learn how to share and also team spirit from their play interactions (Nicaise).
Another strategy that can be adopted for the three year olds is to develop skills in the children so that they can easily adapt to their coursework in primary school. A very key skill to be developed here is language skills. Language skills will come in very handy for the children because their primary school coursework will be manageable. For the children lacking good language skills they will lag far much behind thus failing their final exams.
Another strategy would also be to increase the contact between the teachers and the children’s parents. Hence the birth of parent teacher associations. This ensure that the parents and the teachers can work hand in hand in the children’s’ development. For those families that see harder hit economically, social workers can intervene so as to implement a home-based intervention programme. In this way the mothers gain confidence in the home and they also educate their children outside class. This task should not only be left to the teacher for it to be effective. Thus the child’s language and communication skills will be superior allowing them to compete effectively in the primary school course work (Nicaise).
Educators can use language play elicitation games to improve the verbal and social abilities of the three year olds. The children are guided into playing word creation games, creating rhymes, word switching and hyperbolic play as well. These games allow the educators to assess the children’s verbal and peer interaction skills. From the results it was concluded that the children’s verbal skills scores were related with the scores they received in their wordplay sessions (Read, 2017).
There is also a huge need to ensure that there is available staff to institute these strategies otherwise they will just remain on paper. The early childhood teachers need to be attracted, retained and developed. There is a need to provide them with the necessary skills through training. They should also have good working conditions and salaries as well as future plans to promote them in their careers.
There has also been an argument against free childcare for all parents by the state. Some proponents suggest that it should be directed at the disadvantaged children only since they need it the most. These people claim that by availing it for all, has made it expensive by international standards especially towards the parents. In this way, low cost childminders have been driven out of the market. Thus, the report concludes that though the amount of regulation over the quality of childcare has increased, it has not necessarily resulted in producing better outcomes.
A report found out that the numbers of new teachers for the early years’ education are dwindling drastically. This can be assigned to the reason that the new graduates are put off by the very low salaries offered for those jobs. There is therefore a need for the government to invest in that sector to safeguard the future workforce of the country. If the disadvantaged children are not helped at that juncture in their early ages, there is a risk of them falling behind and staying behind for the rest of their lives. This is due to the shortage of nursery school teachers. For the success of the early year intervention strategies to succeed, there is a huge need to develop a strong workforce of early years teachers who will deliver high quality training to the children (save the children).          
The teachers and students require better spaces for learning to take place efficiently. This is key to ensure that the strategies are implemented properly. Poor learning conditions will damage the students’ health and their education will suffer. These poor conditions may also lead to teachers quitting citing them to be crowded and stressful. Thus proper design should be placed high on the priority list and to be constantly reviewed (Royal Institute for British Architects).
Various studies have revealed that there is a large proportion of children who start primary school without sufficient language skills for their educational success. For most disadvantaged children, high quality early education is their best bet to learning early language skills since their homes and social interactions do not offer this. Thus, once their foundations in English and Maths are secured they have a much better chance at attaining success in their future academic aspirations. These children will therefore compete effectively with other children from more privileged backgrounds. They will therefore have a better chance of changing their social status and not merely remaining in the same level their parents are at. Education in this case is the key to success (Early Language Development and Children’s Primary School Attainment in English and Maths).
Barnett, M. (n.d.). Economic Disadvantage in Complex Family Systems: Expansion of Family Stress Models. NCBI.
Beaver, M. B. (2001). Babies and Young Children: Diploma in ChildCare and Education. Nelson Thorne.
Early Language Development and Children’s Primary School Attainment in English and Maths. (n.d.). Retrieved from Save the Children: https://www.savethechildren.org.uk/resources/online-library/early-language-development-and-children%E2%80%99s-primary-school-attainment-english
Nicaise, I. D. (n.d.). Success for all? Education-Line.
Read, K. J. (2017). Journal of Early Childhood Research.
(n.d.). Royal Institute for British Architects.
(n.d.). save the children.
Ting, T. C. (n.d.). Policy Developments in Pre-School Education in Singapore: A Focus on the Key Reforms of Kindergarten Education. International Journal of Child Care and Education Policy.

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