...‘’Assess the view that working class children under-achieve because they are culturally deprived’’ Cultural deprivation theorists argue that most of us are taught the attitudes and skills needed for educational success during primary socialisation. However, there are a percentage of students who do not have cultural capital, and are therefore deprived of what is needed to be successful at school – this percentage, according to cultural deprivation theorists, are working-class. There are three main aspects of cultural deprivation: intellectual development, language, and attitudes and values. Cultural deprivation theorists argue that intellectual development plays a big part in the educational failure of the lower classes. Due to cost constraints, working-class parents are unlikely to buy educational toys which would stimulate their child’s mind, and intellectual development. This stimulation of the mind is vital for when a child begins their educational journey, as many middle-class mothers would say. J.W.B Douglas found that working-class children tend to score less on tests of ability than middle-class students because working-class parents are less likely to support their child’s intellectual development – even by simply reading to them. Bernstein and Young also found that middle-class mothers are more likely to buy toys which encourage thinking and reasoning – skills which are needed for educational success. However, although intellectual development may seem like a major...
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...they enjoy working with people or children, others because they like being off during the summer months, and still others because of their love for a particular subject. Although all these reasons are valid, I feel my reasons are much simpler. The bottom line is that I love kids and enjoy working with them. My desire to make learning a more positive experience for them has only increased with time. I knew very early in life that I enjoyed working with children; I am drawn to their eagerness to learn, their trusting nature, and their inquisitive minds. It has always been a joy for me to be around children, who are eager to learn. Children are thrilled when an adult takes time to read to them. After hearing a story only a couple of times, they are like a tape recorder set on replay. Their thirst for knowledge is overwhelming. At the elementary level, children also tend to have a very trusting nature. They rely heavily on their elders for guidance. Most children are very honest with their feelings and don't try to hide them. This is a crucial time in a child's life; it is a time when teachers and parents should be molding them for the future. It seems their minds are always working on something which makes them extremely inquisitive. Their curiosities seem never to be satisfied. Children are always asking "why?" even when they know the answer. The inquisitive child wants to know the how's, when's, and where's of everything. Because of my early interest in children, I developed...
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...When women decide to have children, we have alot of decisions to face. We want the best for our children, so we have to decide whether employment would be the best decision. So women haven’t just been facing this dilemma in this century. In earlier centuries they were going through the same decisions as well. Deciding if working outside of the home was the best resolution for families, we will discuss. Society has it that if women work outside of the home, that it damages the development of their children. Now studies state that there is no harm expressively, spiritually or behaviorally to a child that has a working mother. Women worldwide have been asking themselves this simple little question; is it better to stay at home with the children, or work outside of the home? Everyone will not respond with the same answer. Generally, this is a very personal choice for the mother and her family to make a decision if it’s best for her to stay home or go in the work field. Women, their first instance, are how this will impact my child when I leave him or her alone. Well, they have been recent studies to help us understand if it is a good idea for women to work or not and if it impacts the children. In recent decades of studying, women have really taken over the workforce and it is still increasing. For example, in 1940 only 8.6% of women with children worked in the United States (Wladis 1). As recent as of 2010, 64% of American mothers with children under the age of 6 works...
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...communication is central to working with children. It helps build trust, and encourages children to seek advice and use services which may be able to identify and help prevent child abuse and neglect (Parton, 2006). In addition, communication is important to establish and maintain relationships (Rixon, 2008). According to Crow et al. (2008) communication is an active process that can involve touch, listening, tone of voice, gesture, playing, observing, reassuring, signing, explaining, receiving and transmitting information and interpreting and reflecting upon what has been communicated to us. Furthermore, communication is fundamental to a child’s cognitive, social and emotional development (Crow et al., 2008). It is essential for a child in order to develop their own communication skills, as well as provide them with a means of understanding the environment around them, for example their society and culture (Crow et al., 2008). This essay will discuss the key elements of communication in work with children whilst also examining what the ‘Reggio Emilia’ approach, an innovative and inspiring approach to early childhood education, contributes to our understanding of good communication with children. The first years of a child’s life are when good communication between the child and their parent or primary carer is most important (Hart and Risley, 1995). Communication between carer and baby plays a key role in the development of the infant’s brain (Gerhardt, 2004). Children are primed to communicate...
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...Children working in factories at such a young age is horrible.Therefore the industrial revolution harmed many children while it lasted rather than helped them.For example in an interview with Dr.Ward it stated “the state of health of cotton factory is much worse than that of children employed in other manufactories” (House of Lords with Dr.Ward).In the quote it clearly shows that children working in cotton factories have a higher risk to getting hurt than children working in other types of factories.Also in a book written by Edward Baines it says”labour in mills are victims of frightful oppression and killing too”,this shows that kills also cause oppression(History of Cotton Manufacture by Edward Baines). Also children working at the mill...
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...DETRIMENTAL IMPACTS OF BOTH WORKING PARENTS ON THEIR CHILDREN A Thesis Presented in Fulfillment of the Requirements of the Psychology Course of BS(A&F) at FAST-NU, Lahore * * * * * Acknowledgement We have conducted a survey on the topic: “DETRIMENTAL IMPACTS OF BOTH WORKING PARENTS ON THEIR CHILDREN”. Before selecting this topic, we took instructions from our teachers and seniors. Under the supervision of or teacher, we prepared a questionnaire and conducted a survey. We are indebted to our teacher for her advice as we prepared this report. We are especially grateful to the students of FAST-NU, LUMS, LSE, GC University and Punjab University for giving their point of view regarding this topic and helping us with the survey. TABLE OF CONTENTS Abstract | 03 | Statement of Problem | 04 | Purpose | 04 | Central Phenomenon | 04 | Literature Review | 05 | Limitations of Study | 05 | Key Question | 05 | Survey Method | 06 | Introduction to The Topic | 10 | Causes: Why Do Parents Work? | 12 | Child Development: The Critical Parent-Child Relationship | 14 | What Kids Think About Working Parents | 17 | Stress on Working Mother | 18 | Effects on the Children of Working Parents | 19 | Problems Faced by the Children | 22 | Solutions to the Problems | 24 | Conclusion | 27 | Questionnaire | 28 | Graphical Representation of Survey | 33 | References | 34 | ABSTRACT Ever since both the parents began entering the work force, the...
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...I have realised for a sometime that there resistance within our service to fully consider children as equal partners. Practitioners do consider what they think children would like and what they think would work best for children, but children have never been active participants in developing policies within our service. I believe this is due to lack of staff training. I work with four practitioners, two were awarded their Level 6 qualification in 2009 and two other colleagues hold a signed grandfathering declaration form. Lack of staff training is something I find challenging in my role as a child practitioner, as I believe it creates many barriers for the children in our playschool and also for my own professional development. What can...
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...conclusion, due to modern busy life requirement, I can see that children, especially for older children are facing more pressure for their everyday learning. This is why some adults are more concentrate on building up children’s academic learning or other skills, but overlook the fact that children’s health and well-being are even more important. From this point, I would suggest children and young people’s health and well being should priority, so that children are feeling happier and healthier, that allow them to have better learning ability and positive holistic development. C2/B2 As a childcare worker, it is essential that we understand and awake to the relevant principles and values, as well as apply them to our practice. For example the UNCRC with its 54 article,...
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...Asses The View That Working Class Children Underachieve Because They Are Culturally Deprived There are many cultural deficiencies often associated with a child’s potential and achievement in education. Cultural deprivation is a theory that many working-class children are inadequately socialised from a young age, and therefore lack the “correct” culture appropriate for a successful education. Cultural deprivation theorists agree that humans acquire basic attitudes and values needed for education through primary socialisation in the family. However, many working class families do this inadequately, therefore their children become culturally deprived. There are three main aspects of cultural deprivation: intellectual development- which refers to the development of thinking and reasoning skills eg solving problems. Traditional Marxists believe that working class families lack educational books and toys that stimulate a child’s intellectual development, as they cannot afford them. Therefore children start school without the skills allowing them to progress. Douglas found that working class children scored lower than middle class children in intellectual tests. Bernstein and Douglas found that middle class mothers are more likely to buy educational toys to encourage their child’s learning from an early age; to assist the development of their thinking and reasoning skills, thus giving them a steady start and more likely to lead to educational success. Engelmen and Bereiter...
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...only suitable people are working with children, it is important to promote very clear practices in any setting and ways of working to protect both the children and adults that work with them. In many cases it is too easy for actions to be misunderstood especially physical contact. It is everyone’s responsibility to work hard to promote the welfare of the children in their care and in most well run settings there are a set of very clear policies and procedures that support safe working to benefit both staff and children. Four of these practises are: Working in an open and transparent way, Power and positions of trust, Propriety and behaviour and Physical contact, these are discussed below. Working in an open and transparent way The layout and arrangements of a building or room can be...
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...Working in partnership is essential to the development of children and young people in the early years setting and school. Positive relationship partnerships are form from practitioners to parents, carers and multi-agencies. Multi-agencies are different types of servicers brought together for one purpose, which is to support the needs of the child and young person. Through this partnerships are formed with practitioners and families through the key worker system, and integrated work supports the child and young person by meeting their needs and improving their life. Integrated practices and multi-agencies work together to benefit children and young people as it brings together a range of different services which is open to the community. Multi-agencies benefit children and young people by ensuring early identification and/or intervention of any...
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...educational experience. Many suggest that due to working-class children are ‘culturally deprived’ compared to middle class children due to them having more access to things such as classical music, educational holidays or trips and literature. Bourdieu (1984) uses the term cultural capital to refer to the knowledge, attitudes , values , language , tastes and abilities of the middle class. He sees middle-class culture as a type of wealth due to it giving an advantage to the people who possess it. He suggests that through this middle class children acquire the abilities to grasp and analyse abstract ideas which leads to more intellectual interests and a better understanding of what they need to do to succeed. This gives middle-class children an advantage in school where such abilities are and interests are highly valued and rewarded. In contrast, working class children find that their culture is devalued to be ‘rough’ and inferior compared to that of the middle-class. The lack of cultural development in the child leads to exam failure, truanting, early leaving and just generally not trying. Alice Sullivan(2001) used questionnaires to conduct a survey of 465 pupils in 4 schools. To assess their cultural their cultural capital, she asked them about a range of activities, such as reading and TV viewing habits and whether or not they visit art galleries, museums or the theatre. She also tested their vocabulary and knowledge. She found that children who watched documentaries and read complex...
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...view that working class children cultural deprivation is the reason of their underachievement can be very rightly true. Cultural deprivation is the lack of certain rules of behavior in social situations, values, belief that something is a worthwhile, attitude and skills these are all of what society calls “normal”. Working class children are less likely to succeed in life because they are less likely to be found in nursery schools, less likely to go to university and more likely to be poor readers when they start school, more likely to be in lower sets and streams in secondary school, more likely to leave school early, more likely to underachieve at GCSEs and a level, more likely to be excluded and suspended. This is because the middle-class culture children are suitably prepared for school, but it's totally reverse for working-class culture; it basically fails to prepare children adequately for educational success/achievement. Cultural deprivation has been identified as one reason why the working class children are generally achieving less than middle class pupils. It attributes the working class under-achievement to the fact that they have often been brought up with a negative attitude towards education. The difference is working class people have a different culture from middle class people. That means working class children do less well in education. Some people then make a causative link between the two ideas and come up with the idea that working class children do less well...
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...Q. Using material from Item A and elsewhere, assess the view that working class children underachieve because they are culturally deprived. Do working class children underachieve because they are culturally deprived? Cultural deprivation is the notion that the underachievement of working class children in exams is a result of their home background and parent’s failure to socialize them into the skills and values required for educational success. The three aspects of cultural deprivation are: Intellectual development, Language and Attitudes and Values. One of the aspects of cultural deprivation is Intellectual Development, which is the development of thinking and reasoning. Working class children may be less intellectually developed as their homes may lack books, educational toys and activities that stimulate their intellectual development. Douglas’ study found that working class pupils scored lower on tests of ability that middle class pupils, and due to this he argues that working class parents were less likely to read with their children thus stunting their intellectual growth and development. However, is has been argued by sociologists that cultural deprivation is not the only factor contributing to the underachievement of working class children, and that material deprivation and internal school factors may be just as important, if not more so, than cultural deprivation. The second aspect of cultural deprivation is Language, which is the differences that exist in the...
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...Integration of Working Memory Training Working memory has been a growing topic of interest in the field of Speech Language Pathology. It affects all aspects of children’s development, including speech, language, reading, and classroom success. Working memory deficits are prevalent in people with schizophrenia, attention deficit hyperactivity disorder (ADHD), traumatic brain injuries, learning disabilities, specific language impairment (SLI), and intellectual disabilities (Van der Molen, Van Luit, Van der Molen, Klugkist, & Jongmans, 2010). With the rising awareness of how working memory deficits can effect children’s development, the question of whether speech language pathologists should assess and treat these deficits has been asked more and more. Assessing and treating working memory deficits are key and can help many different populations improve in their speech and language development. Assessment for working memory deficits and working memory training should be standard and included into the normal regime. The following paper will touch on what working memory is. As well as how a deficit in working memory can effect children’s development, whether they are typically developing children, or children with other disorders. Some assessment options and then training techniques of working memory will be introduced as well. What is Working Memory? Working memory requires the ability to attend to new information, retain incoming information, and manipulate the...
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