The five outcomes of every child matters

The five outcomes of every child matters Within this resource pack, I aim to guide practitioners and parents to implement the five outcomes of every child matters for children age four and five years in their care. I will begin by given the historical background of Every Child Matters and Policies and Legislative material in order to outline the definitions of social justice and inclusion. Also, I will discuss the significance and possible barriers of inclusion. Portions of the resource pack will reflect critically on Every Child Matters agenda which led to the enactment of The Children Act 2004 linking it to the five outcomes. In 2003, the government initiated Every Child Matters which was launched in the United Kingdom followed by the death of Victoria Climbie. It was a significant plan of the government to change and improve the lives of children and childrens services. The idea of the plan was to safeguard children; however it went beyond and expands the prospects available to young people from birth to 19 years. After the death of Victoria Climbie, there was a long meeting of all the various professionals working in children services. The outcome of the meeting underlined a lot of failure of the system, such as not being able to protect vulnerable children from purposeful harm. As the above has not being the only or a one off incident this was based on professionals not communicating with one another therefore Lord Laming suggested a structural reform which means different agencies working together (DfES, 2003). Following the consultation, the Government published Every Child Matters, the next steps which gave way to the Children Act 2004 which provided the legislative backbone for developing more useful and within reach services, focused around the needs of children, young people and families. The document carried 108 recommendations for fundamental changes. It aimed at supporting all children to have the support they need, no matter whatever their background or circumstances. This Act brought in a change for children. In 2005 a Childrens Commissioner for England was assigned to stand for the views of children. The Every Child Matters agenda was further developed in 2007 through the publication of the Childrens Plan. This plan was a ten year strategy ensuring that every child gets the best in life and helps parent into work as well as making an informed choices about child care and family life. Also it aims to improve childrens educations, health and eradicate poverty (DfES, 2004). Every Child Matters focuses on the well being of children and young people. It lays emphasis on better outcome for children, hence the five outcomes a guideline every practitioner should follow. Being Healthy requires that Early Years settings must show that practitioners are enabling children to be in an environment that let them to enjoy physical, mental and emotional health. All settings have the responsibility to make sure children learn how to achieve these things for themselves and live healthy lifestyles and understand the importance of being healthy (Knowles 2009:59), this has significance to Article (24) (27) of the UN Convention on the Rights of the Child (UNCRC) which recommends that all children should have right to health, clean water and environment, nutritious food, and have a good standard of living that meets moral and social needs (Bruce and Meggitt 2007). One will include that children should be supported through various measure, ensuring that they are mentally and emotionally healthy, practitioners must promote, encourage and set good example through the curriculums and its policies and practice as well as attracting children in physical activity in order to educate them on how to wash their hands and what to eat and drink. Also families should be provided with other health-care support needed which represents the good multi agency practice already in place at Children Centres (DfES, 2004c). (Practitioners should refer to appendix A for illustration of promoting a healthy environment for children). The next key outcome is Staying Safe which enables children to be safe from maltreatment, neglect, violence and harm. Practitioners should ensure that there is policies and procedure in place that clearly demonstrate an ethos of zero tolerance to bullying. Children should be protected from maltreatment, ensuring that providers and all relevant staff are appropriately trained in order to contribute to their safe from any harm. This is in relation to UNCRC article (9) (19) which states that all children should be protected from violence, abuse and neglect and Government should protect them (Meggitt and Bruce 2007) One could argue that providing a safe and secure environment will enable the children to achieve their full potential. (Practitioners should refer to Appendix B for the illustration of keeping safe). Enjoying and achieving is the third most crucial outcome which stresses that children of all potentials are to be helped to achieve personal and social development with particular focus on those with special and additional needs and also to those in disadvantage and isolated areas (Bruce and Meggit 2007). Practitioners in early years settings should make available for all children to achieve their full potential despite their educational needs. Also pupils should be provided with an environment regardless of any physical disability so that they can access the social and educational aspects of school. Furthermore practitioners should promote and support inclusive learning, gender, culture, social and emotional desires. Lastly children with special education needs (SEN) should be encouraged by practitioners to experience equal opportunities to achieve and attain their ultimate goal (Knowles 2009) This is eminent of the UNCRC, article (28) (29) stresses that all children have the right to an education and the purpose of education is to develop every childs personality, talents and mental physical abilities. (Practitioners should refer to appendix C for illustration of the above). One could agree that taken education to some extend will teach children to respect individuals, their own and other culture and also prepare children to live responsibly and peacefully in a free society. Within the policy document, the section on enjoying and achieving cited in (DfES 2003:para1.8) meaning that out of the five outcomes this does give a highlight on leisure time whilst the rest is mainly about educational attainment. Children imagine Enjoying as playing yet within this document it seems to be more emphasising on education. Enjoying appears to be one of the most vital outcomes requested by children. If children are seen as the citizens of the present why not pay particular attention to them. It is important to respect their views (William 2004:412 cited in Hendricks: 2008). In additional to this, making a positive contribution to childrens life is most important this include taking part in decision making and supporting the community, being law abiding, developing positive relationships with others being, self confident and able to deal with challenges and enterprise behaviour (Bruce and Meggitt 2007). In essence practitioners should encourage children to partake in planning and development of activities. This correspond to article (12) of the UNCRC which requires that the views of children must be sought after and given due weight in all matters affecting them. Lastly, achieving economic well-being helps children to conquer income barriers and achieve their full potential (Bruce and Meggitt 2007). Consequently, practitioners should make sure that children are given the best start in life. Evidently, educational attainment is the most effective route out of poverty. Within article (24) of the UNCRC achieving economic well-being the standard of living for children should meet their physical, mental, spiritual moral and social needs (DfES 2004). (Practitioners should refer to appendix E) The reason for writing this resources pack is to guide and support early years practitioners, parents and carers to implement the five outcomes of every child matters in the settings. Although Every Child Matters agenda outcomes seeks to promote the well being of all children which is underpinned by social justice and inclusion, practitioner still needs some ground rules to follow. Social justice is a theme in the United Nations and the European agenda for young children (Jones et al 2008:106). In Britain social justice is a belief that is currently in used to support public policies and practices with a view of making sure that all have equivalent chance to achieve the necessary goods and provisions they need to thrive and achieve well. This idea of fairness is embedded in the concept of social justice (Knowles 2009). Many young people as citizens take their rights and responsibilities seriously as it is necessary to keep hold of the belief in freedom and rights. Undesirably, some o f the policies linked to social welfare are challenge by beliefs of rights and justice (Jones et al 2008). In an ideal and fair society all children and families should have an equal chance of achieving well being yet the society we live in is homogenous entity. This encompasses of huge number of smaller groups between which is unequal distribution of power and access to goods and as part of the unequal power distribution some groups will knowingly and unknowingly discriminate against others. In this way some are prevented from being able to achieve well-being (Knowles, 2009:5). The achievement gap between boys and girls is smaller than that between working class children and middle class children. The focus on underachieving boys hide the fact that boys who come from the different class background and that some middle class boys gain well and some working girls do not. Practitioners should promote a healthy environment for all the children in their care. (Practitioners should refer to appendix A), practitioners should engaged and also supervised the children when they are washing their hands. A child needs water to stay healthy therefore practitioners should make water fountain accessible. Being healthy is in line with Emotional Healthy and Well-being, (2008 cited in Knowles 2009:60) which states that promoting positive health and well being of children helps them to understand and express their feelings as well as building confidence. In other words practitioners should listen and respect children views. According to Rinaldi 2001 (cited in Abbott, 1999), listening means being open to differences and recognising the value of different points of view and the interpretation of others. Children should be allowed to play and rest anytime they want to. As I have mention earlier practitioners should promote a safer environment for the children. Practitioners should support learning with symbolizing materials for children who are not able to read text. This helps them to understand what is required in different situation. According to Piaget (cited in Penn 2008 :42) It is the teachers job to provide a well resourced classroom, where children could have lots of opportunities to learn for themselves how things worked, with guidance and suggested from the teachers. Every child has the right to enjoy and achieve, practitioners should make play a high lead as this is central form of learning. Children should have the opportunity to play for thirty minutes this must involve children with special needs. Also, both boys and girls need to be allowed to experiment wider range of play. For example if a boy wants to ride a pink bicycle he should be permitted to do so. According to Vygotsky (cited in Penn 2008 :43) play is a mental kind of support system which allows children to represent their everyday social reality and therefore enables them to think and act in more complex ways to invent their own rules and narratives. In regards to achieving economic well being practitioners must make sure that neutral advice and quality information are available to children and their families in order to make a thriving move to further learning. In addition to this Practitioners should ensure that children are provided with access to different facilities and safe spaces where they can meet and engage in positive activities. For example play grounds with various facilities. At the centre of all these lies inclusion, this has been one of the vital problems in the early years framework. Social Inclusion is a focal point within the early years education and care policy documents. The Government has stomp inclusion as the Keystone to good practice (DfEE 1998:8). It is the process by which early years settings develop their ethos, policies, and practices to include all learners with the aim of meeting their individual needs. Historically, inclusion has been seen as a process that is relevant to those groups who have been marginalised, but now it is about all children, and it is closely linked to the Governments personalised learning agenda that lie at the heart of the EYFS. Practitioners should deliver personalised learning development and care to help children to get the best possible start in life (DfES, 2007a, paragraph 1.7). One would argue that social Inclusion denotes that all children are involved in appropriate activities making sure that they will not feel isolated or excluded from taking part in any learning performances for whatever reason. This link up with what Roffey (2001) proposes that inclusion does not only take charge of a few children but all. She went on to say that one of the main achievement of the last twenty years legislation has been the increase focus on the desirability of inclusive practices rather than the segregation of children with special education needs which is backed by the 1994 Salamanca statement that pose the Government to agree to the principle of inclusive education and make it a policy (www.unesco.com). Children who find it hard to communicate in class often feels excluded I believe that when practitioners introduce symbol cards in the settings it will help children who feels shy to talk in class and also, it will raise confidence among children and enable them to deal positively with life changes and challenges. Again it will stop practitioners wrongly labelling children as being slow. For example my little boy is very loud at home but very quite in school so when he was introduced to the symbols cards, at his nursery he began to involve in the classroom activities. Practitioners will send newsletters to the parents to inform them about family evenings. In the interest of the child, practitioners and parents should work together to see how best they can understand each other. Helen Penn (2008) noted that working together will not only help the child but also make the individuals understand each others professional rareness and work together this will not isolate the child. After the peer assessment group discussion, I went home to read over the comments my peers made about my resource pack. My peers noted both positive and negative comments therefore I decided to correct the negative ones. Within my resource pack, I explained the five outcomes of Every Child Matters but I had not planned for the activities so I started to gather information about the activities. I had written down my points which I have not yet linked to theory and practice and also had to expand on my points. I found it a bit difficult finding books for the assignment and there was no evidence of critical thinking in my resource pack. During the Christmas break I borrowed books from the university library so I started rewriting my whole work again. Moreover I had already written down notes of what I was going to write for the resource pack so I added some little information from the books I had borrowed. Although I had planned wanted to do, it was still not easy for me to do, as I did not know where to begin. However, the comments given by my peers really helped me to get started. An activity I had planned for the practitioners was for them to give the children in their care all the telephone numbers of people and organisation to contact when they feel unsafe. Later on I changed my mind, to make a poster which can be on the classroom walls so that children can always revisit when they need help. I had read children story book on what they should do when they are in trouble and I found it very good which I wanted to include in the main essay however I was advised by my colleague to put it in the appendix and then refer it in the main essay. Also, I had printed out some pictures which I was going to use for my activities but was told by the initial group not to use them. However, during the second group discussion in lectures, I joined another peer assessment group who were pleased with the pictures and I was told to use them. I found the peer assessment very helpful because I met different people and got various feedbacks regarding my course work. To conclude this, practitioners should ensure that the resource pack is followed as required, because it provides vital and timely contribution to the development of children between the ages of four and five. As laid out in the Every Child Matters agenda every child has the right to education irrespective of his or her background that is cultural, religion and gender or needs. Practitioners should develop a very good relationship with parent and carers this is very important on childrens achievement as well as leading them into adolescence and better adulthood. Part of healthy and successful education comes from home. Involving parents and the community will have a good impact in the setting. Similarly, it makes parents feel a part of the setting and their children education. Also, practitioners should recognise individual needs of each child and respond to them by organising extensive teaching strategies to help them. Conversely, practitioners should also create and work in multicu ltural settings which ought to demonstrate an understanding of the value of diversity and respect for difference.

Jays Treaty :: essays research papers

Jay's Treaty "If this country is preserved in tranquillity twenty years longer, it may bid defiance in a just cause to any power whatever; such in that time will be its popularity, wealth and resources," stated by George Washington in response to demonstrators over the Jay Treaty. 1 Washington's remark was regarding the public's uproar following the release of information on the status of the discord with Great Britain. The people had just been informed of the contents of the Jay Treaty which were: 1) Britain agreed to give up the fur posts in American territory, 2) Britain also agreed to submit to arbitration the questions of disputed boundaries, the damage done to American shipping, and the debts due to British merchants. Although the people did not like these terms, Washington supported them to prevent us from going to war. Washington made his first move by sending a delegate to England, and furthermore by standing up to congress to get this treaty ratified. He demonstrates again his great moral coura ge for the welfare of his country. Although Washington himself did not write the treaty he deserves all the credit for initiating it in the first place. The times had become rough with the British, and according to Hamilton the British were a vital part of our economy. He said " †¦the tax on imports furnished much of the money for paying off our foreign, domestic, and state debts." 2 Along with the British's impressment of American seamen and their role in our economy Washington knew something had to be done. Washington knew that the tension between America and England had to be thinned out so he decided to send over a special envoy. The individual chosen for the job was Chief Justice of the Supreme Court, John Jay. John Jay had much experience in this department because he was the former Secretary for Foreign Affairs under the old Confederation. His objective was to make peace between the two countries. He was under instructions to make no commitment in violation of the treaties with France. Fortunately, Washington came to terms to do this, otherwise our infant country may never have grown into what it is today. This indubitably turned out to be one of Washington's bolder moves towards assisting his country. Another powerful move was demonstrated by Washington as he persuaded the Senate to ratify the treaty. The Jay Treaty was signed on November 19th , 1794, but was not ratified by the Senate until seven months later. "President George Washington's signing of the Jay Treaty provoked unimaginable criticism of his

All Quiet on the Western Front – Essay 9

All Quiet on the Western Front Essay Much like the present, there is a sort of intangible space between the older and younger generations. In All Quiet on the Western Front, youths like Paul Baumer must deal with the disillusion they feel towards what they were taught to believe in by those of the older generation. Once Paul and his fellow classmates are shipped off to war, he and the others learn that some of the things they were taught could not be farther from the truth. The author, Eric Remarque, depicts this notion of a lost generation. He brings this idea to attention throughout the book in conversations between soldiers and through the thoughts of the main character, Paul Baumer. Remarque emphasizes separation between the older and younger generations caused mainly by the false romanticism the older generation attributed to war. Any thoughts the younger generation might have of glory or honor in war were immediately relinquished following first-hand experience. This sort of passed down propaganda aforementioned was and is an important societal issue. As seen in AQWF, this issue can ruin and even flat-out end lives. As shown in the book the decision of many young soldiers to enlist was directly influenced by parents or teachers: â€Å"Kantorek had been our schoolmaster†¦ He gave us long lectures until the whole of our class went under his shepherding to the District Commandant and volunteered. I can see him now, as he used to glare at us through his spectacles and say in a moving voice: ‘Won't you join up, Comrades? ’. † Although Kantorec may have been speaking out of ignorance, the harm had been done nonetheless. Through his naivete he still believed his lies to be true. In the book this is shown to be true of many of the older generation. It is seen when Paul comes back to his hometown after one year of enlistment and encounters a head-master: â€Å"He dismisses the idea loftily and informs me I know nothing about it [the war]. ‘The details, yes,’ says he, ‘but this relates to the whole. And of that you are not able to judge. You see only your little sector and so cannot have any general survey†¦ ’†. As you can see here the ignorant schoolmaster tries in vain to justify logically something he has come to believe illogically. It is most likely that his beliefs were derived from his parent’s generation, and he still has had no encounter with information that would change his views. This brings me to my next point. False information like this being passed down from generation to generation is what leads to widespread ignorance in a nation. An example of this ignorance is shown in a conversation Paul has with his mother when on leave. His mom asks, â€Å"’is it very bad out there, Paul? ’ Mother, which I answer that! You would not understand, you could never realize it. And you shall never realize it. † This ignorance can, in turn, cause the election of corrupt leaders and eventually the downfall of a whole country economically and otherwise. This is shown in AQWF by a conversation the young soldiers had. Due to first-hand experience they had shaken off their previous disillusionment and began to wonder what the point of this horrible war was: â€Å"‘Then what exactly is the war for? ’ asks Tjaden. Kat shrugs his shoulders. ‘There must be some people to whom the war is useful. ’ †¦ There are other people back behind there who profit by the war, that's certain,’ growls Detering. Once the youth come to the realization that they have been misled by the older generation the relationship between the two becomes strained. Parents, teachers, and elders, from which they were supposed to learn are now neither respected nor trusted. â€Å"The idea of authority, which they represented, was associated in our minds w ith a greater insight and a more humane wisdom. But the first death we saw shattered this belief. † The younger generation refuses to listen to the older generation and they begin to act out in rebellion. Sound familiar? As you can see many of the ideas Remarque wrote about in Germany during the early 1900s, apply to modern day America. Perhaps this is one of the reasons why so many classes across the country today read AQWF. AQWF addresses an important and still relevant issue. That is there exists a wall between the older to younger generation that goes beyond just fashion or culture. How many times have you heard teachers complain of students? Or students complain of teachers? Or parents and children complain of each other? There is a reason for this. As in AQWF there are things being blindly taught by the older generation to the younger that are not entirely true. Whether it be important, like politics or religion, or just harmless wives tales, there is a feeling among the younger generation that some things that are being taught are just not true. Maybe with new technology granting access to more information will help further the search for truth and help diminish this wall between one generation and the other.

The Beatles1 essays

The Beatles1 essays Music is an entertainment. yet, sometimes it can make history. A song is simply just words with sound. Yet, sometimes it can be passionate. A band is simply just people who transport music. Yet, sometimes they can be a big influence to others. They are the most popular musical artists in Rock and Roll through out the century. They are the one who most likely captures the media's attention. They are the most famous band in the World during the 60s and the 70s. They are the Beatles. The foursome guys who have talent with style, and together they create art in the musical World. Talking about the Beatles, nobody can refuse to mention the origin of the band, as well as their influences in the music, and their lives during the glorious times. The band was the combination of the four young talented musicians and singers, John Lennon, Paul Mccartney, George Harrison, and Ringo Starr. All four Beatles were born and grown up in working class families in the same city of Liverpool. Yet, they never knew each other. John Lennon, a trouble maker and intelligent young student at the time, and a few friends formed the band. Since John later met Paul and Goerg, the history began. Ringo didnot join the band until their career made a turn to victory. The band first was named "The Quarry Men". However, going through many changes, eventually, they played under various names, icluding the Moondogs, the Werbles, Johnny, and finally the Beatles. ...

A private life essays

A private life essays Ran Chens A Private Life, is a monologue written in autobiographical format that reflects on the coming of womanhood in its female heroine from the time period of the mid 1970s to the mid-1990s. The novel explores the main characters individuality of existence, her desires and sexual ideologies, and the problems in her inner life that caused her disconnections to the outside world. A Private Life is a reflection of a new womans image in post-modern China. It observes a womans emotional confusion of the female body, sexuality, and provocative fantasies. Ran Chens novel is a distinction of a womans self-realization journey that allows her to ultimately seek freedom of emotions and sensibilities through her madness and sanity. Throughout the novel, the main character, Ni Niuniu constantly withdraws herself from her surroundings and her environment and buries herself into her inner, private spectrum. Ni Niuniu struggles with the grasp of the reality of the outside world, the changes with her body and her maturation of womanhood, and the identification of gender roles in her life. One of the most important conflicts that Ni Niuniu experiences is the threat of male embodiments that annihilates her individual identity through her father. Ni Niuniu and her family suffer from the estrangement of her father. Her father was a tyrannical image in Niunius life. Of course, whether you were talking about authority, physical dominance, or economic power, he was unquestionably number one in our family. But seeing how my father suppressed or restrained his attitude toward Sophia Loren led me, after I had grown up to see another reason for his dominance: his aggressiveness, his despotic ways, and his power were freely g iven to him by Mother, Nanny, and me. We handed him the power to oppress us through our gentleness and submissiveness. The more tolerant and obedient we were, the more violent and dictato...

Conservative Judaism Views on Euthanasia Essays

Conservative Judaism Views on Euthanasia Essays Conservative Judaism Views on Euthanasia Paper Conservative Judaism Views on Euthanasia Paper Like the trend among Protestants, Jewish medical ethics have become divided, partly on denominational lines, over euthanasia and end of life treatment since the 1970s. Generally, Jewish thinkers oppose voluntary euthanasia, often vigorously, though there is some backing for voluntary passive euthanasia in limited circumstances. Likewise, within the Conservative Judaism movement, there has been increasing support for passive euthanasia (PAD). Human life is precious and its preservation takes precedence over every other consideration. This includes the obligation to visit the sick and the permission to violate the Sabbath to help a person afflicted with a dangerous illness. It also includes the obligation of forbearance from doing anything that might hasten the death of a sick person, no matter how serious the illness (Maimonides, Hil. Aveil 4:5). Hence, euthanasia is forbidden under any circumstances (emphasis added). However, if death is certain, and the patient suffers greatly, it is permissible to desist from postponing death by artificial means. There is a distinction between euthanasia and the withholding and withdrawing of life-sustaining treatment. Latter is (more) acceptable, whereas the former is strictly forbidden. Although the Jewish tradition asks for the pursuit and maximization of life, the irrefutable wisdom â€Å"there is a time to die† of Ecclesiastes 3:2a must be respected: â€Å"we are not to stand in the breach to ward off death in its time† (Reisner 2000, p. 252). The objective of medical care is to act for the patient’s benefit. Consequently the pain of the patient can prevent doctors to decide to continue aggressive treatment when there is no reasonable chance of recovery from a terminal illness.

Technology and the mind Essay Example | Topics and Well Written Essays - 500 words

Technology and the mind - Essay Example One gadget receiving the greatest use the world over is the mobile phone for its communicative importance. Psychologists have expressed concern on grooving excessive use and addiction to mobile phone in today’s society which comes with negative health ramifications. Some scientists have also opined this growing to technology aided by communication gadgets hinders our scientific abilities as people tend consume just what has been made available instead of thinking deeply and innovatively. in other words technology is making us more lazy in terms of thinking critically problematic use of some technologies such as the mobile phone is significantly interfering with quality of life negatively. The amount of time spent on the phone is not the real problem with technology but the need to stay connected. This could be the core reason as to the addiction being witnessed. The response by individuals when their phone is removed is another important cue. Most will show signs such as anxiety, depression and withdrawal if their access to technology is removed. studies in Japan on children who posses phones has shown they are less likely to befriend peers who are not savvy, while another in one in Britain shows that 36% of students in colleges are not able to survive with their phones. According to Sheffield quoted in (Birdwell, 2007) â€Å"The most shocking figure was that 7 percent said the use of mobile phones had caused them to lose a relationship or a job.† On the hand there those who oppose the argument that technology is detrimental to the mind. Their position is based on the fact that technology is being used by all scientists in their work, it continues to enhance life in every area. E-mail, PowerPoint presentations, the internet, mobile phones and other technologies they argue are part and parcel of any scientist’s life. They agree to the notion that information overload may cause