Diverse Outcomes In Middle Childhood

1 Identify the factors that impact on outcomes and life chances for children and young people:

Nevertheless, better life outcomes could be achieved by decreasing the number and severity of adverse early experiences and by strengthening the relationships that protect young children from the harmful effects of

8. The role of early intervention models in improving children and young people’s outcomes and life chances (Ref. 1.2, 3.2, 3.3)

Lareau, in Unequal Childhoods, focuses on socioeconomic status and how that affects outcomes in the education system and the workplace. While examining middle-class, working-class and poor families, Lareau witnessed differing logics of parenting, which could greatly determine a child’s future success. Working-class and poor families allow their children an accomplishment of natural growth, whereas middle-class parents prepare their children through concerted cultivation. The latter provides children with a sense of entitlement, as parents encourage them to negotiate and challenge those in authority. Parents almost overwhelm their children with organized activities, as we witnessed in the life of Garrett Tallinger. Due to his parents and their economic and cultural capital, Garrett was not only able to learn in an educational setting, but through differing activities, equipping him with several skills to be successful in the world. Lareau suggests these extra skills allow children to “think of themselves as special and as entitled to receive certain kinds of services from adults” (39). Adults in the school system are in favor of these skills through concerted cultivation, and Bourdieu seems to suggest that schools can often misrecognize these skills as natural talent/abilities when it’s merely cultivated through capital. This then leads to inequalities in the education system and academic attainments.

Head Start is a Federal program that helps children prepare for school from birth to age five from low-income families. Head Start programs offer a learning environment that supports children's development. The purpose of this research was to examine parental reports of children’s protective factors and behavior concerns in urban and rural communities within children attending Head Start programs. It examined the connotation between different community types and children’s behaviors. Examples of protective factors can include self-control, social initiative and attachment to adults, and behavior concerns can include aggression, hyperactivity and impulsivity which can affect the healthy social and emotional development of children. Which led

Education-based intervention and prevention play a crucial role in influencing young children from at-risk communities. Many researchers have concluded that early interventions improve the child’s academic performance, behaviours and learning abilities in the short and long term (McMahon, Washburn, Felix, Yakin & Childrey, 2000). Based on developmental and social theories, the child’s experiences in the earlier years have great impact on their future achievement. In turn, the foundation of a child’s academic success is formed at a very young age, before they enter the school system (Ansari & Gershoff, 2015). Intervention strategies that target young children, have a greater impact for future development since they provide them with guidance,

List two potential problems that a nurse may discover in an assessment of each age group.

The relationship between the determinants of health and health outcomes had been thoroughly studied. In policies or programs to reduce and prevent health disparities, factors that contribute to the rise in trends are called the determinants of social health. It is equally important to recognize that childhood is an important time in which interventions can have a significant impact on health outcomes throughout life. (Dubiel et al, 2010)

According to Dr. Christine A. Christle “Risk factors are disabling, cultural, economic, or medical conditions that deny or minimize opportunities and resources for a child and place him or her in jeopardy of failing to become a meaningful member of the home, school, and community.” There are two types of risk factors; internal and external risk factors. Internal risk factors would be risk factors that are within the own individual; such as having concentration problems, anger problem or having a disability. Internal risk factors only involve the one child and they are built from within the child. Now, external risk factors are those that involve the child’s “environment conditions such as family, school, and community”; an example of that is the family living in poverty, living in a bad neighborhood with crime and drugs, attending a bad school or not having any friends.

64oz.AJ’s most regrettable moment was when he drank a 64oz cup of Coke in one sitting. AJ was with his family at the L.V. Coca Cola factory and one of the many products the held was 64 oz of pure unhealthiness. He reached for it and started drinking. He didn’t feel anything at first. But then he heard his stomach grumble. He was feeling so queasy and so sick that if there was one thing he could change in his past, it would be this.

Early childhood. During the 1990s, the nation was inundated with reports on the importance of the early years on children's brain development and later cognitive achievement. While some of the reports may have overstated the issue and understated the importance of a child's later years on development, evidence suggests that the early years may be a critical period of development in which family poverty has particularly strong effects on young children. As seen in Table 1, poverty occurring early in a child's life (age two to four) is associated with large effects on indices of child school readiness and cognitive outcomes.

Aber, et al. (2000) article discusses many areas of “risk” for children who are living in poor income families. Particularly, two areas of “risk” that can be directly seen in the Head Start Jamie Hulley Center, located in Bridgeport, are early brain development—early deprivation and negative post-natal experiences—and social contextual characteristics—exposure to violence. Unfortunately, according to the 2014 State of the Child in Bridgeport account, on average 35% of children living in Bridgeport are living in poverty, so these “risks” Aber, et al. (2000) states are real for Bridgeport children.

Risk factors with an individual or family are all linked through the ripple effect such as, level of income, housing, level of education, employment status, drug and alcohol abuse, just to name a few. There are the individual factors, relationship factors, community factors, societal factors and protective factors. These factors include but not limited too; intimate partner violence, community violence, which includes the young and the old, and suicide. In child abuse there is the physical and emotional abuse, sexual abuse, neglect, exploitation resulting in the child's health and survival psychologically and the ability to trust. The knowledge of the power these factors have can prevent and encourage public health and prevent child abuse

As this period is considered to be the most integral developmental stage of life, the impact of social, environmental, and economic determinants can have long lasting, if not permanent effects (World Health Organization (WHO), 2015) . Children who in early life are subjected to adversities, such as poverty, inappropriate care, maltreatment, inadequate health care, or substandard education, are more likely to suffer difficulties later in life (Hertzman, 2013).

(Homlong Rosvold, Sagatan, Wentzel-Larsen & Haavet, 2015) call out to Norwegian health workers in all fields to identify children that fall into this risk category, to provide as much aid as they are able, and to touch base often. All five of the authors contributed to this study, so we are led to believe that they are qualified authoritarians on this subject.