Children Development, Health, and Well-Being - Essay Example

?Children’s Development, Health and Well-being Introduction The early years of children are crucial to their physical, mental, emotional, and social development. During these years, their development unfolds and progresses at a very fast with developmental milestones being reached within a few months and a few short years. Their preschool and primary school years also mark important milestones in their development. Any gaps therefore during these years of development can sometimes seriously impair the pace and level of their development. Various initiatives have been taken by the government and education authorities in order to ensure that the educational development of these children during their primary years is managed well. This paper will now discuss the different ways by which children develop in their early years and primary settings, with specific focus on their health and wellbeing. First, a discussion on the developmental needs and conditions of children in their primary school years would be presented, followed by a discussion on the theories and key educational initiatives and how these impact on children’s development. Legislation pertinent to the topic will then be discussed, including the key elements which impact on children’s development, health and well-being. Legislation relevant to schools and children will also be made part of this discussion as a means of understanding the connections between policy and classroom practice. Body During the primary years, learners are highly energetic and highly engaged in physical activity. They are also entering a period of experimentation with various possible identities (Fabian and Dunlop, 2002). They explore themselves and their relationship and similarities to their peers, including the differences between the male and female gender. They are also able to participate enthusiastically in various activities, as well as to expand their mental development in ways which may be considered reflective (Fabian and Dunlop, 2002). These learners have needs which relate to the application of complicated, dynamic, interactive and cyclical activities. The learning process for these children would have to call for them to elaborate, reformulate, and reflect upon their knowledge and values (Fabian and Dunlop, 2002). In other words, they have to be supported on how their develop responsibility for their learning. The years following conception until birth to the first eight years of the child’s life are crucial to their complete and healthy mental, emotional, and physical growth (Robinson, 2007). Their brain’s rapid development often starts as early as the prenatal stage and continues until after the child’s birth. The cell formation of the child is often already complete before their birth with a newborn infant having about 100 billion brain cells (Robinson, 2007). Their brain maturation as well as the development of their neural pathways is however continued after birth until their early childhood. In effect, early childhood is a time where the environment also has a crucial role to play in determining the eventual direction of the child’s development. The environment impacts on the number of brain cells and connections made, but also how these connections would be wired (Waller, 2009). The goal of removing excess neurons and synapses from the immature brain is a process which goes on until the child’s adolescence, but is especially dramatic during the child’s early years (Waller, 2009). This process is also guided to a significant extent by how the child is experiencing the outside world. According to different studies, if the brain does not gain enough stimulation during this critical period, it would be very difficult for the brain to later rewire itself at a later time (MacIntyre, 2007). Poor nutrition before birth and in the first years of the child’s life can also seriously impact on brain development and cause neurological and behavioural issues including learning disabilities and mental retardation (MacIntyre, 2007). Much evidence is also seen indicating that infants who have good nutrition and who have sufficient psychological stimulation manifested with improved brain functions at 12 years as compared to those exposed to less stimulating settings. Early stress can also impact on brain functions, as well as learning, with memory sometimes negatively affected (MacIntyre, 2007). Recent studies also indicate scientific references supporting the fact that children experiencing much stress in their early years can have a higher risk in developing mental, behavioural, and emotional issues in their later life. Various government policies have been laid out with the end goal of providing the educational needs and goals of children during their early years. The Every Child Matters (ECM) was laid out in 2003 and its aim was for every child, regardless of their background to be supported in their need to be healthy, stay safe, to enjoy and achieve, to make a positive contribution, and to secure their economic well-being (ECM, 2003). These themes include a specific framework with outcomes in relation to multi-agency collaboration. Agencies also have to include children’s centres, early years, schools, primary and secondary health services, and playwork (ECM, 2003). With poorer families often being deprived of their essential needs, the ECM aims to change this situation, emphasizing that it is crucial for all professionals involved with children’s education and care to be understand the contribution which they can make on their own in the management of children’s needs. Early Childhood Education and Care is the bigger goal which the policy on Every Child Matters seeks to secure. Early Childhood Education and Care is a term which generally refers to the combination of education and care coordinated with each other for the benefit of young children and their families (Cheminais, 2009). The Department for Children, Schools, and Families discuss the Social and Emotional Aspects of Learning which include self-awareness, managing of feelings, motivation, empathy, and social skills. The learning process has to have its emotional base and foundation. Changes however have been seen with the evidence which indicates support for the development of children’s social, emotional, and behavioural skills, including the following aspects, improved education and work success, improvement in behaviour, successful inclusion, expanded social relations, and better learning (Cheminais, 2009). Studies indicate that children who have emotional and behavioural issues are more likely to suffer mental illness in their later years and often suffer from social difficulties and exclusion, antisocial behaviour, drug misuse, alcoholism, and offending. More often than not, those who are emotionally and socially competent often do better in school in their work, and their personal activities (Simon and Ward, 2010). The establishment of emotional and social competence is likely to decrease mental health issues among children. In recent years, studies have also highlighted the positive impact of focusing on the social and emotional elements of learning not only for children having improved goal-setting standards and social interrelations, but also in relation to better academic performance (Simon and Ward, 2010). In general, based on the above considerations, children need the consistent opportunities to consider their personal development and evaluate their progress, knowing that the knowledge and skills they would be learning can be used in school, their home, and their communities. Families are a major element in the development of children’s social emotional, and behavioural skills (Moss and Haydon, 2009). Families are considered experts in their child and such expertise can also inform them about what educational and social elements would best suit their children (Moss and Haydon, 2009). Various schools have established their work on the curriculum through workshops they can undertake with parents of school age children. Through these interactions, families are able to contribute to the establishment of educational tools for their children. Bullying and inclusion is part of the goals of Every Child Matters, that of keeping children safe. Bullying has become a major issue in the school system in recent years, especially with various incidents of bullying leading to disastrous and deadly results (Barker, 2009). The schools have established various adjustments and measures in order to ensure that children are in a safe environment, free from bullying and other related dangers (Harris and Meredith, 2005). Anti-bullying practices in schools often include a deeper and more comprehensive understanding of bullying, including its definition and the different acts and behaviour which may be classified as bullying (Armstrong and Moore, 2004). There also needs to be an anti-bullying policy which has to be reviewed and revised and accessible to all including staff, students, and parents. A record of bullying incidents is an important aspect of the anti-bullying program for schools with the immediate and corresponding actions and decisions indicated on each bullying act. Within the curriculum, lessons and activities which seek to improve socialization, protective behaviours, and emotional skills are essential in order to prevent and manage bullying (Leicester, 2008). As students are taught the skills to socialize and emotionally relate to each other, they are also given opportunities to get to know each other and to understand their emotional connections with each other (Sheehy, 2005). Schools are also required now to inform their students about what they can do and who they can go to if they are being bullied. An inclusive educational system is also one which places the individual student at its very centre, nurturing and supporting their learning through comprehensive educational strategies, methods, and accommodations which are effective and respectful (Sullivan, 2010). It would also have to be a system which supports high expectations as well as achievement. Such a system is geared towards supporting the few sometimes at the expense of many. In other words, it is a system which is designed to support every student regardless of his demographic qualities (Sullivan, 2010). References Barker, R. 2009. Making Sense of Every Child Matters - Multi - Professional Practice Guidance. London: Policy Press. Cheminais, R., 2009. Effective Multi-Agency Partnerships: Putting Every Child Matters into Practice. London: Routledge Fabian, H., Dunlop. A., 2002. Transitions in the Early Years: Debating Continuity and Progression for Young Children in Early Education. London: Routledge. Harris, N. and Meredith, P., 2005. Children, Education And Health: International Perspectives On Law And Policy. London: Ashgate Publishing, Ltd. Moss, P. and Haydon, G., 2009. Every Child Matters and the Concept of Education. London: Stylus Pub Llc. Simon, C., Ward, S., 2010. Does Every Child Matter?: Understanding New Labour's Social Reforms. London: Routledge. Sullivan, K., 2010. The Anti-Bullying Handbook. London: SAGE. Waller, T., 2009. An Introduction to Early Childhood: A Multidisciplinary Approach. London: SAGE. Read More