Author: Andre Coleman

Behaviourist theories might say Katya has turned out the way she has due to the way she has been treated by her father. Katya did not get the love or attention she needed as a child, and because of this when her father sexually abused her, she saw it as a reward by showing her love. Her father also had a drug problem, and as a reward could have possibly given them to her, and is why she deals class A drugs. Ivan Pavlov, a Russian psychologist came up with the classical conditioning theory. This involves putting an unconditioned response with a conditioned stimulus, which is the new learnt behaviour from putting the response and stimulus together.

As Katya has been sexually abused at such a young age, she thinks that being sexually active is a normal thing to do at her age. This possibly has lead her to become a prostitute, which is extremely dangerous fro a girl of her age, due to catching STD’s and not knowing the people she is sleeping with. Katya has never gone past the psychosexual stage of the 3-5 year olds. This is when children start to realise about sex. During people’s life stages, there are different psychosexual stages they go through. If they don’t go through those stages, problems will occur in a change in personality. Sigmund Freud came up with this theory. He believed the mind can be divided into 2 main parts; the conscious mind, which is everything we are aware of, and memory is a part of this as we can retrieve information once it is made aware of again. This is also known as the preconscious mind is unpleasant, such as feelings, thoughts, urges. Most of the unconscious mind is unpleasant, such as feeling of pain, conflict, anxiety. It influences behaviour even though we are unaware of it. Erik Erikson agreed with Freud’s theory, but Erikson also believed that we move through a series of psychosocial crises with a different social focus at each stage, e.g. between the age of 0-1 the life crisis concerns developing thrust or mistrust in self or others. The social focus in this stage is the mother.

The biological approach can make us understand how Katya has developed due to the environment she has been brought up in, (nurture) and her genes/behaviour (nature). Nature may have made Katya the way she is from the genes that have been passed on to her. Therefore, Katya may have got her father’s tendencies towards drinking and drug taking. Arnold Gesell (1880-1961) believed children went through development norms, which meant at a certain age they should be able to learn and understand certain things. Nurture could have influenced the way Katya behaves, as she does not really understand about certain things in life from not being told by role models, e.g. father, and does not know what her boundaries are. She also has not had any proper love, so that has leaded her to do other things, and from seeing what her father does, influences her to do things she should not.

Task 2

The Social Learning Theory was developed by an American psychologist called Albert Bandura. He recognised that we learn things by observing people, also known as observational learning.

Katya’s assessment will be based on the impact in has on her life. Katya’s emotional development has been because of seeing what her father has done to her as a child. Her father has been violent, and has locked her in the bathroom, so has not had good visible care, and does not understand how important it is and reacts against what people see. This is because she has seen her father act in this way and has copied him, as she sees him as a role model. For Katya’s care plan, it would involve looking at different role models, as it can affect behaviour, as shown by Katya.

In health and social care provisions, in order to promote anti-discrimination practices and behaviour, messages must be put forward which maximise attention. This can be done by using positive images, for example, people we admire like celebrities with messages which help promote anti discriminatory behaviour, so we copy what they do.

The humanistic approach focuses on the idea of free will and the belief that we are capable of making choices. The 2 psychologists that approached this theory were Carl Rogers and Abraham Maslow.

Abraham Maslow believed that every human being require certain basic needs before they can approach the next level. This can be shown on the hierarchy of needs. Firstly, basic physical needs have to be met before progressing further, for example, food and water, well housed, and once those have been met, we then focus on our emotional needs. These are things such as feeling loved, high self-esteem and feeling or belong. Once all the needs are met, we strive to self actualise, which means reaching full potential in life.

Carl Rogers was more interested in the concept of self. This is how we view ourselves. If children get praised, encouraged to succeed, and told they are valued, their self-concept will be positive and see themselves as someone who is worthwhile and competent. If they are told they are naughty or no good, it will have a negative affect and will affect part of their self-concept aspects.

For Kayta’s assessment, the humanistic approach can be applied on how it affects her life. Katya got treated badly as a child, making her feel not wanted by her father and un-loved. He would often shout violently at her, and if she cried or complained, and once Katya’s father calmed down he would sexually abuse them. This will affect her self-concept as she has not been valued enough, and also it has affected her self-esteem as she has not had the love from others and does not know how to look after her appearance due to not being taught. On Maslow’s hierarchy of needs, Katya has not been able to progress further from the basic physical needs. This is because she has not been cared from properly, and is unable to move to the safety and security needs due to her father not being there for her.

The humanistic approach can be applied for to health and social care provisions to help the problem. Unconditioned positive regard refers to a totally judgemental way of being with or viewing a client. The therapist supports client’s feelings, beliefs and emotions un-conditioning. This means without judging whether their emotions are good or bad.

Empathy is also used in helping others. It requires care workers to listen to clients, and respect them for whom they are and any emotions they have had to deal with.

Jean Piaget came up with the cognitive theory, saying that cognition develops through a series of stages building on the previous stage, and so on. He believed we can only achieve certain things in certain stages in life, for example, a baby is only able to experience the world through sense perceptions (smell, touch, sight) and motor activity. This will then develop into the next stage which involves language, memory and thought and so on.

For Katya’s assessment, this theory has an impact on her life as she grew up to fast. This means that she has to cope with things at a certain age which her brain could not deal with. Am example of this would be her father’s behaviour towards Katya, not allowed to have any creative play by making things or decorating a dolls face and playing with its hair.

In health and social care provisions, keeping a diary or record of negative thoughts and feelings can help to identify why they are feeling like the way they are. By identifying why they are feeling like that, care workers can help support the individuals through their problem.

Task 3

The psychological perspectives I have chosen to analyse are the behavioural theory, biological theory and social learning theory. I have chosen these theories because they apply more for the way Katya is behaving.

Psychological Perspectives
Katya’s Challenging Behaviour

Behaviourist Theory

Ivan Pavlov-reward good behaviour

Ignore her bad behaviour that she shows. Is used to being rewarded for bad behaviour so when shouts and screams walk away.

Make sticker reward chart, so when Katya shows good behaviour gets a sticker and when completes chart gets a reward, e.g. money.

Biological Theory

Arnold Gesell

Nature/Nurture

Katya may possibly be more sensitive to drugs because if her mum took drugs whilst she was pregnant with Katya, she may have been born a ‘crack baby’

Could put Katya into rehab to get her weaned of the drugs and alcohol.

Social Learning Theory

Albert Bandura

Observational Learning

Remove or separate Katya away from those who are a bad influence towards her, e.g. father. This is the responsibility of a social worker.

Arrange for Katya to see/meet a person who experienced and went through the same issues as her, and speak to her about how they have dealt with it and how they have turned out today- can be seen as a role model for Katya to help her deal with the problem she went through

Health and Social care organisations can help Katya’s behaviour through different types of therapies. The therapies that will help Katya come under the Psychodynamic theory (child psychotherapist), humanistic theory (child therapist), and cognitive theory (CBT-cognitive behavioural therapy).

Psychological Therapies
How it will help Katya

Psychodynamic theory

Child psychotherapist

Help her to manage her difficulties with behaviour

Help Katya develop new skills

Help resolve her issue that she has dealt with

Boost communication skills

Lets her play and do activities and then once comfortable help her problems

Humanistic theory

Child Therapist

Form strong relationships with the therapist- ‘mode of communication and type of relationship facilitates change and growth in children experiencing emotional distress’ http://www.bapt.info/playtherapycareers.htm

Cognitive Theory

CBT

Helps Katya make sense of overwhelming problems by breaking them down into smaller parts

Focuses on the cause of her distress or symptoms in the past, it looks for ways to improve her state of mind now.

Identify Katya’s individual patterns of thoughts, emotions, bodily feelings and actions and keep a diary record

Help Katya to work out how to change her unhelpful thoughts and behaviours

Helps Katya to replace unhappy thoughts with positive thoughts

Discuss with reference to curriculum documentation and relevant research literature the importance of effective provision and planning for outdoor play and exploration in UK early years settings.

In this assignment I am going to look at why it is relevant for effective provision and planning for the outdoor environment in the early years in the UK. Outdoor play is a vital element of young children’s physical, social and emotional development. Play is a young child’s activity for learning. Therefore making the most of outdoor play is essential, providing plenty of experiences in a varied manner for children, early years settings are in a unique position to offer these, fully integrated with the indoors.

The four aspects of Birth to Three Matters Framework include examples of experiences that very young children should have both indoors and outdoors. Similarly, the curriculum guidance for the foundation stage includes many ideas for taking learning outside. All six areas of learning can be effectively promoted, from the earliest stepping stones through to the early learning goals at the end of foundation stage.

The statutory framework for the Early Years Foundation stage: setting and standards for learning, development and care for children from birth to five. (DCSF 2008) states the following in relation to the outdoor environment;

‘Wherever possible, there should be access to an outdoor play area and this is the expected norm for providers.’

‘The indoor and outdoor environments (should be linked) so that children can move freely between them.’

‘A rich and varied environment supports children’s learning and development. It gives them the confidence to explore and learn in secure and safe yet challenging, indoor and outdoor spaces.’

‘Children must have opportunities play indoors and outdoors. All early year providers must have access to an outdoor play area which can benefit the children. If the setting does not have direct access to an outdoor play area they must make arrangements for daily opportunities for outdoor play in an appropriate nearby location.’

‘Being outdoors has a positive impact on children’s sense of well-being and helps all aspects of children’s development.’ (See EYFS Statutory Framework (p.35 and 37); EYFS Practice Guidance (p.7) and ‘Principles into Practice card 3.3: Enabling Environments- the Learning Environment’).

The EYFS statutory framework for the EYFS is put in place so that every child in a setting environment has the best possible experience of the outdoors, as so much learning and development goes on within the outdoors and to cover the six early learning goals.

The outdoors offers a unique environment, which is very different from the indoors. It offers space and freedom to try things out, to explore and experiment without the constraints associated with an indoor environment (Tovey 2007). Some opportunities for learning can only happen outside. The experience of a change in the weather, finding insects, making a large scale construction/painting – all of these motivate children into mental and physical engagement, and can only be done outside. In fact all learning goals can be achieved outside while the children’s health and well-being are also being boosted. Outside children can run fast, shout and squeal and find out what their bodies and voices can really do (Ouvry, 2008). The space is more open, less confided and the greater space; the more unrestricted the movement possibilities. Indoors is a space where adults are in control, but outdoors as fewer restrictions, where children can escape the controlling eyes of adults (Stephenson 2002).

The four main thinkers of early childhood towards the curriculum, advocating outdoor provision as essential for children’s learning and development are; Friedrich Froebel , Margaret McMillan ,Susan Issacs and Maria Montessori. “These four all held the view that the young child is first and foremost a whole person, with thoughts, feelings and imagination that need to be cared for and cherished” (Curtis 1986. P.5).They all believed in a child centred approach and free-flow play. Young children are motivated and wish to learn, they don’t have to be sat at a table quietly (Curtis 1986).

Friedrich Froebel argued that play was a serious and significant activity for the young child. David Cohen (1987) suggests that Froebel was the first educator to use children’s play for practical purposes. In order to help children learn through play Froebel devised series of playthings and games (Bruce 1991). As Curtis (1986 p.6) points out, he used the ‘timeless playthings of childhood’ in his curriculum. ‘Balls, boards, sand, clay, for example, have made up children’s play throughout the ages’. The role of the adult is crucial in Froebel’s approach to play. Cohen however doesn’t agree that children should learn particular things, as that would be to advocate play as preparation for life. Froebel valued play because it helped children to make meaning, and as Janet Moyles (1989 p.168) points out the importance of adults and children being ‘equal partners in play, as in conversation’ (Bruce 1991).

Janet Moyles (1989, p.24) points out that Froebel pioneered the theory of firsthand experience as the basis of play, but this was entirely different to that, Seguin (1812-1880), who developed learning though the senses for disabled children. This curriculum was aimed towards a particular direction. However, Froebel’s approach to play was targeted at all children’s needs, rather than Seguin, who concentrated on disadvantaged children (Bruce 1991). As Yvonne Conolly (1983) points out (OMEP), ‘A good Curriculum is a good curriculum for all’ (in Bruce, 1987, Ch.9).

Margaret McMillan, pioneer of nursery education campaigned for an education centred on the garden. She was the first person to model a nursery with children flowing freely between the inside and outside environment she quoted; ‘The best classroom and the richest cupboard is roofed by the sky.’ She put so much emphasis on the outdoor environment that it has been recognised by the Qualifications and Curriculum Authority in its good practice guidelines for the early learning goals, which repeatedly stress those young children, should have access to a well-planned outdoors (Ouvry 2008).

McMillan expanded on the ideas of Froebel, to see children playing as the integrated activity. It was through the garden that we see her begin to develop the free-flow play side of the curriculum. It is interesting to see that for Froebel, McMillan and Issacs, it was the child’s free play in the outdoors that led to their greatest contributions to the early childhood educational curriculum (Bruce 1991). Issacs valued free-flow play because it gave children freedom in their actions, thoughts and emotional expression. Issacs further stressed that play also meets the emotional needs of a child, as they express all emotional during play (Bruce 1991).

Montessori, who was also a pioneer for education, she thought it was an insult to children to suggest they should play. Montessori provided children with specific sense training apparatus which she expected them to use in an exact manner within the classroom, whereas McMillan believed children gained better sensory experience by playing in the garden (Bruce, 1991).

Surely if practitioners are planning and setting up the activities that a child plays outdoors it is not really the child’s freedom of choice, in a way it is still like the Montessori approach. Both Sylva and Bruner argued, in the 1980s, that structure is a characteristic of materials and activities themselves. Structured activities such as construction are the most challenging and unstructured materials, such as sand and water, and open ended resources, outdoors lack any clear goal structure and, therefore, do not challenge children’s minds (Bruner 1980; Sylva et al 1980).

Ouvry (2008) suggests making the most out of the outdoor area is also important, so that the children in that setting have the best opportunities possible and the changing of resources provided should be different daily. Also, it is important that the children have the opportunity to explore different resources and not stick with their favourite all the time i.e. bicycles. So Bruner and Sylva’s research isn’t very clear as all settings have a number of different opportunities for children to do in the outdoors environment, structured and unstructured. Children learn from them all in different ways and they are all targeting the six areas of learning.

Piaget saw movement and physical development as the provision for higher levels of thinking. However Smith (p.68) argues this point and believes ‘it is stillness we have to justify, not movement’. Early Years children can’t be sat down all day they need freedom to express themselves and explore their environment in order to learn new things, sitting down is going to make them more likely to disengage with what is going on. If movement is such an important aspect of a child’s development, access to outdoor space must be part of a daily routine in order to nurture this mind-body growth.

‘Children want space at all ages. But from the age of one to seven, space, that is ample space, almost as much wanted as food and air. To move, to run, to find things out by new movement, to feel one’s life in every limb, that is the life of early childhood.’ So said Margaret McMillan (1930)

Children’s entitlement to high quality outdoor play experiences is strongly supported throughout the Early Years Foundation Stage (EYFS) Framework and early years providers have a statutory duty to facilitate daily outdoor opportunities all year round for the children in their care. (See EYFS Statutory Framework (p.35 and 37); EYFS Practice Guidance (p.7) and ‘Principles into Practice card 3.3: Enabling Environments- the Learning Environment’).

When children are denied adequate space they often feel desperately frustrated and this can lead to uncooperative behaviour. Research has shown that in environments that enable children to move about, to collaborate with others and take frequent breaks during calm activities, the behaviour of children who have a tendency to lose their temper or get over excited is less disturbing (Berk, l. E and Winsler, A 1995). This therefore shows that the tendency for children to shout and squeal and run around and be very ‘hyperactive’ is taken outside there that type of behaviour is accessible (Ouvry 2008).

Ouvry (2008) states that boy’s brains mature in a different sequence to those of girls and in some areas, at a slower rate. Boys first develop the parts of the brain for knowing about movement and space in which they have to move themselves and other things. Other areas of the curriculum then arise meaningfully out of play. Girls, stereotypically like playing imaginatively in the home corner and working with and alongside adults. Girls come to an understanding of adult world through domestic play and talk; they use reading and writing in their play because their brains are more developed for language at the three to five year old stage.

The whole emphasis on activities that focus on children who are good at talking, fitting in, quick at learning and understanding other people’s intentions. Boys can tend to feel uncomfortable because they tend to feel more secure in the outdoor environment, where they can be themselves and still learn from their experiences just in a different manner. By the setting giving less attention to the outdoors environment and quality of outdoor play, they may be denying access to education to a significant number of boys (Bilton, H. 1998).

The outdoor space must be viewed as an essential teaching and learning environment which is linked with the learning that goes on inside, but with even greater status because it allows for children to learn through movement. If we believe that young children learn through play and that play is thought in action- then offering children a playing space outdoors would seem the most effective means to fulfil their need to play, learning through first hand experiences and cooperate with others, that also cover the six main learning goals (Ouvry. 2008).

Despite the much higher profile given to outdoor play in recent years with the introduction of the Curriculum Guidance for the foundation stage (QCA 2000), there is still evidence that the ‘purpose and value of outdoor play is not well understood'(Tovey. 2007). Many practitioners have an unconscious belief that effective learning only happens when children are still, quiet and calm, with a pencil and paper at hand and with a teacher nearby to offer instruction. The idea that when children are physically active, many people believe they can’t be learning anything to do with the curriculum (Ouvry 2008). But then what about forest schools, they are based outside all of the time and are still based on the curriculum and the learning intentions are still met and this is all due to planning for the six areas of learning.

It is certainly true that if the outdoors is not well planned and the setting does not have clear aims for the children’s learning outside, then practitioners may find it difficult to see any worthwhile learning going on outside. This is however true when considering any environment for young children inside or outside. Without clarity of aims and learning intentions for children in play situations, it is impossible to know what to look for when observing the children or to know how to further the children’s learning. Structuring the environment and supporting children’s learning is as important outside as in (Ouvry 2008).

The key person working with a four-year-old child may have observed on several occasions that the child is rather unsteady when moving around the outside area. The practitioner then plans to build an obstacle course to give the child lots of opportunities to use a wide range of physical movements. These then support the planning for enhanced provision. In many cases, this planned adjustment and enrichment of some aspect of the setting’s provision will also be relevant to other children in a group. Many of the other children in the group will enjoy helping to build and develop the obstacle course and will join the focus child in actively using and enjoying the challenges it offers.

‘The right of the child to rest and leisure and engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and arts.’ (UNICEF 1989).

There are constraints and fears that limit children’s opportunities for play particularly outdoors, deprive children of essential childhood experiences and opportunities- opportunities to develop friendships and to make relationships, to experience all emotions, to take risks, have adventures and misadventures, to have contact with nature and the environment (Casey, T. 2007). Children need to climb, run, jump, an bash balls against walls (Lewis Howdle, lecture, RIHE,1980).

http://nationalstrategies.standards.dcsf.gov.uk/node/83976

http://www3.hants.gov.uk/childrens-services/childcare/providers/childcarepublications/horizons/horizons-issue-16/outdoor-learning-and-the-eyfs.htm

http://nationalstrategies.standards.dcsf.gov.uk/node/151379 http://nationalstrategies.standards.dcsf.gov.uk/node/132681 http://www.teachingexpertise.com/articles/planning-quality-provision-early-years-5276

The principle of providing an enabling environment is that children learn and develop in enabling environment, the environment plays a vital role in supporting children’s individual needs in learning and development, strong partnerships between practitioners and parents is a positive start to providing an enabling environment. The health and safety of the environment is vital to ensure the safeguarding and wellbeing of the children. Babies and children will feel emotionally safe and secure and will develop and learn most effectively. A truly enabling environment provides the stimulation and the positive relationships that support children to feel safe enough to explore. A good early childhood environment meets the child’s basic needs and supports and encourages children to engage in activities that implement the program’s curriculum. Further, the environment is designed to enable staff to facilitate the optimum learning for their children. Finally, the environment makes parents and guardians feel welcome, involved, and empowered.

In this essay I will look at how to organise a safe, but challenging environment for children. Explain the practitioner’s role within the wider multi-agency environment. Describe the regulatory requirements that must be followed when organising an environment for children in the early years. Evaluate the effectiveness of the environment in meeting children’s individual needs.
There are a number of important principles to think about when you are planning for a safe environment for children and young people. When preparing environments for children, it is important to consider their age and stage of development. We also need to consider whether the environment meets the needs of the individual children. Children develop at different rates. Some children need more challenging activities while others may need a different type of activity or different resources observing individual children to see how they engage with the environment will help us to plan appropriately. Every child is an individual with different needs depending on their age and abilities. You must think about this when planning activities, for example when they involve physical play, or if more consideration must be given to the needs of a child who has just become mobile than to an older child, when planning room layouts. Some children have specific needs such as sensory impairments; for example think about the challenges to a child with limited hearing understanding explanations about safety. The different needs of families and carers must be considered. You should always consider the child’s safety and welfare in your mind when planning.
Every child and young person has a right to a safe and secure environment. Before starting any activity it is important that you take into account the health and safety requirements of all children, ensuring that the environment is free of any hazards and it is safe for children to play. Health and safety is the most valuable factor to consider when planning a safe and challenging environment for children’s learning and development to take place. Developmental needs of children are also a factor to consider; as children grow and develop in different stages, so it is important to consider the developmental needs and abilities of children when planning an environment for children.
Things we should consider when planning is:
Physical
Emotional
Social
Intellectual
Accessibility
Safety and supervision of infants and toddlers is a key role to providing a safe environment. “All registered providers must meet the minimum requirements for space within their environment and staff ratios. Meeting staff ratios ensures the safety of children, failure to meet these ratios could cause accidents and injuries”(Open Study College Early Years Level 3 PG50) By following all these points we abide with the legal obligation to the duty of care.
Staff ratios as follows:
1:3 children under 2 years
1:4 children aged 2 years
1:8 children aged 3-5 years
When planning for a healthy and safe indoor environment rooms should be organised to limit the safety, space is also a vital factor to consider, by ensuring there is sufficient space in relation to the number of children who will be using it within the environment. This allows children to move around easily and comfortably.
Children from birth to two years require 3.5m2 space per child, children aged two to three years old require 2.5m2 space per child, and children aged three to five years require 2.3m2 space per child. (Open Study College Early Years Level 3)
Multi agency working is when a number of professionals work together to provide support in meeting the individual needs of children. The wider community plays a vital role in children’s learning and development. Practitioners need to work together across services for example working in partnership with health visitors, general practitioners, social workers, physiotherapists, and speech and language therapist. To best support children and their families all these groups need to communicate well, listen carefully to all concerned and to put the children’s needs first. (Open Study College- Early Years Level 3 -V1.0 PG 40, 66)
According to (The CAF process 26 April 2012) “The CAF is a four-step process whereby practitioners can identify a child’s or young person’s needs early, assess those needs holistically, deliver coordinated services and review progress. The CAF is designed to be used when
a practitioner is worried about how well a child or young person is progressing (e.g. concerns about their health, development, welfare, behaviour, progress in learning or any other aspect of their wellbeing)
a child or young person, or their parent/carer, raises a concern with a practitioner
a child’s or young person’s needs are unclear, or broader than the practitioner’s service can address.”
The EY. Statutory framework provides regulations that all early years setting must comply with when providing an environment for children. Health and safety legislations play a key role on the provision of an environment and must be followed by all employers with the setting.
The Health and Safety at Work Act 1974- all employers have legal responsibilities under the Health and Safety at Work at 1974. Employers must meet certain rules to ensure that health and safety is implemented and to make sure everyone at work is safe within the environment. As practitioners everyone in the childcare setting must know what their health and safety policies in the settings are. In a childcare setting the following guidelines apply: buildings should be in good condition and designed with the safety of users in mind buildings and surroundings should be clean and safe and equipment must be safely used and stored. This act helps maintain healthy, safe and secure environments as is safeguards both the children and the adults working with them.
Control of Substances Hazardous to Health (COSHH) COSHH is the law that all employers must follow in regards to harmful substances. (COSHH Regulations 1999) states “Hazardous substances are anything that can harm your health when you work with them if they are not properly controlled.” Most settings use cleaning products or have other products that are hazardous. While caring for children early year’s workers may have to handle nappy changing, or clean up after toileting or other accidents. In order to minimise the risk to health, it is important to be aware of hazards in the environment. It is essential to use protective equipment such as gloves and masks, if using hazardous substances.
All products that are used by children, including toys, must be in a good condition and reasonably safe to use. All children are protected by safety laws. Various symbols are used to indicate toys and equipment are safe and suitable for children of particular ages. The kitemark symbol is used in the United Kingdom to ensure that products are safe and suitable. According to Author: John Rowlinson 21 December 2012) “when you see a toy or product with a Kitemark this means that the British Standards Institution has independently tested it, has confirmed that the product conforms to the relevant British Standard” “The CE Mark symbol includes the name and address of the first supplier, was required by law to appear on all toys placed on the market in the European Union on and after January 1990.” “The Lion Mark was developed in 1988 by the British Toy & Hobby Association as a symbol of toy safety and quality for the consumer.” “The lion mark for retailers – By displaying this sign the retailer is saying that all products in the shop meet a certain standard of safety. This symbol displayed in the shop, in catalogues and in retailer advertising, indicates that the retailer has agreed to the Code of Practice.”
Practitioners need to consider that the toys they provide for children to play with meet their requirements of their individual age and stage of development. Practitioners should consider when taking donations or buying second hand toys, extra care is needed to ensure that they are safe and meet the current regulations. Avoid toys which are a risk to children choking e.g., toys with small components or parts which detach, avoid toys with sharp points, and edges or finger traps, also check toys have not become dangerously worn.
Safety equipment is used within the early year’s settings to promote the safety and wellbeing of the children. Regular check on all safety equipment should be carried out, and the manufactures instructions should be closely followed. It is considered as good practice to buy new equipment, as it will confirm with the latest safety regulations. Below is a list of the safety equipment commonly found in the early year’s settings:
Stair gates- prevent babies and children from falling down the stairs.
Electric plus covers- prevent children from putting their fingers or objects into sockets.
High chairs- helps young children to sit safely at mealtimes, they will have safety harnesses to keep the child secure.
Window locks- prevent children from falling out, opening or leaving the premises.
Radiator covers- to prevent children from touching the radiators when switched on and burning themselves.
Early years premises should ensure high levels of security around the building to keep children safe at all times. Entrance doors should be kept locked at all times and controlled by staff members to ensure the safety, settings are required to keep a record of visitors, making sure they are signing in an out at all times staff should fully supervise visitors at all times whilst on premises. Children should only be allowed to leave the setting with an authorised individual that has been identified by the child’s parents prior to starting the setting. In my setting where I previously worked we had to ensure that all children in our building are safe and have a secure environment, we had certain security arrangements in place, we had two mechanical doors which can only be opened from the inside of the building and as a security alarm system fitted which sounds whenever the door opens, we also had a policy about getting information from parents who can collect the child, names and pictures were taken prior to the child starting the nursery.
Environments need to be appropriately heated and ventilated to prevent the spread of infection and to ensure a good supply of fresh air to children. Lighting should be appropriate for clear visibility and to enable children to work in comfort.
The organisation of the furniture and activities is important in promoting the safety of the children and providing an enabling environment. When planning the setting of the environment fire exits should be clear of obstacles to enable safe evacuation if necessary, the layout of the environment should be adaptable for children with disabilities, the layout of the furniture and resources should allow sufficient space around the setting for children to move around more easily.
Risks and hazards – risks and hazards are found within all workplaces; within an early years setting there can be risks and hazards for children, staff members and visitors. A hazard is something a child does not see, is something that has the potential to cause harm, whereas a risk is a challenge a child can see, and chooses to undertake it or not, risk is the likely or possible outcome of the hazard. A risk assessment is a legal requirement which is used to identify potential hazards within the environment. Risk assessments are important within the early year’s settings to ensure the safety and welfare of all the individuals in the setting of children. Risk taking is important for children it gives them a chance to take on a personal responsibility when children learn how to take risks; they also learn how to think independently. The role of the practitioner in risk taking is decide what is safe for the children and then to supervise the children in taking the risk. As children become older practitioners can encourage children how to keep themselves safe. Practitioners working with children need to be the ones to control the risk, taking account the individual needs of children.
Babies and young children have basic needs that must be met for them to develop and mature. For children, these essential needs include warm, caring, and responsive adults; a sense of importance and significance; a way to relate to the world around them; opportunities to move and play; and people to help structure and support their learning.
The emotional environment is more than physical space because it contains the emotions of the children who spend time in it, the staff that work there and the parents who leave their children. Maintaining positive feelings is important for children to feel safe in the emotional environment. The emotional environment plays a key role in meeting children’s individual needs. Practitioners within the setting should ensure that the setting is warm, loving, secure and accepting place to be for everyone, not just for children. Practitioners should encourage children to express themselves by giving them chance to talk and by actively listening to them. According to (Martine Horvath Sunday March 03 2013) “When children know that their feelings are accepted, they feel safe.”
The indoor environment will have an immediate effect on children learning and development. The indoor environment should be well equipped with high quality resources; indoor space needs careful planning as it needs to be flexible to accommodate children’s individual needs. Environments should be attractive and make children feel safe and secure and happy to be there. Children learn through play, exploring their environment and beginning to find out about the world around them. Play theorist Bob Hughes identified 16 different types of play. Early years settings need to provide a separate room for babies, but should be given regular contact to see older children to help promote their social and emotional development, as children some older, they require a balance of structured activity as well as the ability to initiate their own play.
The outdoor environment holds equal value to the indoor environment and provides many opportunities for learning and development. Children gain enormous benefits from learning outdoors, ideally they should have access to outdoor space on a daily basis, not all children will gain access to a garden or outer space within their home, and therefore they should be given the opportunity to explore the outdoor environment whilst at their setting. The outdoor can provide development opportunities for children socially intellectually, physically, and emotionally. Being outdoors supports confidence and self-esteem. Outdoor play opportunities will be different depending in the age of the child.

Child development theorist Jean Piaget (1896-1980), believed “Children construct an understanding of the world around them, then experience discrepancies between what they already know and what they discover in their environment” ( by Saul McLeod published 2009, updated 2012)

Conclusion
When it comes to children and young people, both the safety and the stimulating aspects of the environment should be considered at the same time. Every child and young person has the right to a safe environment and children must have the opportunity of growing up and developing in an environment that is as healthy and safe as possible. An enabling environment will support and facilitate learning and development for children. Children within the early years settings are actively encouraged to explore the indoor and outdoor environment equally, conscientious practitioners and key workers will support learning as children freely engage and interact with their surroundings.
Referecences

https://www.education.gov.uk/publications/eOrderingDownload/Development-Matters.pdf

Greenman, J. (1988). Caring spaces, learning places: Children’s environments that work. Redmond, WA: Exchange Press. Available online:http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=294

By Martine Horvath Sunday March 03 available online: http://eyfs.info/articles/article.php?Enabling-Environments-64

The CAF process updated 26 april 2012 available online: http://www.education.gov.uk/childrenandyoungpeople/strategy/integratedworking/caf/a0068957/the-caf-process

http://www.lboro.ac.uk/research/design4health/outputs/d4h_main_home/Intro/Legal/COSHH/coshh.html

OPEN STUDY COLLEGE EARLY YEARS LEVEL 3 STUDY GUIDE NCFE INVESTING IN QUALITY

http://www.practicalpreschoolbooks.com/Content/Site120/FilesSamples/742978190724118_00000000380.pdf

Author: John Rowlinson – Updated: 21 December 2012 Safety Marks: What Do They Mean?

online http://www.safekids.co.uk/toysafetymarks.html

A large majority of the Indian children continue to remain in distress and turmoil. The problem of emotional, physical and sexual abuse of children in India is increasing; child abuse is usually classified into three major types: physical, sexual, emotional. The public and the government also are yet to recognize it as a serious problem. Public indignation and professional concern is yet to be translated into positive and realistic action.

CHILD ABUSE

The major cause of child abuse is adaption or environmental maladjustment mostly on the part of adult perpetrators but some extent on the of adult responsible for family socialization as well. Most child abuse occurs in a child’s home which a smaller amount occurring in the organization, schools or communities the child interacts with. There are four major categories of child abuse: Neglect, physical abuse, psychological/emotional abuse, sexual abuse

NEGLECT

Child neglect is where the responsible adult fails to provide adequately for various needs, including physical: failure to provide adequate food, clothing, emotional: failure provide nurturing or affection, educational: failure to enroll a child in school, or medical: failure to medicate the child or take him or her to the doctor.

PHYSICAL ABUSE

Physical abuse is physically aggression directed at child by an adult. It can involve punching, striking, kicking, showing, slapping, burning, pulling ears or hair, stabbing, choking or shaking a child. Shaking child can cause shaken baby syndrome. Boys are more battered than girls, the transmission of toxins to child through its mother (such as with fetal alcohol syndrome) can also be considered physical abuse in some jurisdictions.

SEXUAL ABUSE

Child sexual abuse is a form of child abuse in which an adult or older adolescent abuses a child for sexual stimulation. Girls are victims of sexual abuse than boys a high proportion of children become victims of sexual abuse when they are fourteen or above 14 years of age. Form of child sexual abuse include asking or pressuring a child to engage in sexual activities, indecent exposure of the genitals to a child, actual sexual contact against a child, physical contact with the child’s genitals, viewing of the child’s genitalia without physical contact, or using a child to produce child pornography.

Effect of child sexual abuse include guilt and self-blame, flash back, nightmares, fear of things associated with the abuse , self- esteem issues, sexual dysfunction, chronic pain , addiction, self-injury, depression, anxiety

EMOTIONAL ABUSE

Emotional abuse is the hardest to define. It could include name-calling, ridicule, degradation, destruction of personal belongings, torture or destruction of a pet, excessive criticism, inappropriate or excessive demands, withholding communication, and routine labeling or humiliation. A large number of parents who ill-treat their children are those who are aggressive, irritable and domineering in their behavioral characteristics: fickle-minded, inflexible and less tolerant in their emotional characteristics: and have low-esteem, feeling of alienation, and lack of ability empathize in social characteristics.

CHILD LABOUR

Child labour refers to the employment of children at regular and sustained labour. This practice is considered exploitative by many international organizations and is illegal in many countries Child labourers are exploited, exposed to hazardous work conditions and paid a pittance for their long hours of work. Forced to forego education, shouldering responsibilities far beyond their years, becoming worldly wise when their peers have yet to leave the cocoons of parental protection, these children never know what child hood is.

CHILD WELFARE

Children’s Development is as important as the development of material resources and the best way to develop national human resources is to take care of children. India has the largest child population in the world. All out efforts are being made by India for the development and welfare of children specific concentration is being given to the efforts to improve the life and opportunities of the Girl Child.

Significant progress has been made in many fields in assuring children their basic rights. However, much remains to be done. The country renews its commitment and determination to give the highest priority to the basic needs and rights of all children. Children are most vulnerable to exploitation and abuse. A lot more has to be done for the health, nutrition and education of children. It is unfortunate that girls in particular face debilitating discrimination at all stages.

JUVENILE JUSTICE (Care and Protection of Children) Act

Juvenile Justice (Care and Protection of Children) Act, 2000 was enacted in discharge of the Constitutional mandate that it is the primary responsibility of the state to ensure that all the needs of children are met and that their basic human rights are fully protected

The Act further provides for the establishment of Juvenile Justice Board to deal with the Juvenile in conflict with law.

The Act further provides for punishment of person who commits an offence against the juvenile. In case a juvenile is assaulted, abandoned, exposed or neglected in any manner so as to cause unnecessary mental or physical suffering, by any person in custody of the juvenile, he shall be punished with imprisonment for a term up to six months with or without fine

Child in need of care and protection

Child in need of care and protection means a child who:-

Is found without any home or settled places or abode and without any ostensible means of subsistence,

Is mentally or physically challenged or ill, suffering from primary diseases or incurable diseases having no one to support or look after,

Is a victim of any armed conflict, civil or natural calamity or is being or likely to be abused for unconscionable gains.

The Act further provides for the constitution of the Child Welfare Committees for every district or group of districts for exercising the power and discharging the duties in relation to child in need of care and protection. The committee shall consist of a chairman and four other members, of which one shall be woman and another, an expert on matters concerning children. The committee shall function as a Bench of Magistrates and shall have powers conferred on a judicial Magistrate of the 1st class under the code of Criminal Procedure.

The committee is the final authority to deal with matters of care, protection, treatment, development and rehabilitation of the children so produced.

Legal Right and Provisions to Protect the Rights of Children
CONSTITUTIONAL RIGHTS

Article 14: Right to equality-equality before law and equal protection of law

Article 15: No discrimination on the basis of religion, caste, sex or place of birth. Gender discrimination still exists.

Article 21: right to life.

Exploitation of children in any form is curbing their right to life.

Right to education is also considered as a right to life after the 86th amendment in 2002

Article 23: Right against exploitation-prohibition of traffic in human beings and forced labour.

Article 24: prohibition of employment of children in children in factories, etc-no child below the age of 14 shall be employed to work in any factory or mine or any hazardous employment.

Article 45: Provision for child hood care and education: establishment of anganwadi’s, adolescent clubs are established on this basis.

INTERNATIONAL CONVENANTS ON CHILD RIGHTS

United Nations Convention On rights, 1989(ratified by India in 1992)

Article relevant for protecting children:-

Article 19 makes provision for state parties take protective measures for protecting children from all forms of mental, sexual and physical abuse.

Article 20 & 21 provides for alternative care (adoption, foster care) etc for children.

Article 32 recognizes the need for protection of children from economic exploitation and from performing hazardous work.

Article 33 provides for appropriate measures including legislative administrative social and educational measures to protect children from illicit use of narcotic drugs.

Article 34 urges the state to protect the child from all forms of sexual exploitation and abuse.

TWO OPTIONAL PROTOCOLS TO THE CONVENTION ON THE RIGHTS OF THE CHILD:-

Optional protocol on the involvement of children in armed conflict.

Optional protocol on the sale of children, prostitution and pornography.

SAARC Convention on Preventing and combating Trafficking in women and children.
Penal provisions to protect children.

366a IPC – Buying minor children, non bail able offence- 10 years imprisonment.

366B IPC- Importing minors for the purpose of the prostitution.

372- Buying or selling any girl below 18 for the purpose of prostitution.

376- Rape of minor girl below 15

377- Unnatural sexual offence.

354- Outraging the modesty of women.

We don’t have special provisions to protect children from child sexual abuse; we usually make use of these provisions to charge the case against the culprit.

SPECIAL ENACTMENTS TO PROTECT CHILD RIGHT

1. Child labour(prevention and regulation) act 1986.

2. Child Marriage Restraint Act 1978.

3. Immoral traffic prevention act 1956.

4. Pre-natal diagnostic techniques regulation act 1994.

5. Juvenile Justice Act 2000.

CONCLUSION

The political and social problems of Indian children become increased phenomena. The Child problems or child right violations increasing day by day.

There are several written laws to protect their rights, but unfortunately most of them are violated. The state itself is a child right violator. The labour ministry of India has analyzed that it is not easy to prohibit child labour, in such a situation of child right crisis, the government, social agencies, social workers has to go miles through the path of elimination process of social problems of children

In every part of the world, children are particularly vulnerable beings thus they should be in contained of every rights that recognize their need for protection and harboured away from any intentional and unintentional harm. Littlechild (2000) construe ‘child protection’ as children requiring proper protection from their states and agents, because they are not up to power in protecting themselves. It is fundamental children should be nurtured in a safe and healthy environment, benefitting them in all areas of development and future progress. Siraj-Blatchford and Woodhead (2009) shared, a child’s progress and success in life depends primarily on the earliest experiences of a child’s learning. It is the responsibility and duty of care of the stakeholders to safeguard children by creating a positive and responsive environment for them.

O’Donnell and Seymour (2004) analysed issues of children’s disadvantages in unfavourable situations are due to economic factors, poverty, social values, norms and traditions. These adversities put children at stake of education disadvantages and impairment in aspects of physical, intellectual and social-emotional development. These consequently escalate later in life to unemployment, violence, crimes, poor housing, poor health and illness hence shortening lives and poor parenting skills to provide for the younger ones. Davis (2011) identified these conditions persist from childhood to adulthood and transmit across one generation to another. He added that intervention services are needed for these people so as they can better provide and equip themselves with common necessities and break the cycle of poverty. Laming (2009) acknowledged the same to protect children at risk and actions to be taken at soonest. It is necessary for stakeholders with authority to interrupt the chain of negative effects by investing early and intensively in children’s rights and wellbeing.

Outlining UNCRC, Britto (2012) noted it has incorporated fifty-four articles, categorized into three focuses: key principles, humanitarian rights, and means of monitoring the convention. Lundy, McEvoy and Byrne (2011) suggested areas in humanitarian rights which children should be entitled on are education, play, privacy, health and healthcare as well as adequate standard of living and protection from harmful influences. UNCRC establishes on three main fields of children’s rights: protection, provision and participation (Leer, 2009). In Winter (2011), Alderson (2008) exemplified an insight to each field. He addresses on protection (in forms of abuse, harm, exploitation, neglect and violence), provision (of services, support, guidance and information) and participation (whereby children being fully involved in family, cultural and social life). UNCRC aims to help children in meeting necessity basic needs and expanding opportunities that reaches out in developing children’s full potential. In doing so, UNCRC brings a community together in creating a protective environment for their children.

Saffigna et al (2011) noted intricacy in defining every child’s experience of community as all of them differ. Bronfenbrenner’s (1979) ecological systems theory identifies a child is influenced indirectly and directly by five intersecting systems. These environmental factors can be people, neighbourhood, home, traditions, schools, cultures, laws, services, policies, ministries and relationships. Woodhead (2006) detailed with microsystems being closest to child, everyday settings usually home and school, and relationships with people in there. Mesosystems are interrelationships between microsystems, exosystems refer to strong influences acting indirectly on the child such as local government, welfare services and polices, and last but not least, macrosystems ‘acknowledge the mediating influence of dominant beliefs and values around children’ (Woodhead, 2006). Drawing from there, the UNCRC is logically to be field in the outermost layer of the ecological system theory as Vaghri et al (2011) defined, articles 42-45 of the Convention accedes in assisting state parties to better comprehend, administer and monitor the implementation of UNCRC in their respective countries.

UNCRC influences the composition of society’s image on children, early childhood and the practices. They increase awareness all over the world to provide a fair ‘level playing field’ for protecting children from disadvantages (Siraj-Blatchford, 2009). Article 4 of the Convention on the Rights of Child (UNCRC, 1989) adjure governments in undertaking ‘all appropriate legislative, administrative, and other measures’ to ensure children achieves equality, receives protection and the rights to survival and development in all areas. The convention requires governments undertaking all measures to greatest extent pertaining to their available resources complying with UNCRC. For instance pledging children’s rights to the fullest potential of mental and physical health (Fortin, 1999). According to Welbourne (2002) by Shier (2001), it is mandatory that all authority and organizations signatory to the UNCRC ought to be committed in making them part of their laws and to ensure that their practices should be all time consistent and conforming with the standards set on protecting the rights and intended benefit of children. Mekonen (2010) derived state parties’ efforts in meeting the convention’s obligations to children reflect children’s significance on their policy agendas hence is creating a child-friendliness state. This indicates UNCRC’s power to drive on state parties on to take on different views and perspectives in making differences to better quality welfare for best interest of children. That being said, there remain concerns of to what extent does UNCRC protect children and making differences in their lives.

Across to the Committee on Rights of the Child (1989), articles dealing specifically on the protection of children comprises of extensive areas. The focus areas decided upon on are: child labour and education. The programme shares how UNCRC was beneficial to the children who fall through the cracks in Paraguay.

Article 32 of the CRC commits state parties in protecting children from economic exploitation and labour that is prone to hazardous or interference to children’s education and overall development. Children who are actuated to labour are derived of opportunities, development and childhood (Dukess, 2006). Poverty is a potential cause that drives children to labour (UNICEF,2012). To break the cycle, it is to ensure children get access to attend school and receive a quality education.

In Paraguay, UNICEF (2007) analysed that in 2001, there were 1 in every 5 children who were economically active, some beginning at an early age and those working daily shown poorer academic results. Searching for attempts to eradicate child labour in these communities, the government initiated Abrazo Programme in 2005 based on the methodology developed by UNICEF (UNICEF, 2010). ESC (2010) briefed Abrazo Programme as a blanket that provides care and attention, such as healthcare access, education support and other benefits for children and their families. It is inclusive of financial support via conditional cash transfers. This policy instrument renders cash transfers directly to households, however as programme’s requirement, parents are expected to send their children to school in return (Fors, 2012).

Being part of the Abrazo Programme, Cabrera (2010) noted that presences of community centres in the neighbourhoods are safe havens for children. Providing them with education reinforcements, playgrounds, lunch and social assistances. Children have access to education and are provided with one healthy meal per day. The Social Welfare Institute contributes food supplies, benefitting children with necessary nutrition yet also creating jobs for mothers preparing meals. Children from other schools are welcomed to the centre after their classes, thus cases of children facing abuse and exploitation on the streets becomes less likely.

Though education is an significant factor in terms of enriching children’s life-long skills to future engagement (Mekonen, 2010), qualities of education centres are vital tools to children’s learning, containing: teachers, lessons, resources and materials. Rivkin, Hanushek and Kain (2005) highlighted that teachers’ effectiveness determines school’s quality. To hire and retain teachers, the Houston Independent School District (2008) established the Abrazo New Teacher Induction Program providing grade-level trainings and mentoring for beginning teachers with the veterans. Expanding the concept, they work together towards a new scheme compromising of professional development trainings for all teachers. Though workshop opportunities and community support groups for upgrading, equipping teachers with better knowledge and practices in classrooms. The program ensures teachers’ learning and teaching in constant betterment in order to provide productively for children. Teachers are necessities for schools’ functioning, hence the importance on their quality. Dale (2004) analysed to acquire phenomenal transformation experiences; these outcomes have to go through commendable interagency bundles with assessment and proficient professionals.

Paraguay raises profiles of children’s rights significantly with support and guidance of UNCRC. As poverty is a major challenge to child vulnerability, the Abrazo program was formed intended to reduce poverty in the long run to improve lives of children. Although it benefitted Paraguayans, there is lack of accurate statistics that track progress on child labour. Explained by Joleby and Konstadinidis (2008) the difficulty faced while collating findings was some children were never registered in Paraguay’s records, whereas UNICEF only provided general look with no specific data.

To evaluate phenomenon of UNCRC, Mekonen (2010) discerned it is measured by the state parties’ effort of inputs that they channelled for the benefit of children and outcomes they achieve. It is more helpful if stakeholders within states are in conjunction with the UNCRC and play by the laws and policies in attaining child’s well-being. Noted by Axford (2008), anything that ‘contributes to the development and sustenance’ of child’s well-being and growth plays a role: these involve the whole Bronfenbrenner’s Ecological System. Despite commitment of multisectoral strategies and plans of actions, approaches to protect and up bring a child is to broad extent depending on the caregivers in the microsystem as they have closest interaction with the child. The caregivers’ behaviour, imparted knowledge, traditions and cultures affect their practices with children. Hence, O’Donnell and Seymour (2004) determined that it is substantial for frontline staffs to be equipped with the skills in recognizing and knowing how to respond to children in need. The UNCRC acts as a push factor for people to have more awareness on the importance of early childhood and encourages stakeholders to invest in early childhood sector. As discussed before, investing in early childhood breaks poverty in distant future. Children are more competent of success in life through good health and nutrition, and quality education programmes with appropriate stimulation and interaction with others (The World Bank, 2011). The UNCRC advocates encouragement and support for countries to invest in the future workforce thriving the lives of children generation after generation as a society.

In 2003, UNICEF estimated that there were at least a 100 million street children in the world and 11 million in India. But that data may not be apocopate because of the “Hidden children”. Whereas Indian embassy assessed 314,700 street children in cities like Bombay, Calcutta, Madras, Kanpur, Bangalore and Hyderabad and about 100,000 street children in Delhi alone itself.

Government policy having drawback that it works some time very nice and some not well. Like in New Delhi in some cases government are active and doing their job properly. They avail shelter for them and also trying to trace such kind of children. But this not case of all. The problem is more critical with children coming from outside and miss out in the city or run away from there home. The problem is more critical with children when they are getting into the hand of brokers. Nobody can control over that. Here the factors are every authority in bounded in limitation like if the child goes into the hand of broker even NGOs can’t stop them and police also don’t try much.

In case of NGO they are doing good job that need to be appreciated but they are still not able to arrest the needful population. Different NGO having their different way of working to support the children; other hand they have also limitation for example NGO like SATHI taking runaway children to their shelter as well as they are helping to placed children back to their home or for untraced address to the government home. Different NGOs having their way of working, and similarly they are working according to their focus. Because of that they are solving problem from one side but some part remain unsolved. In fact run away children is the broader term that needed more effort to solved the problem from both side policy level effort and grassroots level effort; from government, NGO and off course from the society. For example: SALAM BALAK TRUST NGO working for the street children as well for platform children. As per our observation as well during visit of NGO we found that they are providing shelter and education and some possible support to the platform children. Definitely something is better than nothing so, they are supporting like they are contacting to the children and making available for them shelter to shelter to sleep in night and they are also proving education. So, children are daily coming from platform staying in night and going back to the platform next day. Here the big problem is they are supporting children and they are become habitual of their support like night shelter and food. But as usual “NO body is growing at platform except their age” and after crossing the age of 18 they also stop to provide support to them. These also make so many children aim less as well helpless. Exceptions are everywhere like from the help of SALAM BALAK TRUST some children are also getting better life but they are very less. Another example is SATHI; They are placing back children to their home are untraced to government house as per their belief home is the best place for the children to grow. But when they are getting any run away or missed out child they are frequently after getting entry at police station and they are keeping them in the office (cum shelter) and providing the same food place for stay that SATHI staff have; definitely it need to be appreciate. SATHI have basically problem with family side of the children. Like personally we realized that even they placed back the children simply, is it the solution of the problem? Apart from the family they don’t having control over the new run-away children. The concern here is ‘yes it is true that family related problem is different but that having strong relation with runaway a children’ and NGO working for run-away children cannot revive it. Apart from that having limitation like SATHI is not taking Children from platform after having no place at shelter.

There are several reason to be street and leave their home like their emotional need, poor condition of the family, problem due to stress at home and at study place, abuse. In many case they have psychological need due to the emotional part of the child. So, concern here is NGO and directly on run away child and proving them shelter, food, education on the platform or on the possible place and also they are placing back children to their home. After placing back children problem we can’t say that solved in many cases. And this study also not explored much the family part so problem needs to look at from family side and emotional part of a child.

From parent side need to resolve the problem as we discussed already, from their side needed to spend more time for care and changing their behavior; for that need to take some initiatives.

According to the SATHI per day 30 children an average comes on New Delhi railway station. Out of them only about 50% are arrested by NGOs, and GOs. Need to find and established mechanism to cover all the population. There are plenty of problem existed in the street children one of them is addiction of children.

Need assessment

The subject of street children mainly considered to be an urban problem. In city area children can be found various place without having any shelter like in railway stations, bridges, street, near temples, mosque, durgahs, markets, besides road, etc. these children lives on street with their family, without families, and some comes for the nearest slum. They can be in a group or can be alone. Even though in some of the cases parents are not living with the children but some of them has contact and some of them don’t. Mainly the children don’t have contact with their family they may

There is no certain meaning of the street children but population can be categories into broad categories. According to UNICEF street children fall under two categories: On the street and Of the street. “Children of the street” are homeless children who live and sleep on the streets in urban areas. They are on their own and do not have any parental supervision or care though some do live with other homeless adults. “Children on the street” earn a livelihood from street such as street urchins and beggars. They return home at night and have contact with their families. The distinction is an important one because children of the street lack emotional and psychological support of a family.

Children living in street having different background, like different housing type and different settlement like migrants, nomads, renters, homeless, road side dwellers; So what can be possibilities is very simple seems to think.. like anybody can say that people living near road side having no permanent house their children can missed out or run away or may be the same possibilities for the living belongs to nomad families and also may be one reason to having not enough place in home to the members.

As salam balak an NGO said “Because of a lack of permanent shelter and the fact that the number of street children is not recorded in any national survey or study street children are often called the ‘hidden children’. Being hidden, they are at a higher risk to being abuse, exploited and neglected. Another group that is at risk of ending up on the street are migrant children. Children come to cities in hope of finding new jobs and opportunities for their families. Unfortunately increasing populations in the cities, children that come to the cities face meagre incomes, poor housing and usually end up on the street. The Indian embassy estimated 314,700 street children in cities like Bombay, Calcutta, Madras, Kanpur, Bangalore and Hyderabad and around 100,000 street children in Delhi”.

It doesn’t make feel happy when crossed over a person/people those are sleeping over the street. Probably you will feel bit disappointed for the moment… And it’s usual to say sorry! And move out from the place most of people not caring for that except the few people as exception. So, why should we care? If someone having practice to sleeping on road or street any other public places. And why should about we think about the homeless people those don’t have any identity? Why should we common people think about them? Even the powerful government doesn’t having any specific program for them? Definitely people like us cannot taste the reality very easily because we are not homeless. But imagine the small time period of your tuff life when you spend time without any shelter to being homelessaˆ¦ Imagine the ice cooling night, temperature fluctuating over the zero when you don’t have sufficient cloth and you are going spend your night in open sky.

After doing full day hard work with the tired body people usually wants to move back to their house but they can’t. If we are considering the street people they have N number of problem for example Food, Health, Shelter, their Human rights etc. Food, cloth and shelter is the primary need of the human being and its very difficult to live without it. Due to various sociological condition of homeless people is worse in all over the world; basically homeless people are existed all over the world somewhere less or somewhere more.

The present shelter available by both GO and NGO are not enough to revive the life of the children it need to improve.

After the age of 14, children need to give some sorts of skilled based training because from these age group children are getting matured and moving to some other place for different activities. Also they have another threat like after the age of 18 nobody will care about even NGO or Government. Also after they can be punished by police for their any crime that sometimes they are doing on platform. So before reaching to that stage children needed to provide some skill or training for their future.

After placing home back the children need to periodically support to prevent run away again.

Need to establish a team so that they can cover the street children as soon as possible. Because after living few day in street they may got effected because of bad company and habit.

Vision

Create a viable environment for street children to grow and develop from the grassroots level, by eliminating negative causes to a bright future.

Mission

Create a viable environment for street children placed/provide them shelter whether in Government Homes, Institutions, to safeguard the child form negative impact.

Providing a better opportunity for his rights

Providing a healthy environment to grow and develop for his bright carrier.

Programme and its Components

The main focus of the programme is providing home to the homeless children and create a viable environment for street children to grow and develop from the grassroots level, by eliminating negative causes to a bright future by proving skill for employment. At the inception pilot phase was for the process of proving shelter. Later based on the need on the need it graduated with the expansion of the program to providing other need for example study facility during night at the shelter. Some activity for their expression, etc.

There are following components are in this programme:

Proving shelter

Proving educational facility to the children at the shelter

Skill and creating employment opportunity to the children by the age of 18.

Arranging activity, so for growth of their mind

Living standard increases

Capturing the population to safe from other risk like brokers

Stop the exploitation

Giving education and employment through that above 18 year children.

Stakeholders of the programme:

Street children

institutes

Platform children

Government

Police

With the help of these stakeholders and delicate staff, we can achieve our goal for the benefit of the people. As far as the activity side is concern, the major activity is, make the craft material and sale in local, state, national and international market. Apart of the farmers groups are responsible to make the channel, to promote the sale of product.

Programme Approach:
Phase 1
Phase 2
Phase 3
Period

2 years

3 years

3.5 years

Focus

Reaching to the children and proving shelter

For the Sustainable in terms of finance; giving skill based education to the 18 above year children to run various small livelihood activities like institutes, call centre, software testing, etc. with agreement of next 6 year

Self-sustainable

Coverage

New Delhi city area

Expansion in other various part of Delhi

Expansion in other metro cities

Activities

Reaching children at street, platform, stops, etc.

Providing shelter, education and care to below 18 children and employment to above 18.

Creating institutes to generate income

Out Puts

Safeguarding them from various risk

Financial sustainable

Self sustainable

Logical framework
Intervention logic
Objective verifiable Objective
Means of Verification
External factor
Goal:

Create a viable environment for street children to grow and develop from the grassroots level, and sustain their career through employment

To sustain children’s life living on the street

Primary data from Office

Objective:

1.Creating a environment for the street children to safeguard from negative cause and grow in viable environment

2. Self-sustaining their life through quipped with the skill by the age of 18.

Street children safe from uncertain circle and environment and got their place to grow

Street children able to live respectful life along with giving contribution to the society

Feedback from target group

News in mass and media

Target population may make problem to adopt the idea

Brokers, police, politics and may be funding makes problem

Output:

A viable environment for street children to grow and develop from the grassroots level, and sustained their career through employment. No dependency or bad impact over the society..

Street children got shelter

Children got opportunity and other skill

Got employment training

Employment to the children through the support of government and various institutions

Children may not continue after age of 18.

Input:

Huge amount 143.5 million

20 professional and 100 staffs

More than 10 years time

Different centers at different location

Profit and Loss A/C expenditure

Income expenditure accounts for the year

Budget Estimation (In millions)

Particulars

2011

2012

2013

2014

Food expenses

5
6
6.5
7

Camp and activity

10
10
11
11

Affording house for institute

1
1
1
1

Staff salary

2
2
2
2

Electricity

0.2
0.2
0.3
0.3

Telephone expense

0.2
0.2
0.3
0.3

Logistics

1
1
2
2

yoga and other event for children

1
2
2
2

education and training to the children

10
10
15
15

Total

30.4
32.4
40.1
40.6
Staff structure and qualification

Position

Role

Responsibility

Programme leader

Monitoring overall project to achieve goal

Monitoring and leadership

Project Manager

Managing the particular location

Ensuring local of the target group and the program

Outreach and shelter supervisor/in charge

Staff management

for better satisfaction of the employee and target group

computer operator

Data entry and documentation

Documentation

Accountant

To maintain account

To maintain account

Chartered accountant

Audit and budget

Regulate account

Training and placement staff

Providing training and placement

Providing training and employment opportunity to the adult

Program sustainability and way forward

For the program sustainability the necessary thing is to self-sustain financially. The population involves in the issue is very significant as discussed above can’t be clutch easily. The process with take time. Hence children in the or on the street is scenario of both developed and developing country. So, it will take time to address it.

Besides, for the sustainability of the of both organization and target population it necessary to go some concrete plan. The idea to give training to the children by the age of 18 is mainly due to considering this point. It can generate surplus to the institute as well a carrier path to the children. Children can run various kind of activity in the metro city like call center. May be for the purpose they can take support of various institutions like government, funders, etc.

In future they can expanse their own running income generating activity like call centres, software testing, etc. also they can keep children for age 24(next 6 year after 18) then they can help them to live and settled their own life. With the six year experience they can also get once some bulk amount, and other surplus for the organization.

Conclusion

Street children in city area can be found various place without having any shelter as well living with unsecure life like in railway stations, bridges, street, near temples, mosque, durgahs, markets, besides road, etc. these children lives on street with their family, without families, and some comes for the nearest slum.

The main focus of the programme is providing home to the homeless children and create a viable environment for street children to grow and develop from the grassroots level, by eliminating negative causes to a bright future by proving care and shelter during childhood and skill for employment with adulthood. At the inception pilot phase was for the process of proving shelter. Later based on the need on then it would graduate with the expansion of the program to providing other need for example study facility during night at the shelter skill based training.

The main problem with such kind of the institute is they care children up to age 18 and again they might be orphan. Besides, for the sustainability of the both organization and target population; planned to give training to the children by the age of 18 is mainly due to considering this point. It can generate surplus to the institute as well a carrier path to the children. Children can run various kind of activity in the metro city like call centre, software testing unit. In future they can expanse their own running income generating similar activities. Organization would provide or can keep children for age 24(next 6 year after 18 at work) then they can help them to live and settled their own life. With the six year experience they can also get once some bulk amount, and other surplus for the organization.

When children and young peoples development is monitored and assessed, it enables practitioners and professionals to notice when children and young people are not progressing as expected. Therefore, if necessary checks can be made to see why children are not developing as expected may be due to impairment.

When practitioners and professionals intervene in early years of the children, they will able to get appropriate support they need and their development and their welfare is promoted. Children and young people’s overall outcomes will be promoted significantly when professionals carry out early intervention.

There are several methods of monitoring children’s development explained below:-

Assessments frameworks

Practitioners are required to carry out on going assessments through observations on a diary basis as its integral part of development and learning. Any learning and development needs of children and young people must be addressed by the practitioners with the parent/ carer and relevant professionals. Parents/ carers should be updated regularly with their children’s progress and development.

Progress check at two:

Practitioners should carry out a progress check when the child is aged between two

and three. It should be carried out in the setting where the children spend more time and discuss how children’s learning is supported using the summary of development at home.

It is a written summary of the child’s development in the prime areas. The practitioner must discuss with the parents and / carers on how to support children’s learning at home using the summary of development. It must reflect on going, regular observation of children’s development.

The progress check at two enables practitioners and any other professionals to identify development needs early on in the child’s life in order he/she gets the additional support needed.

Assessment at the end of the EYFS – the Early Years Foundation Stage Profile (EYFSP). EYFSP must be completed for each child in the final term when he/she turns five years old and should be before the 30th of June in that term. School must share profile results with the parents / carers and relevant professionals. The profile provides details of the child’s abilities and understanding, knowledge, their progress against expected levels and how ready they are for year 1.

Observations.

In settings, practitioners watch children play and watch how they are behaving. Some observations do not need the practitioner to interact with the children while in others it may be more appropriate for the practitioner to be involved in order to support learning and development. Observations play a very important part in assessing the children’s development.

When practitioners carry out observations, they are able to get information about the child’s development, interests and their interactions with friends and adults as well their level of concentrations.

Standard measurements

Different professionals use various standardized measurements to monitor and assess the children’s development.

Growth / healthy assessments.

These are used to measure and assess the children’s height, weight and head circumference.

Auditory assessments.

These assessments are used to monitor and assess the children’s levels of response.

Reasoning assessments.

These assessments are used to monitor and assess the children’s reasoning and they are carried out by educational psychologists.

Cognitive aptitude assessments.

These assessments are used to monitor and assess the children’s intelligence and they are widely carried out in schools.

All the above tests help professionals to see how a child is performing compared to the large group/ population of other children in the same age group.

Information from parents/ carers, colleagues and others.

Practitioners should collect as much information as possible from parents/ carers when monitoring and assessing children’s development as the parents/ carers spend more time and are more attune with their children. They see the child in a variety of different situations hence have a lot to contribute and they are aware of their learning and behaviour outside the setting. They always have a different perspective. It is very important to also involve the child whenever possible.

Although key workers are the ones mainly responsible to monitor and assess their key children, all practitioners working with them should but consulted as they may have different in put towards the children’s development.

CYP 3.1: 3.2 EXPLAIN THE REASONS WHY CHILDREN AND YOUNG PEOPLE’S DEVELOPMENT MAY NOT FOLLOW THE EXPECTED PATTERN.

Children encounter issues in their lives that have a positive or negative influence on their life and hinder them from following the expected pattern of development. As practitioners, we have the duty of care towards the children and young people to ensure that we improve their life chances by following the Every Child Matter outcomes, which are be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being.

Physical factors

The children’s/ young people’s genetics affects their development, which includes their physical growth and physical strength.

Sometimes professionals may be unable to identify why a child is not following the usual development pattern even after thorough investigations on the influences of development. This may possibly be to the fact that it in the genetic makeup of the child to have a slow start or delayed learning.

The social, economic and cultural factors
Personal choice

Families may decide to live in a different way example travelling families. The children/ young people’s education may be affected if their families travel a lot and they may not settle in. This may stop children from following their expected development pattern.

Some families bring up their children differently and some bring up boys differently from girls and this can affect the children’s development.

Poverty

Families live in poverty mostly due to unemployment and low income. Due to lack of money, families may fail to provide enough food to eat, clothes to wears, educational resources outside school and heat for winter for their children, which may affect their health and that of the parent. This might hinder the children/ young people to reach their full potential

Housing and Community

Children and young people’s development is greatly affected negatively if they live in poor housing conditions like living in a damp condition may cause health problems to the children that may affect their learning.

Children and young people living in neighbourhood with anti-social behaviour may be affected negatively as they may be isolated or they may decide to join in and their development will be affected.

Poor parental supervision/ neglect

Children need guidance to learn how to behave well. If they do not get the guidance from their parent, they will misbehave at school because they do not understand the boundaries. Lack of boundaries may result in the children and young people being involved in crime and anti-social behaviour.

Educational Environment

If the setting does not reach the statutory requirement, this will affect the children and young people’s development and they will not achieve their full potential therefore they might be un able to follow the expected development pattern.

Health status and Disability

Children and young people with existing health condition or with disability may find it hard to fit in and if they are discriminated against, this will have a negative impact on their lives.

Learning needs.

Children and young people with learning difficulties and those with specific learning needs may not follow the expected development pattern as they may need a range of additional support with their learning and development, for example with writing , reading or maths. Children with Dyslexia they need support with their learning and development.

Bereavement and loss

Losing a loved one or pet can have a great impact on emotional and physical health. Children/ young people may find it hard to cope with the grief and this may affect their well-being.

Religious beliefs and customs

Children may be excluded from setting to attend specific settings due to their religious beliefs and customs therefore the children may miss out on some activities and this might have a negative impact on their live.

Ethnic beliefs

Children might feel isolated and discriminated against due to their ethnic belief and this will have a negative impact on their lives.

Communication skills.

Children and young people who have trouble with their communication, their learning and development will be impacted on and this leads to the children not following their expected development pattern. Communication development is linked closely to social, emotional and behaviour and intellectual/cognitive development.

3.3 EXPLANATION OF HOW DISABILITY MAY AFFECT DEVELOPMENT

Practitioner should have a good knowledge of particular impairments and understand that the same impairment can affect each child differently. Therefore, practitioners must understand the children they are working with, how the impairment is affecting them in order to meet their needs appropriately. Practitioners should look for ways of increasing learning and development opportunities for children with disabilities.

Social model of disability

When society is not set up to meet the needs of people experiencing impairment, this implies that impairments give rise to disability. “The society disables them, rather than enabling them” (Walker 2011 p.285).

There is consideration in the social model of disability that people with disabilities have rights and choices and the change has to be made by the society.

Children with learning difficulties and impairment that affect their social and emotional development may find it had to interact with others and they will be unable to make friends and positive relationships.

Society should change to give the children with disability an opportunity to participate in society and ensure that it meets the children and young people’s needs so as to achieve positive outcome.

Medical model of disability

In this model of disability people without a disability, they see the impairment of disabled people as a problem that needs solved or cured whereas some impairments have no cure. Medical model limits the opportunities for children and young people and this impact negatively on their learning and development.

The children with long term medical conditions or physical disabilities may not achieve their full potential as they may miss educational opportunities due to their health, having to stay in hospitals and attending medical appointments.

Low expectations

When people/ societies have low expectations for children and young people with disability, they will be denied the opportunities they need to achieve their full potential. If children and young people with disability have low expectation of themselves they may not want to get involved and they will feel isolated and unable to fit in.

Stereotyping.

Children with disabilities may develop low self-confidence and self-esteem due to the stereotyping, discrimination and if the family members see them as a burden or have negative attitudes due to their lack of ability to cope with their disability.

Cultural differences

Children and young people may miss out on the chance to learn, play and work due to discrimination because of their disability as well as their background, hence unable to achieve a positive outcome. People from different cultures should be more understanding, accepting and encouraging to children and young people with disabilities.

Due to lack of funds and resources, can hinder the children with disability having opportunities to experiences activities and achieve their full potential as meeting the needs of a child with disability can be very expensive and funded services vary from one local area to another.

The benefits of positive attitudes to disability.

Positive attitudes to disability helps children with disability develop a positive attitude towards themselves and they will have high expectations for their life.

The children and young people will have increased self-esteem and self-confidence, gain their independence and have a purpose in life.

They will be able to achieve a positive outcome with their learning and development.

Positive attitude to disability will help children/young people with disability be more resilience and handle the negative attitudes towards them from others like discrimination and stereotyping.

3.4 AN EXPLANATION OF HOW DIFFERENT TYPES OF INTERVENATIONS CAN PROMOTE POSITIVE OUTCOMES FOR CHILDREN AND YOUNG PEOPLE WHERE DEVELOPMENT IS NOT FOLLOWING THE EXPECTED PATTERN

A number of professional agencies may become involved when children are identified as not following the expected developmental pattern.

The professionals will all work together to support children and their families to ensure that children and younger people achieve their full potential.

Children and young people’s outcomes can be improved when multi-agency approach is involved and this includes the children and young people’s development.

Below are the professionals involved in the interventions with children.

Professional/Agency
Main area of responsibility
Impact
Types of intervention
Behavioural Support Service (BEST)

They work in partnership with provisions within the framework to include everyone.

They promote good behaviour and provide support to children and young people, parents and settings.

Behaviour impact the children’s and young people achievements. When children have positive behaviour they achieve at school.

Recognising and managing their emotions and learn about relations.

Improved educational outcome.

Training of staff

Advice on how to develop and review behaviour policies.

Speech and language therapists.

They are employed by the local Primary Health Trust.

They assess and treat speech, language and communication problem to allow children to communicate to the best of their ability.

Children being able to communicate with others. Meeting their individual development needs.

Improved language skills.

Settling better in settings and will to learn.

Improved education outcome.

They are referred from the GP or concern from the setting.

Therapy

Educating parents and staff.

Promoting speech and language development through songs and rhymes involving children and parents.

Physiotherapists.

They help children who have problems as a result of injuries to rehabilitate and increase their movement and coordination, illness or for medical reasons.

When the children and young people are rehabilitated.

Improved movement.

Treatment

Range of motion exercise

Electrical stimulation

Strengthening exercise

Soft tissue movement.

Psychologists

They help and support children with social, emotional problem or learning difficulties. They offer advice and giving counseling to children and parents.

Being able to enhance the child’s learning and enabling practitioners to be more aware of the social factors affecting children’s learning.

Improved education outcome.

Counselling

Training

Health Visitors.

They are health professionals who help, support and educate parents on the way of preventing diseases through immunizations, good child nutrition, minor illness and behavior issues. They advice parents on health and child development. They do home visits and sometimes, they can be found in the local medical centre at least once a week.

They support parents to ensure that children are protected from illness and they achieve their developmental milestones.

Improve education and life outcome for children and young people.

Identifying mothers suffering from depression.

Reduced post-natal depression.

Medical advice

Training

Home visits

Parental training

Social workers

They are employed by social services.

They provide assistance and advice to children, young people and families with health need, housing issues, and poverty.

They support young people living care and those facing difficulties of any kind.

Keep families together by giving them support.

Children from care fulfil their full potential.

Families getting the help they need.

Crisis intervention

Anger management

Stress management

Relaxation training

Mid wives

They offer health support to parents expecting a child/ children.

Parent has a successful pregnancy and birth.

Reduce the number of women smoking during pregnancy.

Increased breast feeding.

Increased parental confidence.

Training

Antenatal care. Pre- and post – natal care.

Birth plans

Training

Breast feeding training.

Play specialist

They are employed by the local Primary Health Trust.

They make observations and assessments through play with children in hospitals to identify their needs and fears while in hospital.

The children get full recover and play freely without any problems.

Assessments

Introduction of play

Voluntary agencies and services

These include local and national services like NSPCC. They support and give advice to children, young people and their families experiencing threatening situations.

The families feel safe, secure and protected. They have a peace of mind knowing that they can get support and advice if they experience ant threatening behaviour.

Training

Support and advice

Special Educational Needs Coordinator (SENCO).

Works in the setting

They have the responsibility to organise identification and support for children with special education needs

Being able identify that a child has special education needs and the child being able to get the help they need early on in time.

Referrals to respective professionals

Support

Psychiatrist

They are doctors trained medically. They specialise in mental health.

They diagnose and support children and young people with mental health problems.

When the child and young person get all the support and treatment the y need. When they are able to lead a normal life afterwards.

Counselling

Training

Awareness

Nurse specialist

They give advice and support to children, young people and their families on how to manage chronic conditions. They also measure and assess children’s development.

When families are able to handle and manage chronic conditions.

When families are able to get help in time if there are any underlining problems with their children’s development.

Training

Raising awareness

Measurements and assessment of children development.

Young justice teams.

They work with children and young people with anti social behaviour in the community. They work hand in hand with the social workers.

When the children and young people get the support they need to be model citizens.

Recognising and managing their emotions and learn about relationships.

Improved social and emotional skills, attitudes, behaviour and academic performance.

Target offending behaviour

Thorough assessments of children and young people’s individual needs.

Offer structured programmes.

Offer programmes that can work that meet the families’ needs.

Additional learning support teams

They help children with specific educational needs within early years provisions, schools and out of school.

Children get the support and education to achieve their development goals.

Improved learning outcomes.

Training

Awareness

Support

Assistive technology

Children and young people’s development can be supported by using a range of technology. A voice activated computer programme will assist children and young people with delayed fine motor skills with writing. Children and young people with difficulties walking may use the latest wheelchairs so as they are able to achieve their development goal and be more independent. Physiotherapists, speech and language therapists and sensory impairment support professionals have the responsibility to choose the right type of assistive technology for children and young people.

http://www.ehow.co.uk/socialworkers (16.02.2013)

http://www.physiotherapy.notes.com (16.02.2013)

http;//www.surreycc.gov.uk/social-careand health (17.02.2013)

http://www.nfer.ac.uk/nfer/publications (17.02.2013).

Tassoni, P., Beith, K., Bulman, K., Griffin, S. (2010) Children and Young People’s Workforce. Early Learning and childcare. Level 3 Diploma. Essex: Heinemann.

Walker, M. (2011) Children and Young People’s Workforce. Early Learning and Childcare. Level 3 Diploma. Cheltenham: Nelson Thornes.

INTRODUCTION

The present study pretends to diagnose if there are problems with sexual education in a public school in Nicaragua (Masatepe, Masaya). The purpose is to facilitate reflections and contribute with new ideas that make the development of new personal and social abilities, prevent teenage pregnancies, and STD’s.

This problem arises from the results that there are many young people who lack good knowledge about sexual health, do not feel empowered enough to ask for contraception or have not learned the skills to negotiate contraceptive use with their partners to protect themselves from unwanted pregnancies or sexually transmitted infections. In the last years, due to the media, kids and teenagers have more access to sexual material, and the orientation of the parents in this type of material is scarce or void. The sexual abuse in children according to the police records has increased since 1984 from being 4.9% to 22.4% in 1991. At the end of 2011, the Ministry of Health in Nicaragua (MINSA) [1] recorded 34.501 mothers under 20 years old gave birth. Nicaragua has one of the highest teen pregnancy rates between 12 and 19 years old. Of 100 pregnancies, 25 are adolescents; reveal the results of the Survey Nicaraguan Demographic and Health, ENDESA (Survey Final Report Nicaraguan Demographic and Health) [2] 1998-2006.

The government is responding to these events with programs given to teachers. This is why this study arises, to know if they are actually put into practice and if students are learning, because the school in Masatepe has one program in hands, and was given to teachers. My research will assess surveys given to students of the school, from 9th to 11th grade (50 students from each year), to know what their interests are, and what their knowledge about the topic is, an interview to the teachers who have the program in hands, and to the principal of the school present my results. With all these in hand, I will propose suggestions for the improvements in the class of sexuality if any problems are present, the solutions will come through the surveys, and make the director conscious of what is going on in her classrooms.

Sexual Education

The code for children and teenagers [3] of Nicaragua, article 44, states “young people of our country have the right to an integral, objective, guiding, scientific, gradual and formative sexual education, which develops their self esteem and respect to their own body and sexual responsibility”.

Sexual Education proposes to provide the knowledge, criteria and guidelines that allow the exercise of human rights, the adequate performance in our personal lives, encourage a profound change in civic values, moral attitudes, and active competitions which stimulate the personal development and social integration of pre-teenagers and teenagers, and consequently prevent the transmission of HIV, undesirable pregnancies, and sexual violence. In general it must break all the bonds between stereotypes and myths about sexuality.

Teenagers have the right to have a healthy and responsible sexual education. This promotes the respect that must be given to our reproductive rights, responsible maternity with no risks, and the prevention of any venereal disease. Young kids need it to be capable of comprehending the changes that go on with their bodies, and moods. It will show them the proper way to communicate, relate, and respect other people, and most importantly themselves. In this way they will have better tools to take important decisions that will help them live their sexuality properly, protect themselves from situations that could affect their healthy, mental and physical state.

Sexual Education must be clear, objective, directed to all audiences in order to protect and conserve all cultural and social values, and open to the community of all students and teenagers who have not been taught sexual education. This must be done to prevent many diseases, conflicts in society, doubts of our body, unwanted pregnancies, not wanted marriages, and abortions. If a region is experiencing a net population growth or if it is already exceeding carrying capacity, it is important for sex education, family planning, and self-esteem programs to be concentrated on young women in their teen years. Hence, scientific evidence proves that sexual education that includes information about different methods of prevention makes teenagers clear in when they want to start being sexually active. A teenager who is this state is not conscious about the consequences of being sexually active at young age.

The Population Fund United Nations managed to keep the partnership in cooperation with the Ministry of Education, and with that is was managed to finish the Manual Comprehensive Sexuality Education for Teachers, “which now drove an entire operational training, and it is said that there are 1,500 trained already, “said Freddy Cardenas, Executive Director of “ProFamilia”. [4]

Nicaragua and Other Countries

In Europe, the Asia-Pacific region, Latin America and the United States, the most common reason for not using contraception is a lack of preparedness for sexual activity. “Each year, 16 million girls aged 15-19 give birth. 50,000 of them die from complications related to pregnancy and childbirth. And 95 percent of those births occur in developing countries.”- UNITED NATIONS, Jul 18 2012 (Interpress Service)

As a developing, Nicaragua is expected to have high teenage pregnancy rates, low access to good quality education, and to contraception, and this is what actually happening if we do not anything for education. The progress of a country is seen in the level of education and how has it been provided to the population. Nicaragua is part of the International Convention about kid’s rights of the United Nations [5] ; this means it must make sure that kids and teenagers have an education which prepares them to assume a responsible life in society. However, not all the population has access to a good quality education and this is due to a large amount of reasons or social problems our country experiences in everyday life.

However, Nicaragua as a non-developed country is expected to have high teenage pregnancy rates, but how is the United States, as a developed country that it is, is dealing with the same problem? In the United States, the percentage of sexually active teenagers who do not use condoms rose from 38% in 2009 to 53%. There are 47% of high school students that say they are sexually active, according to the Centers for Disease Control and Prevention of their country. The funding for A Positive Approach to Teen Health, or PATH [6] , has changed the curriculum that teaches sex education, and has shifted from abstinence-centered information to teen pregnancy prevention. They received funding, because they were evidence-based to reduce teen pregnancy. The program includes school presentations, after school mentoring and parent programs, and community-wide events that encourage teens to make healthy choices, respective to sex, and relationship violence. Their goal is “for teens to have stronger more meaningful relationships, healthy futures, and successful ventures throughout their entire lives.” Another organization called CATCH [7] is now encouraging pills and the use of condoms to prevent unwanted pregnancies as an attempt to produce a change about the 7,000 girls 17 years or under that are getting pregnant (90% are unplanned pregnancies). Moreover, the programs they have on television which involved teenagers having babies, has opened eyes to the population, especially teenagers, to how complicated it is to give birth at a young age without any preparation, and how difficult it is to get prepared for a future with a child in hand and her or his education in your hands too.

In the other hand, the Netherlands has far fewer teen pregnancies, births and abortions than the U.S and it is a developed country as well, how is this possible? Sexually active Dutch teens are far more likely to use condoms or oral contraceptives than American teens according to statistics [8] . In the Netherlands, sex education is delivered in the context of learning about relationships not biology. Dutch parents talk openly with their children about “waiting until ready” to have sex; healthy relationships; and responsible behavior, such as contraception use, when sexual activity begins. They learned to “normalize” sexual development with their children, and look at sexuality as a normal part of being human. Adults and children are better educated, and it would be unthinkable for a Dutch parent to withdraw their child from sex education. They think “There is no point in telling children just to say ‘no’ – this is a liberal country: you need to tell them why they are saying ‘no’ and when to say ‘yes’”- Siebe Heutzepeter [9] . What is significantly different in Europe is a strong cultural message against teen pregnancy [10] .

Nicaragua should take the Dutch and Americans as an example, parents should talk openly about this topic and stop considering it as taboo and this is a problem that is going in the school: “I do not see any motivation from the parents to the students, because they say that this type of topic is a taboo, and they should not be talking about it at home.”- said the teacher I interviewed. She wants to relate with them and make them involve in the school with respect to their children, but the parents do not make the effort back. Besides, campaigns are also being launched here in Nicaragua, such as “Ganale a las Ganas” (Win your Desires) which consists of talking to teenagers about the risks of having sexual intercourse at a young age.

Role of Government

Reach toward the end of 2015, in the countries of Latin America and the Caribbean, a 75% reduction in the number of schools that do not provide comprehensive education about sexuality, and a 50 % reduction in the number of adolescents and young people who lack access to contraceptives and sexual health services, the goals were assumed by the ministries of Health, also called MINSA, with a declaration signed called “Prevention with Education”. In the agreement, signed during the International Aids Conference, held in Mexico, the governments of the regions committed to develop targeted strategies in adolescents and young people to strengthen efforts in prevention of HIV and pregnancy. However, since the last 4 years (since 2011) there has only been a progress of 48%.

The International Conference About the Population and Development [11] , taken in Cairo in 1994, states “countries around the world must give answers adequate to the necessities about sexual education and reproduction young people have, taken into consideration from a perspective that we have sexual and reproductive rights, and not only from the perspective that we could take the risk of contracting a disease.” Delegates at the conference reached consensus on the following qualitative and quantitative purposes:

Universal Education: Ensure primary education for all by 2015 and attempt to remove the difference between enrollment rates of boys and girls in primary and secondary education

Reduction of infant mortality rate and children under 5: Reduce to less than 35 per 1000 live births and infant mortality rate below 45 per 1,000 mortality rate of children under 5 years before 2015.

Reduction of maternal mortality: Reduce maternal mortality by half by 1990 to 2000, and again by half before 2015.

Access to reproductive services and sexual health, including family planning: Allow 2015 universal access to reproductive health services, including family planning and sexual health.

According to the Ministry of education (MINED in Nicaragua), sexual education will have a wide perspective based on human rights and on the respect towards the values of a democratic society where families and communities are developed accordingly. The curriculum will include ethical, biological, emotional, social, cultural, and gender aspects, themes related to gender diversities in orientation and identity, developing tolerance, rejecting any type of discrimination, and promote non ignorant decisions in relation to a person’s sexual life.

Effectiveness

According to the Ministry of Health, “MINSA” in Nicaragua, in 2011 Nicaragua closed with 34,501births which came from teenagers, between the ages of 15 and 19 years old; this corresponds to the 25% at national level.

The roles of government, all the programs they have launched, are promoters to a good quality of sexual education, and they do not only use contraception methods, but encourage the student being educated to not having a sexually active life because these books provide information that can be extremely important for the future of the teenagers of our country. These programs promotes values and considerations everyone should implement in their lives in order to diminish sexual abuse, which is an occurring problem, or teenage pregnancy which is incrementing everyday due to the non efficient sexual education it being implemented at schools, because if this would be happening, the teenage pregnancy rate should lower. This is where I question this programs, how come, if they are as good as they look, they are not being put into action in the schools or communities more concurringly, because the book I will be presenting next it is not being presented entirely at the school I was surveying, but only being taught partial information of it, and given to only two teachers of this school.

“Sexual Education: Basic Reference Guide for teachers”

It is a program the Ministry of Education is imposing in the school Calixto Moya, it includes the elaboration of a collection of guides with themes of interest for the development and formation of the personal and professional aspects of the staff in a school or even to the parents in a family. Of course, the purpose of all this is to aid the preparation of professionals or staff in schools, so they could give ideas, orientations adequate for the development of a person’s personality during childhood and adolescence.

Ways to provide education of sexuality

General Considerations

It is necessary to reorient the programs for children, adolescents and rural and urban youth, by identifying the positive aspects that are necessary and the negatives that need to be changed.

Sex-Ed must be creative, open to analysis and reflection, with the main purpose of maintaining the motivation of the one’s being educated, making them participate in a program in an interactive manner. You can include recreational activities and classic techniques such as brainstorming, work in groups and individuals, discussions, case studies, panels, skits, conceptual maps, talks, seminars, workshops, video forums; all with special care in to give seriousness to the boarding of the theme.

This type of education seeks to strengthen criteria that may be applied to the various situations of daily life

Special Considerations

The teaching staff must bear in mind that the topic of sexuality, involves the development of capacities for channeling positively the expression of ideas, feelings and emotions, avoiding situations that may cause discomfort or rejection to the persons that are being taught this class

It should provide ethical criteria, solid, objective and scientific, without trying to impose their own points of view, certain ideological positions or relating to the own experience of life.

It should be avoided, provide criteria that may affect emotionally to the learners, or that they mean judgments or discriminatory opinions about themselves or their relatives.

Why is this material important? It helps our society, and due to the nature of any theme, it is difficult to conciliate it with our culture due to the diversity that goes on in our country, beliefs and personal values, all of this united were capable of producing a piece of material relevant for society.

Role as a Teacher

Some teachers’ approach is to teach abstinence first and then discuss the possibilities of what can happen if students choose non-abstinence, looking at not just sexually transmitted diseases, but also physical and mental changes. They must always remark that abstinence is the only 100 percent effective way to prevent a premarital pregnancy and a monogamous marriage is the best way to avoid sexually transmitted diseases.

What is a teacher’s job in their class and what values should them be promoting to their students? With teachers being fully acquainted with what they should be teaching they must be able to analyze their social relationships in which they are involved in every day, and be competent to communicate, dialogue, and in general, be able to accomplish the abilities that allow them to perform an appropriate social integration. The importance to value their community and everybody else, the importance of making your rights and the rights from everybody else be respected and make them be done, and most importantly something that it should not be left behind, is making them conscious about what problems they may be overcoming or facing at any moment of their lives by showing and teaching them how they should confront them.

You must especially take into considerations the teachers since they have the responsibility of analyzing their students, and by this I mean they must be capable of recognizing in what type of environments they are developing and prevent these students from growing up in hostile environment. The role as a teacher, is to see what are the students interest on, and from there give their class, because as a student I do not give my time to subjects or materials I am not interested on, but if they are important, I would expect the teacher to get me interested. The teacher must impart their class from the learning capacities he sees on the students, because, for example, if he teaches from a book and makes a student read it, learn it, and from there give exams, in my opinion, the students are not comprehending or learning correctly. A student should be not only interested in theory but in practice, therefore, I would encourage talks and social activities that would make the class more dynamic and more interested to be on. As well as the teachers must completely comprehend the topic they are boarding they must also be in charge of teaching and making clear to the parents what they are giving to their students about the themes relation to sexual education.

The teacher I interviewed, which was not in charge of giving themes of sexual education, , accomplished all these. I quote:

“What I do in both schools when I give the classes, that the students also ask me to do, is a panel forum with them. I ask them what are their topics of interest, and they answer sexuality”

“I analyze their problems and understand them”

“Yes, I interact with them and I love to have good communications with them, because in that way I identify their interests, desires, doubts and worries because I know I can help them”

“I love making discussions, panel forums, round tables on this type of thematic. I like to say that no matter the amount of condoms that are used, there is always a risk”

“I like to read, listen to the radio, and watch television programs that can help me, because I believe that the teacher should always be updated to know how to deal with this generation.”

Parental Involvement

Sex education must not be only engaged in teenagers or pre-teenagers, but also in parents who must be interested and care for the development of their children. What they must do is create relationships in the family where teenagers can easily adapt to, an environment free of hostility, and capable of solving conflicts that involve every member of the family.

In Nicaragua, participation of parents in the development of these critically important programs is seldom if ever observed at the grass roots. Hence, they do not know what is being taught to their children, they have no decision to it, and their role as parents is not being done efficiently as it should be expected. Parents are in charge of bringing into the table everyday values that need to be taught to their children not only by the school, but by them. Besides, full acknowledgment of what their children have been taught in school gives new ideas and improvements done by them to the school, since they can now have a decision on what it should be taught and bring on debates in whether these decisions must be done. Therefore, the role of the school should be that of assisting and completing the work of parents. However, this is not done according to a teacher of the school: “I talk to them about the values of our body, and elevate their self esteem, because many of the students who come from very disintegrated families (no mom, no dad or without anyone talking to them about sex). They only hear about this orientation in schools, therefore we do the parents jobs here. Besides, the parents who are in charge of it do not do it either because they do not know the information or because they consider it a taboo (sexual education)”

Parents have a lot of influence over their children, and if conversations about sex were a normal, natural part of day-to-day life, when it’s appropriate and when it’s needed, I think that would have a tremendous impact. Therefore, with the correct guidelines given to them, this could be improved by involving the parents more into the school showing them their curriculum, doing meetings frequently where they could be updated, and find a way to know whether or not all the material being showed to the parents is making a positive effect at home in order to see if this information should be kept being shown to them, however, when this happens even more work must be done by the school to make the required formation of teens possible and efficient at home.

Results from Surveys

How well do you consider the class of sexual education in your school is?

The people who said “Good” and “Excellent” were for many reasons. In school they give them a conscious sexual education (actualized with reality), prepare them for what they are going to be expecting in life, teach them sexuality’s ups and downs, make them conscious of the importance of it, the consequences and risks that come from experiencing it, know more about sex, teach them how to take care of their sexual life, they learn about their bodies and how to take care of them, know about things not everybody does, prevents them from any danger, learn about some contraceptive methods and how to use them, know they cannot have sexual intercourse with a random person, their doubts are cleared, talks are given, helps them prevent a teenage pregnancy, makes them think about their responsibility before taking decisions, and even though it is not a profound sexual education the school gives them the essential points.

People who said “Regular” and “Bad” was because they say they do not receive sexology, boys already know so much about sex in present times, themes are left short and not developed, the school does not give them the topics they are interested in learning, not all teachers take into consideration these themes, they give them a short amount of information and this short amount is interrupted from the same alumni, they do not reach further on the topic, and leave them with questions, concrete information is not given, attention is not paid, do not talk much about the topic, mocking is done, missing intensity, not much interest from them when they should, and it is only imparted in civics.

If you can see, answers contradict themselves from many perspectives, for these reasons, all answers are subjective, but can still be taken into consideration. While the majority says that sexual education in their school is good and rest says no, it still means some problems exist, and reinforcement can still be done. Interests are subjective, but if we can find a class were all the topics are taken into consideration, deepened enough, and full participation is accomplished no problems would arise.

Sexual education has been taught to you through?

Presentations rule in the method teachers use to impart their classes. This means that they are learning not only from books and theory; they are participating.

In what other way have you been informed about sex? (television, magazines, newspaper, radio, friends, classmates, family) Comment.

These graphs show the dominant source for teenagers to get acquainted with sex, is television. This is evidence to what I mentioned before, teenagers now have more access to television, and their minds are being affected no matter right or wrong. After television, friends and classmates are who play an important role in a person’s life as well as family who give them more information about these topics. Then comes in the rest of the media which in general affect teenagers no matter how full acquainted they are with it. As a matter of evidence on how much it can affect the quantity of knowledge you know about sexual education, this question rose. We cannot do anything about this, since it cannot be controlled, because you get affected by it indirectly or directly.

Have you encountered difficulties with sexuality or have you experienced changes? Have you had answers to these concerns proper to your age?

In the three grades, more than half said they did not have problems which means either they have not experienced anything or are fully informed, few answered complete. Next, are the people who did have problem but have had their answers because of the school, parents, or friends they asked. Finally, there were the people who did have problems but never got their answers neither from the school nor family. This means that there is still a portion of students whose problems or concerns have not be answered, and the teachers have still not gained full trust from them. Therefore, we can implement meetings or talks were they could all ask their questions, stop being shy, provide trust, or build stronger relations between them and the parents through the meetings that are held with the teachers.

“”When we have meetings, I look for texts where it appears how the parents can help their children. I give them tips or ideas on how to treat the kids, be a little more flexible. Every time, another year comes by, a new school year does too. Each time a new year begins a new thematic suddenly shows parents how to deal with their children, for example, in today’s meeting that I have with the parents I have a text prepared for them that says “10 tips on how to treat adolescents”. I’m going to let them discuss in pairs, and then make them expose their ideas so they can also capacitate themselves.”- says Professor Flor de Maria (Civics)

“We do meetings with the parents, and they even learn from these meetings, because as I was telling you the students come from poor families, and some did not go to school, do not have careers, or have really poor jobs. In the meetings, we give topics that help the parents improve communication with their children.”- Professor Vilma Tapia (Civics)

According to your opinion or criteria, what themes do you suggest adding to the program or content of sexual education being taught at your school?

Ninth Grade
Themes
How many people said it

None

21

How to prevent a pregnancy?

5

What changes occur after sex?

1

STD’s

4

Contraceptive Methods

17

Sex Addiction

2

Risks from sex

4

Tenth Grade
Themes
How many people said it

None

3

Contraceptive Methods

4

Rescue to our principles and respect to a sexual life

1

Causes and Effect from having a sex at a young age

2

Risks you take from having sex

1

Sexual Diversity

2

How to control sexual anxiety?

2

Sex Addiction

1

Why is a Tabu? How to remove it as that?

3

Is Masturbation correct?

2

Sex, promoter for abortion

5

How to prevent teenage pregnancy?

5

Eleventh Grade
Themes
How many times people said it

None

10

Contraceptive Methods, and their correct use

12

Is it good to teach people about this?

1

Ways to prevent a pregnancy

8

Causes and Consequences from having sex

5

At what age can you start having sex?

1

Make the theme stop being a Taboo

1

Maturity when taking the topic

2

Teenage Pregnancy

4

STD’s

4

Maternity and Paternity in the adolescence. Train the alumni

2

Abstinence

2

Myths about sex

1

Changes that come from having sex

1

You can see in these lists that the common topics of interest are how to prevent teenage pregnancy, contraceptive methods and how to use them, consequences from having sex in general, and STD’s. From all these you can see a pattern that they are interested on having sex, and they are afraid of the risks if something goes wrong, and they are afraid because they lack knowledge about it. Therefore, it’s effective to teach them all these topics so they can be non ignorant, know what they are doing, and completely acknowledge the consequences that come from it.

Therefore, the school must be in charge of providing them with all these information, and if they are putting this on the list is because they do not know it, and they want to know it. These could be the topics of interest they have always looked for, and instead being bored and not paying attention, listen and learn.

What aspects of sexual education would you like to learn in your school? Ex. Contraceptive methods, STD’s, anatomy, etc.

Contraceptive methods are the topic the majority of students want to learn about in a more profound way I believe. Then comes anatomy which was taught to them in primary, but it seems they want to be reinforced in that theme also. Finally, venereal diseases are left, which are the risks of the previous two top

To live a contended and successful life with cordial relationship with people around is very important. The life of the person is always connected to others and the level of relation with other person depends on how you deal and treat them. While dealing with people there are many factors with influence the terms one has which includes communication skills, the way of dealing and interacting with others and social ethics.

Thesis

Interpersonal skills are important to live a happy successful living. In every step of person’s life the interpersonal skills of person are tested and observe and those who have excellent interpersonal skills are always successful in both professional and personal living. This paper discusses the points which are important to maintain good interpersonal skills and why they should be kept maintained and polished.

Interpersonal Relationship Skills

The relation of the person with other people around him is known as interpersonal relationship. The skilled interpersonal qualities are very necessary for living a comfortable life with good social relations. No one is born with social skills. Everyone learns, perceives and absorb the social norms and the way of dealing people; which comes with time. The first school of social learning of a person is home. Home is the first place where one learns basic etiquettes, social norms and how to deal and respond to people. The basic learning of person is started and is leant from home. And since then a journey of learning and improving the social skills is constant. The social skills and interpersonal skills of a person are experienced when he enters the professional life. And with time these skills are polished.

The interpersonal skills vary from person to person. There are two types of people while dealing with people, introvert and extrovert. Each of these people would be different in dealing with other and thus the relationship, communication and level of dealing of communication with each type would be different. The interpersonal skills are also affected by the environment we grew in, our personal preferences, the way we feel, the personality type etc.

Interpersonal skills are needed everywhere. Whenever a person has to deal or communicate with other people or person the interpersonal skills of person are shown. Basically there are three stages where interpersonal skills are needed; personal dealing, social interactions and cooperation. All such relations such as friends, coworkers, family relatives, cousins, neighborhood and peers all are included in interpersonal relations.

Five Principles for good Interpersonal Relationship

Good interpersonal relationship leads people to deal and work in friendly and cozy environment. Health interpersonal relations provide people security, satisfaction, enjoyment and contentment towards each other. And those who are not successful to gain good interpersonal relations with people around them feel great sense of frustration, anxiety, failure and loneliness. To have good interpersonal relationship there are five important principals which are as following:

Mutual Benefit Principle:

The strong interpersonal relations are formed when people share same group of interests. It helps them to form a strong bond and meet up the social need of themselves; and as well as those one which are related or are connected with each other. So a health interpersonal relationship brings satisfaction to both sides of people. And to have such cordial terms both of the parties have to show a friendly affection with acceptance towards other. This is more successful when both parties share mutual interest and are capable of understanding each other.

Credit Principle:

For making the relation with the people fruitful and pleasant it is important to make people feel that you are useful for them. When people are treated this way they value you but more important is maintaining such interpersonal relation. The mutual understanding can be achieved through mutual sincerity and good intentions for each other. Only such feelings will enhance the good emotions and will make the relationship stronger no matter what type of relationship it is. When there is mutual understanding and benefits people tend to be more positive about such relations and to maintain such interpersonal relationships it is important to value the credit received and given.

Respect Principle:

No matter how alike the people are there can be many situations were two views are shared. When someone has to deal people socially there is always a presence of different views. And to keep the environment safe, friendly and healthy everyone should have a tolerance to accept and hear other point of views. Many times there comes a point when people exchange views which are different from other, even if someone doesn’t seem to agree then the interpersonal skills teaches us to show tolerance and acceptance to listen other views. Everyone has a right of freedom of speech so everyone has right to share their thoughts. So only through tolerance and respect one can maintain good interpersonal relationships.

Tolerance Principle:

Tolerance means that a person does not care about small minor issues, and by keeping aside the disturbing issues one can work together for a common goal and can negotiate the issues separately without letting the environment and relationship to get spoil. As there is always an individual difference, everyone has different mindset which brings out different view somewhere, through tolerance one can only deal with such situations. If someone had shown harsh behavior or has hurt you then there are two basic ways to deal with it, first keep a grudge, plot revenge or try to forget about it and never bother to expect something from that person. A skilled interpersonal person would prefer the second option and will try to deal the situations with tolerance.

Moderation Principle:

There should be a health interpersonal relation with people. A distant relation brings distance and lack of communication where as too much communication and time together causes irritation, obsession and lack of sense of space. To maintain a good social interpersonal relation one should keep a moderate way to deal and communicate with people. So the degree of relation should be maintained properly regarding the type of relationship one has. (Elanso.com, 2007)

Misconceptions in interpersonal relationships

The misconceptions between two people can lead to poor communication and fragile relations. There are many reasons which can bring distance and bitterness in any relations. Following are some of the reasons which can lead to misconceptions.

First impression: we often build up the first impression of people very quickly and those impressions get engraved in our mind which becomes very difficult to omit. First impression is not the last impression and one should never judge anyone completely in first impressions. There are many factors which should be noticed before making an observation about people. The reason for which I personally think the first impression causes misconception is that when the person have built a mind set about the person then it became difficult for him to deal with them. Even if they do well the other person would judge and make observation in a reflection of the impression he has built about him.

Error in understanding: there are many reasons which can leads to error in understanding the person. As mentioned above due to the building up the first impression very quickly can also cause misconception in interpersonal relationships. There are many other factors which can cause error in understanding other person’s impression such as the way of delivering or conveying the message, variety of thoughts and ideas which can also become objectionable to others.

Pride and self-worth: if any other the person has too much pride and confidence then it will also militate against the good interpersonal relations. When the person is head headed then people find it difficult to communicate with them which lead other people not to open up with them. Such traits in personality don’t let other people to communicate with them which lead to misconception and lack of good friendly terms.

Barrier in communication: there can be many reasons which can cause barrier in communication. This barrier in communication between people causes distance and poor communication. When there is poor communication the person is not able to communicate their message or feelings well, which brings out distance in-between people.

Barriers to Effective Interpersonal Interactions

Following are the most basic and noticeable points which causes barriers to effective interpersonal interactions:

Way of communicating the message to other. If the speech or message is not clearly delivered then such situations can lead to barrier in cordial interpersonal relations.

Assuming a wrong meaning of message conveyed can also leads to misunderstanding, grudges and sometimes even to verbal fights.

The body language and tone of delivering words also makes a great impact. The way of delivering ones message is the first thing which other notice. If the person finds it good and well-mannered then the good interpersonal relations are grown.

The reference through which a person came to know someone also makes a great impact on the person. That reference always defines the person in the light of reference one has mentioned.

Person is known by the company he keeps. In building a good interpersonal relations this line makes a great impact. If someone’s comes to know the third person through a bad reference then the image of the third person will be automatically bad. Or somewhere the impact of the reference would stay till one gets to know them properly.

Developing the self-concept

Having a self-concept about one self is very important. When the person knows his abilities, good points and weak points then it helps him to be a better person and let them to overcome the negative points. A person should be always open to learn new things which include the acceptance to the views which people give. Where the good views and comments help the person to build a confidence; the negative views also give the person the opportunity to see himself with a critical point of view and then overcome such points. Here is a list of points which help person to build a self-concept and how to improve one own self.

By recalling the previous achievement.

By recalling the good feedbacks and comments received

By doing a self-analysis of the personality , keeping in mind the good points and the bad points

Indulging oneself in a new tasks and situation to see how good and efficiently you can tackle them

By meeting new people and seeing their response about you

By adjusting yourself in new situations

By overcoming the fears you have, as they will help you in being a better person

Handling difficult situations and people and rechecking yourself that how good and successful you were

Recalling the past mistakes so that you don’t repeat them in future

Polishing the capabilities and potentials one has

Facing and overcoming the weak points

Doing a self-analysis and rechecking the past mistakes and weak points helps the person in being a better person. We often make mistakes which we regret later. So by recalling the mistakes and trying to analysis ones mistakes gives a person a better picture. One should always be open to accept his mistakes so that he can correct them.

We loses many of our relations because of our different mistakes, if we do a self-analysis more often than we would be able to maintain our relationships better and can bring the loved ones back in life.

Maintaining a self-concept

By maintaining a self-concept means that on should keep improving himself and should try to maintain a good self-image. One should cut down and overcome the flaws and try to deal with difficult situations. And keep venturing himself with new situations which will help the person to improve the personality and abilities of socializing. Here is a list of point which one should follow in maintaining a self-image.

Being constant in good behavior

By being down to earth

Open to criticism and realizing self-mistakes

Regular self-assessment

Keeping tolerance while dealing with people

By being polite to people

Overcoming the one own flaws and keep improving the personality

Finding new horizons in professional fields

Giving task to oneself to see whether you can do t or not

Challenging your own self in health way

Keeping a positive thinking so that you are able to see positive things in people around you.

Improving the interpersonal skills

Little gestures and care can bring out the best in any relationship. Interpersonal relations are very important for a person to live a happy and successful life. We meet and deal with different types of people. Every person has different personality. So even if we don’t seem to agree or like other people we should never criticize anyone with sarcasm. Continuous complaining and whining about others will make the self-image down. And even if one has to make the other person realize their mistakes then always chose a moderate decent way to convey the message. Whereas if someone does something good always appreciate them. Saying nice about other will bring the element of love and affection. A response of smile should be given with a smile. These little gestures and concern towards people bring people together and in such environment its easy n fruitful to carry healthy interpersonal relations.

Conclusion

Interpersonal skills are very important to maintain a good living. A life of a person is always surrounded by people. So dealing people with right attitude is very essential. For maintaining a healthy relationship with people one should deal other with patience, tolerance and care; one should always accept individual differences and personality traits of others. And very often one should do self-analysis so that a constant improvement in personality should be there. Social skills are only improved when one ventures to experience now situations. Holding good interpersonal skills with people is essential for successful living in all stages; personal, social and cooperation.

3 and 4-year-old children are often referred to as preschoolers. Preschool children want to become more independent and do things for themselves. They are enthusiastic about learning and acquire their knowledge through experiences and playing. Their motor, social, emotional, cognitive, and language skills all developing, as they try to gain inner control. Preschoolers want to establish themselves as individuals and can more easily express their needs since they have a greater grasp of language.

The preschooler’s body is continuing to lose baby fat and gain muscle. Their arms and legs are becoming more slender and their upper body more narrow and tapered. Some children grow taller so much more quickly than they gain weight and muscle, that they may begin to look somewhat skinny and fragile. This doesn’t mean that they are unhealthy or that anything is wrong; some children just fill out gradually as their muscles develop. Most preschoolers grow about 2 to 3 inches in height and gain about 5 pounds each year. Also boys tend to be slightly larger than girls (Berk, 2008).

A child’s face also will mature during this time. The length of their skull will increase a little, and the lower jaw becomes more pronounced. At the same time, the upper jaw will widen to make room for their permanent teeth. Because of this growth, their face actually will become larger and their features appear more distinct.

Children are playful by nature. Their earliest experiences of exploring with their senses lead them to play, by themselves at first and then eventually with others. Usually between 4 and 5 years old, preschoolers discover that they share similar interests and seek out kids who are like themselves. They discuss, negotiate and come up with ways to create elaborate play scenes; take turns; and work together toward mutual goals. Children’s play can be divided into 4 categories, some of which overlap.

Dramatic play is fantasy-directed play like dressing up in costumes, pretending to be different characters, using toys to represent characters in stories, and creating imaginary settings. Some examples of manipulative play are using small toys like blocks or Legos to build objects, putting together puzzles, and making bead necklaces. Physical play uses the whole body in activities with bikes, balls, jump ropes, hoops, and play structures. In creative play children use art materials such as paint, clay, markers, pencils, glue, etc.

Preschoolers improve their mobility skills through a variety of motor activities involving the entire body. Gross-motor development includes locomotor dexterity, which requires balance and movement, and upper-body and arm skills.

Examples of locomotor skills are jumping, hopping, running, and climbing. Toddlers can climb up one step at a time, but preschoolers can use alternating feet to climb stairs. Most preschoolers progress from riding a tricycle to a bicycle, and some older preschoolers are able to roller-skate. Two basic upper-body and arm skills developed during the preschool years are throwing and catching a ball.

Preschool children gain more precision in fine-motor development between 3 and 5 years old. They attain more control of finger movement, which lets them become capable of using small materials that require grasping and control. According to the National network for child care some milestones in gross and motor skills in preschoolers include hopping on one foot, galloping, beginning to skip, pumping themselves on a swing, zipping, snapping and unbuttoning, cutting, lacing and making representational pictures like house, people or flowers (Malley, 1991).

During the preschool years children are in the preoperational stage. Throughout this stage children think in terms of concrete materials, believe that everyone thinks as they think, are perceptually bound and make judgments based primarily on how things look (Morrison, 2009). In the preoperational stage, children are very heavily influenced by their perceptions and do not fully grasp the concept of conversation. Children who have trouble with conservation have trouble understanding that the quantity of something can stay the same regardless of physical transformations. One example of this is if a child is shown 2 identical cups filled with the same amount of beans, and then you pour the beans into 2 different size cups, a child will think that one cup has more beans, not understanding that the same number of beans is in each cup.

Another characteristic of the preoperational stage is egocentrism, which is “the failure to distinguish the symbolic viewpoints of other’s from one’s own” (Berk, 2008 pg325). Children also have trouble with logic and abstract thinking during this stage, because so much of their knowledge is based on their perception. Being in the preoperational stage comes with some key changes in thinking and cognitive development. In addition to acquiring language, children also start to discover fantasy and imagination. With developing language skills comes the awareness of that something can be represented even though it is not seen. For example, the word “balloon” describes a balloon, just like the image of a balloon does, even if the balloon itself isn’t actually visible. Children also start to use their imagination by pretending that objects are other things, transforming sticks into swords, big boxes into houses, and dirt into a racetrack.

Preschoolers sometimes have imaginary friends. They have a tendency to brag and can be bossy towards their peers. They have a desire to feel important and worthwhile. At times they can be aggressive but enjoy being with other children and want to make friends. They like to pretend to be important adults such as a teacher, parent, doctor, shop owner or police officer. They want and seek out praise for their achievements.

“Social experience, along with cognitive development, contributes to gains in emotional understanding” (Berk, 2008 pg 370).Emotional understanding is a child’s ability to express his or her emotions appropriately, to correctly understand other people’s emotions, and to understand the outcomes of certain emotions. Children with high levels of emotional understanding can cope with their own or other people’s emotions in a way that creates positive social interactions. Preschoolers usually start to develop self-conscious emotions as they start evaluating themselves, instead of simply reacting to peers or adults evaluations. For example, a toddler may be perfectly happy coloring all over themselves from head to toe with markers, but won’t experience guilt or shame until someone expresses their displeasure at the situation. A preschooler may still enjoy drawing on themselves, but as soon as they see a parent coming, shame and guilt may surface as a result of considering their appearance. A child may also now experience a sense of pride when Mom or Dad says, “You did a great job cleaning up your mess.”

Preschool is a time when children start to develop friendships with their peers and this is essential for positive social and emotional development. Preschoolers think of a friend as someone they have fun with and are willing to share their belongings with. “Preschoolers give twice as much reinforcement-greeting praise and compliance-to children they identify as friendsaˆ¦they are more cooperative and emotionally expressive-talking, laughing, and looking at each other more than nonfriends do”(Berk, 2008 pg 376).While preschoolers understand the uniqueness of friendship their concept of it is still immature. They can be ‘best friends’ with a peer one day and not like them at all the next. Parents can influence their child’s early peer relationships both directly and indirectly, by giving their child more frequent social experiences, discouraging teasing, being emotionally positive and demonstrating cooperative play.

Social experiences are critical in the development of a preschooler’s moral understanding. Disagreements with siblings or peers over toys, taking turns or ideas give children their first concepts of fairness and justice. Children also learn by observing how their parents react when then have broken a rule and the way they talk about moral issues. Children who are advanced in moral understanding usually have parents who can adapt the way they communicate with their child about honesty, arguments and sharing in a way the child can easily understand.

During preschool children have a massive increase in language development. This escalation in language skills represents the development of cognitive abilities. Children become more complex thinkers and these changes are exhibited in their language. Preschoolers are curious about language and rely progressively more on language to make their wants and needs known to adults and peers.

Preschoolers can learn an average of 5 new words a day increasing their vocabulary from 200 words at age 2 to 10,000 words by age 6 (Berk, 2008 pg 356). To build their vocabulary so quickly, children use the fast mapping process where they connect a new word with a primary concept shortly after being introduced to the new word. There are different theories on how children acquire their vocabulary. Some theorists believe that children are naturally predisposed to distinguish word meaning using mutual exclusivity, which is a child’s assumption that words refer to entirely separate categories (Berk, 2008). These theorists also believe that syntactic bootstrapping, which is the discovery of word meanings by observation of how words are use in the structure of a sentence, plays a major part in language development (Berk, 2008). Another theory is that word learning is controlled by the same cognitive strategies that children apply to nonlinguistic information. “These strategies become more effective as children’s information processing, communication skills, vocabulary size, knowledge of categories and mastery of syntax improve” (Berk, 2008 pg 357).

Generally preschoolers can use simple sentences that follow a subject-verb-object order. Once they have mastered three word sentences they start to make small additions and changes in words that allows them to express word meanings in different ways and more efficiently. As with vocabulary development there are different theories on grammatical development; from the use of semantic bootstrapping (using word meanings to figure out grammatical rules), to the belief that children master grammar through direct observation, and including the idea that they have a special language making capacity for assessing the language they hear and develops the discovery of grammatical regularities.

Preschool children have typically well developed conversation skills. They use gestures and objects to assist them in conveying their meaning. By 4 years old a child can adapt their conversation to fit the age, sex, and social status of the person they’re talking to. Their conversations tend to be less mature in highly demanding situations (like while on the telephone) where they cannot see the other person or use conversational aids (Berk, 2008).

There are several ways in which parents and teachers can enhance all the developmental skills of a preschooler. Some activities that enhance physical and motor skills are dancing, swinging, sandbox play, throwing, playing with play dough and finger puppets, putting puzzles together, drawing, and stringing and lacing activities. “Through directed and undirected play, children are naturally able to practice and learn both gross and fine motor skills and coordination” (Snuggs, 2008).

Enhancing cognitive development is about strengthening and exercising a child’s thinking skills, not just giving them information. Activities like hide and seek (using variations of counting), Simon Says, I Spy and board games like Memory, Connect Four and Tic Tac Toe are all beneficial ways to enhance a preschooler’s cognitive development.

Planning activities in which the children have to work and plan together, helps build their social skills. Providing an opportunity for different personalities to interact, plan and work together, preschool children will learn the skills of compromise and sharing, while developing their social and emotional skills. A class play is an ideal group activity for the children to participate in. The most important thing we can do to ensure healthy social and emotional development is to be a positive role model. By being trustworthy, caring, and patient role models, we can help children develop a positive attitude. By showing respect to our children we help them learn to show respect for others.

In order to enhance positive language development in preschoolers it is important to be patient while they are talking and give them time to express themselves. A few activities that can help further their development are having them draw a picture and make up a story about it, singing songs and using word play and letters to build the children’s phonological awareness, alphabet knowledge and vocabulary.

I believe that each preschooler is a unique individual who needs a secure, caring, and stimulating environment where they can grow and develop emotionally, intellectually, physically, and socially. Parents and teachers should adapt to the needs of each child so that they can feel capable and successful.