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- 1. CW 1 Critical analysis of theoretical perspectives and anti-oppressive practices in relation to the impact of social class on children
- 2. LO1: Factors influence the lives of children and young people in relation to their social classes Several factors are associated with the social class that have a potential impact on the lives of children and young people : Poverty The healthier is the economic situation as well as the employment of parents the better life chances are provided to their children and young people (Durante and Fiske, 2017). Parent’s social class: Parent with high socio-economic class can afford the best foods, social environment, positive family environment, parental support, the best education and good skill development activities for their children ((Almerich-Torres et al. 2017). Living standard The social class of people determines how they will lead their life. While it comes to provide the better life chances of children, the living standard of the parent plays an important role.
- 3. LO1: Factors influence the lives of children and young people in relation to their social classes (Contd…) The economic stability of the family: Economic stability is associated with the social class of people. People with less economic stability resides in the social class ((Almerich-Torres et al. 2017). Family and home environment Social class determines the family and home environment the children will be exposed ((Durante and Fiske, 2017) Family environment including good parental support, positive behaviour and activities of family members, healthy habits and lifestyles of the family members and the supportive as well as create an environment at home is highly beneficial for children in promoting their good psychological, physical, emotional and behavioural development (Wheeler et al. 2019).. Educational standard: Children residing in the poor community have poor parental educational standard that impact on their overall upbringing and nurturing Social environment and culture: As compared to the lower socioeconomic classin the higher and rich economic societies children are back up with positive as well as healthy culture, systematic lifestyles and healthy habits that make positive transformation of the mental and physical wellbeing
- 4. LO2: Roles of organization, educators and government in addressing the overall issues of social justice: Recognize and protect the fundamental human dignity of all children Ensuring their positive development and wellbeing (Wheeler et al. 2019). Educators play crucial roles in ensuring that children are not treated unfairly based in their social class, race, gender and family status Practitioners are involved in making the positive transformation of thoughts, decision making and values of children by making positive reinforcement in them. Children care organization are associated with providing the resources, education and infrastructure to the children (Brulé et al. 2017) Improving livelihood, education and healthcare children Protecting the child rights in relation to get the equal opportunities in society irrespective of their social classes race, gender and economic status of their parents Recognize the health, education, physical, emotional and developmental needs of deprived children Under Childcare Act 2006 educators must ensure to provide protective and safeguarding environment to vulnerable children to protect them from any kind of abuse and harm. Children care organisations must work in association with government and childcare practitioners to ensure that the basic needs such as education, healthcare, nutrition and skill development of deprived children will be met accordingly. Government must ensure that the rights, preferences and choices of each child will be protected and respected Under Children and Social Work Act 2017 UK government ensures that poor and deprived children will be provided with free educational and skill development training to promote their professional development. Under Childcare Act 2006, UK government must ensures that nutritional and healthcare needs of each deprived child will be met accordingly.
- 5. LO3: Demonstrate in the experiences, rights, participation and agency of children and young people in relation to their social classes: Children from the lower-class societies more likely to experiences different social malpractices such as child labour, gender-based violence, rights violence and trafficking (Fattore and Fegter, 2019) The agencies and organization working on the needs of the children and young people’s need to determine the types of adverse childhood experiences and the behavioural, mental and emotional issues are associated with these experiences Proper mental, physical and emotional support to the vulnerable children and young people (Fauske et al. 2018) Vulnerable children and young people generally experience trauma, maltreatment, violence, abuse, poor parenting, bereavement, grief, lack of family and social support and unmanaged anger of the family members Teen pregnancy, unemployment, aggressive behaviour of parents, low family status, lack of education and knowledge of parents and high level of stress, neglect and angers in the childhood period Organization and agencies need to determine the factors that are associated with adverse childhood experiences in case of children and young people (Brulé et al. 2017) Provide the friendly, protective and supportive environment to the vulnerable children and young people belonging to the deprived community to reinforce the positive thoughts, skills and decision making in them Improve public opinion regarding the importance of providing equal and fair society to the vulnerable children and young adults belonging to the lower social class in term of protecting them from the violence of their right and dignity.
- 6. LO 4: Experience of the young people and children across the community and educational setting in relation to the issues of social justice due to their social classes: Children and young people belonging to the deprived society face severe social injustice in the community and education setting ((Lappalainen and Odenbring, 2020) Poor children are devoid of proper respect, social support and equal opportunities Young adults belonging to the poor social class are often faced social exclusion marginalization, high level of bias and discrimination Severe depression, aggression and violence in deprived young adults. Vulnerable children and young people who have a poor socio-economic background as face the discrimination in their education setting (Gallagher, 2020) Young people and children of a poor family are generally with poor knowledge of technologies, lack of modern academic skill and poor general knowledge as compared to their richer peers Poor children and young adults when sending to city schools, face the high level of the bully, discrimination Poor people who get educated from the village schools and rural universities generally have a less presentable and confronting skill that makes them unable to get good job opportunities (Gallagher, 2020) Children and young adults belonging to the deprived family, are generally sent to schools located in the district and rural areas that are lack proper modern techniques, resources and academic facilities as compared to the high profile schools in the cities
- 7. CW2: LO5: Explaining how learning on this course may impact on the future professional practices: : This course is highly informative to me that enables me to enhance my knowledge on different cores topics such as : Social justices, Diverse perspectives Sustainability Professional enquiry skill Digital literacy Have developed my knowledge on the social unfair practices such as discrimination, bias, abuse, trafficking and child labour My in-depth conceptualization on the adverse experiences that children and young people belonging to the lower social classes face Throughout the course I have developed my grammatical knowledge, writing skill, ability to produce online text, graphic, audio and visual images through using modern technologies This course assisted me to promote my sustainable skill devotement I have also learned how to mix the technological and theoretical skill in terms of accomplishing the academic task by meeting the criteria.
- 8. Reference list Durante, F. and Fiske, S.T., 2017. How social-class stereotypes maintain inequality. Current opinion in psychology, 18, pp.43-48. Almerich-Torres, T., Bellot-Arcís, C. and Almerich-Silla, J.M., 2017. Relationship between caries, body mass index and social class in Spanish children. Gaceta Sanitaria, 31, pp.499-504. Wheeler, S., Green, K. and Thurston, M., 2019. Social class and the emergent organised sporting habits of primary-aged children. European Physical Education Review, 25(1), pp.89-108. Brulé, E., Bailly, G. and Gentes, A., 2017, June. Social Class, School and Visual Impairments: Reflections from the field. Fattore, T. and Fegter, S., 2019. Children, social class and social practices: A theoretical analysis of children's practices of class distinction. Children and Youth Services Review, 97, pp.67-75. Fauske, H., Kojan, B.H. and Skårstad Storhaug, A., 2018. Social class and child welfare: Intertwining issues of redistribution and recognition. Social Sciences, 7(9), p.143. Lappalainen, S. and Odenbring, Y., 2020. Gender and social class in Nordic early childhood educational ethnography–a meta- analysis. Ethnography and Education, 15(4), pp.412-428. Gallagher, N.M., 2020. Social class and environment in the moral development of children in The Kite Runner. Literary Cultures, 3(1). Najdowski, C.J. and Bernstein, K.M., 2018. Race, social class, and child abuse: Content and strength of medical professionals’ stereotypes. Child abuse & neglect, 86, pp.217-222. Bumpus, J.P., Umeh, Z. and Harris, A.L., 2020. Social Class and Educational Attainment: Do Blacks Benefit Less from Increases in Parents’ Social Class Status?. Sociology of Race and Ethnicity, 6(2), pp.223-241.
Editor's Notes
- CW1: Critical analysis of theoretical perspectives and unimpressive practices in relation to the impact of social class on children LO1: Factors influence the lives of children and young people in relation to their social classes: Several factors are associated with the social class that have a potential impact on the lives of children. There are factors are as follows: Poverty: The healthier is the economic situation as well as the employment of parents the better life chances are provided to their children and young people (Durante and Fiske, 2017). The social class of parent determines whether they can provide a better lifestyle, education and health facilities to their children in term of promoting a systematic as well as a positive development of children. Parent with a lack of job opportunities and poor socio-economic condition are unable to afford good foods, healthy living standard and god skilled development and education facil8ties to the children which impact on the lifestyle development if children. Poverty impact severely from the beginning of the development and growth of a child such as a brain development and development if the other body system. Children residing in poor societies more likely to be affected by social, economic and academic issues. additionally, poverty obliged children to reside in such a neighbourhood in which they are being exposed to different types of socio-economic risks including food insecurity, pollution, poor culture, negative and conservative perspectives, malnutrition, violence, led exposure and economic hardship. Children belonging to poor social classes are more likely to attend such schools in which they are provided with insufficient resources and infrastructure that pose potential barriers on physical, psychological and behavioural development of children. On the other poverty in the lower social classes is associated with the rate of child abuse, discrimination, bias and neglect that impact adversely on t psychological, physical and emotional wellbeing of children. Parent’s social class: The upbringing and nurturing of a child are highly dependent on the socio-economic class the parents. Parent with high socio-economic class can afford the best foods, social environment, positive family environment, parental support, the best education and good skill development activities for their children ((Almerich-Torres et al. 2017). On the other hand, parent with the poor socio-economic class struggle for arranging two times meals for their children which leads to malnutrition, poor brain development, poor behavioural development and lack of proper growth in children. Evidence suggests that the higher social class parent have better opportunities for growth and development children can get. Parent with poor income level often sends their children in the schools in core district and villages in which there are no modern education technologies, skill development facilities and skilled educators as well as practitioners. therefore, children attending class in these schools are far behind in the competition that the children of high-class private schools in the cities. The lack of proper skill development, speaking ability and behavioural development of children residing in poor families make them unable to get good job opportunities in later life. Living standard: The social class of people determines how they will lead their life. While it comes to provide the better life chances of children, the living standard of the parent plays an important role. the social class of people influences their lifestyle, food habits, food selection and regular life pattern that have a potential impact in the lifestyles of these children. Parents residing in the lower social class are habituated with poor below the standard of living such as lack of nutritional foods, wrong food selection, cheap and fat-enriched food intake instead of protein foods, skipping of meals, poor hygiene, irregular sleeping patron and late night sleeping. All these habits are transferred to children that interfere with their metabolic, respiratory and nervous system.
- The economic stability of the family: Economic stability is associated with the social class of people. People with less economic stability resides in the social class ((Almerich-Torres et al. 2017). Parent with lack of economic stability resides in such neighbourhood as well as society which has below standard lifestyle, lack of healthy habits, full of negative and superstitious beliefs and lack of creativity as well as supportive culture. Upbringing if children residing in a family with poor economic stability in such neighbourhood retard the development of positive thoughts, beliefs and behaviour in them. on the contrary, the parent with high economic stability provides their children with a better society, education and neighbourhood that support the development of positive thoughts food decision making and strong problem-solving skill in children. Family and home environment: Social class determines the family and home environment the children will be exposed. Evidence suggests that family environment including good parental support, positive behaviour and activities of family members, healthy habits and lifestyles of the family members and the supportive as well as create an environment at home is highly beneficial for children in promoting their good psychological, physical, emotional and behavioural development (Wheeler et al. 2019). In case of poor families, children have exposed the lack of potential support, family violence, aggressive behaviour of family members and lack of politeness as well as the modesty of family members which impact adversely on the decision making, brain development and emotional wellbeing job children, it is evident that children residing in the poor and below standard society are more likely to develop aggressive behaviour, poor interactive skill and poor common sense which is due to their lack of proper brain development from t very first stage of their growth. Educational standard: Children residing in the poor community have poor parental educational standard that impact on their overall upbringing and nurturing. Parental education plays crucial roles in developing good habits, provide right guidance and improves yeh cognitive and behavioural expressing in children that assist them to become a polished and sophisticated human being in near future. as compared to the children belonging to the lower social classes, children who belong to the poor socio-economic communities are lack of strong parental educational background which leads to lack of parental support and guidance to their children Social environment and culture: As compared to the lower socioeconomic class, in the higher and rich economic societies children are back up with positive as well as healthy culture, systematic lifestyles and healthy habits that make positive transformation of the mental and physical wellbeing. On the other hand, children belonging poor and deprived societies are exposed to poor and conservative culture and social malpractices such as family and social violence, superstition, negative perspectives toward women’s freedom and backdated thoughts.
- LO2: Roles of organization, educators and government in addressing the overall issues of social justice: Organisation, educators and government need to recognize and protect the fundamental human dignity of all children thereby ensuring their positive development and wellbeing. Educators play crucial roles in ensuring that children are not treated unfairly based in their social class, race, gender and family status (Wheeler et al. 2019). Educators and early years practitioners are involved in making the positive transformation of thoughts, decision making and values of children by making positive reinforcement in them. educators will protect children from any kind of bias, discrimination, neglect and abuse. While it comes to deal with the social issues faced by children due to their social classes, educators and children care organization are associated with providing the resources, education and infrastructure to the children that are important for promoting positive brain development, motor-neuronal development and behavioural as well as emotional development in children. there are many NGOs and childcare organisation in the UK that play crucial roles in improving livelihood, education and healthcare children. these organizations play crucial roles in protecting the child rights in relation to get the equal opportunities in society irrespective of their social classes race, gender and economic status of their parents. Educators and early year practitioner recognize the health, education, physical, emotional and developmental needs of deprived children. through providing employment and skill development training to parents, NGOs and children care organization in the UK plays import roles in enhancing the ability of parents belonging to the lower social class provide better lifestyle education, health facilities nod foods to their children. Under Childcare Act 2006 educators must ensure to provide protective and safeguarding environment to vulnerable children to protect them from any kind of abuse and harm. Children care organisations must work in association with government and childcare practitioners to ensure that the basic needs such as education, healthcare, nutrition and skill development of deprived children will be met accordingly. Government must ensure that the rights, preferences and choices of each child will be protected and respected Under Children and Social Work Act 2017 UK government ensures that poor and deprived children will be provided with free educational and skill development training to promote their professional development. Under childcare act UK government must ensure that nutritional and healthcare needs of each deprived child will be met accordingly. Role of government in protecting the rights and dignity of children is crucial. Through reformation and modification of existing child care policies, the government can develop public awareness and responsibilities in treating children with fairness, respect, care and dignity (Brulé et al. 2017). UK government plays important roles in better implementation of the childcare act such as Children and Social Work Act 2017 and Childcare Act 2006. Through reformation of these acts, the UK government has improvised the overall facilities that ae provide the deprived children and free education, free health check-up, equal opportunities in society and protection from abuse ad harm. Care International UK, the initiative taken by the UK government in protecting children from any kind of sexual, physical, mental and emotional harassment at their homes and in the external environment. Under this initiative, children need to be treated with proper care, friendly approaches and respect in every place, whether it is their home in their school or other external places. UK government also plays important roles in improving the infrastructure of schools in core villages and district with implementing modern technologies that will enable deprived children to get high-quality education and skill development training that will promote their positive growth. Government ensure that that vulnerable child including children belonging to lower social class, children with disabilities and children from a minority group are protected from the social injustices and unfairness. The government also ensures that justice professionals such as police, lawyer and prosecutors will ensure the rights and needs of children in relating to social justice are fulfilled.
- LO3: Demonstrate in the experiences, rights, participation and agency of children and young people in relation to their social classes: Childcare agencies, governmental and non-governmental children care committees play crucial roles in protecting children from negative and unfair experiences such as violence, discrimination, neglect and abuse on children belonging to the lower social class (Fattore and Fegter, 2019). Children from the lower-class societies more likely to experiences different social malpractices such as child labour, gender-based violence, rights violence and trafficking. Childcare agencies, NGOs and government childcare organization have important roles in promoting protection the children from lower social class from sexual exploitation, trafficking, discrimination in relation to the education and healthcare facilities. The agencies and organization working on the needs of the children and young people’s need to determine the types of adverse childhood experiences and the behavioural, mental and emotional issues are associated with these experiences. Professionals working in these agencies need to provide the proper mental, physical and emotional support to the vulnerable children and young people in terms of assisting the to get rid these experiences. vulnerable children and young people generally experience trauma, maltreatment, violence, abuse, poor parenting, bereavement, grief, lack of family and social support and unmanaged anger of the family members. Organizational and agencies need to determine the factors that are associated with adverse childhood experiences in case of children and young people. The factors can be teen pregnancy, unemployment, aggressive behaviour of parents, low family status, lack of education and knowledge of parents and high level of stress, neglect and angers in the childhood period. professional if these organizations need to provide the friendly, protective and supportive environment to the vulnerable children and young people belonging to the deprived community to reinforce the positive thoughts, skills and decision making in them. on the other hand, through educating children and the young people about their rights, self-selected and importance of positive reasoning as well as problem-solving skill, it is important to assist the children as we as the vulnerable young adults to get rid of these adverse experiences (Fauske et al. 2018). On the other hand, professionals of these organization need to improve public opinion regarding the importance of providing equal and fair society to the vulnerable children and young adults belonging to the lower social class in term of protecting them from the violence of their right and dignity.
- LO 4: Experience of the young people and children across the community and educational setting in relation to the issues of social justice due to their social classes: Children and young people living in the lower social classes face adverse experiences that pose bars in their emotional, physical and psychological wellbeing. Children and young people belonging to the deprived society face severe social injustice in the community and education setting (Lappalainen and Odenbring, 2020). In the community, poor children are devoid of proper respect, social support and equal opportunities that they deserve. Young adults belonging to the poor social class are often faced social exclusion marginalization, high level of bias and discrimination which sometimes are associated with developing severe depression, aggression and violence in these young adults. Vulnerable children and young people who have a poor socio-economic background as face the discrimination in their education setting, children and young adults belonging to the deprived family, are generally sent to schools located in the district and rural areas that are lack proper modern techniques, resources and academic facilities as compared to the high profile schools in the cities, evidence suggests that young people and children of a poor family are generally with poor knowledge of technologies, lack of modern academic skill and poor general knowledge as compared to their richer peers (Gallagher, 2020). Poor people who get educated from the village schools and rural universities generally have a less presentable and confronting skill that makes them unable to get good job opportunities in the near future. On the other hand, it is also evident that despite governmental initiatives for providing fair and equal education opportunities to the deprived children and young adults, there are many cases in which poor children and young adults when sending to city schools, face the high level of the bully, discrimination and unfair attitudes of their peers and teachers due to their lower social classes.
- CW2: LO5: Explaining how learning on this course may impact on the future professional practices: This course is highly informative to me that enables me to enhance my knowledge on different cores topics such as social justices, diverse perspectives, sustainability, professional enquiry skill and digital literacy. Throughout the course, I have gathered knowledge on the definition, and core meaning of social justice in relation to the social class of children and young people. I have developed my knowledge on the social unfair practices such as discrimination, bias, abuse, trafficking and child labour. Through the course, I have developed my in-depth conceptualization on the adverse experiences that children and young people belonging to the lower social classes face. In addition to this, I have also developed conceptualization how the social malpractices such as gender-based violence tight violation, child labour and discrimination at the community and educational setting that interfere with the core principles the social justices system. Throughout the course, I have developed my knowledge and understanding of different childcare policies and acts that have been developed by the UK government in terms of protecting each child from any kind of abuse and harassment. I have gathered knowledge that how the reformation of the childcare policies such as Children and Social Work Act 2017 and Childcare Act 2006 has assisted the government to provide the fair and equal opportunities to vulnerable children a young people belonging to the lower social class. During this course, I am able to develop my knowledge on digital literacy. The course enhances my knowledge of using the online platform in gathering relevant information regarding the assignment topic. Additionally, through the course work, I have developed my knowledge about how to use social media, the online application program and operating system to stay connected with different academic professionals. In addition to this, I have developed my knowledge in gathering online resource through the online academic websites such as google scholar, that assisted me to get the up-to-date information regarding t topic. Throughout the course I have developed my grammatical knowledge, writing skill, ability to produce online text, graphic, audio and visual images through using modern technologies. This course assisted me to promote my sustainable skill devotement. Sustainable skill assists people to take precautionary measure in term of dealing with the critical situation. The sustainable skill that I have developed throughout the course are critical thinking skill, decision-making skill, problem-solving skill, reasoning skill and judgmental skill. I have also learned how to mix the technological and theoretical skill in terms of accomplishing the academic task by meeting the criteria. The critical thinking skill is highly effective in assisting me to critically analyses the criteria of any tasks. In addition to this, reasoning skill and judgmental skill are highly useful in assisting me to understand as well as conceptualize the underlying meaning of any topic. T On the other hand, through using the problem-solving skill I am able to deal with any types of issues in my professional and personal life. Throughout the coursework, I have developed strong professional enquiry skill. Through developing this skill, I am able to make in-depth research on any topic. Through using the inquiry skill, I am able to collect relevant academic sources of any research study and develop deep conceptualization regarding the research topic. addition to this skill is useful in making a comprehensive analysis of the criteria and underlying concept of any topic. Through using enquiry skills I am able to develop strong academic knowledge.