78168
Description
Mind Map by selinaward, updated more than 1 year ago
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Created by selinaward
almost 11 years ago
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Transitions
- Evolving capacities does not refer to just the potential
that children carry within them, but they are also an
expression of the network of relationships around them
helping to realise this potential.
- Children’s achievement of riding a bike (and a range of other
related transitions) will always be closely linked to the support
and responses available within families, communities and
society (social ecological model)
- For children, bike mobility is both an expression of a specific
evolving capacity and a means towards evolving other
capacities (broadening social networks and taking part in new
activities and interests). It is a significant transition that
potentially makes other transitions possible
- When can kids cycle on their own K218 readings where
one couple let their 5 and 8 yrs old cycle one mile to
school unaccompanied. The parents were questioned by
the headteacher who didnt agree this was a good idea
due to the danger of being attacked, kidnapped or traffic
but the parents took a social pedalogical approach of
trusting their children to be responsible and stated they
are trying "to recreate the simple freedom"
- When can kids cycle on their own K218 readings where
one couple let their 5 and 8 yrs old cycle one mile to
school unaccompanied. The parents were questioned by
the headteacher who didnt agree this was a good idea
due to the danger of being attacked, kidnapped or traffic
but the parents took a social pedalogical approach of
trusting their children to be responsible and stated they
are trying "to recreate the simple freedom"
- For children, bike mobility is both an expression of a specific
evolving capacity and a means towards evolving other
capacities (broadening social networks and taking part in new
activities and interests). It is a significant transition that
potentially makes other transitions possible
- Children’s achievement of riding a bike (and a range of other
related transitions) will always be closely linked to the support
and responses available within families, communities and
society (social ecological model)
- Parents express pleasure at witnessing their children
make transitions through photographs or transitions
concerning their children’s growth and development.
Practitioners can do likewise by marking, celebrating and
documenting significant events with children and young
people.
- Some practice interventions are designed to help children
cope with future life course transitions. A typical example is
the Young Ballymun Project which is concerned with
resourcing and supporting services directed at children and
families across the lifecourse.
- It may be difficult for children and families to understand this
connection. Practitioners need to be aware of the research evidence
showing how early interventions may alter future ‘trajectories’ (related to
health, educational attainment and involvement in crime) as a way of
justifying their work.
- Could be linked with the resiliance matrix/social
ecological model
- Could be linked with the resiliance matrix/social
ecological model
- It may be difficult for children and families to understand this
connection. Practitioners need to be aware of the research evidence
showing how early interventions may alter future ‘trajectories’ (related to
health, educational attainment and involvement in crime) as a way of
justifying their work.
- Some practice interventions are designed to help children
cope with future life course transitions. A typical example is
the Young Ballymun Project which is concerned with
resourcing and supporting services directed at children and
families across the lifecourse.
- Arai (2011) talks about the 0–18 life
course and some of the ways in which
growth and development are experienced
by children, parents and practitioners. She
describes how some transitions across
time and between spaces can provoke
different meanings and feelings, such as
ambivalence or anxiety
- Growth and development in children
(especially babies) can be a source
of anxiety for individual parents
(measuring their children against
formal developmental stages and
other children). Discussions between
parents within online forums such as
Mumsnet can sometimes focus on
these anxieties indicating that
families may need reassurance and
advice concerning growth and
transitions.
- Growth and development in children
(especially babies) can be a source
of anxiety for individual parents
(measuring their children against
formal developmental stages and
other children). Discussions between
parents within online forums such as
Mumsnet can sometimes focus on
these anxieties indicating that
families may need reassurance and
advice concerning growth and
transitions.
- There are some functions that families must perform to ensure
the wellbeing, safety, and positive development of children and
young people. It is important that practitioners are able to assess
families where there are difficulties and respond appropriately.
- Families can experience a variety of difficulties, including times when
children or young people are separated from their parents. Practitioners
and services need to respond to such circumstances.
- One important example of a family difficulty is the
separation of children from their parents, for example,
when children are in hospital.Practice has changed,
informed by research into the emotional and
psychological impact on the child or young person of
being in hospital.
- Guidance now followed by hospitals is that parents are
encouraged to spend time with their baby and to share space
with them through touching them and holding them as much as
is possible within the constraints of medical assistance.
- Some hospitals encourage what is called ‘kangaroo care’ of
premature babies – a method of physical contact between a parent
and their child. All hospitals work on the basis that working with the
whole family, particularly the parents, is a crucial part of caring for
children and young people.
- Some hospitals encourage what is called ‘kangaroo care’ of
premature babies – a method of physical contact between a parent
and their child. All hospitals work on the basis that working with the
whole family, particularly the parents, is a crucial part of caring for
children and young people.
- Guidance now followed by hospitals is that parents are
encouraged to spend time with their baby and to share space
with them through touching them and holding them as much as
is possible within the constraints of medical assistance.
- One important example of a family difficulty is the
separation of children from their parents, for example,
when children are in hospital.Practice has changed,
informed by research into the emotional and
psychological impact on the child or young person of
being in hospital.
- Families can experience a variety of difficulties, including times when
children or young people are separated from their parents. Practitioners
and services need to respond to such circumstances.
- It is important to consider factors outside the child, including the
role of the family and community in supporting children and young
people to be resilient and cope with transtitions such as starting a
new school
- Web of relations should be considered such as
- Family harmony’, ‘close attachments’ and ‘parenting
style’ as important factors affecting resilience
- Support with childcare from the wider family or community and the effects of
poverty, for example. For children starting or moving between schools, positive
family relationships may help them voice their concerns and anxieties
- Supportive parenting can be reassuring to children and help them
explore strategies to cope, e.g. helping children focus on their existing
strengths, or developing a gradual structured introduction to the new
setting.
- Good peer friendships within a culture or community on
the first day is also important, as is a feeling of acceptance
and having the correct clean school uniform.
- Social policy which supports the right of children to attend a local
catchment area school or one already attended by an older sibling can also
potentially have a positive effect.
- School staff and their partners, take positive action in promoting resilience
in their day to day work when they: Increase self-esteem in all pupils •
encourage children and young people to make their own sound decisions; •
encourage and model good social skills; • help children and young people to
become effective learners; • prevent bullying; • promote friendship; • listen to
the concerns of pupils; • act on those concerns; • help children and young
people to communicate effectively; • are supportive and fair
- School staff and their partners, take positive action in promoting resilience
in their day to day work when they: Increase self-esteem in all pupils •
encourage children and young people to make their own sound decisions; •
encourage and model good social skills; • help children and young people to
become effective learners; • prevent bullying; • promote friendship; • listen to
the concerns of pupils; • act on those concerns; • help children and young
people to communicate effectively; • are supportive and fair
- Social policy which supports the right of children to attend a local
catchment area school or one already attended by an older sibling can also
potentially have a positive effect.
- Good peer friendships within a culture or community on
the first day is also important, as is a feeling of acceptance
and having the correct clean school uniform.
- Supportive parenting can be reassuring to children and help them
explore strategies to cope, e.g. helping children focus on their existing
strengths, or developing a gradual structured introduction to the new
setting.
- Support with childcare from the wider family or community and the effects of
poverty, for example. For children starting or moving between schools, positive
family relationships may help them voice their concerns and anxieties
- Family harmony’, ‘close attachments’ and ‘parenting
style’ as important factors affecting resilience
- Web of relations should be considered such as
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