J., Salas, M. D., Bernedo, I. M., & García-Martín, M. A. (2014). Impact of the parenting style of foster parents on the behaviour problems of foster children. Child: Care, Health and Development, 41(5), 704-711. Hibbard, D. R., & Walton, G. E. (2014).
Research over the past few decades has highlighted the importance of social and emotional competence in preschool children on later academic, social, and psychological outcomes. Children who are socially and emotionally competent have increased socialization opportunities with peers, develop more friends, have better relationships with their parents and teachers, and enjoy more academic and social successes. Children who lack social and emotional competence are at risk for reduced socialization opportunities, rejection, withdrawal, behavioral disturbance, and achievement problems. Intervention programs that target social emotional development in preschool are ideally situated to bolster these skills before the problems exacerbate. Research
Although my research was mainly to find how parenting styles affect child development, it can be concluded that parents do play a role in a child's cognitive development, however it affects other areas of development as well. According to Piaget, children develop in certain stages and substages which don’t 100 percent have to do with parenting styles. Although a parent can set the stage for how the child will grow up and view the world, a lot of cognitive development occurs naturally. The nature versus nurture debate will continue for ages to come, but thankfully there is still plenty of research being done. However, it is safe to say that parenting styles do indeed affect a child’s cognitive
Children placed in foster care often experience things that have a lasting impact on their psychological and social functioning. Subsequently, children in foster care are much more likely to experience adverse events, participate in criminality, experience abuse in relationships, and become abusers than those children who are raised by at least one of their parents. From a social work perspective, it is essential to
The importance of birth order: Rhetorical analysis in, “The Power of Birth Order, by Jeffery Kluger.” The power of birth order can affect siblings as well as the house hold children grow up in. Kluger gives many examples throughout the article and how important the birth order is. The birth order also has effect on how children enter adulthood. Different studies to back up Kluger comes from studies in the Philippines, from Norwegian researchers, and a professional from the University of Redlines, in Redlines, California. Although Kluger states.” The holes in the theories, most are agreeable.” He states that, “The birth order effect, for all its seeming robustness is not indestructible.” Kluger, the author of the article, knows exactly who the
The information presented, even though very informative, lacked sequence. Vaughn starts off first by listing and elaborating on the impact of the change in family structure, then goes on to describe family functioning (which takes in the description of family structure), then back again to the impact; this should have not been so. Being that the writer uses the cause and effect method of organization to convey her message to the readers, then she should have begun with the description of Family functioning, then continue with the consequences that the change in family structure has on children. Structuring it that way would have made it easier to understand. The first paragraph under the heading “Family functioning would have been a more suitable introduction to the article, accompanied by the thesis outlined in the beginning sentence of the article, also “the Impact of Parenting Stress” should be the title for the last paragraph as the focus is really on parenting stress.
In addition, research has examined the adult outcomes of children in foster with at least one mentoring relationship. These relationships have created numerous positive outcomes for the youth as they enter adulthood, which includes increased educational attainment, improved self-esteem, improved functioning in a relationship, etc (Ahrens et al., 2011). By establishing this type of relationship, children feel more inclined to seek out and/or accept help from the person during a vulnerable time for them. Forming relationships and bonds can be critical to the development of a child, especially one who has been a part of the foster care
INTRODUCTION This tasks is about issues of inequality in early childhood in a childcare setting. It also addresses the legislation and official guidance in equality and special education needs that relate to ethical practice in early childhood. Also, it draws on theories and applicable suggestions that relate to identity development and its influence on children and adults. The areas I will focus on the issues of inequality are: disabilities/special educational needs, cultural and identity development and offer recommendations and conclusions on the task. For this purposes, I will explain some of the terminology associated with this essay.
This essay will now look more specifically at the findings that have emerged which both support and challenge the relevance of Bowlby’s theory. To understand the behaviour of children and adolescence it is crucial to look at Mary Ainsworth’s findings; she showed that Bowlby’s concepts could be empirically tested. Ainsworth provided a stimulus for the immense amount of research that is continuing to develop the theory. Ainsworth’s Strange Situation studies (1970’s), where babies were separated from their mothers and styles of attachment were categorised based on the babies reactions to separation, were central in developing Bowlby’s attachment theory. Depending on the style of attachment, behaviour would be understood and even predicted.
Introduction This academic essay will be discussing the timeline of change through policies and procedures in child residential care settings with the main focus being on child abuse. The Madonna House Report although not published until 1996, will be briefly discussed due to the coming about of the Child Care (Placement of Children in Residential Care) Regulations 1995 that became part of the Child Care Act 1991. There will be a mention of some of the Standards that were set out in The Child Care (Standards in Children’s Residential Centres) Regulations 1996 which was also added to the Child Care Act 1991. The National Children’s Standards 2001 will be discussed as to how they have influenced the protection of children in residential care