Everyone a Winner - Towards Exceptional Achievement for All

2005 ◽  
Vol 20 (1) ◽  
pp. 51-69 ◽  
Author(s):  
Marie Huxtable

This paper explores the implications of a model that works from the premise that all children may be capable of what is currently considered to be exceptional performance, in one or more areas of skill, talent or endeavour. In this scenario the role of the educator is to develop their pedagogical understanding and practice so that an increasing number of children have the opportunity to give expression to their exceptional ability during their life time. The paper goes on to introduce a framework I have been developing to enable me to reflect on and progress a learning environment which provides the experiences and support that will enable children and young people to develop the attitudes, attributes, understandings and skills of thought full and thoughtful learners, with informed aspirations, and the confidence, competence and understanding of themselves, necessary to realise them, to their own and society's benefit.

2021 ◽  
pp. 153-159
Author(s):  
L Lacina ◽  
J Brábek ◽  
Š Fingerhutová ◽  
J Zeman ◽  
K Smetana

COVID-19 is a transmissible respiratory disease caused by coronavirus SARS-CoV-2, which is similar to SARS or MERS. Its increased severity was noted in aged patients usually over 65 years of age. Children and young people have an asymptomatic or mild course of the disease. Unfortunately, the number of children with problems after mild or asymptomatic COVID-19 recovery is increasing and their troubles resemble Kawasaki disease, although the laboratory findings seem to be different. This condition is called pediatric inflammatory multisystem syndrome (PIMS), and it is a new disease seen in children directly influenced by previous SARS-CoV-2 infection. The literature reports that PIMS typically follows 2–4 weeks after SARS-CoV-2 infection. The clinical symptoms of the affected children are extremely complex, ranging from gastrointestinal to cardiovascular problems with frequent skin and mucosal manifestations, and without intensive treatment they can be fatal. The exact causes of PIMS are recently unknown, however, it is explained as hyperactivation of immunity. In this minireview, we summarize data on the prominent role of the IL-6–IL-6R–STAT3 axis in PIMS aetiopathogenesis. Therapeutic manipulation of IL-6 or IL-6 receptor could be an approach to the treatment of children with severe PIMS.


Author(s):  
Anna Gabriel Copeland

This article examines participatory rights as human rights and considers their importance to the lives of children and young people. It argues that a broad definition of participation needs to be used which takes us from 'round tables' to understanding that young people participate in many different ways. It points out that failure to recognise and respect the many varied ways that children and young people choose to participate results in a breach of their human rights. It shows how our socio-legal system operates to permit and support these breaches of the rights of children and young people, resulting in their alienation from civic society.


Comunicar ◽  
2005 ◽  
Vol 13 (25) ◽  
Author(s):  
Maria-Luiza Oswald

This paper intends to show, based on the contributions of Latin American Cultural Studies, that the difficulty children and young people have with the organization of written texts, such as that found in books, is determined by the impact that the technology of images exercises over the ways in which they learn to read the world. An analysis of the first interviews with young people, conducted as part of an institutional project in progress, point to the role played by the language of television cartoons in their development as readers. El presente trabajo trae el análisis de las primeras entrevistas realizadas en el ámbito de una investigación institucional en curso interesada en investigar los sentidos/lecturas que niños y jóvenes realizan acerca de los productos de la cultura pop japonesa –mangás (historias en cuadritos), animes (dibujos animados) e videojuegos– basada en la orientación de los Estudios Culturales latinoamericanos (Jesús Martín-Barbero, Néstor García Canclini, Guillermo Orozco Gomes, entre otros autores). Ellos proponen que la recepción de los productos mediáticos sea analizada a partir de un desplazamiento teórico-metodológico que, reorientando el foco de los medios/mensaje para las mediaciones, permite identificar los receptores no como «dóciles audiencias», sino como productores activos de sentidos. Se pretende, con eso, intentar contribuir para la superación de la tensión entre la escuela y las culturas infantil y juvenil, tensión que tiene como uno de sus pilares el conflicto entre la cultura letrada y la cultura de la imagen. El estudio, que supone la opción por un abordaje cualitativo de carácter etnográfico, viene siendo realizado a través de entrevistas semi-estructuradas individuales con consumidores del trípode de la poderosa industria de entretenimiento nipónica, que se viene constituyendo como fenómeno mundial de comunicación de masa. Los discursos de los primeros entrevistados –cuatro jóvenes fanáticos de animes y mangas, cuya edad oscila entre 17 y 22 años– destacaron la influencia que el lenguaje de la TV ejerce sobre el extrañamiento que mantiene con el texto impreso tal como él se organiza en el libro. No obstante, la presencia en lo cotidiano de esos sujetos de un cúmulo de estímulos sonoros y visuales, no es raro depararnos con la existencia de una crisis de lectura que afecta niños y jóvenes, influenciando su desempeño en la escuela. Delante de los relatos, el grupo de investigación se formula algunas cuestiones: ¿la alusión a la crisis no sería, en el fondo, una incapacidad de las generaciones que fueron educadas y escolarizadas en los moldes de la cultura letrada?; entender que «el pretencioso gesto universal del libro» (W. Benjamin) ya no resuena entre las nuevas generaciones que ya nacieron bajo el impacto que la tecnología del sonido y de la imagen ejercen sobre la escritura? No sería, entonces, posible suponer que, si hay una crisis de la lectura, ¿es por las generaciones pasadas que está sendo vivenciada? Frente a esto, ¿no sería más adecuado, en vez de quedarnos repitiendo que existe una crisis de lectura que afecta la escolarización de niños y jóvenes y de permanecer buscando soluciones milagrosas para ese conflicto, asumir que estamos delante no de una crisis, sino de un contexto histórico del cual precisamos aproximarnos para no perder el tren de la historia? Esas fueron algunas de las preguntas que el examen de las cuatro primeras entrevistas con los jóvenes permitió sacar a luz de los fundamentos de los Estudios Culturales latinoamericanos, y es sobre ellas que ese texto se vuelca, no con la intención de responderlas, sino con el objetivo de constituirlas como un mapa que puede revelarnos caminos «para pasar de las respuestas que fracasaron a las preguntas que renuevan las ciencias sociales y las políticas libertadoras» (Néstor Canclini).


2016 ◽  
Vol 24 (1) ◽  
pp. 135-154 ◽  
Author(s):  
Catherine Forde ◽  
Shirley Martin

This article explores the impacts of participation in local and national child and youth councils in the Republic of Ireland. It is based on an original research study for which 300 young people were asked about their experience of participating in youth councils. The research indicates that while youth councils have succeeded in offering children and young people opportunities to acquire skills and to influence decision-making at the local level, the institutional and societal impacts of their participation are less apparent. The research provides evidence that youth participation impacts positively on young people’s active citizenship and on-going engagement with democratic institutions after their participatory experiences have ended. It also indicates a growing awareness and recognition of the role of children and young people in the community. The article concludes that participatory structures such as youth councils should be underpinned by statutory guidelines and legislation so that children and young people’s participation is meaningful and gains from their participation are not lost.


2017 ◽  
Vol 137 (6) ◽  
pp. 337-347 ◽  
Author(s):  
Leyre Zarobe ◽  
Hilary Bungay

Aims: This rapid review explores the role of arts activities in promoting the mental wellbeing and resilience of children and young people aged between 11 and 18 years. Methods: A systematic search of the literature was undertaken across 18 databases; no date limit was set on publication. Search terms included a range of creative activities: music, dance, singing, drama and visual arts; these were combined with terms linked to aspects of mental health, emotional wellbeing and resilience. Only studies related to activities that took place within community settings and those related to extracurricular activities based within schools were included. Results: Following the application of inclusion and exclusion criteria, eight papers were included in the review. The interventions used in the studies were diverse and the research was heterogeneous; therefore, narrative synthesis of the results was conducted. The findings from the studies are considered in terms of the contribution the activities make to building resilience of children and young people. It was found that participating in arts activities can have a positive effect on self-confidence, self-esteem, relationship building and a sense of belonging, qualities which have been associated with resilience and mental wellbeing. Conclusions: Although the research evidence is limited, there is some support for providing structured group arts activities to help build resilience and contribute to positive mental wellbeing of children and young people.


2011 ◽  
Vol 19 (1) ◽  
pp. 107-125 ◽  
Author(s):  
Mary Donnelly ◽  
Ursula Kilkelly

AbstractArticle 12 of the Convention on the Rights of the Child provides for the child's right to be heard and to be involved in decisions made about him/her. Effective implementation of the provision can have a lasting impact on children's lives but it presents challenges, especially in areas like healthcare where the dynamics and pressures of the healthcare setting and the role of parents influence proceedings. Research involving children shows that their experience in this area is mixed, although they have a clear sense of the importance of being listened to about their healthcare and how their treatment can be improved. The similarities between children's opinions on what they want from the healthcare experience and what Article 12 and the Convention generally set out to achieve is reassuring and presents a strong template as to how to strengthen the protection of children's rights in the healthcare setting.


2001 ◽  
Vol 25 (2) ◽  
pp. 26-32 ◽  
Author(s):  
Helen Hibbert

This article by Helen Hibbert provides a summary and analysis of the education of children and young people in public care in England and Wales, with reference to last year's publication of the Guidance on the Education of Children and Young People in Public Care (DH/DfEE, 2000). The article summarises the most important features of the Guidance, and identifies key implications for practice. These include joint working between departments of education and social services, data collection and planning, the role of the Designated Teacher, target setting and achievement, exclusion and raising expectations. The author comments on implications of the Guidance for local authorities, young people, carers and teachers.


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