Building better people: policy aspirations and family life

2018 ◽  
pp. 45-66
Author(s):  
Brid Featherstone ◽  
Anna Gupta ◽  
Kate Morris ◽  
Sue White
Keyword(s):  
Common Sense ◽  
Family Life ◽  
The State ◽  
Early Years ◽  
Traumatic Experiences ◽  
Evidence Based ◽  
Childhood Experiences ◽  
Developmental Potential ◽  
Small Children

This chapter discusses the residual, but strongly legitimised, role for the state in preventing damage to children, which carries high levels of criticism for those parents seen as failing to optimise their child's developmental potential. The idea that childhood experiences are important and can be formative clearly has a common-sense truth to it and obviously, traumatic experiences in childhood will have lasting impacts. However, a vocabulary has emerged in which notions of toxic parenting and the quest for optimum developmental flourishing create new mandates for the state to act. The chapter then argues that these are necessary to explain the sharp rises in national rates of child removal, particularly the permanent removal of very small children, documented over the last decade. They also contribute to service fragmentation by privileging intervention in the early years in the form of ‘evidence-based’ parenting programmes.

scholarly journals Early Intervention and Evidence-Based Policy and Practice: Framing and taming

2015 ◽  
Vol 15 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Rosalind Edwards ◽  
Val Gillies ◽  
Nicola Horsley
Keyword(s):  
Early Intervention ◽  
The State ◽  
Early Years ◽  
Evidence Based ◽  
Policy And Practice ◽  
What Works ◽  
Evidence Based Policy ◽  
Intervention Policy ◽  
The Way

In this article, we highlight some critical matters in the way that an issue is framed as a problem in policymaking and the consequent means of taming that problem, in focussing on the use and implications of neuroscientific discourse of brain claims in early intervention policy and practice. We draw on three sets of analyses: of the contradictory set of motifs framing the state of ‘evidence’ of what works in intervention in the early years; of the (mis)use of neuroscientific discourse to frame deficient parenting as causing inequalities and support particular policy directions; and of the way that early years practitioners adopt brain claims to tame the problem of deficient parenting. We argue that using expedient brain claims as a framing and taming justification is entrenching gendered and classed understandings and inequalities.

KEGAGALAN PRIVATISASI BUMN DI ERA REZIM ORDE BARU DALAM PERSPEKTIF EKONOMI POLITIK

Wacana Publik ◽  
2019 ◽  
Vol 12 (02) ◽  
Author(s):  
Syamsul Ma'arif
Keyword(s):  
Market Economy ◽  
Free Market ◽  
Dominant Role ◽  
The State ◽  
Early Years ◽  
New Order ◽  
Free Market Economy ◽  
Economic Sectors ◽  
Role Of The State

After had being carried out nationalization and hostility against west countries, the New Order regime made important decision to change Indonesia economic direction from etatism system to free market economy. A set of policies were taken in order private sector could play major role in economic. However, when another economic sectors were reformed substantially, effords to reform the State Owned Enterprises had failed. The State Owned Enterprise, in fact, remained to play dominant role like early years of guided democracy era. Role of the State Owned Enterprises was more and more powerfull). The main problem of reforms finally lied on reality that vested interest of bureaucrats (civil or military) was so large that could’nt been overcome. 

scholarly journals Promoting Developmental Potential in Early Childhood: A Global Framework for Health and Education

2021 ◽  
Vol 18 (4) ◽  
pp. 2007
Author(s):  
Verónica Schiariti ◽  
Rune J. Simeonsson ◽  
Karen Hall
Keyword(s):  
Early Childhood ◽  
Developmental Trajectories ◽  
Well Being ◽  
Early Years ◽  
Early Child Development ◽  
Developmental Potential ◽  
Developmental Functioning ◽  
Global Cycles ◽  
Global Initiatives

In the early years of life, children’s interactions with the physical and social environment- including families, schools and communities—play a defining role in developmental trajectories with long-term implications for their health, well-being and earning potential as they become adults. Importantly, failing to reach their developmental potential contributes to global cycles of poverty, inequality, and social exclusion. Guided by a rights-based approach, this narrative review synthesizes selected studies and global initiatives promoting early child development and proposes a universal intervention framework of child-environment interactions to optimize children’s developmental functioning and trajectories.

Working alongside people with intellectual disabilities who have had difficult experiences: Reflections on trauma-informed care within a service context

2021 ◽  
pp. 174462952098771
Author(s):  
Elisabeth Goad
Keyword(s):  
Intellectual Disabilities ◽  
Systems Approach ◽  
Traumatic Experiences ◽  
Childhood Experiences ◽  
Trauma Informed Care ◽  
Adverse Childhood ◽  
Conference Presentations ◽  
Trauma Informed ◽  
People With Intellectual Disabilities ◽  
Whole Systems

People with intellectual disabilities are more likely to experience adverse childhood experiences than those in the general population. Additionally, the conceptualization of ‘trauma’ is far broader than traditionally understood in order to encompass the far reaching relational nature of people with intellectual disabilities traumatic experiences. This reflective account details the first steps one service took to embrace trauma-informed care as a whole systems approach. The paper is a response to calls following conference presentations about our work, to share the process of the beginning of this journey, it also aims to provide key learning points, practical considerations and questions for reflection in order to support other services to begin their own relationships with trauma-informed care.

The Role of Traumatic Childhood Experiences in Predicting a Disposition to Risk-Taking and Aggression in Turkish University Students

2017 ◽  
Vol 35 (9-10) ◽  
pp. 1998-2011 ◽  
Author(s):  
Hatice Odacı ◽  
Çiğdem Berber Çelik
Keyword(s):  
University Students ◽  
Risk Taking ◽  
Emotional Abuse ◽  
Personal Information ◽  
Traumatic Experiences ◽  
Emotional Neglect ◽  
Childhood Trauma Questionnaire ◽  
Childhood Experiences ◽  
Adolescent Risk ◽  
And Gender

The purpose of this research was to determine whether or not traumatic childhood experiences in childhood predict a disposition to risk-taking and aggression among university students. The participants consisted of 851 students: 477 (56.1%) females and 374 (43.9%) males attending various faculties at the Karadeniz Technical University in Turkey. The Childhood Trauma Questionnaire, Adolescent Risk-Taking Scale, Aggression Questionnaire, and Personal Information Form were used for data collection. The analysis results revealed a positive correlation between traumatic experiences (physical, sexual, emotional maltreatment, and emotional neglect) and risk-taking and aggression. Physical and sexual abuse and gender are significant predictors of risk-taking. Physical abuse and gender are some of the predictors of aggression. Another finding from the study is that physical and emotional abuse and emotional neglect vary by gender. This study concludes that exposure to traumatic experiences in childhood prepares the foundation for negative behaviors in adulthood.

Rethinking early years: how the neoliberal agenda fails children

Soundings ◽  
2020 ◽  
Vol 76 (76) ◽  
pp. 128-157
Author(s):  
Celia Burgess-Macey ◽  
Clare Kelly ◽  
Marjorie Ouvry
Keyword(s):  
Good Practice ◽  
Early Learning ◽  
Early Years ◽  
Formal Curriculum ◽  
Small Children ◽  
Children’S Learning ◽  
Early Years Education ◽  
Education And Care ◽  
Children's Learning

Early years education in England is in crisis. This article looks at what is needed to better provide the kind of education and care that young children need outside the home, from birth to school-starting age. It explores: the current arrangements and varieties of provision and approaches in England; educational and developmental research about young children's development and early learning; the current national early years curriculum and how it contrasts to other international models and pedagogical approaches; the importance of play-based learning; the role of adults in observing, recording, assessing and supporting young children's learning; and the holistic nature of children's learning - which makes education and care inseparable in young children's lives. Neoliberal governments have had little interest in these questions: they have been focused instead on marketising the sector, which has led to great inequality of provision; and they have been unwilling to provide the necessary funding to train staff and maintain appropriate learning environments; most fundamentally, they have engaged in an ideological drive to impose on very small children a narrow and formal curriculum that ignores all the evidence about good practice in the sector, and is focused on making them 'school ready' - that is, ready to fit into the rigid frameworks they have already imposed on primary school education.

scholarly journals Biomedical Approaches to Literacy: Two Curriculum Teachers Challenge the Treatment of Dis/Ability in Contemporary Early Literacy Education

1944 ◽  
Vol 7 (2) ◽  
Author(s):  
Rachel Heydon ◽  
Luigi Iannacci
Keyword(s):  
Public School ◽  
Young Children ◽  
Early Literacy ◽  
Literacy Education ◽  
The State ◽  
Early Years ◽  
Curriculum Studies ◽  
Critical Examination ◽  
Early School ◽  
School Curricula

This paper is a critical examination of the state of Canadian literacy education and research and its effects on young children. Its purpose is to appraise the ways in which disability is currently being produced and practiced in early school curricula and to argue for a theoretically rich curricula which begins from children’s strengths. To accomplish these goals, this paper commences with a brief appraisal of curriculum studies’ lack of attention to issues of dis/ability, considers major movements in literacy curricula, then contends that an innovation in literacy curricula the authors term, “the biomedical approach”, is pathologizing entire school populations and inflicting upon them reductionistic literacy curricula. This paper illustrates the biomedical approach through a narrative of a public school and the experiences of its early years staff and students.

Unfulfilled Promise: Palestinian Family Reunification and the Right of Return

2016 ◽  
Vol 45 (3) ◽  
pp. 24-39
Author(s):  
Nabila El-Ahmed ◽  
Nadia Abu-Zahra
Keyword(s):  
United Nations ◽  
Family Reunification ◽  
The State ◽  
Early Years ◽  
Successor State ◽  
Palestinian Refugees ◽  
Right Of Return ◽  
The Family ◽  
The Creation ◽  
The Right

This article argues that Israel substituted the Palestinian refugees' internationally recognized right of return with a family reunification program during its maneuvering over admission at the United Nations following the creation of the state in May 1948. Israel was granted UN membership in 1949 on the understanding that it would have to comply with legal international requirements to ensure the return of a substantial number of the 750,000 Palestinians dispossessed in the process of establishing the Zionist state, as well as citizenship there as a successor state. However, once the coveted UN membership had been obtained, and armistice agreements signed with neighboring countries, Israel parlayed this commitment into the much vaguer family reunification program, which it proceeded to apply with Kafkaesque absurdity over the next fifty years. As a result, Palestinians made refugees first in 1948, and later in 1967, continue to be deprived of their legally recognized right to return to their homes and their homeland, and the family reunification program remains the unfulfilled promise of the early years of Israeli statehood.

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