Children's Needs â Parenting Capacity - Digital Education Resource ...
Children's Needs â Parenting Capacity - Digital Education Resource ... Children's Needs â Parenting Capacity - Digital Education Resource ...
126 Children’s Needs – Parenting CapacityPossible impact on healthParents need to understand what constitutes a danger to children of this age andbe able to protect the child. Children should not be left alone; their physical needsshould be met and they need to be protected from physical or sexual abuse.In order to protect children from harm, parents of pre-school children need to beable to anticipate danger. The paraphernalia of drug use, as well as more mundanepoisonous household substances and medicines, must be stored safely out of thereach of enquiring and inquisitive young hands. Similarly, to prevent accidents itis important to ensure young children are supervised while playing in the homeand not allowed to leave the house or play on the street unattended (Alison 2000).Substance misuse, mental illness, learning disability or domestic violence may makeparents reluctant to take their child for medical treatment for minor injuries if theseresulted from a lack of supervision.Living with domestic violence may necessitate mothers spending considerabletime placating and forestalling potential violence to themselves and their children.Most children of this age are aware of the violence and some may become injured inthe crossfire or be deliberately targeted (Cleaver et al. 2007).Serious alcohol or drug use may lead parents to leave children with multiple andunsuitable carers in order to raise the necessary money or to buy alcohol or drugs(Barnard 2007)....B was 3 years old. One night, S was arrested by the police for soliciting. Atthe station she told the police that she had left B on her own at home ... S wasfinancing her habit through prostitution. She said that her craving for crackcocaine was so overwhelming that she did not care what she did to raise themoney ... B was seriously underweight and had marked developmental problems,especially in language.(Case example, quoted in Swadi 1994, p.241)This example also suggests that when parents are taken up with their own needs,ensuring that young children are adequately fed and kept clean may not always bea priority. Drug taking and high levels of alcohol consumption, or the medicationneeded to stabilise mental illness, can depress appetite and parents may fail to respondto their child’s need for food. Alternatively, children may not be adequately fedbecause too much of the family’s income is used to buy alcohol or drugs. Moreover,meals may be missed because parents oversleep due to the effects of drugs or alcohol,mental illness or the aftermath of violence. Finally, parents with learning disabilitieswho do not have adequate support or training may not understand what constitutesadequate nutrition for a child of this age.
Child development and parents’ responses – children under 5 years 127Education – cognitive and language developmentExpected abilityMost children of 3 and 4 years can concentrate well and benefit from a variety ofplay, drawing and writing materials. Although children enjoy playing by themselves,they are beginning to be able to ‘take turns’. Pretend play is developing and it isnot unusual for pre-school children to have an imaginary friend (Smith and Cowie1993; Bee 2000).During the infant years a child’s vocabulary increases significantly. However,children need encouragement to continue in the development of their language skillsand they should be listened to and helped to take part in conversations. Readingto children helps them increase their knowledge and understanding of words andlanguage. When children’s development is delayed a parent or carer should seekrelevant information and professional advice. If children have little or no speech,with help they may learn to communicate non-verbally.By this age many children benefit from regular attendance at some form of preschoolfacility. Attendance enables the child to play with other children and interactwith a variety of adults. It is with this type of interaction that children learn aboutother people’s feelings and reactions, a process which is considered key to cognitivedevelopment (Bee 2000). As Fahlberg aptly notes ‘Play is the work of the pre schoolchild’ (Fahlberg 1991, p.73). Research found parents whose children attendednursery reported emotional and interpersonal gains for them (Kelly 1995). ‘Thosewho have been to nursery or play group start school with several advantages: they find iteasier to settle and to make friends and they are better prepared to cope with academicwork’ (Department of Health 1995b). Early learning is promoted in England andWales through the Early Years Foundation Stage www.standards.dfes.gov.uk/eyfs/site/about/index.htm.Possible impact on cognitive and language developmentThe effects of parental mental illness, learning disability, substance misuse anddomestic violence may result in parents not having the practical or emotionalreserves to engage with their children or provide the stimulation needed to supporttheir cognitive development (Barnard 2007). Key to a child’s learning is the praiseand encouragement of a loved adult.Learning disability may mean parents do not know how best to encourage theirchild’s learning, particularly in relation to early literacy and numeracy. Althoughonly 15% of children of parents with learning disabilities are similarly affected, alack of stimulation and encouragement can, nonetheless, mean children fall behindtheir peers in acquiring new skills.
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Child development and parents’ responses – children under 5 years 127<strong>Education</strong> – cognitive and language developmentExpected abilityMost children of 3 and 4 years can concentrate well and benefit from a variety ofplay, drawing and writing materials. Although children enjoy playing by themselves,they are beginning to be able to ‘take turns’. Pretend play is developing and it isnot unusual for pre-school children to have an imaginary friend (Smith and Cowie1993; Bee 2000).During the infant years a child’s vocabulary increases significantly. However,children need encouragement to continue in the development of their language skillsand they should be listened to and helped to take part in conversations. Readingto children helps them increase their knowledge and understanding of words andlanguage. When children’s development is delayed a parent or carer should seekrelevant information and professional advice. If children have little or no speech,with help they may learn to communicate non-verbally.By this age many children benefit from regular attendance at some form of preschoolfacility. Attendance enables the child to play with other children and interactwith a variety of adults. It is with this type of interaction that children learn aboutother people’s feelings and reactions, a process which is considered key to cognitivedevelopment (Bee 2000). As Fahlberg aptly notes ‘Play is the work of the pre schoolchild’ (Fahlberg 1991, p.73). Research found parents whose children attendednursery reported emotional and interpersonal gains for them (Kelly 1995). ‘Thosewho have been to nursery or play group start school with several advantages: they find iteasier to settle and to make friends and they are better prepared to cope with academicwork’ (Department of Health 1995b). Early learning is promoted in England andWales through the Early Years Foundation Stage www.standards.dfes.gov.uk/eyfs/site/about/index.htm.Possible impact on cognitive and language developmentThe effects of parental mental illness, learning disability, substance misuse anddomestic violence may result in parents not having the practical or emotionalreserves to engage with their children or provide the stimulation needed to supporttheir cognitive development (Barnard 2007). Key to a child’s learning is the praiseand encouragement of a loved adult.Learning disability may mean parents do not know how best to encourage theirchild’s learning, particularly in relation to early literacy and numeracy. Althoughonly 15% of children of parents with learning disabilities are similarly affected, alack of stimulation and encouragement can, nonetheless, mean children fall behindtheir peers in acquiring new skills.
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