family, community ,society
influence cencentricrings
helps understanding diverse
childhoods and communities
each child is individual, with unique characteristics, motivations and
capabilites,but contextualised by wider social environmental factors
and influences
education
Feinstein’s research
2500 children,Social economical
status,SES
individual children vary in
their abilities, even from an
early age
parental background(occupation and education) appeared to play an
important role in amongst children. ‘even before children have entered
school, substantial signals predicting future educational progress are
contained in these standard tests of child play an important role in
determining the continued development of ability amongst children
chooling can lessen the impact of
deprivation on children's progress
children’s educational life is interrelated to factors
at the different ecological levels (individual, family,
community and society).
Individual,
Family/community
Children’s choices are influenced by what they see
society
Levels of influence
Lesley-Chickenley-alcohol misuse, domestic violence,
drug misuse, youth crime
child development is linked to parental
involvement
Some children are exposed in families and communities
to domestic violence, alcohol, drugs, and youth crime,
which may indirectly impact on their schoolin
unemployment at the social and community level
creates a ‘culture’ where work is not valued.
mismatches of expectation, such as children’s
communication skills modelled on aggressive
behaviour in the home not being suited for
participation in schools
Working with a social
ecological perspective
wellbeing ring
child wellbeing
positive self perception
and positive relationships
with others
good care giving
resources>good food,good school,etc
reduction of exposure to traume and
adversity
Well-being is about feeling good
and functioning well
Practice
influenced by
socio-economic change
needs to
respond to the way
communities are
structured
influenced by
changing attitudes in
communities
empower family to work
throughout to be with the child.
Developing holistic
policy and practice
using ecological models