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Reducing inequalities : realising the talents of all /
This paper draws on new and existing research to shed light on how children's experiences, at home and in schools, explain the extent to which they succeed as children and later as adults. Analysis indicates that there remains a strong link between the socio-economic circumstances into which a...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor Corporativo: | |
| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
London :
National Children's Bureau,
©2007.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Acknowledgements
- Preface and Introduction
- Executive Summary and Key Policy Points
- 1 Childhood Circumstances and the Risk of Multiple Deprivation
- The Relationship Between a child8217;s Socio-Economic Group and Adult Social Exclusion
- Socio-Economic Status At Birth and the Wider Circumstances and Experiences of a Child and Their Family
- How Do a family8217;s Circumstances and Experiences Interact to Impact Upon the Child Throughout Their Childhood and Into Adult Life?
- The Process of Child Development
- Child Development Within the Family Context
- The Process of Child Development: The Child, Family and School
- How Are These Processes Experienced By the Child?
- Summary
- 2 Pathways From Childhood Disadvantage to Adult Social Exclusion
- Family Background and Cognitive Development From Birth to 16
- Cognitive Development From Birth to Age 10
- A Word About Genes
- Cognitive Development From Age 7 to 11
- Cognitive Development From Age 11 to 16 (Key Stages 2 and 4)
- What Does This Mean for Children, Families and Schools?
- The Impact of Wider, Non-Cognitive Attributes on Outcomes
- The Key Risk Factors Underlying Seg (As Identified in Part One) and Their Relationship With Outcomes of Exclusion
- Key Socio-Economic and Demographic Childhood Factors
- Social Housing
- Summary
- 3 How Can Information About a child8217;s Circumstances and Experiences Throughout Life Be Used to Plan Services Effectively?
- Using Observed Information About a Child to Assess the Likelihood of Future Social Exclusion
- Continuity and Discontinuity in a child8217;s Level of Risk of Future Social Exclusion
- Summary
- 4 Key Messages, Policy Recommendations and Questions
- Key Messages From the Data
- Policy Implications and Questions
- Supporting Parents
- Parental Involvement in Learning
- Early Years Services
- Smoothing Transitions
- The Education System
- The Importance of Personal Attributes
- Planning Our Services
- Learning Communities
- Lived Environment
- Summary
- Conclusion
- Bibliography
- Table of Boxes and Figures
- Box 1: Socio-Economic Group (Seg)
- Box 2: Multiple Deprivation
- Figure 1: Probability of Multiple Deprivation At 30 Years, By Birth Seg, 1970 Cohort Study
- Figure 2: Odds Ratios for Family Risk if Occupation of Father Is Seg 5, 1970 Cohort
- Figure 3: Bronfenbrenner8217;s Model of Human Development
- Figure 4: A Conceptual Model of the Effects of Factors Within the Family Context
- Figure 5: Interactions Between the Family and School
- Figure 6: Relative Shifts in Cognitive Development, 22 Months to 10 Years, 1970 Cohort Study
- Figure 7: Relative Cognitive Shifts From Key Stage 2 to 4, By Seg, 1958 Cohort
- Figure 8: Probability of Change in School Achievement, Between Key Stage 2 and 4, By Fsm Status
- Figure 9: Relationship of Age 10 Capabilities to Age 30 Outcomes
- Figure 10: Relationship of Risk Factors At Birth With Multiple Deprivation Age 30, 1970 Cohort Study
- Figure 11: Probability of 10 or More Outcomes of Multiple Deprivation At Age 30, By Level of Risk At Age 10, 1970 Cohort
- Figure 12: Risk Continuity.