Ensuring Every Child Matters: A Critical Approach

Books

Gianna Knowles

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  • Chapters
  • Front Matter
  • Back Matter
  • Subject Index
    • Introduction
    • Chapter 1: Every Child Matters and the Social Justice Agenda
    • What Is Social Justice?
    • Well-Being and Flourishing
    • The Welfare State
    • Life-Chances
    • The Social Justice Theory of Oppression
    • Social Justice in the Statutory Framework for the Early Years Foundation Stage and the National Curriculum
    • Chapter 2: The Child in Society
    • How Society's Understanding of What Is Meant by the Term ‘Child’ Has Changed Over Time
    • The Child in Contemporary British Society
    • The Concept of Childhood
    • The Voice of the Child
    • The Demonization of the Child
    • The Child's Experience
    • Listening to Children
    • Different Agencies – Different Models of the Child
    • Nature
    • Chapter 3: Families
    • Why the Family Is So Useful
    • What Do We Mean by ‘Family’?
    • The Enduring Legacy of the Nuclear Family Ideal
    • Who Should Be Bringing Up the Children?
    • Bad Parents
    • Families in the Wider Social Context
    • Early Years Settings and Schools
    • Chapter 4: Being Healthy
    • Physical Health
    • Emotional Health and Well-Being
    • Depression and Anxiety Disorders
    • Eating Disorders
    • Prevention
    • Children and Adolescent Mental Health Service (CAMHS)
    • Resilience
    • Families at Particular Risk of Being Overlooked and Not Supported
    • Personal, Social and Health Education
    • Sex Education in the Early Years and in the Primary School
    • Drugs and Alcohol Education in the Early Years and in the Primary School
    • Chapter 5: Staying Safe
    • What Do I Do If I Suspect a Child Is Being Abused?
    • What Constitutes Abuse?
    • Physical Injuries and Abuse
    • Poisoning, Suffocation and Illnesses That Are Fabricated or Induced
    • Physical Neglect and Failure to Thrive
    • Sexual Abuse
    • Protecting Children from the Risk of Sexual Abuse
    • What Is ‘Grooming’?
    • Stages in the Grooming Process
    • Enabling Children to Protect Themselves
    • Detecting Sexual Abuse Is Happening to a Child
    • Emotional Abuse
    • What Happens When I Have Passed on My Concerns to Social Care, the Police or the Appropriate Person in My Setting or School?
    • Personal, Social and Emotional Education
    • Supporting Families
    • Cultural Factors to Consider
    • Safeguarding from Bullying and Discrimination
    • Cyber-Bullying
    • Successful Measures for Combating Bullying and Discrimination
    • Peer Mentoring
    • Chapter 6: Enjoying and Achieving
    • What Is Learning About Anyway?
    • The Principles at the Heart of Personalized Learning
    • Involving Children as Joint Partners in the Design of Their Learning
    • Learning in the Early Years
    • The National Curriculum
    • Organizing the School
    • Assessment for Learning
    • The Importance of Formative Assessment
    • EYFS and NC Assessment Requirements
    • Self-Assessment
    • What Does AfL Look Like?
    • Beyond the Classroom – Engaging Families and Children from Birth
    • Multi-Agency Working
    • Consultation
    • Working with Parents – Early Years Settings and Schools
    • Chapter 7: Making a Positive Contribution
    • Children's Voice – Engaging Children in Decision-Making
    • Why Do Children Need a Voice?
    • School Councils
    • Develop Self-Confidence, Resilience and Dealing with Life-Changes
    • Giving Children Too Much Information
    • Transition
    • Success in Managing Transition Points in School
    • Learning Progression and Practitioner and Teacher Expectations
    • Buddying and Peer Mentoring
    • Contributing to the Wider Community and Community Cohesion
    • Chapter 8: Achieving Economic Well-Being
    • Poverty
    • Race and Ethnicity
    • Gypsy Travellers
    • Class
    • Early Intervention – Education and Extended Schools
    • Family Support and Resilience
    • What Is Family Support?
    • Conclusion
  • Copyright

    View Copyright Page

    Dedication

    For Jeremy, Matthew and Rebecca

    Acknowledgements

    A number of the case studies used in this book have been contributed by friends and colleagues. In particular I would like to thank Ann Parker, Children's Centre Manager, Kent; Vanessa Smith, Foundation Degree in Teaching and Learning Support, University of Chichester; Katherine Wardlaw, Foundation Degree in Teaching and Learning Support, University of Chichester and Jamie Atkins, BA Primary Education and Teaching, University of Chichester.

    About the Author

    Gianna Knowles is a Senior Lecturer in Education at the University of Chichester. She has over 12 years' experience of working in primary schools in London and across the country. She has worked in the education advisory service, working with individual teachers and whole-school staffs to develop practice and policies in these areas. She has experience of being an OfSTED Inspector and reviewer for the Quality and Assurance Agency (QAA). Gianna's research interest is in the area of social justice and inclusion.

    Key for Icons

    Chapter objectives

    Activities

    Case studies

    Further reading

    Useful websites

  • Glossary

    • AfL Assessment for Learning
    • BBC British Broadcasting Corporation
    • CAMHS Children and Adolescent Mental Health Service
    • CPS Crown Prosecution Service
    • CWDC Children's Workforce Development Council
    • DCSF Department for Children, Schools and Families
    • DfEE Department for Education and Employment
    • DfES Department for Education and Skills
    • DPW Department for Work and Pensions
    • EYFS Early Years Foundation Stage framework
    • ECM Every Child Matters
    • EY Early Years
    • FS Foundation Stage (children aged 3–4)
    • HM Her Majesty's
    • HMI Her Majesty's Inspectorate
    • HMSO Her Majesty's Stationery Office
    • KS1 Key Stage 1 (children aged 5–7)
    • KS2 Key Stage 2 (children aged 8–11)
    • KS3 Key Stage 3 (children aged 12–14)
    • NC National Curriculum
    • NSPCC National Society for the Prevention of Cruelty to Children
    • OfSTED Office for Standards in Education
    • PSED Personal, Social and Emotional Development
    • PSHE Personal, Social and Health Education
    • QAA Quality and Assurance Agency
    • QCA Qualifications and Curriculum Authority
    • TSO The Stationery Office
    • UNCPC United Nation's Convention on the Rights of the Child
    • UNCHR United Nation's Convention on Human Rights

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