1. BTEC National Children's Play, Learning & Development Unit 1: Child Development Environmental influences on children's development. The effects of poverty Helen Taylor Unit 1, Session 4. Helen Taylor 1

2. Starter Activity There are an estimated 3.5 million children living in poverty in the UK and this figure is expected to soar by 400,000 in the coming years. A lack of jobs, stagnating wages, increased living costs and spending cuts are placing enormous pressure on families up and down the UK. Children’s experiences of poverty and the recession are often overlooked. Child poverty in 2012. It shouldn’t happen here. Graham Whitham, UK Poverty Adviser. The Save the Children Fund 2012  What effect do you think poverty will have on children?  What areas of their life might it effect Unit 1, Session 4. Helen Taylor 2

3. Recap on last lesson What is meant by pre-natal factors? What is meant by natal factors? What is meant by post-natal factors? What is meant by biological factors? Unit 1, Session 4. Helen Taylor 3

4. Aims for this lesson: To understand how a range of factors influences children’s development Learning outcomes for this lesson:  To describe what is meant by poverty  To describe the potential effects of poverty on health outcomes  To describe the potential effects of poverty on educational attainment  To describe the potential influence of others beyond the immediate family and how these reinforce the effects of poverty or counterbalance the effects of poverty. Unit 1, Session 2. Helen Taylor 4

5. Feedback from starter activity There are an estimated 3.5 million children living in poverty in the UK and this figure is expected to soar by 400,000 in the coming years. A lack of jobs, stagnating wages, increased living costs and spending cuts are placing enormous pressure on families up and down the UK. Children’s experiences of poverty and the recession are often overlooked. Child poverty in 2012. It shouldn’t happen here. Graham Whitham, UK Poverty Adviser. The Save the Children Fund 2012  What effect do you think poverty will have on children?  What areas of their life might it effect Unit 1, Session 4. Helen Taylor 5

6. Unit 6: Diversity. Helen Taylor 6 What is Economic Diversity?  Rich  Poor

7. Unit 6: Diversity. Helen Taylor 7 What is Economic Diversity?  All communities will have economic diversity  Someone will always have more than their neighbour  Economic diversity refers to having or not having sufficient finances to live healthily, without hardship. Sandy Green, page 283  “The richest 10% of the population have as much income as the whole of the poorer 50% of households” Gregg et al. 1999, Institute for Fiscal Studies

8. Unit 6: Diversity. Helen Taylor 8 Causes of Economic Diversity  Distribution of wealth and income  Income varies widely between people due to  Regional variations  Different jobs  Academic success  Workless ness (unemployment)

9. Unit 6: Diversity. Helen Taylor 9 Inequalities  Life chances of an individual are usually linked to:  Social group  Age  Gender  Ethnicity  Individuals who are talented/intellectually able are often found in positions of more influence or power  Disability can impact on health and therefore often on economic status Sandy Green, page 283

10. Unit 6: Diversity. Helen Taylor 10 Absolute and Relative Poverty Absolute Poverty  A lack of income to provide all the basic requirements of living  Food  housing  Clothing  Examples of absolute poverty are most often seen in developing countries after a natural disaster.  Absolute poverty is rare in Britain as the state provides. Gill Squire, page 219

11. Unit 6: Diversity. Helen Taylor 11 Absolute and Relative Poverty Relative Poverty  Having enough income for the basics but not enough for items considered usual in the society you live in. For example:  A T.V  Mobile phone  Affording school trips & activities  Relative poverty varies from society to society Gill Squire, page 219

12. Unit 6: Diversity. Helen Taylor 12 The Poverty line and Poverty The Poverty Line  This is the amount of money below which, after adjusting for size and composition of then household and after housing costs, a family is categorised as being poor. Gill Squire, page 219 Poverty  A family is considered to be living in poverty if their household income is 60% or less than the average British household income per year.  In 2008/9 13½ million people were living in households below this low income threshold/below ‘the poverty line’. (22% of the population) www.poverty.org.uk

13. Unit 6: Diversity. Helen Taylor 13 Existence and Persistence of poverty Why does poverty persist?  Poverty persists across the life cycle  Living in poverty at age 16 increases the chances of living in poverty in early 30’s  Teenage poverty is linked to low parental education, unemployment and poor neighbourhoods  Poverty in adulthood is associated with low education, lack of employment experience, and single parenthood (for women)  Early disadvantage is associated with later outcomes  There is a relationship between poverty across the generations The Joseph Rowntree Foundtion http://www.jrf.org.uk/publications/persistence-poverty-across-generations

14. Unit 6: Diversity. Helen Taylor 14 Hardship and Meritocracy  A meritocracy is a society with in-built social inequality  Equal opportunities are given to compete for unequal power and rewards  The education system is not expected to get rid of privilege and disadvantage  The education system sorts people for recruitment to subordinate or dominant positions Therefore, if some jobs are seen as less value than others, the rate of pay may be lower. This can result in hardship for some families, as a result of where they are in the hierarchy of jobs. Gill Squire, page 223

15. Bronfenner’s theory: Interactions beyond the family can influence development  Bronfenner proposed that children’s development links to their overall environment.  He said that all of the following can influence a child’s development  A child’s immediate family  A child’s immediate experiences such as school and family  A child’s wider experiences or influences such as parental employment  The cultural and economic surroundings  The history of the society and the child’s life. Reference: Tassoni, Penny. BTEC National Children’s Play, Learning and Development. Student Book 1. Pearson (2014). Pages 51/52 Unit 1, Session 4. Helen Taylor 15

16. Group work: What are the potential effects of poverty? Why?  What are the effects on health outcomes?  What are the effects on educational attainment?  What is the influence of others beyond the immediate family and how do these reinforce the effects of poverty or counterbalance the effects of poverty? Unit 1, Session 4. Helen Taylor 16

17. Group work: What are the potential effects of poverty? Why?  Poor health outcomes  Infant mortality  Infant morbidity  Life expectancy  Housing  Diet  Lower educational attainment  Fewer opportunities for stimulation  What is the influence of others beyond the immediate family  The wider family and friends  Carers and teachers  Wider society  How do these reinforce the effects of poverty or counterbalance the effects of poverty?  Extension Task: What is meant by ‘Pygmalion in the classroom’? Find out about the work of Robert Rosennthal and Lenore Jacobson. Unit 1, Session 4. Helen Taylor 17

18. Useful links for class work and as an extension task: Pearson Hotlinks for BTEC Level 3 National Children's Play, Learning http://www.pearsonhotlinks.co.uk/9781447970965.aspx  Unit 1, p.69, Research: Read an article written by Frank Field about the the effects of poverty. Research: Find out more about the effects of poverty on children's wellbeing. A good starting point is to read a report written by Frank Field and commissioned by the government in 2010 to provide an independent review on poverty and life chances. The report is called 'The Foundation Years: Preventing poor children becoming poor adults'. Unit 1, p.69, Research: Read an article written by Frank Field about the the effects of poverty.  Unit 1, p.69, Research: Read this article to find out more about how the UK compares to other countries in terms of social mobility. Research: Find out how the UK compares to other countries in terms of social mobility by visiting the website for the Organisation for Economic Cooperation and Development. Unit 1, p.69, Research: Read this article to find out more about how the UK compares to other countries in terms of social mobility.  Unit 1, p.70, Research: Find out more information about the research carried out by the EPPE. Research: Find out more about the EPPE project by visiting its dedicated page on the Institution of Education website. You can also download a useful article detailing the project's findings. Unit 1, p.70, Research: Find out more information about the research carried out by the EPPE. Unit 1, Session 4. Helen Taylor 18

19. How factors influences children’s development Reflect on learning outcomes for this lesson:  Can you describe what is meant by poverty?  Can you describe the potential effects of poverty on health outcomes?  Can you describe the potential effects of poverty on educational attainment?  Can you describe the potential influence of others beyond the immediate family and how these reinforce the effects of poverty or counterbalance the effects of poverty? Unit 1, Session 2. Helen Taylor 19

20. Extension Tasks:  Research in more detail the effects of poverty on children’s development.  Read the articles referenced above. Unit 1, Session 4. Helen Taylor 20