Reducing Inequalities
Realising the talents of all
1st Edition
Published on 10. September 2007
63 pages
978-1-905818-88-4 (ISBN)
Description
This book 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 child is born and their adult outcomes. Children from lower socio-economic groups, born in the year 2000, have shown signs of falling behind their more advantaged peers by the age of three. It examines the risk factors for poor outcomes and discusses the need for policy that works across family and school.
More details
Language
English
Place of publication
London
United Kingdom
Publishing group
Jessica Kingsley Publishers
Target group
College/higher education
Professional and scholarly
ISBN-13
978-1-905818-88-4 (9781905818884)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Book
09/2007
National Children's Bureau Enterprises Ltd
€33.61
Article not available at the moment
Persons
Leon Feinstein is Professor of Education and Social Policy at the Institute of Education, University of London. He has conducted research on the importance of schools and other formal and informal learning institutions for social justice, health, social cohesion, family formation and wider well-being. Much of his research has focused on the role of parents, schools and wider social networks in the intergenerational transmission of inequality and on appropriate policy responses. Barbara Hearn, Director of Policy, Research and Information at NCB, previously worked in local authorities and for the National Institute for Social Work. She has worked for the government's Children and Young People's Unit on policy development and subsequently for the DfES's Children, Young People and Families Directorate as advisor on Youth Matters. She has authored publications on family support, child protection, reducing inequalities, management and community based practice.
Content
- Intro
- Contents
- Acknowledgements
- Preface and introduction
- Executive summary and key policy points
- 1 Childhood circumstances and the risk of multiple deprivation
- The relationship between a child'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 family'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 child'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 child'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: Bronfenbrenner'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: multiple adult deprivation age 30, 1970 Cohort
