The Social Determinants of Health How Where We Live,...

â€Å"A girl born today can expect to live for more than 80 years if she is born in some countries – but less than 45 years if she is born in others† (Commission on Social Determinants of Health [CSDH], 2008, p. iii). This startling statistic is found in the introduction to the report by the Commission on Social Determinants of Health (CSDH) on the impact of certain inequities on people’s health throughout the world. These inequities, referred to as the social determinants of health (SDOH), are the social and economic conditions in the environment in which people are born, live, work and play. A key finding in this report is that these dramatic differences in health are not just confined to the poorest, most socially disadvantaged countries. The CDSH also found that the health of people in all countries follow a social gradient, meaning that people with the lowest socioeconomic (SES) status were found to have the poorest health regardless of the country they liv e in (CSDH, 2008). The report goes on to list other eye-opening statistics that further demonstrate the inequities found not just between countries, but within the same country – often within the same geographical location. In his article on health equity and policy making, Marmot (2012) points out that within the same borough in London, there is a seventeen-year difference in the life expectancy between the most and least advantaged males (p. 2033). Closer to home, Woolf reported that â€Å"in the United States of America,Show MoreRelatedDrug Abuse And Addiction Among Teenagers1704 Words   |  7 Pageselicited.† This is a pervasive problem that is in fact consuming the lives of many teens, primarily because prescription drugs are easily accessible in their environment. There are several interpersonal determinants correlated with prescription drug abuse amongst teens, including, environmental and social factors. Within these factors, age, gender, race, socioeconomic status and educatio n play key roles. The attribution theory and the social cognitive theory are the most appropriate in understanding theRead MoreRelationship Between Physical And Emotional Wellness1600 Words   |  7 PagesAmanda C Jara De La Vega Personal Health 250 Sasha Grenier 05/26/2016 Health Issue Paper: The relationship between physical and emotional wellness â€Å"To keep the body in good health is a duty, otherwise we shall not be able to keep our mind strong and clear.† -Buddha. Emotional and physical wellness are completely tight to each other. There are multiple links between both dimensions of wellness that significantly can change a person’s health. The book Your Health Today by Teague, Mackenzie, RosenthalRead MoreHealth Is Not Determined Solely By Genetics1493 Words   |  6 Pagesof â€Å"medical doctor† typically elicits connections to health, medications, and the extensive field of science. 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Precious had some very influential people in her life, h owever, which may have saved her life and her children’s lives. Firstly, the principal at her original school noticed Precious and helped her. She couldRead MoreHealth Disparity And Health Disparities2307 Words   |  10 PagesIntroduction Health disparity(ies) are defined as a significant disparity in overall rate of disease incidence, prevalence, morbidity, mortality or survival rates in the population as compared to the health status of the general population (Minority Health Health Disparities Research and Education Act, 2000). Let’s take the public health and epidemiological terminology into a simplified form. A health disparity or health disparities exist when one group is compared to the general population:

The Autism Screening Instrument For Educational Planning

When diagnosing autism spectrum disorder, it is crucial for the professional evaluating the child to know about the disorder. This is why speech-language pathologists normally play a part in the diagnosis. Other members of the team may include occupational therapists, physical therapists, pediatricians, and neurologists. Since problems with communication and social skills are early symptoms of this disorder, SLPs play a main role in the diagnosis and should be consulted early in the evaluation process. Talking to the parents and caregivers of the child who may have autism is critical to tell the professionals about the child’s behavior. When diagnosing, an SLP will use screening procedures to evaluate the main characteristics that make autism spectrum disorder different from other developmental disorders, including difficulties in eye gaze, pretend play, imitation, nonverbal communication, and language development just to name a few. Assessment The Autism Screening Instrument for Educational Planning -Third Edition (ASIEP–3) is used to evaluate autism spectrum disorders and to assist in developing educational programs for individuals who are on the spectrum. The ASIEP-3 consists of five subtests which include the Autism Behavior Checklist, the Sample of Vocal Behavior, the Interaction Assessment, the Educational Assessment, and the Prognosis of Learning Rate. Intervention for children with Autism The goal of intervention with a child with ASD is to improve socialShow MoreRelatedThe Neurodevelopmental Disorders ( Asd )1693 Words   |  7 Pagesdevelopmental period. The disorders typically manifest early in development, often before the child enters grade school, and are characterized by developmental deficits that produce impairments of personal, social, academic, or occupational functioning. 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The Positive Behaviour Support model has a strong and growing body of supporting research evidence. The British Psychological Society, The Royal College

Early Childhood Transition in Education-Free-Samples for Students

Question: Discuss about the Early Childhood Transition in Education. Answer: Description of a rational experience According to Brostrom, 2005 transition is the undertaking change that a child experience with their families when they move from home setting to their formal school. However, a child can deal with this new setting successfully if they are readily accepted by the school (Ebbeck et al., 2013). Transition affects the continuous potential of the child to retaliate and adjust to the requirements of the school environment. Transitions shape a long-lasting matrix of a childs life by which all children as well as adults advances slowly from known to unknown domains of experiences (Wagner et al., 2013). These transitions are a landmark on the lane from infancy past a mature adult. Every stage incorporates a parting from a known environment and an access into an unknown one. However, in a case study of Zoe who has just moved to Singapore from Japan is having difficulty to pick up the foreign language being in a local preschool, which speaks mainly the English language. An educator here has a major role to play and they are the one who helps in the development of the child (Denham, Bassett Zinsser, 2012). Transitions in young childhood education and care giving environments as well as latter in schools are significant landmarks for children and their families as well. The changeover into the school is usually important though few children are willing for this change than other children are in cognitive, non-cognitive and group skills. This so-called readiness for school has displayed to be prophetic of educational prosperity throughout the years in school and of lifelong educational and professional prosperity. Particularly, this change towards school must never be considered a point-in-time incident, but as a route that starts well before one enters the school and sustains into the initial years of schooling. Childrens continuous victory in the institution obtains from their educational skills prior school and the happening surrounding of knowledg e in the advanced years of schooling (Adams Fleer, 2015). This report however discuses about the transition experience emphasizing on the case study of Zoe and focusing on the change as an opportunity for complex learning and then choosing one image an analyzed is done based on the understanding of transition and change. Then the selected image is analyzed with relevant literature keeping in mind Zoes condition in the above case study. Lastly, it is concluded with the changes that can be brought out in the transition. Rationale for selected image Image 1:- The leap The reason behind choosing this particular image is that here a child is been seen taking a jump from one point to another and similarly, there is a major leap in childrens life when he actually jumps from home environment to the educational surroundings. Thus, transition is like a leap. There are many transitions in life, which a child goes through, but it begins with the play school or care giving environments in which they first step in. Zoes transition has begun with her readiness to school which itself a controversial topic as this word readiness differs to every people. Readiness for schooling in case of children comprises of five aspects when includes their healthy physical conditions and full motor development, appropriate development in social and emotional ability in the child, the childs configuration towards learning, right development of verbal abilities and cognitive and general knowledge regarding particular culture and social practices (Dockett Perry, 2009). Zoes transition will help her to move forward in life and so she can learn to socialize with people who are not her family members. She can meet other children of the same age group and transfer them into their friends circle. In addition, this will help her to get away with her shyness and will gain confidence. The child also learns sharing and cooperation with others (Galindo Sheldon, 2012). This transition from safe and dependent environment takes the child to a new surrounding where they has to survive on their own and so in this process of survival they learns to cooperate with others. Children in this transition also learns to show respect, teamwork, resilience, being attentive, patience, self esteem and also get a chance to be exposed to diversity. However, for Zoe this transition seems to have been very challenging, as she has to acquire a new language all together. (Rosier McDonald, 2011). Relevant literature As an educator the factors, which I found effective in Zoes transition phase, is the role of educator, the impact of the culture and family. Educators build the intimate and strong relationship with the infants. In addition, here in Zoes case, educators special attention is very much needed. The interactions they make daily with the children because this interaction actually helps the child to comfort them in distress, sort the conflicts and supports and observe their play activities, change their diapers, help them take a nap and moreover the educators shares the childs victory as well as failure in this transition process. However, this interaction with other children as well as with the educator will help Zoe deal with the transition. The contribution of the educator follows with the impact of culture.I would like to share my own experience where I never shared the identical values like the children or their families in our care. Thus, the kin differ greatly in their belief system regarding what part their children should play in the community, which often is reflected among their children. Culture varies widely in the practices that the families follow in rearing their children. Moreover, the important of family lies in this transition because before going through this transition the basic preparation that the child gets is from their family. Family is the base from where the childs development and growth starts and it actually helps them to take the challenges in transition (Laverick Jalongo, 2011). Many educators and researchers know Bronfenbrenners model of nested concentric circles that situates the child in the middle (Ryan, 2001). It further centers on the different contexts in which individuals exist and relates at the junctions of these contexts. Goodnow Burns, 1985 questioned around hundreds children who are of 6-year-old from primary institutions in Australia about their likes and dislikes of beginning primary school. Against the various reactions, it was summoned that small matters actually have importance to them and so it was concluded that they are vulnerable by nature (Woodhead Faulkner, 2000). In another study of Adams Fleer 2015, they concentrated on the numerous transitions of an Australian emigrant family shifting from Saudi Arabia to Malaysia. This paper comes up with fresh transitions as a rational relationship among the global and small movements where belongings of the children's act as significant cultural device for helping the worldwide move. However,a new outlook on transitions as emotional charged events is postulated, donating to comprehensions of thenotion of transitionas an affective connection between a global shift and a smaller movement during the procedure of implanted personal belongings into the latest local context. A research by Redden et al., 2001 the only inspection to inspect the influence of a complete change in the kindergarten development intervention on child results in kindergarten. The writers suggested that a precaution consequence might have appeared such that the involvement that was especially successful for children at possibility for Mentally Retard and Emotional Disturbance due to the profit of the assistance provided by the family and obstructive referrals and conceals. Another research study Hamblin-Wilson Thurman, 1990 propose that young childhood special education labors are precious resources to kin because disabled children shifts to kindergarten. However, the participation of receiving basic schools may be nominal. This can owe, in parts, to little facilities and the recognition that transition executions are unpractical to execute. In another study by Ebbeck, 2013 on transition which manifested that a favorable transition can help the child throughout life and lay the pathway to prosper in succeeding years of schooling. The study by Copeland et.al, 2013, evaluated design of diagnostically transition from early childhood to puberty and again from puberty to prior adulthood. The result that he pointed out was with having a disturbance at an advanced time was related with not less than a multiple growth in probability for having a disturbance at a subsequent time. Homotypic and heterotypic transitions are also noticed for every group of disorders. The powerful proof of progression was viewed for behavioral disorders especially ADHD with minimal confirmation for emotional disorders like depression and anxiety. Restricted proof came up in regulated representations for behavioral disorders forecasting further emotional disorders. Adult substance disorders were advanced by behavioral disorders, but neither anxiety nor depression. According to Hughes, Banks Terras, 2013 well to do transition from junior to secondary school is influential for psychosocial welfare. Those children with special educational needs (SEN) may be concern with supplementary complexities in transition, but the effect of this operation on children's psychosocial adaptation had obscured. Apart from these declared studies that were recognized throughout an organized exploration of six electronic sequences. Further, review was done on articles that were attaining additional criteria and a standard benchmark system was evolved to grade the studies. Conclusion Thus, to conclude it can be said that as we have gathered our knowledge regarding what transition is and how impactful it is in a lifetime. Therefore, from my point of view the learning outcomes that I came up with are that in this process it is important that the toddler get the appropriate care from the teachers or the caregivers. For us it is a kind of challenge to build that relationship with the child but an advantage is that we can simply rely on the way we have been parented or the social myths we have about children. However, in Zoes case to make her succeed can be through parental involvement, family solidarity and educators sensitivity about linguistic and cultural inheritance. Children do have a tendency to adapt quickly to new environments if proper support and help is provided to them and so they just need support and comfort. Often parents fail to understand the importance of transition planning and so they are unaware of where to get the right information from about a beneficial place for their children. The requirements for those children are with disabilities that actually require special care and attachment from the families as well as the teachers. However, it may look quite complicated in comparison to childrens without disability. As I have understood, this jump from one point to another is crucial and any kind of fall can remain like a scare for a lifetime. The family for this transition plays an important role in preparing children to take up the challenges and so their involvement is highly important. From family environment children feel safe and warm and it is a dependable environment for them from here when their base shifts to an unknown place they learn interaction, cooperation and become independent by interacting with peers and teachers. It is from here that they built up the trust factor s and gains the courage to face the challenges latter in life. References Adams, M., Fleer, M. (2015). Moving countries: Belongings as central for realizing the affective relation between international shifts and localized micro movements.Learning, Culture and Social Interaction,6, 56-66. Brostrom, S. (2005). Transition problems and play as transitory activity. Australian Journal of Early Childhood, 30(3), 1725. Copeland, W. E., Adair, C. E., Smetanin, P., Stiff, D., Briante, C., Colman, I., ... Angold, A. (2013). Diagnostic transitions from childhood to adolescence to early adulthood.Journal of Child Psychology and Psychiatry,54(7), 791-799. Denham, S. A., Bassett, H. H., Zinsser, K. (2012). Early childhood teachers as socializers of young childrens emotional competence.Early Childhood Education Journal,40(3), 137-143. Dockett, S., Perry, B. (2009). Readiness for school: a relational construct.Australasian Journal of Early Childhood,34(1), 20. Ebbeck, M., Saidon, S. B., nee Rajalachime, G., Teo, L. Y. (2013). Childrens Voices: Providing Continuity in Transition Experiences in Singapore.Early Childhood Education Journal,41(4), 291-298. Galindo, C., Sheldon, S. B. (2012). School and home connections and children's kindergarten achievement gains: The mediating role of family involvement.Early Childhood Research Quarterly,27(1), 90-103. Goodnow, J. J., Burns, A. (1985). Home and school: A childs eye view. London: George Allen Unwin. Hamblin-Wilson, C., Thurman, S. K. (1990). The transition from early intervention to kindergarten: Parental satisfaction and involvement.Journal of Early Intervention,14(1), 55-61. Hughes, L. A., Banks, P., Terras, M. M. (2013). Secondary school transition for children with special educational needs: a literature review.Support for Learning,28(1), 24-34. Laverick, D. M., Jalongo, M. R. (Eds.). (2011).Transitions to early care and education: International perspectives on making schools ready for young children(Vol. 4). Springer Science Business Media. Perry, B., Dockett, S., Petriwskyj, A. (Eds.). (2013).Transitions to school-international research, policy and practice(Vol. 9). Springer Science Business Media. Rosier, K., McDonald, M. (2011).Promoting positive education and care transitions for children. Melbourne: Australian Institute of Family Studies. Ryan, D. P. J. (2001). Bronfenbrenners ecological systems theory.Retrieved January,9, 2012. Wagner, J., Ldtke, O., Jonkmann, K., Trautwein, U. (2013). Cherish yourself: Longitudinal patterns and conditions of self-esteem change in the transition to young adulthood.Journal of Personality and Social Psychology,104(1), 148. Woodhead, M., Faulkner, D. (2000). Subjects, objects or participants? Dilemmas of psychological research with children. In P. Christensen A. James (Eds.), Research with children: Perspectives and practices (pp. 935). London: Falmer Press