Essay This also raises a social issue as

Essay for Children Culture Community

I will be answering the question
addressing a newspaper article that relates to ideas of childhood being drawn
in relation to specifically Social Class. Firstly, ensure the definition of
childhood and social class is clarified and made clear. The following article that
will be further discussed broader is the idea that Children’s social class is
still the most significant factor that takes place in state schools as of
present. The government make an emphasis that they believe the disadvantage
schools this also relates to students they believe are low achievers. For an
urge and need for more highly qualified teachers. This also raises a social
issue as all schools should have the same knowledge of qualified teachers
teaching to the same extent. In other words, the article makes it clear that
this is not so much of the case in all schools. This raises the questions as to
whether schools have a certain standard they accept in relation to teachers.

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Childhood has become very broad in this
I will further explain. ‘Childhood this is a set of culturally specific ideas
about who children are and what they should be. On the other hand, Children are
social agents that act on the world and who are positioned differently through
categories such as gender, race, ethnicity and social class. There is also a
perspective from policy makers view on childhood. Childhood is now becoming
more of a social construction in view of this I will give arguments as to why
this is more of the case now. It has been argued that “Children’s development
is a social and cultural process. Children don’t grow up on their own! They
learn to think, feel, communicate and act within social relationships in the
context of particular cultural settings and practices, mediated by beliefs
about how children should be treated and what it means to be a child, as well
as when childhood begins and ends (Richards and Light 1986; Schaffer 1996;
Woodhead et al. 1998).” 1 (Kehily, 1 Nov 2008, p.19)
In relation to this quote there is a large emphasis based on the fact that
children and childhood have now become part of stages of an individual’s lives
and creation. The socio-cultural theory by Vygotsky this theory describes the
human learning as a social process and the origination of human intelligence in
society or a cultural perspective. From very young with the idea of Vygotsky
children learn ‘More Knowledgeable Other.’ At the beginning stages of a young
age children develop and are taught unconsciously. This is from the social
interactions acquired from parents so therefore it is vital to ensure that
children possess knowledge from a high skilled learner.


With also the influence of recent
measures that have been put in place, to help the needs of disadvantage schools
this most importantly relates to the students who are the low achievers. The
idea that this has now become the disadvantaged schools that experience this current
issue. The qualified teacher shortage crisis, as schools are progressively
under burden to maintain constantly the attention for the needs of poverty
therefore this has come down to a scarcity crisis. Earlier debates covered,
“The combination of higher class sizes and fewer teachers and teaching
assistants has put pressure on schools to deliver SEND provision. The National
Union of Teachers (NUT) reports that in 12 months to Nov 2015 over 50,000 (10%
of the total workforce) qualified teachers left the profession.”2 (Thompson, 18 Oct 2017,
p.15) There is a percentage of teachers that have left the profession this is
evidence of the lack force of teachers in schools and so in terms of schools
that are disadvantaged this most importantly relates to state and comprehensive
schools. In the following article that I am analysing “Mr Holley also warned
that as many as three in every 10 secondary schools (around 1,000 state
schools) were “arguably still performing unsatisfactorily”. But he
distanced himself from the claim made by Gordon Brown that schools that failed
to get 30 per cent of their pupils to achieve five A* to C grade passes at GCSE
were “failing”. (Garner, 2008) In this argument
view perspective Mr Holley in a sense there is a point as to whether the
government and schools consider the needs of students specifically rather than
meeting the needs of the country and this is mainly beneficial to the state as
in most situations. In reference to another article that mentions points in
regard to the Conservative Party have no plans on how they will strive for an
exceptional education for the young people. The issue of this is the
maintenance of power, that is not only failing students but what the country
depends on which is always to move onto greater heights. “Tory plans to open
more grammar schools will drive this gap even further apart, and their reckless
handling of our existing school’s system has led to teacher shortages, massive
cuts to school budgets and class sizes which are too big.” (Ellis, 2017
January )
The vital point mentioned that the idea of Grammar schools will not help
schools in relation to the continuous budget cuts that take place constantly
that is affecting the percentage of failure, increase in truancy and cause for
concern absence’s in particular areas.


class, “a division of a society based on social and economic status. (Anon., 2018)” The idea that
social class is now a wide effect and influence on education is very important
to consider, families that are unable to provide all resources needed lack and
are at a disadvantage. Susanna Rustin (Rustin, 2015 October ) concentrates on
guiding all the reservations for socially disadvantaged children. The key
points that Educational inequality, she mentions falls in line with the lack of
economic inequality. This does not only affect families but the performance of
schools that lead to the record of pupils’ achievement. “Even extraordinary
schools cannot close gaps on their own. “Whenever there is a squeeze on
resources and capacity, it tends to be poorer areas and people that feel it
most. I worry that welfare cuts will take away from families of pupil-premium
children and that we might see gaps growing again.” (Rustin, 2015 October ) There is emphasis on
the fact that schools do not spread budgets across so that meets up to the
needs from all individual backgrounds. Meanwhile there are some left behind because
of this, school premium has not been spread out proportional, due as mentioned
above the continuous cuts from the government. The link between social class
and mobility is adjacent. (Shepherd, 2010) concentrates on guiding and the
influence that parents have on their children in determining their level of
success within school, this is not the idea of “good parenting.” “A study of
11,000 seven-year-old children found that those with parents in professional
and managerial jobs were at least eight months ahead of pupils from the most
socially disadvantaged homes, where parents were often unemployed.” (Shepherd, 2010) Children from
disadvantaged backgrounds are now in a situation as schools do not give them
the opportunity to experience the fullest of education in term of making sure
they have all opportunities of achievement. (Shepherd, 2010) mentions in the article that the
researchers frm te University of London’s Institute of Education took into
account the factors in relation to ethnicity and family size. They found that
parents’ social class had a bigger influence on a child’s progress between the
ages of five and seven. In correspondence to this (Shepherd, 2010) “Alice Sullivan, the main author of the
study, said the research showed that “while parenting is important, a
policy focus on parenting alone is insufficient to tackle the impacts of social
inequalities on children”. The idea that schools rely a large amount of
importance most importantly that parents spend time with children whilst doing
their homework and the basic activities that show the parents have interest in
the studies of their children. Studies have shown that Children with parents in
a higher social class and with a higher level of qualifications were also more
likely to have the benefits to make better academic progress between the ages of
five and seven.

idea of social mobility also has an influence on the progress of children with
education. (Alice Sullivan, 2013) proposes that “The
researchers also found a strong link between parents’ social class and children’s
cognitive ability at age seven. Children with professional parents were more
than seven months ahead of their peers whose parents had manual jobs.” The
notion that this journal article suggests the one of the main cause for
disadvantage pupils within schools is because the link between the professions
of parents. Although this may have importance to an extent schools are
continually being funded money to ensure the schools is functioning to the best
of needs and support parents and families financially. In relation to school
funding and this is also a major factor in the reasons for the disadvantage
schools and pupils’. Unfortunately, due to significant changes within time
there has been a shift in school funding after the years of 2006-07, a priority
of school funding had taken place mainly in urban areas than others around. (Simons, 2016) “From 2007, the
Labour government introduced a dedicated schools grant, guaranteeing that
education funding allocated by government would be spent on schools (as opposed
to say roads, or social care)” To begin with the funding worked at well
fulfilling the main purpose and needs of pupils. Although the Labour government
failed to take into the idea that within time the areas that may need funding
may absolutely change. They did not meet the needs of all demographic areas and
so therefore this leaves a gap for geographical areas. The issue has just been
addressed on the areas that strike a concern of need in the initial stages of
the funding.






The definition of childhood
disadvantage is addressed and made clear.

(Jo, 2006) “Recent work
conducted by the author for the Joseph Rowntree Foundation (Blanden and
Gibbons, 2006) reveals that much of the correlation between poverty across
generations is driven by other aspects of disadvantage in the teenage and
childhood years. The approach of the remainder of the table is to consider the
extent to which those with multiple disadvantages are at greater risk of poverty,
and therefore, can be better defined as bucking the trend when they avoid it.” Further
points mention the risk of definition of a group, the main issue is that this
journal article relates the point that “parents who did not work at the age of
16 were poor at the age of 30” (Jo, 2006) If these individuals
experience poverty during there youth years when they are an adult they are
likely to go through poverty. There is also a disadvantage for a strong belief
that statistics prove to a small extent. Children during there youth years should
not feel limited if they are brought up with the lack of resources resulting in
poverty. On the other hand schools should be the support of young pupils who
are not so privileged and at a “disadvantage” for more encouragement to ensure
they are not of a step behind within education due to the financial and social
needs status.

relation to the main article I am addressing with the issues of childhood and
social class. The chief executive of the Training and Development Agency
mentions (Garner, 2008) “The performance of a school and a
child in it is highly linked to social class.” This point radicalises the idea
that although there is an issue of social class and the relative link in regard
to pupil performance schools still need to make the most of the funding and
government taking a stand point in relation to this. (Garner, 2008) in this argument mentions the idea that
a change is important but the government in all reasons is not at fault for
this. “It’s not something this government has done. It’s not something the last
government has done. It’s something that has been there since the Second World
War and probably even before that.” The idea is that the government start
to raise ideas and incentives to help the families that are derived from a
lower social background than others as this has an important and effective
impact is taking place on pupils’ progress within schools does show to have an

factors surrounding children background is also affluential in regard to the
educational achievement that takes place, backgrounds, beliefs and individual
parental discipline also is a way of sharpening up and controlling children.

morals taught are taken to them within school and due to this they tend to see
this as high importance but with the influence of values within school surely
there is a clash. (Kehily, 1 Nov 2008) “For children in Western societies
expressed through numerous shared activities: through peer group playing and
games, styles of dress and behaviour, ways of talking, use of phones, mobiles,
texting, Internet chat rooms, patterns of consumption of commercial toys,
television, computer games and other media.” (Kehily and Swann 2003) The
influence on cultural differences may also have an impact on the life of
children and geographical areas of birth within the United Kingdom.




1 (Kehily, 1 Nov 2008)

2 (Thompson, 18 Oct 2017)