Modern Childhood (An Introduction to Assignment 1)

1. Modern Childhood(An Introduction to Assignment 1) Mark Jenkins

2. Children’s Needs The needs of small human beings are much the same as they ever were. They need physical nurturing [a healthy mind and a healthy body]: nourishing food; plenty of exercise and play; adequate sleep. They need emotional and social support, which mean time, attention, communication and love from the people closest to them. As they grow older , they must widen their social circle and learn cognitive skills, including the 3Rs. And throughout childhood they need moral guidance, to help them navigate the increasingly complex web of contemporary ethics.

3. Modern Childhood What do these words bring to mind – what do you consider? Discuss with a partner and be prepared to feed back

6. So What is Happening? Our expectation is that children will slowly mature from egocentric little bundles to grown-up, civilised, behaviour Something is happening to interfere with this normal pattern of behaviour Anecdotal [teacher] reports over the last 20 years point to a steady deterioration in children’s behaviour and learning potential, and not just those diagnosed with special needs

7. Cultural Factors Affecting Children’s Learning [2005 Survey of 1000 Teachers]

8. Toxic Childhood 2004 – behavioural problems in children have doubled over the past 30 years [English Research Association] Emotional problems have increased by 70% [ERA] 1 in 5 teens suffers mental health problems [American Psychological Association] By 2020 neuropsychiatric disorders in children will swell by 50% [WHO] Increased teenage use of drugs, binge drinking, self-harm, suicide, eating disorders Gun crime, Columbine High School etc

9. So What is Going Wrong? NOT JUST ONE THING We can’t blame parents, teachers, junk food or anything else. This is a complex cultural problem, linked to the incredible speed of human progress. Our culture has evolved faster than our biology. This clash between our technology driven culture and our biological heritage is now damaging children’s ability to think, learn and behave. To put it bluntly the next generation may not be bright or balanced enough to keep the show on the road. Sue Palmer

10. 2009 Report of the Children’s Society

11. An Undeniable Assertion Children are a sacred trust. They are not just our future adults. Their current feelings and experience matter as much as those of adults, and, being more vulnerable, they need even more consideration. Unless we care properly for our children, we shall never build a better world. Children’s Society

12. From the Children’s Society Our children are more educated and less sick than ever before. They are more open and honest about themselves and more tolerant of human diversity in all its forms. And they are more concerned about their environment. We are proud of our children and their accomplishments, and rightly so. And yet their is also widespread unease about our children’s experience – about the commercial pressures they face, the violence they are exposed to, the stresses at school, and the increased emotional distress... Some of it reflects a genuine fear on behalf of our children – that somehow their lives are becoming more difficult and more difficult than they ought to be

13. Marital Trends • 15% of mothers who give birth are already on their own • 25% cohabit and 60% are married • At 16 two thirds of children are living apart from their biological fathers • Cohabiting parents are more likely to split up • Children who experience parental divorce or separation are themselves more likely to become divorced or separated • An increasing number of married people are becoming dissatisfied with their marriages • Excessive Individualism • The prime duty of the individual is to make the most of their own life, rather than contribute to the good of others. • In Britain the balance has shifted toward the individual pursuit of private interest rather than social responsibility and it is this which is causing a range of problems for our children (Children’s Society)

14. Marriage in 2007 270,000 Marriages Down from 480000 in 1972 66% of marriages where both partners are marrying for the first time survive 44% of UK births occur outside marriage, in 1988 it was 25% 8% of married parents separate before the child is 5 But 43% of unmarried parents

15. Child Poverty After the USA Britain is the most unequal of all the Western countries with an exceptionally high number of children living below the average standard of living. You are classed as poor if you have below 60% of the median level of income 22% of Britain's children live in poverty

16. Children Living in Relative Poverty (2005)

17. What Poverty means for Children ‘Why can’t I have what my friend has?’ A study of 40 children gave the following picture They tried to protect their parents from their own feelings of disadvantage and, sometimes, hunger They felt shame and embarrassment as they were unable to dress like their peers Their lives were restricted because of the cost of public transport They experienced school as exclusionary, often felt unable to go on outings, and felt identified as free dinner children

18. What Children NeedChildren’s Society Families where they observe and experience love Friends, as they begin to experience life outside the family A positive lifestyle in which they develop interests which satisfy them and avoid the enticements of excessive commercialism and unhealthy living Solid values which give meaning to life Good schools in which to acquire both values and competence Enough money to live among their peers without shame

19. 33 Things To Do Before You Are 10

20. Introduction to Assignment 1 You have each been given a section of an article by Robin Alexander Spend 10 minutes on your own reading through the passage and making notes on what the article says Be prepared to share what you have with others You can find the whole article at the back of your reading pack

21. Information Sharing Get together with those who have the same section of the article as yourselves and share information and perspectives on the reading

22. Group Return to your original table grouping. You should have sheets A – G between you Starting with A and moving through alphabetically - tell the rest of your group about your section of the article

23. The Assignment A group presentation (full details are in the handbook on page5) The presentation will take place during seminar sessions in week 6 (1st Nov)

24. The Presentation Students will present a 15 minute presentation to the rest of the group It will be supported by PowerPoint slides (it is essential these are brought on a memory stick as it takes too long to log in and out of sites)

25. Expectations The presentation should not merely regurgitate the article It needs to show how students have • Reflected on the state of modern childhood • Considered the implications of what they have read for their future career • Have supported their work with other readings • Are able to relate what they say to personal experience • Use a standard of written and spoken English appropriate to undergraduate study.

26. Marking Criteria

27. Please Ensure You… • Give a copy of your PowerPoint handout to your tutor • Include all names and numbers of group members • Include a final slide detailing your bibliography • Fully reference the slides throughout Please put the names and numbers of all group members on the sign up sheet please

28. Remember • All members of the group should have a roughly equal weighting in the spoken aspect of the presentation • There is no professional studies lecture or seminar in week 6 to allow students preparation time

29. Warning Any student who does not participate on the day will be deemed to have failed the assignment and have to redo the presentation in front of the seminar group at a later date (on an individual basis if necessary) This also applies to any group who fail the presentation (or individuals within the group who are not seen to take a significant part) The presentation is on a pass/fail basis only although the mark sheet will give indicative grades (see assessment criteria).

30. Directed Task 2 Remember To bring your autobiography to next week’s session – Week 4