Reducing inequalities : realising the talents of all / Leon Feinstein, Barbara Hearn and Zoe Renton ; with Caroline Abrahams and Mary MacLeod.

Format:

Book

Author/Creator:

Feinstein, L.

Contributor:

Hearn, Barbara.

Renton, Zoe.

Abrahams, Caroline.

MacLeod, Mary.

Family and Parenting Institute.

University of London. Institute of Education.

Language:

English

Subjects (All):

Children--Great Britain--Social conditions.

Children.

Children--Great Britain--Economic conditions.

Child welfare--Great Britain.

Child welfare.

Physical Description:

1 online resource (66 p.)

Edition:

1st ed.

Place of Publication:

London : National Children's Bureau, 2007.

Language Note:

English

Summary:

Reducing Inequalities offers an understanding of the complex dynamics of inherited disadvantage and inequality, with the hope that future policies and practice interventions will narrow the gap

Contents:

Acknowledgements; Contents; Table of Boxes and Figures; 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; 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; 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; Figure 2: Odds ratios for family risk if occupation of father is SEG 5, 1970 Cohort; Figure 3: Bronfenbrenner's model of human development; Child development within the family context; Figure 4: A conceptual model of the effects of factors within the family context; The process of child development: The child, family and school; Figure 5: Interactions between the 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; Figure 6: Relative shifts in cognitive development, 22 months to 10 years, 1970 Cohort Study; A word about genes; Cognitive development from age 7 to 11; Figure 7: Relative cognitive shifts from Key Stage 2 to 4, by SEG, 1958 Cohort; Cognitive development from age 11 to 16 (Key Stages 2 and 4); What does this mean for children, families and schools?

Figure 8: Probability of change in school achievement, between Key Stage 2 and 4, by FSM status The impact of wider, non-cognitive attributes on outcomes; Figure 9: Relationship of age 10 capabilities to age 30 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; Figure 10: Relationship of risk factors at birth with multiple deprivation age 30, 1970 Cohort Study; 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; Figure 11: Probability of 10 or more outcomes of multiple deprivation at age 30, by level of risk at age 10, 1970 Cohort; Continuity and discontinuity in a child's level of risk of future social exclusion; Figure 12: Risk continuity: multiple adult deprivation age 30, 1970 Cohort; Summary; 4 Key messages, policy recommendations and questions; Key messages from the data

Policy implications and questions

Notes:

Description based upon print version of record.

Includes bibliographical references.

Description based on publisher supplied metadata and other sources.

ISBN:

9786613012777

9781283012775

1283012774

9781905818884

1905818882

OCLC:

758387183