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Title: |
Young children suffering, or likely to suffer, significant harm: experiences on entering education: research report |
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London: Great Britain. Department for Education, 2012. 112p. |
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Abstract: |
This is the 2nd report from a prospective, longitudinal study tracing the decision-making processes that have influenced the life pathways of a cohort of young children who were identified as suffering, or likely to suffer, significant harm before their 1st birthdays. This report explores their progress between the ages of 3 and 5 years, with particular emphasis on their experiences on entering education.The focus on education is due to the view that, from about the time the children were 3, social workers would be able to withdraw their support on the grounds that their welfare would be monitored by staff in nurseries and schools. The study took place in 10 local authorities and focused on a subset of 37 of the original sample of 57 infants. The study used a mixed methods design, including data collected from social work case files, questionnaires completed by both parents and teachers, and in-depth interviews conducted with birth parents. The report discusses the findings under the following themes: the children’s experiences and progress from the ages of 3-5 years; readiness for school and evidence of emotional and behavioural difficulties or delayed development at age 5; and the children’s progress and experience as they enter school. Implications for policy and practice are discussed, including the importance of early, decisive and effective intervention and the role of schools in the safeguarding agenda. |
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book; |
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Topics: |
child protection; early intervention; education; longitudinal studies; nurseries; pre-school children; schools; vulnerable children; |
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www.scie-socialcareonline.org.uk/profile.asp?guid=f6391e11-999e-4e06-96cd-1284ad202303 |
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