Support from within

Children and young people require supportive and stimulating environments in order to develop at the expected sequence and rate, when their environments are found to be lacking they will not reach the developmental stages they are required to-an over stimulating environment can also be detrimental to development.

Children and young people can experience disadvantageous external factors such as;
· Poor relationships with their families
· Be exposed to neglect or abuse
· Adults around them involved with drugs or alcohol
· Be at a socio-economic disadvantage
· Come from a single/step parent family
· Come from a background of unemployment/criminal activity
· Low/high expectations of behaviour/learning
· Low involvement from parents/carers

One, some or all of the above factors will impact on the child’s sequence and rate of development. By recognising and assisting those children and young people in an appropriate and supportive manner-support coming from the family, school or outside agencies such as social services-the most favourable outcome can be expected for that child.

If a child is expected to behave in a certain way or if the expectations at home are too high then the pressure this puts upon the child can adversely impact on their development. For example, it is expected that 9 year old ‘John’ should be in all the top sets at school, his parents are both in academic professions, so the pressure is on ‘John’ to follow in their footsteps. ‘John’ is struggling in his maths and is feeling inadequate, he spends his breaks and lunchtimes going over the work done in class, this behaviour is having a direct impact on his social development as he is not mixing with his peers. Indeed, his refusal to join in playground games and instead do maths is causing the other children to tease and bully him and he is now seen in a negative way as a ‘goody-two-shoes’ and a ‘swot’.

This teasing/bullying from his peers together with the pressure at home, has depleted all of ‘John’s’ self confidence and now that even if he wanted to join in with his peer he couldn’t as he has already ostracised himself from his social group and has consequently fallen behind too in terms of his social development.

The ‘parenting style’ that is favoured within a family will directly impact on the social development of children and young people, for example;
“Authoritarian Parenting: Often rigid and controlling, authoritarian parents place high demands on their kids without allowing room for discussion or regard for the child's feelings. This can result in children who are fearful, anxious, frustrated or withdrawn.

Authoritative Parenting: Favouring supportive discipline, authoritative parents expect good behaviour from their kids, but they gently and lovingly guide them, rather than being forceful or cruel. Kids with authoritative parents are typically self-confident and socially adept.

Permissive Parenting: Extremely lenient, permissive parents allow children to decide for themselves what they feel is appropriate behaviour. Unfortunately, these kids often have poor control over their emotions and may have difficulty with their peer relationships.

Neglectful parenting: Unlike permissive parents who are involved in their children’s lives, neglectful parents place the welfare of their children as a low priority. Children of neglectful parents are frequently emotionally immature and may engage in antisocial behaviours.”

(Kids’ Development, 2011)

It is clear that the home as an external environment plays an important role in a child’s development, in that it is important that the child has positive interactions with its parents/carers as this is where a child will learn many specific behaviours and skills relating to ‘normal’ development. Children emulate their parents and what behaviours are learnt will impact directly onto the child’s rate and sequence of development.

E Paterson-Russell