The activities in this section focus specifically on issues of wellbeing, such as self-esteem, resilience and sense of belonging. They consider how practitioners can support children as they understand and negotiate their identities, and those of other people, in the light of other people's perceptions and beliefs.
There are two activities to help you highlight some of these issues.
Read the Introduction to the book Promoting Children's Wellbeing, linked below.
Click to open the(7 pages, 194KB)
The Introduction to the book Promoting Children's Wellbeing highlights the way in which children's wellbeing is used as a measure of the social and economic infrastructure of healthy and wealthy nations. Identity formation and negotiation are identified as aspects of children's emotional, psychological and social wellbeing. The relationship between identity and wellbeing is the focus of this learning guide.
The video clip for this activity focuses on issues relating to children's sense of belonging. Based on the experiences of two children, Scott and Vanessa, we look specifically at what can be done to help children develop a sense of belonging.
As you watch:
List all the things that are done to help children experience a sense of belonging.
What are the key issues and dilemmas surrounding belonging for children with disabilities, their families, key workers and the wider community?
Click play to watch the 'Belonging' video clip (10 minutes).
One issue raised by this video clip is the negative attitudes which some adults might potentially show towards children with disabilities. Negative attitudes and an unwillingness to include children with disabilities may come from a lack of experience, fear or anxiety. Some Scout and Guide groups are reluctant to include disabled children, or will only include children if they attend with their parents.
Being able to spend time away from their parents helps children to develop relationships with peers, as well as a sense of independence. However, not all peers will be supportive, and practical issues, such as noise levels, may act as barriers to inclusion.
In the video, those who know the children ask that people look beyond the disability to see the child and to respond to all the ways children communicate. This may include reading a child's body language, learning Makaton and/or communicating through pictures.