The availability of job opportunities within a neighbourhood or community may also affect a child’s development, by influencing their parents’ work. Working locally means less travel time and associated stress.Work-related stress and time constraints have been shown to have negative effects on individuals and spill over into the family and affect relationships within it, including the quality of parent-child relationships. Working locally can improve parenting, relationships between parents and children and ultimately child health and development.
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There is also evidence that the availability of housing and employment within a neighbourhood, affect levels of child maltreatment and children are less likely to be maltreated in communities where housing and employment are more readily available. Environments characterised by poor physical surroundings (e.g. lack of open space, lack of facilities and litter) are associated with poor health outcomes.
Social relationships also provide opportunities for generating new ideas, discussing issues and concerns, sharing good news and obtaining social, economic and emotional support. However, some social relationships involve negative emotions and behaviours (e.g. lack of trust, envy, jealousy, breaking promises and violence) which may undermine an individual’s wellbeing and life quality.
However, there is an increasing recognition that social behaviours are learned and that children must be taught pro-social behaviour. Children learn from their social environment, for example by mimicking the social behaviour of their peers, and thus what they see in their day to day environment is likely to influence their social behaviour. Social skills can also be actively taught, for example when a parent or teacher reinforces and encourages good behaviours, the probability of these behaviours occurring is enhanced.
- This allergy has resulted in delays in his language development as he spends a large portion of his spring and fall days unable to hear.
- HSN-7 Demonstrates a developing awareness of safety for children by providing for the routine care and maintenance of materials and equipment, keeping the environment free of hazards and debris and by anticipating and preventing potentially dangerous situations.
- HSN-11 Demonstrates anemia knowledge of health practices by communicating frequently with parents about children’s health, communicable diseases and medications and cooperating with parents and health specialists.
- Billy has a relatively healthy home life, but has a pollen allergy that often results in an auditory processing disorder.
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Children living in social environments characterised by residential stability are less likely to be absent from school and perform better academically than those who do not. Those who live in poor quality neighbourhoods (e.g. low socio-economic status) are more likely to drop out of school before completion than those who do not. Living in a good social environment increases the likelihood that a child will develop positive social relationships. Social behaviour and the ability to develop positive relationships with others were traditionally conceived as skills which would develop naturally.
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Teachers and parents may also actively encourage children to apply social skills learnt in one social setting (e.g. the classroom) to other settings (e.g. home or the playground). Individuals who have good relationships develop a sense of belonging and receive support from other members of their social network which helps them to function normally from day to day and also to cope with stress and difficult times.