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Essay / Research Paper Abstract
This 6 page paper considers the different projects and regulations that have been brought in by the UK government over the past decade, and how they may impact on childhood and what it means to be a child. The writer argues the position may be improving, but most improvements may be seen as attempts to ensure children grow into economically productive adults. The bibliography cites 8 sources.
Page Count:
6 pages (~225 words per page)
File: TS14_TEchgovm.rtf
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Unformatted sample text from the term paper:
a gradual maturation process takes place leading the child into adulthood. Childhood may be seen as one of the last places that government interventions should be intervening when defining and
setting limits on childhood. However, if we look at the last ten years the British Government has undertaken different actions that have done exactly that. The Childrens Act 1989 is
not within the last ten years, however, this can be seen as significant as this single Act changed the culture and definitions of how children we seen, and sets the
scene for later moves (Cretney and Masson, 1997). This is also worth noting as the equivalent act only came into force on Scotland in 1998 (Lexis, 2002). The initial
aspect of childrens right drew more attention to the role that children have in society, and also the role that society should play in protecting and nurturing children. With increased
rights, there was also an increased recognition that children were important individuals. When this attitudes starts to pervade the government more attention has to be paid to other aspects pf
childhood and the provision and attitudes that surround it. IF we look to the position ten years ago, there was much criticism regarding how children were seen. There was
a low priority given to nursery education (Blackburne, 1994). The education of the under fives was sparse and dependant on geographical location. The way that the government wants children
to be treated has changed. At this stage education may have been important, but preschool education was seen as a low priority, until the age of five children were not
obliged to attend any formal education. However, in the last ten years a number of government programmes, such as the Desirable outcomes programme in 1996, the Early Learning Goals in
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