Analyse The Factors That Affect Children's Health And Wellbeing

Wellbeing contains physical and psychological aspects and with a sense of well being, feel confident and trust others in being and actively participate in experiences that contributes to becoming and also includes healthy physique and feel happy and satisfied and successful social functioning. It helps children to engage in the learning environment. Wellness refers to physical health and healthy wellness include nutrition intake, personal hygiene and physical fitness (EYLF; outcome 3). There are a number of factors which are affecting wellness and wellbeing in everyday life. They are all interconnected to each other as one gets effected another automatically are affected. Social –economic circumstances -For example, poverty affects physical
In childhood settings to feel Sense of worth in children, they need to be heard to fulfil their needs and interests (Thomas (1994) and Thomas and Shepherd (2000). Educators and parents create an environment for children to integrate experiences of self worth, calm, immobility and entertainment, enable children’s spirituality to be observed and nurtured through safe, secure and supported relationship with children by educators and parents(EYLF; outcome-1). Sometimes children’s spiritual wellness effects when and educators and parents make decisions for them and the children are told by others what to do or others being rushed to get things done for example, when children take an active participation in painting, but they are told by educators or parents to be rushed or how to get it done which does not give an opportunity to children to explore it independently and it doubts their capabilities and confident. For educator’s spiritual wellness they need to be heard and educator’s ideas and feelings need to be respected, trusted and sense of safety within the group and even for people who do not feel comfortable sharing with ideas or feelings. It helps educators spiritually when their personal beliefs are discussed and shared with each others. Every educator should get a fair opportunity to develop a career based on work performance and an opportunity to take
In some cases socio-culture determinants stop children to reach their potential such as interactive poverty, lack of high quality day care, lack of healthy policies for child support, appropriate patents support and poor environment support. These social factors plan to suffocate children’s ability to resilience instead strengthen in the community (shonkoff et al 2009). This can create inequalities for children that continue into adult life in two ways. During sensitive developmental periods, harm adversities accumulate. For example, in very young age if child experience physically and psychologically traumatic stress, it leads the child to become permanently incorporated into the child’s regulatory psychological process. These psychological mechanisms can be a cause of many diseases such as cancer, alcoholism, smoking, depression, abuse, obesity (shonkoff et al, 2009). A child suffers in adulthood and a disease called ‘weathering’. In this situation, increased wear and tear induced by stressful experiences deregulates and overuse pathways that were originally designed for individual’s adaptation to stress. Stress creates an “allostatic load” that activates the stress management system in the brain to extend that they turn into pathogenic instead of adaptive (shonkoff et al, 2009). The Child finds difficult to adjust himself in the group because sharing or taking turn