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This document discusses culturally deprived children and the challenges they face. It defines disadvantaged and disadvantaged environments. It then lists several national and international agencies that work to support culturally deprived children, such as providing education, healthcare, employment opportunities, and more. The document also examines causes of cultural deprivation like low socioeconomic status, disadvantaged schools and cultural isolation. Finally, it discusses theories of cultural deprivation and concludes that early intervention programs can help improve cognitive skills and academic achievement for low-income children.
This document discusses culturally deprived children and the challenges they face. It defines disadvantaged and disadvantaged environments. It then lists several national and international agencies that work to support culturally deprived children, such as providing education, healthcare, employment opportunities, and more. The document also examines causes of cultural deprivation like low socioeconomic status, disadvantaged schools and cultural isolation. Finally, it discusses theories of cultural deprivation and concludes that early intervention programs can help improve cognitive skills and academic achievement for low-income children.
This document discusses culturally deprived children and the challenges they face. It defines disadvantaged and disadvantaged environments. It then lists several national and international agencies that work to support culturally deprived children, such as providing education, healthcare, employment opportunities, and more. The document also examines causes of cultural deprivation like low socioeconomic status, disadvantaged schools and cultural isolation. Finally, it discusses theories of cultural deprivation and concludes that early intervention programs can help improve cognitive skills and academic achievement for low-income children.
There is now great interest on the part of practitioners and academic people in the problem of lower socio-economic group .we are nearing a major breakthrough in dealing with there question . There are words of famous writer Frank Riessman in a editorial page he believe considerable agreement regarding many of the treating there problems (although there are some very different emphases). What is missing is a theoretic rationale to give meaning and direction to the action suggestions. A sound theoretic approach has to be based on the culture of lower socio-economic groups and more particularly the elements of strength in this culture . The terms deprived hand capped underprivileged disadvantaged unforfunately emphasize environment limitations are largely ignore the positive efforts of low- income individuals to cope with their environment. The most approaches concerned with educating the disadvantaged child either overlook the positive elements entirely or merely mention in passing that there are positive features from which middle class groups might . But they do not spell out there strengths to any extent and consequently they build education AGENCIES OF CULTURALLY DEPRIVED CHILDRENS
NATIONAL AGENCIES OF CULTURALLY DEPRIVED CHILDRENS
Organizations and main objectives. 1.Department of medial social work i. To establish a link between the patient KEM hospitals medical team and communication at large ii. To give counselling to patients (or their relatives) who are suffering from chronic disease illness . eg : cancer ,TB ,and HIV +ve and help them in evey possible way for the recovery. iii. Participation in the education of social work students . iv. To conduct workshops on HIV awareness attitudes and bio safely precautions. 2. Gram- mangal.
i. Mainly concentrate on child education in tribal area. ii. Introducing concept link joyful learning the kids through trained teachers. iii. Experience with total educational drive encompassing all age group through adult literacy programs. iv. We have adopted following five value; Liberty, rationality , co-operation ,the joy of labour and aestheties . 3. Sampoorna Bamboo Kendra. i. To assist in the socio-economic upliftment of the aboriginals in india by selling up an educational institute, by holding artisan fairs etc. ii. To help increase the production and productivity of bamboo in forest and non-forest sector of the country. iii. To promote the cultivation , craftsmanship skills and use of bamboo on a wide scale in india there by generating employment on a wide scale among aboriginal Indians. 4. Society Of Friends Of the Sassoon Hospitals (SOFOSH). i. To provide assistance to low income patients to purchase life saving drugs which are not provided by the hospital. ii. To help and support burn victims by providing nutritious food assist in blood donation and much more. iii. To provide services , and care to orphaned mentally challenged children from birth to five years.
INTERNATIONAL AGENCIES OF CULTURALLY DEPRIVED CHILDREN
1. ERIC (The Education Resources Information Centre ) According to RIESSMAN FRANK concerned with the educational problems of children from low-income families one must not ignore the positive efforts of low income individuals to cope with their environment.
CAUSES OF CULTURALLY DEPRIVED CHILDREN Disadvantaged:- Individuals or group who have low status n a particular society for reasons of race , sex, ethnicity, economics, language , geographic, location, environment education, disabilities etc. Disadvantaged environment :- i. Disadvantaged school ; School whose programs facilities or resources do not must the basis educational need of their students.
Rural school system and One teacher school system. ii. Cultural isolation ; A subcultures relative lack of participation in or communication with the or larger cultural system can be internationally or externally imposed. Educational problem. Low income groups. Student attitudes. Student characteristic.
2. JSTOR
JSTOR, is part of ITHAKA a not for profit organization helping the academic community use digital technologies to preserve scholarly record and to advance research and teaching in sustainable ways.
Main programmes: a) An experimental preschool program for culturally deprived children . b) Motivational aspects of changes in IQ test culturally deprived nursery school children. Performance of culturally deprived nursery school children.
THEORIES BASED ON CULTURALLY DEPRIVED CHILDREN
Cultural deprivation is a theory of sociological that claims the members of the working class cannot easily acquire cultural capital hampering access to education and upward social mobility. Proponent of their theory argue that working class culture ( regardless of race gender ethnicity or other factor). Inherently differs from that of people in the middle class children can easily acquire cultural capital by observing their parents working class children cannot and this deprivation is self perpetuating . This theory claim that middle class gains cultural capital has the result of primary socialization , why the working class does not . cultural capital help the middle class succeed society because their norms and values if acclimated educational achievement and of society that lack cultural capital does not pass it on to their children reproducing the class system. Middle class childrens cultural capital allows them to communicate with their middle class. Teachers more effectively than working class children which contribute to social inequality. According to BOURDFEU state school are setup to make everybody middle class although only the middleclass and some high achieving working class have the cultural capital to achieve this. From they MARXIST prospective cultural deprevation observes that the resources available working class are limited , and that working children enter school less well prepared than other.
CONCLUSION
Early intervention can improve low- income children s cognitive skills and academic achievement . National Head Start program conceptualized while psychologists were beginning to study preventive intervention for young children living poverty. So will try to improve the social and economic status of deprived children .