nvq 3 adult expectations

[kellysp1]

Hi all
i have been given a question that includes adult expectations
When expectations are realistic, it is easy for a child to experience success and feel personally valuable. On the other hand, when expectations are too high or too rigid, parents often express disappointment in their child’s actions. As disappointments mount up, they begin to eat away at a child’s view of his own value and his self-esteem begins to diminish.
this is what i have so far can anyone help please

[Heidi]

Originally Posted by kellysp1

Hi all
i have been given a question that includes adult expectations
When expectations are realistic, it is easy for a child to experience success and feel personally valuable. On the other hand, when expectations are too high or too rigid, parents often express disappointment in their child’s actions. As disappointments mount up, they begin to eat away at a child’s view of his own value and his self-esteem begins to diminish.
this is what i have so far can anyone help please

Don't forget to give an example to back up what you are writing about such as if an adult (parent or practitioner) sees a child attempt and complete a jigsaw puzzle of 6 pieces, they may give and expect a child to complete a 24 piece puzzle - after all (in the adult's mind) it's only placing more pieces in. The child though may be daunted -it's too big a leap, they wanted to keep practising on a 6 piece puzzle to re-enforce their knowledge, they were encouraged to attempt the 6 piece puzzle as it was of something they liked (such as Thomas the Tank engine) or they may have watched an older or more able child role model as they completed it. Coming to the puzzle table to find the 6 piece has disappeared and only 24+ pieced puzzles may make a child go elsewhere.

Children need to develop at their own pace, but with support and encouragement and providing different puzzles (2d & 3d, different subjects and sizes) .

This is just one example but you'll be able to think of others i.e. toilet training etc, but your assessor will want you to show how you translate the theory into practice.

[kellysp1]

thanks that was very helpful should i also include the fact that to high expectation can lead to life taking or is that to much

[Heidi]

Originally Posted by kellysp1

thanks that was very helpful should i also include the fact that to high expectation can lead to life taking or is that to much

I only work with children up to the age of five years and didn't have that in mind. I'm not sure to be honest, it's such a startling statement and without having factual material infront of me, I'd be a dubious to commit that to on paper.
When anyone (a teenager, young adult or older) commit suicide, there are sometimes other reasons and it also depends on their state of mind. When I've read of teenagers (thankfully very rare) of taking their own life whilst they wait for exam results, the pressure often comes from themselves.

I know of one boy that did this in my school year when we took our 'a' levels many many years ago and it was after he took them, he was such a perfectionist (and very clever) and could not bear to think he had not achieved what 'he' had to get. He got straight 'a's in all subjects, but he wasn't around to find out.
I'm not sure of your criteria you are being asked for, so will leave that up to you to decide.

[kellysp1]

very sorry to hear that, its a very open ended question i think i will leave this part out. thank you for your reply