Clergy

Poverty has a great impact on children school lives because they usually face with the overwhelming challenge in their families that is a factor impact on children’s school behaviors and performance. Girls will tend to abuse, while boys may damage in other aspects such as curiosity, learning, and memory. When I read the chapter two of the book, Teaching with Poverty in Mind written by Eric Jensen, I completely agree with him that “A child who comes from a stressful home environment tends to channel that stress into disruptive behavior at school and be less able to develop a healthy social and academic life” (Jensen, 2009, n.p.). In this book, he reported, low-income children “are linked to over 50 percent of all

According to the article Poverty and the Developing Brain: Insights from Neuroimaging article by Sheeva Azma, poverty is linked to emotional processing and memory environmental factors of poverty may have on a child’s behavior and academic performance in school that poverty causes physical changes to a child’s brain (Azma,2013). Poverty can affect a child’s development from a mild range or severe. This is

This chapter is intended to “review the history of SES and provide an overview of the association between SES and children's well-being for three major domains of development (cognitive, socioemotional, health)” (Bradley & Corwyn, 2002, p.372). Since it is a more of a review of knowledge already published than a study in itself, the methodology included reviewing prior studies. Their search ended in finding that there is an extremely complex relationship between socioeconomic status and cognitive attainment that may not always be seen in a concrete answer. Where some researchers argue that specific cognitive skills are reliant on family income and others are completely independents, different researches assert the opposite. Something they mentioned that I would like to consider in my study is the relationship between socioeconomic status and attendance. Bradley and Corwyn (2002) say “SES also appears to affect school attendance and number of years of schooling completed” (p.378). While these two aspects have enough information to be a study of their own, they do play a role in my personal

In this time and age the United States contains a high number of students in the public schools who are under the poverty line. Poverty is defined as the state of being really poor financially. Poverty in the United States has become a complicated problem that causes a variety of diverse challenges for children and their families. Although the economy of the United States is showing great signs of improvement, poverty remains a serious issue. While examining poverty and children education in several articles all authors seem to agree with the fact that poverty does have an affect in the academic development of a child. However, there are several disagreements in other areas. The authors that this essay will be

What is it like living in a home with low income? Poverty is the state of not having enough money to meet basic needs such as food, clothing, and shelter. What affects does it have on children? Children living in low income homes face more challenges than others. The have to endure the pain of not having family members at home when they need them. Children living in poverty have to cope with the stress of taking care of themselves as well as their siblings at times, while trying to maintain satisfactory grades in school. In this paper I will discuss the effect of poverty on a child’s social development, academic performance, and health conditions.

It has long been known that low socioeconomic status is linked to poorer performance in school, and recent research has linked poverty to smaller brain surface area. The current study bridges these converging lines of evidence by revealing that up to 20 percent of the achievement gap between high- and low-income children may be explained by differences in brain development.

The development of children can depend on many factors, one of the important ones being socioeconomic status (SES). SES can be defined as a multidimensional construct, including measures of social factors such as power, prestige and hierarchical social status, and economic resources (Hackman and Farah, 2009). Child development can be studied from multiple dimensions such as physical, mental, social, and emotional development among others. For the purposes of this study, I will be focusing on how socioeconomic status affects child cognitive development.

One major effect of poverty is that children are at a higher risk for academic failure. Readiness for school when entering kindergarten sets the bar for future success. Students behind their peers find it more difficult to close the readiness gap (Black

Question 2: Discuss the effects of poverty on children’s cognitive and social development and the extent to which effects might extend into adulthood

Through the lens of an information-processing theorist, memory is one domain in which children continuously grow in their cognitive development. Kimberly Noble explores the way in which the socioeconomic status (SES) of the family, specifically focusing on educational attainment and income, affects this cognitive development in children ages two and younger (Noble et al., 2015). Several research studies have shown connections between low SES and lower academic achievement; one notable study by Judith Bowey shows academic differences in preschoolers. Bowey looked at 238 preschoolers from varying socioeconomic backgrounds and found that high SES preschoolers scored higher in IQ, vocabulary, grammar, and number problems (Bowey, 1995). Both Noble and Bowey are particularly focused on the early point in development in which these differences can be observed.

The socioeconomic status of a family and their ethnicity has a substantial effect on their child’s early learning and determines how much their child will accomplish through life. Life events from before birth to three years old will have significant impact on brain development (Nelson, 1999). Socioeconomic status limits how much a family could provide to aid a child’s development. Middle-class families can better prepare their children with opportunities for success than families with low household income. Families with low household income will be reluctant to spend money on daycare because they have other priorities. Credentialed daycare providers increase children’s cognitive and critical thinking skills (Barnett & Belfield, 2006). The

Poverty can be caused in the early stages of childhood, sometimes even as early as kindergarten. “Prekindergarten and kindergarten class sizes above 20 are generally associated with poorer outcomes for children. Even after controlling for factors such as family income that may correlate with large class size” (Pianta pg. 120).

Economic circumstances has an influence on multiple areas that affect infant development. Income related difference in parenting appear early in the infants life; for instance, on average low income mothers are less affeffectionate, less responsive to infants’ distress signals, and they are more likely to have harsh parenting styles. Children from a low income have fewer stimulating experiences and learning materials than children from higher income households. This leads to apparent differences that during the first years and often last into adulthood. One of those differences are that the children from low income are more likely to have increased behavioral problems and lower cognitive scores. Furthermore, children from a high income family usually experience psychological stress because the parents pressure the child to overachieve. The financial situation can also affect if the infant is able to get the nutrition intake that is needed, and if the infant is unable to get the right nutrition that will lead to other areas of development being affected.Financial situations

In 2000, the poverty rate for individuals was 12.2 percent and for families was 9.3 percent (American Psychological Association). In 2010, the poverty threshold, or poverty line, was 22,314 dollars for a family of four (American Psychological Association). U.S. census data reveal that from 2009 to 2010, the total number of children under age 18 living in poverty increased to 16.4 million from 15.5 million (American Psychological Association).

The impacts of poverty on children are wide-reaching and can prompt long-term life struggles, particularly when young people don’t receive a good education. Poverty and education are inseparably connected, on the grounds that people living in poverty may quit school, so they can work instead, which leaves them with a lack of literacy and numeracy skills, which then causes them to not be able to advance in their careers. Their children, thusly are brought up in a comparable circumstance years later, with little income and few options, but to leave school and work. For the students living in poverty that do choose to stay in school have to deal with the poor education offered near their home. Most high-poverty, high minority schools will receive significantly less state and local money than more wealthy schools, and students in such schools will probably be taught by teachers who are unpracticed or teaching outside their specialties. Studies have also been done about how physical and social-emotional factors of living in poverty can affect students’ cognitive performance in a detrimental way.