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Effects of Poverty on Intellectual Development

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The Effects of Childhood Poverty on Intellectual Development

It is widely known that poverty has many negative effects on the development of children who grow up in impoverished homes. One of the most influential outcomes of a person’s life is their intellectual development, which takes place primarily within the first years of life. Not only can childhood poverty result in less enjoyable childhoods, but adversely affects the cognitive and behavioral development; yet more specifically, children’s intellectual development (Duncan 406). In fact, the economic conditions that a child is subjected to during early and middle childhood is very crucial for forming ability, achievement, and intellectual development (Duncan 408). Poverty has
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Living in a neighborhood made up of a majority of poor families creates the unsafe and non-cognitively stimulating environment for a child to develop in. Because cognitive stimulation is a direct proponent of intellectual development, childhood poverty proves to affect brain development through the home environment.

Mother’s Involvement with Child The next mediating mechanism of childhood poverty affecting intellectual development is the mother’s involvement with her child. How a child is raised and parented is crucial to the human development at a young age, and is one of the main intervening factors between poor families and the ultimate outcome of the child. More completed models of childhood development in poverty include “mediators such as the amount and quality of time spent by parents with their children,” along with the other aspects of home-learning environments (Duncan, Brooks-Gunn, and Klebanov 309). Parents who live in poverty daily and for longer amounts of time often face lack of food, poor housing, unsafe neighborhoods, unemployment, discrimination, and poor health (Guo and Harris 433). When facing these hardships, impoverished parents suffer from more psychological issues than non-poor parents, which can lead to harsh discipline and low levels of support for the child. When a parent is not supportive or does not challenge a child to preform at a higher
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