Factors Contributing Factors That Affect A Child 's Ability

Social class is a large faction of people who have similar positions in an economic system. In an exemplary world, all students would have an equal shot at success, excellent schools, and educators that dedicate themselves and their time to achieving this goal. However, social class can significantly affect a student's success, highlighting the correlation between low socioeconomic statuses and academic problems. In all social groups, class plays a significant role in the attainment of children in education. Unfortunately, this has always been the case and the effects are just more evident today. Families from high social classes are more likely to obtain a greater level of education than those in low social classes. Members of upper social classes tend to be better educated and have higher incomes; therefore, they are better able to supply educational advantages to their children as well. Being in a financially disadvantaged can also affect a child’s performance during school.  It is important, therefore, to examine the way in which education is distributed through social class. Between societal pressures, expectations and parental negligence, children can be negatively impacted in their pursuit for future success through their education as exemplified through “College Pressures” and “The Sanctuary of School”.

The external factors influencing a child’s development include their immediate environment, i.e. their family and their circumstances at home, their socioeconomic background and the education they receive from institutions or their family.

The level of a child’s communication skills can have an effect on most areas of development. If a child is struggling with communication and language they

Children’s development is influenced by a variety of different personal factors. Such factors can include Cerebral palsy, downs syndrome, dyslexia, and many more.

Socioeconomic Status is where a particular person or group of people stand in regards to social class. The main measurement that determines one's socioeconomic status is level of education, occupation and income. Although it may not be considered a factor in child development, socioeconomic status can actually play a huge role in determining what kind of adolescent a child develops into. It can influence a child’s morals, self-esteem, grades and many more aspects of a child's life. Socioeconomic status can play a role in determining where a person resides, the occupation they end up getting, their education and their income as well. So, although one’s socioeconomic status is technically made up of these aspects, one can be born into a low socioeconomic status which could result in them continuing to have one throughout their life. It is a cycle that one must break in order to change the outcome. Low socioeconomic status can result in child poverty. Child poverty over the years has risen and fallen but has remained consistently apparent in America. Child poverty can have detrimental effects on developing children and adolescents. It may influence the way they are raised, taught, cared for and many more aspects of the child's life which are important for successful development. Low socioeconomic status can determine how well children and adolescents develop and the type of person they develop into, including

The topic is important to the teaching profession since more and more of our students are experiencing poverty. In 2011, over 15.9 million children under the age of eighteen were in poverty (NCES). In Texas, there was a forty-seven percent increase in the rate of children living in poverty between 2000 and 2011 (MacLaggan, 2013). In 2012, 1,777,000 Texas children lived in poverty and 749,000 lived in extreme poverty (Kids Count). Poverty and its stressors are linked to impairment of cognitive development and have implications for development of brain structure and function (Berliner, 2009). Children in poverty are twice as likely to be retained in school, are more likely to be placed in special education classes, perform less well on standardized tests, have lower grades, and are more likely to not complete their high school education (Berliner, 2009; Woolfolk, 2013,

Children just starting school experience different forms of hierarchy at early ages, primarily differences between social and economic classes, but easily can be labeled victims. There are numerous arguments that support the awareness between the upper, middle, and lower classes, and these arguments are often talked about. There are also specific theories and ideologies that follow the sociological and psychological actions of the victims. The poorer communities are less fortunate, following a cycle, representing the breaks of education and limited community support. With the American Democratic system, public issues are often ignored in the systematic association of poverty. Issues such as health, privacy, and protection are common, and education is pushed to the side. Plausibly, these issues represent a wider picture of the vast issues in America, and economic

One of the realities that exist, is that the social class a family is in, has a huge impact on the education of achievement amongst their children. In the article, Gregory Mantsio cites the idea of Richard De Lone, by providing scores from the college board to examine the correlation between family income,

This factor is responsible for a long list of things that can be taken for granted such as height, weight gain, development of muscles and structures within the brain. A good example is the way in which this factor is linked to speech: the growth of teeth in the jaw makes a difference to speech production and the ability to eat.

Learning to play and create fun activities for a child is important factor in building their development of their speech, language and communication. Speech and language is not something that is natural to everyone, it needs encouraging, for example if a child is playing with a certain object tell the child what the toy is encourage them to repeat back to you, use role play and join in as this is a good way of encouraging speech and communication skills. Books are brilliant for communication and speech for very young children, you can get books that make sounds or touch and feel books and you can encourage them to tell you what noises are in the book, or what it feels like, therefore encouraging communication. Nursery rhymes are also good for

So, what was socioeconomic status? What were the components that constructed socioeconomic status? Socioeconomic status was defined by multiple factors: educational attainment, income, occupational prestige, wealth, and much more. Educational attainment component of socioeconomic status had a long term prevalence on a person’s health. Research shown that children who grew up in low-socioeconomic status households and communities developed academic skills more slowly than other children. Some potential reasons was the lack of literacy in their environment, chronic stress, under resource, inadequate education provided in an area, and much more influenced an individual’s opportunity of learning at an early age (American). The lack of literacy in an environment was attributed

Another defining factor for social class is education especially since education is seen as an achievement toward the American Dream. (Lareau, 235). Younger generations seem to place more emphasis on achieving higher education and the occupational opportunities provided for those who are well-educated (Cherlin, 113). The socioeconomic stratification corresponds to those with differing levels of education such as upper/middle class individuals have a college education while working/lower class have some college and/or minimal high school education (Cherlin, 118-119). These individuals and their given circumstances based on education and income have different values and trends about marriage, family and socialization/rearing of children. (Cherlin, 114-117). Family inequality is then based on direct obtainment for individuals who are head of these households such as employment of fathers and mothers (Cherlin, 111), which in turn affects the childhood/family experience of child within the socioeconomic status of their parents. (Lareau,

One main reason behind students not being successful later in school is related to the readiness of the child when they enter school. “Evidence suggests that children’s academic skills at school entry are linked to their later school achievement (Entwisle & Alexander, 1993), and that test scores in the elementary school years are associated with long-run economic outcomes such as employment and earnings (Krueger, 2003)” (Magnuson, Ruhm & Waldfogel, 2005).

The Department of Education and Training and TISC have produced research that has indicated that children from low socio economic areas on average have far fewer students that enter university. The reason for this is that these parents have no previous experience with higher education and often don’t value this education in the same way parents from affluent areas do, hence the children do not have the role models to follow. Many of these families also do not have the finances to access school of choice and provide resources within the home that may enhance their development. Many of these parents also lack their own educational knowledge that allows them an understanding of how a child’s development processes. A simple example of this may be the fact that these parents may not understand the value of early intervention with developmental processes such as reading (How Kids Develop, 2008) i.e. simply reading to them each night.

There are many different factors that affect a student’s academic success in the education system. One of the main factors that play a part in a student academic success is where their family lies on the socio-economic scale. “The components of socioeconomic status – income, parent education and parent occupation – are each statistically significant predictors of student achievement (Buckingham, Wheldall, Beamnan-Whelldan, 2013). Socioeconomic status defines not just the income of an individual but also that educational attainment, financial security, and subjective perceptions of social status and social class (APA, 2017). Socioeconomic Status and Academic Achievement is an important topic to discuss as many of our students in the education system are either on the bottom of the scale or the top and to find accurate resources to help these students succeed academically we have to look at the research regarding socioeconomic status. Socioeconomic status affects the human functioning overall psychical and mental health. The research has found that students from families with lower social economic status struggle more than those students who come from a higher social economic status due to the slower development in academic skills as they are focused on so many different skills at one time than those who are from higher socioeconomic status communities. Along with that, school systems in lower socioeconomic status neighborhoods are “often under resourced,