Poverty Strategies In Poverty

Poverty affects a child’s educational outcomes beginning in the earliest years of life, both directly and indirectly. School readiness has been recognized as playing a unique role in escape from poverty in the United States and increasingly in developing countries. The driving forces in poverty are Survival, relationships, and entertainment. These are critical elements that make up the poverty alleviation strategy. This essay reviews the interventions needed to improve school readiness of children in poverty, and provides recommendations for helping them further their driving forces.

A study done by Betty Hart and Todd R. Risley found that children raised in welfare homes hear ten million words from their parents, while children from professional homes hear thirty million words in the their first three years. Children in welfare homes are familiar with one-word directions accompanied with a pointing finger such as sit, stand, go, stay, and other one word commands. The daily pressure of survival in

According to Robert D Putnam book Bowling Alone: The Collapse and Revival of American Community “… Inner-city social networks are not nearly as dense or effective as those Stack found in the late 1960s, for like the sprawling suburbs and small villages in the heartland, inner cities too have less social capital nowadays then they once did… Individuals who grow up in socially isolated rural and inner-city areas are held back, not merely because they tend to be financially and educationally deprived, but also because they are relatively poor in social ties that can provide a ‘hand up’” (Putnam 2000, p. 319). Though it has its hold backs according to Payne she explains that “…to achieve, people must give up relationships, at least for a period of time.” (Payne 2001) it is not impossible for a child to leave it behind but it fosters a sense of fear of emotional and physical