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Child development influenced by poverty and deprivation
Effect of socio-economic status of parent on their children
Effect of socio-economic status of parent on their children
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How a Family’s Socioeconomic Status Affects the Development of a Child A family’s socioeconomic standing greatly affects how a child develops as a person. This is thoroughly discussed in the article entitled, “Socioeconomic Status and Child Development.” Naturally, families that belong in the higher socioeconomic rank have the resources to send their children to better schools, provide them with their needs and opportunities for developing themselves as they interact with others. Higher income families are able to provide decent, secured, and structured environments for the development of their children. Those children belonging to lower income families can face risks, and lack of opportunities and access to developmental supports that could be of great help to their growth and development. Research shows that children from low-income families have higher risks of suffering from accidents and injuries, retardation and learning delays, and poor health conditions. Considering that these families find in difficult to afford …show more content…
The article aptly explains the various aspects of children’s concepts, language, perception and memory, and how these are effectively applied. It gives emphasis on the cognitive elements of children’s perception and attention that enable them to disregard or shun stimuli that may be considered unproductive for their development. With its detailed information and analytical material, this article can be practically indispensable to parents and soon-to-be parents, as well as those who are highly interested in the study of child development, especially in the stages between infancy and youth. It is every parent’s dream to provide their child a bright and healthy future. What better way to achieve this vision than to understand the foundation and processes of child
(Brooks-Gunn et all, 1997) That points out the disadvantage and how the family income influence youngsters overall childhood, since under the poverty condition, they children do not have enough money to support for their necessary needs, they will more likely to have low self-confidence and hard to blend in with their peers. Poverty has impact on children’s achievement in several different ways. Payne (2003) maintained that the poverty could affect children achievement though emotional, mental, financial, and role models (Payne, 2003). Thus, the children from low-income family are more likely to have self-destructive behavior, lack of control emotional response and lack of necessary intellectual, that is really important for the students under the age of 16.
As much as society tries to deny the fact that the family that one comes from determines their fate, in almost every case this very fact is true. Today, we see how infants who are born into wealthy families are treated differently than children who are born into drug and disease-stricken poverty. Higher classed people stand out in society on both a local and national level much more than the average middle class working family.
The book “Unequal Childhoods Class, Race, and Family life” by Annette Lareau it talks about children’s reality and how upper class, middle class, working class, and poor families live. The working class families that she observed live in a neighborhood that can be dangerous for the children and not a desire place for the kids to be in, in the contrary the middle class families live in houses that are adequate for the children, families have access to grocery stores, and children are able to participate in activities that are not part of the school. This book is interesting because she talks about the different situations that families and children encounter. Not everyone comes from families that are able to support them or give them the attention that they need. This book shows the reality on how different social class families live under what conditions, how their school looks like, and the overall environment of the children.
Children in families with lower incomes at or below the poverty line have been connected with poor cognitive and social development in early childhood. The studies that I chose to use evaluate the cognitive and social development during early childhood using various surveys, evaluations, and observations completed by or with the children, parents, and teachers. Development of any kind is dependent on the interplay of nature and nurture, or genetics and environment. These studies draw from a child’s environment during the earliest years of development, specifically birth, pre-school, and early elementary school. The studies propose living in an impoverished environment as opposed to an environment above the poverty line imposes certain restrictions on cognitive and social development during early childhood.
From the video observation, the two three-year old children, Thomas and Riley set off on a bus journey along with their childminder; it is observed that both the children speak about their journey, in which they are able to identify various features, which include the passengers; various buildings and different types of buses. Both children observe many of the features by taking photographs to highlight what they have observed on their journey. From observation, the video looks at the way the childminder plans the experience from a child-initiated stance, which directs the children’s learning in addition with assisting them with role-play and symbolic play, which is shown towards the end of the video. Thus, this essay will focus on the importance of early physical development within the Early Years framework, as well as the influence of the family with reference to the children along with the childminder. I shall link theory to practice from observation, by recounting both the boy’s bus journey, using a number of hypothetical methods, as well as emphasising the social and emotional development equally with cognitive development. However in particular, I will address the cognitive development, by doing so, a whole approach is required regarding both the children’s development, as children are seen as individuals and that each area of their development cannot be divided into different sections.
To examine the socioeconomic status of my study mother, Susan and assess whether she exhibits similar characteristics to other mothers in the same social class at a local, regional and national level. The effect of socioeconomic status on different aspects of pregnancy and childcare will be discussed.
Becoming an adult is signified differently in every culture, in America, reaching middle class status is one way that is used to indicate adulthood. To obtain middle class status one would need to acquire a job, become financially stable, get a house, and have a family. The “Mood Economy”, self-reliance, and distrust in institutions, as stated in Silva’s Coming Up Short, have reshaped what it means to become an adult. Replacing the traditional white picket fence ideals with new neoliberal ones. Although middle class status is still a goal for a lot of individuals, the number of people who reach middle class status has diminished significantly over the years. By examining the new milestones that mark adulthood and evaluating how the state reproduces little social mobility through “Attacking Solidarity” mentioned in Requiem for the American Dream, we can get a better idea of how the middle class disappeared before us.
Based on the model presented in the book, my family’s social class position on the social class ladder is upper middle class. My husband and I live a very comfortable life. I’ve earned a Bachelors degree and I have a successful career in Accounting/Finance. My husband is a business owner and has done really well for himself. We are definitely not poor, but we aren’t rich either. We work hard and are proud of the milestones we’ve achieved at a very young age. Some of the factors I am using to put my family in this social class are the following: my husband and I earn very good money, we are able to enjoy life without thinking about money and whether we can afford to do or buy something, we have the ability to travel and see the world, and we
from the same class, and the same goes for middle and high socioeconomic status. This period in a child’s life is cr...
Socioeconomic status (SES) is a major topic of interest within the study of language development in children. It has been indicated as one of the most widely studied constructs in the social sciences (Bradley & Corwyn, 2002). Even with the wide variety of studies involving SES, there has never been a complete consensus on what SES actually represents. Beyond the development of language, SES also affects the overall development of a child. These developmental differences then further lead to differences in language acquisition. When looking at SES, there are many factors to consider. The concept of capital seems to best embody the current meaning psychologists hold of SES, according to Bradley and Corwyn (2002). Capital is favored because of its inclusion of access to financial (material resources), human (nonmaterial resources such as education) and social capital (social connections). The current working definition of SES involves family income, education level, and occupations, which influence the theories and characteristics that children develop (Hill, 2006). The effects of socioeconomic status on children are shown through many factors that affect language development through the child’s overall growth, their cognitive development, as well as their stress management and the parenting styles that they are exposed to.
middle of paper ... ... (1958), as cited in ‘Children’s Cognitive and Language Development, Gupta, P and Richardson, K (1995), Blackwell Publishers Ltd in association with the Open University. Light P and Oates, J (1990) ‘ The development of Children’s Understanding’ in Roth, I (Ed) Introduction to Psychology, Vol 1, Hove, East Sussex, Psychology Press in association with the Open University.
Socioeconomic status can be defined in terms of family wealth and assets as well as educational background. For this reason, many comparisons can be made between socioeconomic status and education. Furthermore, academic achievement and the level of education reached by an individual, is determined by socioeconomic status. Research has shown that environmental circumstances and family issues greatly influence a child's future because the impact of the socioeconomic status depends on the level to which an individual becomes successful in life. Research also shows that family conditions can impact a child’s education and their quality of life. For example, being raised in a high-economic culture increases the chances that a child will attend
This paper explores the way social inequality affects schooling. In a classroom setting, one student can be treated unequally just because of their race, ethnic background or religion. Taking notes from Purcell- Gates and Boykin, A.W. & Noguera, P., the topics of ethnicity and the achievement gap will be discussed in the event that all students should be treated equal. Also bringing in the topic of the “No Child Left Behind Act” introduced by former president George W. Bush in 2001 and was signed into law in 2002. For a long time, social inequality places a negative effect on schools around the country. The common urban verse suburban educational battle has been going on for way to long and there is a fix that needs to be made.
Social interaction plays an important role in people’s life starting from the early childhood as infants interact with their caregivers and build the emotional attachment that is the base for future relationships. By social interaction with others children learn how to communicate, play and behave in particular situation. Berk (2009) proposed the overview of the literature that concentrates upon the early attachment and its importance. Knowing the influence of social interaction on child development in the first few years, the essay is going to elaborate upon the implication of social interaction on the development of cognition. Cognitive development as Lee & Gupta (eds.) claimed is the term that refers to acquisition and development of knowledge and cognition, namely the processes such as memory, language, and problem – solving and drawing. When elaborating upon cognitive development, the three main aspects can be distinguished: the understanding of the objects by children, their ability to imitate caregivers and children’s ability to hold representations of the world (Oates, Wood & Grayson, 2005). All of the aspects play an important role in developing cognition of children and provide the explanation for the understanding of children’s learning influenced by social relationships and practices. In the essay there is going to be an emphasis on the social interaction between children and their caregivers and peer relations. To consider whether social interaction is a fundamental basis for cognitive development of children, there is going to be presented the overview of the literature that concentrates upon it. There are two fundamental theoretical frameworks that touch upon the subjects, namely the work of Piaget (1926) and Vygots...
Human beings undergo different stages of development. During the development, people experience various constraints and detriments depending on their gender, race, social status, among other factors. The society plays an incredible role in human development. Everyone deals with eth society in different ways; through education, work, communication, or socializing. Therefore, social influence is inevitable. Scholars go as far as singling out social status being a lifelong limiting factor of human development (Bartholomae, & Petrosky, 2003).