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Language development for children from birth to 5 years
Poverty and child development
Language development for children from birth to 5 years
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Effects on Development in Toddlers from Low Income Families Contextual Information and Purpose This study studied 87 infants and toddlers from low-income families. The original scores from Bayley Scales of Infant Development (BSID-II) were revised. The study focuses around the development of infants and toddlers in the low income families. According to the researchers, there have not been a lot of studies done to examine the healthy infants and toddlers in these low income families, as compared to the children with slower development. Therefore, the study makes an effort to examine the method used to determine the development in these children. It suggests that if the children do not receive proper stimulation at the right time, the can lost some of their language and problem solving skills in the early years of life. Summary of Findings To study the differences in performance between infants and toddlers, the BSID and BSID-II scores for both, based on their performance were compared to the standardization sample. The BSID scores of infants when compared to the stan...
It is not difficult to document that poor children suffer a disproportionate share of deprivation, hardship, and bad outcomes. More than 16 million children in the United States – 22% of all children – live in families with incomes below the federal poverty level – $23,550 a year for a family of four. (Truman, 2005) Living in poverty rewires children 's brains and reports show that it produces prolonged effects. Also, growing up in a community with dangerous streets, gangs, confused social expectations, discouraging role models, and few connections to outsiders commanding resources becomes a burden for any child. The concern about the number of children living in poverty arises from our knowledge of the problems children face because of poverty.
The Infant and Toddler Rating Scale is just one of the four scales that share the same format and use a scoring system. All the scales have different requirements because they assess different age groups and different settings. These tests are checking on the organization of space, interactions, activities, schedules and provisions of staff and parents. This scale is specifically setup for children from birth to 30 months of age; this group is most vulnerable physically, emotionally and mentally. This scale assesses the environment for the children’s health and safety, appropriate stimulation through language and activities with warm interactions.
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.
Pungello, E.P., Iruka, I.U., Dotterer, A.M., Mills-Koonce, R., & Reznick, S. (2009). The effects of socioeconomic status, race, and parenting on language development in early childhood. Developmental Psychology, 45(2), 544-557.
Looking at the Early Learning and Development Benchmarks is a daunting task because of how long it is. Once you really dive into reading and looking at it, you begin to see how truly valuable these are to those who care for and teach young children. These Benchmarks recognize the importance of the first five years of life in a child and how children at this age rely heavily on adults for their development and learning. These Benchmarks do not follow any one theory, but blend together all of the different theoretical perspectives with scientific research.
This case study will examine Klara’s biosocial, cognitive, and psychosocial development. The Desired Results Development Profile (DRDP) was utilized to observe Klara’s development. A DRDP is an established tool used to advance the quality of early care and educational programs in California (DRDP). Each domain of the DRDP is analyzed by the measures of, “exploring,” “developing,” “building,” and, “integrating.”
Black, M.M., & Matula, K. (1999). Essentials of bayley scales of infant development II assessment. Department of pediatrics; University of Maryland school of medicine, 1.
Berenson-Howard, Julie, Maureen M. Black and Christine Reiner Hess. "Toddlers from Low-Income Families Have Below Normal Mental, Motor, and Behavior Scores on the Revised Bayley Scales." Journal of Applied Developmental Psychology 21.6 (2000): 655-656.
The foundations for a child’s development begins not only in the child’s first year, but also while they are in utero. A child’s development can also be influenced by how much the parents are contributing to the development of the child. A couple that interacts well with one another as well as with the child can have “positive impacts on a child’s cognitive, language and motor development, this can also positively benefit the couple relationship, and the parent-infant relationship,” (Parfitt, Pike, & Ayers, 2013). A parent’s especially a mother’s mental health can greatly impact a child’s development if a mother is less stressed the will be more comfortable around the child creating a better mother-child attachment which also promotes language development. (Parfitt, Pike, & Ayers, 2013). If a father’s is positively involved in a child’s life early on that the child will have a greater reduction in cognitive delays, this is especially true in boys (Parfitt, Pike, & Ayers, 2013). Another positive key in a child’s development comes from the sibling relationships. Siblings help a child learn social, emotional, cognitive and behavioral
Children living in poverty have significant effects on their development. Poverty begins to affect children’s cogitative development early on in the child’s life, reasons why it is noticeable at an early age is because they do not have the learning experiences they need before start attending school, causing them to fall behind, plus leaving them to be unsuccessful for the rest of their life. School readiness is the biggest factor in determining whether a child can escape from poverty or whether they will continue to struggle with learning throughout their life. Interventions during the early childhood could prevent some of these effects from occurring or influences their achievement. Interventions have been used by child care centers to improve
When analyzing children growing up in poverty a lot of factors come into play such as their physical, psychological and emotional development. To grow up in poverty can have long term effect on a child. What should be emphasized in analyzing the effects of poverty on children is how it has caused many children around the world to suffer from physical disorders, malnutrition, and even diminishes their capacities to function in society. Poverty has played a major role in the functioning of families and the level of social and emotional competency that children are able to reach. Children in poverty stricken families are exposed to greater and emotional risks and stress level factors. They are even capable of understanding and dealing with their own emotions as well as the emotions of others. Some of the implications of poverty include educational setbacks, issues with social behaviors and hindrances in psychological and physical development. Poverty deprives children of the capabilities needed to survive, develop and prosper in society. Studies have shown that the income status of a household and even the neighborhoods in which they reside can affect the amount of readily available resources needed to sustain a healthy child. This essay will examine the psychological and physical effects of poverty on children. The psychological aspect will include a look at behavioral problems in children, depression, chronic stress, and conduct disorders such as ADHD. Poverty is known to decrease the amount of psychological and physical capabilities in children which can have long term adverse effects on their wellbeing.
Infants and Children: Prenatal Through Middle Childhood. Pearson/Allyn and Bacon. Cooper, J., Masi, R., & Vick, J. (2009). The 'Standard' of the 'Standard'. Social-emotional Development in Early Childhood.
John Santrock’s Child Development is probably the most up to date, well researched and therefore the most accurate book in its field. Now in its fourteenth edition it has certainly stood the test of time considering it was first published in 1978. This topically organised text presents a wealth of information that is applicable and adaptable and is uncomplicated to read and understand. Eloquently written and logically presented it covers all aspects of child development
Children develop at their own rate and children of the same age will not necessarily develop the same knowledge and skills. The Early Years – Development Matters document informs practitioners of children’s development from birth to 60+ months. This document is for practitioners to understand the age and stage of development and will help to identify a child whose development is delayed.
There are many documented theories about early childhood development, contemporary research still concurs with some of these theories. It suggests, however, that we should be thinking more holistically, taking into consideration; respect for diversity, the wider community and equity, play based curriculums, intentional teaching and ongoing reflective practices when planning for optimal educational experiences for children (Department of Education, Employment and Workplace Relations, 2009). I acknowledge that ongoing professional learning and reflective practices are a key element of the Early Years Learning Framework (DEEWR, 2009). I accredit working and collaborating with other teachers, families and local communities collectively contribute