How Does A Child's Socioeconomic Status Affect Elementary Education

Socioeconomic status plays a key factor in the type of education a child receives today and ultimately functions to keep individuals in the class they are born into. Those who are part of the lower class receive the bare minimum in education with the end goal being blind obedience, while the upper class is educated in a way that encourages self-regulation, individual thought, and creativity. These vast differences in education are no mistake and are put in place for overall control.

The development of children can depend on many factors, one of the important ones being socioeconomic status (SES). SES can be defined as a multidimensional construct, including measures of social factors such as power, prestige and hierarchical social status, and economic resources (Hackman and Farah, 2009). Child development can be studied from multiple dimensions such as physical, mental, social, and emotional development among others. For the purposes of this study, I will be focusing on how socioeconomic status affects child cognitive development.

It is important to note Bernie’s pragmatic deficits (e.g., interrupting, laughing inappropriately) are an area of concern as noted by his first grade teacher, Mrs. Potter. Bernie’s overall academic ability and social interactions are impacted by his decreased language abilities. It is recommended treatment emphasis to focus on pragmatic skills. Bernie is likely to benefit from skilled intervention techniques to attain overall a functional level and academic progress. It is also recommended a home program be established to facilitate generalization and carryover of implemented therapy

Early childhood poverty can also lead to language development deficits. In one study, children with LI (language impairment) had younger mothers with both lower levels of education and income—factors that influenced the growth rate of vocabulary throughout childhood. In fact, for every gain of $5,000 in annual income, vocabulary scores were raised by almost two points. This effect appears to be internationally constant. In one Chinese study, SES explains five percent of variance in child vocabulary, a large effect that has important implications for long-term learning, education and potential for learning. A longitudinal study of children with SI (speech impairment) and LI identified in early childhood found that LI was related to the worst outcomes later in life, including academic achievement. In this study, children with LI and/or SI had significantly lower SES and intelligence quotient (IQ), which contributed a unique difference to specific aspects of achievement. This is also proof that LI is vital in child development. To add to this, preterm infants showed delays in general cognition and both receptive and expressive language. In one study, preterm infants had delays in both receptive and expressive language at 26

Since the beginning of mankind, humans have worked together in order to create a more advanced and enjoyable world for all of mankind. In Alison Gopnik’s article, “Brains, Schools and a Vicious Cycle of Poverty,” she discusses an important problem that has endured throughout many generations. She explained that in our society, children continue to be trapped in a cycle of poverty, because the harmful effects caused by being raised in the lower-income can determine a person's ability to learn. It is evident in our society, that in order for a person to become successful, it is crucial that they grow up in an environment where they experience beneficial learning opportunities that allow them to focus on education. Gopnik efficiently conveys that ending the vicious cycle of poverty is extremely crucial for our society's prosperity, by using scientific evidence to support her notion, and also by explaining how the development of children’s brains has a significant effect on their ability to succeed.

When you compare two schools located in areas of different economic standing, you see a huge difference in graduation rate that correlates to difference in resources. This divide is widening the education gap and thus also the achievement gap. This is leading children in poverty to be stuck in poverty and rich children to be unaware of what poor children are going through in their own country. If we don’t make effort to allocate resources effectively, then children in poverty and children that are rich will be confined to feed the divide in our country. This will lead both to be in a bubble of ignorance, which will continue to create deeper tensions between the rich and poor. Jonathan Kozol explains that “most adolescents

Linear regressions were also conducted in order to truly determine whether mental development and productive vocabulary at T1 or T2 was a good predictor of intellect and language outcomes at T3 Lorenzo et al. (2015). The results of this study found that children with NF Type I had a significant difference in their cognitive scores as compared to their controls. However, parental reports did not indicate any significant group differences in behavior from T1 to T2 to T3. The findings of this study also supported the hypothesis that earlier mental function is a significant predictor of later intelligence. Lastly, the findings of this study also supported the hypothesis that early productive vocabulary is a significant predictor of later language skills (Lorenzo et al.,

While poverty is the biggest issue in society today, another issue, directly related to poverty, is causing as much, if not more mayhem in all countries, including the US. Education is vital for children and young adults to find their place in the world, and yet many countries struggle to provide people with an education system that promotes learning from all aspects of sides. In the US, many public schools struggle to pay their teachers, and use textbooks that are either outdated, or damaged to the point where the text is difficult to

Through the lens of an information-processing theorist, memory is one domain in which children continuously grow in their cognitive development. Kimberly Noble explores the way in which the socioeconomic status (SES) of the family, specifically focusing on educational attainment and income, affects this cognitive development in children ages two and younger (Noble et al., 2015). Several research studies have shown connections between low SES and lower academic achievement; one notable study by Judith Bowey shows academic differences in preschoolers. Bowey looked at 238 preschoolers from varying socioeconomic backgrounds and found that high SES preschoolers scored higher in IQ, vocabulary, grammar, and number problems (Bowey, 1995). Both Noble and Bowey are particularly focused on the early point in development in which these differences can be observed.

Students learn differently. There are four types of learners, such as visual, auditory, verbal, and kinesthetic learners. Along with that, students face many other challenges that affect their learning in school. Students continuously are shaped by their environment, so one crucial factor that has an impact on a student’s success in school is their socioeconomic status. Teachers and schools need to comprehend the demographic characteristics of their student body in order to utilize resources effectively to benefit the students.

Imagine a boy that has been teased mercilessly by his peers throughout his schooling because of his clothes and his free and reduced lunch status. He is constantly under pressure from peers to have the newest and niftiest gadgets; nevertheless, his mother cannot afford to provide food and permanent housing, much less, these extra luxuries. Therefore, he has to comprise with what his mother can afford. She tries to provide for her children and wants to offer them the world. Nonetheless, due to her economic situation, she cannot provide her for children adequately; they are forced to ask for aid from the government, close family, and friends. This situation brings light to the turmoil that socioeconomics brings upon children and that they need to endure to survive in this society. When it comes to socioeconomics, children are the utmost affected. Socioeconomics has long term effects, prevalently distresses children in school and in development. Through my friend’s experience that he has shared with me, it has allowed me to notice the harrowing effects that socioeconomics has on children.

The study conducted chose the objective testing to examine the difference of a child’s understanding of vocabulary, depending on their condition. The study used 72 infants that varied from 12 to 18 months of age, urban and small city demographics, and majority of them were white and came from middle-class families. The study did not take place at a laboratory, but rather in the child’s own home. A best-selling DVD was utilized for a

Consistently throughout time, studies have shown that familial socioeconomic status has effects in many areas of child development including nutrition, parental warmth, and academic achievement. It has been found that children from higher socioeconomic status have better nutrition, greater parental warmth, and a significantly noticeable greater ability to perform better in school. The variations between the development of higher socioeconomic children and lower socioeconomic children is said to come from the accessibility of more resources that are needed to succeed and a greater financial ability to bring about new opportunities (Bornstein & Bradley, 2003). Socioeconomic status is decided for someone as “the relative position of individuals, families, or groups in stratified social systems where some societal values are not uniformly distributed (Bornstein & Bradley, 2003).” Some examples of societal

In addition, low-SES children are more likely to have conduct problems. Children raised in poor households often fail to learn healthy responses to everyday situations.

The child generally lacks knowledge of the alphabet, lacks left-to-right directionality in writing, and lacks concept of word (one-to-one matching of spoken and written words). Consistent spacing between words and consistent use of letter-sound correspondences are absent.