and Columbia University found that three-year-old Early Head Start children performed “significantly better on a range of measures of cognitive, language, and social-emotional development.” The study also goes on to say that “Early Head Start programs produced statistically significant, positive impacts on standardized measures of children’s cognitive and language development.” Three-year-old children in the program scored 91.4 on the Bayley Mental Development index and 83.3 on the Peabody Picture Vocabulary Test. It has also been shown that children in low-income homes who participate in Head Start programs are more ready for school than peers from the same socioeconomic background who did not participate in Head Start. Additionally, The Head Start Impact Study found that children who participated in Head Start programs scored better than a control group of children “in all measured domains of cognitive and social-emotional development at the end of their Head Start experience.” Another program designed to close the achievement gap between low-income students and their higher-income peers is No Child Left Behind (NCLB). The No Child Left Behind Act of 2001 developed out of the Elementary and Secondary Education Act of 1965, as well as the recommendations made by the National Commission on Education Excellence during the 1980s. Through its focus on standards, accountability, and parental options, it seeks “to provide a quality
Head Start programs bring and excellent pattern to close the gaps between children from social-economic differences from those of low social-economic background. Familiarizing children with academic skills in indispensable for most children, the average children needs practice to understand and apply what they learn, for this reason Head Start contributes greatly with young learners. In both articles, research has found advances in children learning, but under the national standers testing does not reveal the expected improvement. Children who are read before Head Start are able to recognize symbols as numbers and letters, furthermore they are able to develop reading and mathematical skills during kindergarten. In personal experience, with my oldest daughter we used to read to her five times a week, my wife has been a Montessori methodology teacher for over 27 years and a regular teacher for 24 years when my oldest daughter was in Head Start (Casa de Ninos) she had a vocabulary over 300 words according to the test apply
At the age of 22 months a child`s educational level can be predicator of their educational achievements at the age of 26 years, thus reducing unemployment and low paid income jobs and therefore better living conditions. Early intervention is essential to achieve the best possible outcome for the child. However multi-agency working is important too, when all the professionals involved with a child share information and co-operate with each other lives can be improved and even saved. Baby P is an example of
They die of pneumonia, malaria, diarrhoea and other diseases. Children from rural and poorer households remain disproportionately affected. Children from the poorest 20% of households are nearly twice as likely to die before their fifth birthday as children in the richest 20%. Maternal mortality is a key indicator of health inequity. Maternal mortality is a health indicator that shows the wide gaps between rich and poor, both between and within countries.
Child labor exists even though laws eliminate it. There are many reasons that cause child labor: Poverty and unemployment levels are high – As you see, the most of employed children work in less developed countries by economy. In such countries poor families and children may rely upon child labor in order to improve their chances of attaining basic necessities. According to U.N statistics more than one-fourth of the people around the world live in poverty that is caused by the high unemployment levels. Free education is limited – U.N estimated that approximately 75 million children were not attending school.
Longitudinal Study Studying poverty and school readiness in a longitudinal approach may benefit the research because of the amount of time spent to collect valuable data. For a deeper understanding of poverty and its effect on school readiness on young children, we must first look at some factors that may contribute to the results. Because young children develop in many stages, a research cannot focus on just once are, but it must be conduct throughout the child’s childhood up to adolescence years to fully understand the cause and effect of poverty. Poverty has strong effect on infants and young children and the severity of the outcome depends on the length of time the child is exposed to the living conditions. A child’s cognitive development
According to research taken in a U.S. Census, many people continue to live in poverty even though the state is recovering from the recession that occurred in 2007-2008. Poverty greatly affects any children that may be living in the poverty-stricken home in a positive and a negative way. Poverty can stunt a child’s long term outcomes,
In the area of physical health, pediatric and public health scholars have documented that foster children have a higher level of morbidity throughout childhood than do children not involved in the foster care system” (A Developmental Perspective). “Regarding academic achievement, some studies have found that foster children perform more poorly on academic achievement tests, have poorer grades, and have higher rates of grade retention and special education placement” (A Developmental Perspective). There is a reason they are assigned a social worker, because these children need counseling, guidance, help, and someone to stand up for
A wise woman once said, “Loneliness and the feeling of being unwanted is the most terrible poverty”. A person not born in our times, but with enough wisdom to see the effects of poverty, and what it does to our minds. No matter where you go on the earth you will not see a place that does not have poverty or have a population that goes through it. Poverty affects 13% of people in the world and about 15% of people in America live under the poverty line. 45 million Americans are unable to provide for their families and they are hurting both physically and mentally from it.
However, inequalities in development emerge early in childhood, usually before school entry. Children who are outstanding their mates will likely get better results in school, and vice versa, children who are already behind their peers when they begin school will likely fall further behind (Mustard & McCain, 1999). Eventually, fully engaging these children in the educational pathway may be difficult. Therefore, the early intervention for children development will make a difference for their future. In 1984, Berrueta-Clement, Schweinhart, Barnett, Epstein, and Weikart examined the longitudinal effects of early intervention children at risk either for school failure or for special education placement.