Date of Award
6-28-2019
Document Type
Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Early Childhood Education
Capstone Instructor
Dr. Kelly Sadlovsky
Second Reader
Prof. S. Wueste
Keywords
Poverty, socioeconomic status, child development, cognitive development, executive function, chaos
Abstract
Research findings showed that significant development takes place during the infant and toddler years of children’s lives, however, children who lived in poverty were often faced with many challenges and life adversities that affected development (Brewer, 2007). Children’s language development, physical health, cognitive development, and social-emotional skills were often negatively impacted when children grew up and lived in poverty (Brito, 2017). Also, distress among parents from the exposure to poverty negatively affected the quality of parent and child interactions (Evans & Kim, 2013). This paper synthesized various available research on poverty’s negative effects on children’s development, as well as discussed strategies that helped support children and families. Research found that there was a strong link between childhood poverty and had worse outcomes for children that involved health, education, and behavior compared to children who were not poor (Chaudry & Wimer, 2016). Research also discovered that children’s development advanced when parents spent more time engaging, teaching, reading to children, and when families were involved in early childhood programs (Bierman, Morris, & Abenavoli (2017). The research addressed the negative effects of poverty on children’s development and parenting skills, and offered suggestions for supports for children and families. Addressing the negative impacts of poverty on children’s development and on parenting benefitted children, parents, and educators.
Keywords: poverty, socioeconomic status, child development, cognitive development, executive function, chaos