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Source: Institute for Health, Health Care Policy, and Aging Research, Rutgers Unive
Resulting in 1 citation.
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Miller, Jane E. Korenman, Sanders D. |
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Poverty Dynamics and Cognitive Development Among Young Children Working Paper, Institute for Health, Health Care Policy, and Aging Research, Rutgers University, The State University of New Jersey, New Brunswick NJ, August 1994 Cohort(s): Children of the NLSY79, NLSY79 Publisher: Institute for Health, Health Care Policy, and Aging Research, Rutgers Univeristy Keyword(s): Armed Forces Qualifications Test (AFQT); Cognitive Development; Marital Status; Motor and Social Development (MSD); Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Peabody Picture Vocabulary Test (PPVT); Poverty; Verbal Memory (McCarthy Scale) Permission to reprint the abstract has not been received from the publisher. Data from the US National Longitudinal Survey of Youth revealed a strong correlation between economic deprivation in the home environment and measures of child cognitive development. Over 25% of the children born to survey participants in 1978-88 were born into households below the poverty level; moreover, 7-15% of those in households currently characterized as non-poor were poor at some point in the child's early life. Poverty between birth and age two years was associated with the most pronounced deficits in areas such as picture vocabulary, reading, mathematics, and motor and social development. Math scores for children currently age five years and over were lower among children who had been poor the first three years of life, suggesting the persistence of the effects of early deprivation. Most severely handicapped were children who had lived in poverty from birth through the year of assessment, and deficits associated with being poor in more than one age interval exceeded the sum of being poor in each of those intervals. Although controls for maternal educational attainment, age at first birth, family structure, race, gender, and birth order did not change this trend, selected characteristics of the home environment (e.g., mother-child interaction, cognitive stimulation, emotional support, and disciplinary methods) mediated the relationship between poverty and child development. These findings underscore the importance of social policy reform that targets children in low-income families as well as early childhood stimulation programs. |
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Bibliography Citation
Miller, Jane E. and Sanders D. Korenman. "Poverty Dynamics and Cognitive Development Among Young Children." Working Paper, Institute for Health, Health Care Policy, and Aging Research, Rutgers University, The State University of New Jersey, New Brunswick NJ, August 1994. |