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Title: Consequences of Living in Poverty for Young Children's Cognitive and Verbal Ability and Early School Achievement
Resulting in 1 citation.
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Smith, Judith R. Brooks-Gunn, Jeanne Klebanov, Pamela Kato |
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Consequences of Living in Poverty for Young Children's Cognitive and Verbal Ability and Early School Achievement In: Consequences of Growing Up Poor. G.J. Duncan and J. Brooks-Gunn, eds., New York: Russell Sage Foundation, 1997: 132-189 Cohort(s): Children of the NLSY79, NLSY79 Publisher: Russell Sage Foundation Keyword(s): Birthweight; Child Development; Children; Children, Academic Development; Children, Poverty; Children, School-Age; Cognitive Ability; Family Income; Home Observation for Measurement of Environment (HOME); Marital Status; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Peabody Picture Vocabulary Test (PPVT); Poverty; Schooling In Consequences of Growing Up Poor, developmental psychologists, economists, and sociologists revisit a large body of studies to answer specific questions about how low income puts children at risk intellectually, emotionally, and physically. Many of their investigations demonstrate that although income clearly creates disadvantages, it does so selectively and in a wide variety of ways. Low-income preschoolers exhibit poorer cognitive and verbal skills because they are generally exposed to fewer toys, books, and other stimulating experiences in the home. Poor parents also tend to rely on home-based child care, where the quality and amount of attention children receive is inferior to that of professional facilities. In later years, conflict between economically stressed parents increases anxiety and weakens self-esteem in their teenaged children. |
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Bibliography Citation
Smith, Judith R., Jeanne Brooks-Gunn and Pamela Kato Klebanov. "Consequences of Living in Poverty for Young Children's Cognitive and Verbal Ability and Early School Achievement" In: Consequences of Growing Up Poor. G.J. Duncan and J. Brooks-Gunn, eds., New York: Russell Sage Foundation, 1997: 132-189
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