The effects of socioeconomic diversity on the language, cognitive and social–emotional development of children from low‐income backgrounds

Abstract

Previous studies on the influence of mixed groupings within preschool classrooms have indicated positive effects on children's development. This study extended earlier findings to determine the effects of socioeconomic diversity within the classroom on the language, cognitive and socialemotional development of preschool children of low-income backgrounds. Twenty-seven preschool children were enrolled in two classrooms in a private university's child development center. Twenty of the 27 enrolled were from low-income backgrounds. The children were tested to determine a baseline measure of their language, cognitive and social-emotional skills. Classroom observations of the children's language behavior were coded. Post-testing was done at the conclusion of the school year to determine growth in language, cognitive and social-emotional skills. Differences in language usage and social-emotional development were observed. These results suggest that mixed income grouping as well as teacher interactions influence language and social-emotional development of children from low-income backgrounds.

Factors Associated with Admission to a Day School Treatment Program

“…Included were case management services, child welfare, residential services, and financial assistance. Although the literature suggests that speech and language problems are seen in almost 75% of children with Downloaded by [National Pingtung University of Science and Technology] at 14:21 20 December 2014 behavioral problems and likely fuels their ongoing frustrations in school settings (Bagby et al, 2005;Benner et al, 2002), only one in five entered with any prior speech focused therapy and even fewer with occupational therapy.…”

“…Rudd, & Woods, 2005;Benner, Nelson, & Epstein, 2002).Benner et al found that 71% of those with SED had clinically significant problems in expressive, receptive, and pragmatic language. Downloaded by [National Pingtung University of Science and Technology] at 14:21 20 December 2014…”

Média dos valores da frase em crianças com desvio fonológico evolutivo

“…Studies have shown that children from high socioeconomic level have family environments that are more stimulating and conducive to learning than those of children from lower socio-economic levels (14)(15)(16) . In addition, the educational level of parents may also influence children's language development (14,17,18) .…”

Models and determinants of vocabulary growth from kindergarten to adulthood

“…Childhood vocabulary acquisition and language development vary widely as a result of individual differences in childhood environmental factors. Family socioeconomic status (SES) has been shown to be a major predictor of childhood language acquisition (Chaney, 1994; Bagby, Loretta, & Majka, 2005; Hoff, 2003; Hoff & Tian, 2005; Terrisse, Roberts, Palacio‐Quintin, & MacDonald, 1998). Lacroix et al (2001) observed 209 mother–child dyads of varying SES and found that children whose mothers were of a lower SES developed language more slowly during the first three years of life compared to those of children with higher SES mothers.…”