What Inequality means for Children

Woodhead, Martin; Dornan, Paul; Murray, Helen

doi:10.1163/15718182-02203006

Cited by 22 publications

(18 citation statements)

References 23 publications

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“…The Young Lives International Study of Childhood Poverty is one of the few exceptions. This study corroborates the assumption that poverty is related to low aspirations (Woodhead et al 2013). Future research with such data promises much better insights into the nature and effects of low aspirations.…”

Section: A Role For Further Research and Policy Interventionssupporting

confidence: 84%

Misperception of Social Realities: Political Implications

Goffe¹,

Monusova²

2019

WEIR

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Section: A Role For Further Research and Policy Interventionssupporting

confidence: 84%

Misperception of Social Realities: Political Implications

Goffe¹,

Monusova²

2019

WEIR

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“…Figure 1, using the example of Peru, summarizes the emergence of marked differences in stunting levels across age points by age 12. Stunted growth is associated with impaired cognitive and psychosocial development (Woodhead, Dornan and Murray, 2013). For example, children who were stunted in infancy showed lower levels of cognitive ability at age 5, and those stunted at 8 had lower reading, writing and mathematical skills by age 12 (Helmers and Patnam, 2009).…”

Section: Under-nutrition Results In Lost Development Potentialmentioning

confidence: 99%

“…As with children's physical development, systematic differences in the average learning levels of groups of children are established early in life, and are associated with key household characteristics. Learning gaps develop before school enrolment and are then associated with later performance; this shows the need to intervene before children start school to secure better later learning (Singh, 2014;Woodhead, Dornan and Murray, 2013). Household characteristics are also associated with different opportunities to learn, with systematically different experiences of pre-school services (Woodhead et al, 2009).…”

Section: School Can Reinforce or Mitigate Inequalities During Middle mentioning

confidence: 99%

Building strong foundations for later livelihoods by addressing child poverty: evidence from Young Lives

Dornan

Pells

2015

Enterprise Development &Amp; Microfinance

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Improving children's life chances is central to development in low-and middle-income countries. Half the population of sub-Saharan Africa are aged 18 or younger, and young people comprise nearly half of all people living in extreme poverty worldwide. Poverty undermines not only children's rights to life, survival and development, as enshrined in the UN Convention on the Rights of the Child, but also the skills and capabilities that fast-changing economies need for future growth. By extension given poverty is a key mechanism shaping later chances, eradicating it is key to improve equality of opportunity. This article presents longitudinal analysis on inequities in children's development trajectories, drawing on data from the Young Lives cohort study. Young Lives is following the lives of 12,000 children growing up in Ethiopia India, Peru and Vietnam. The article's central questions are to understand how, why and when inequalities become established through childhood. We explore how children and young peopl e's trajectories diverge over time; and we provide preliminary findings on education, nutrition and youth transitions to higher education, work and marriage and parenthood, from the latest survey round. We find that the poorest children, those in rural ar eas and/or from marginalised social groups, are consistently being 'left behind' in terms of nutritional status, learning and opportunities to continue in education. We conclude by considering how policy interventions at different stages of the early life course can mitigate the development of such inequalities.

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“…Such differences are common across the Young Lives countries, and widen once other factors are taken into account. In Peru, for instance, at age 8 the risk of a poor child within urban areas being stunted was four times greater than the risk of one of the least-poor children in urban areas (Woodhead et al, 2013a, Figure 1). Figure 4 illustrates this with data for Ethiopia.…”

Section: Among Whom?mentioning

confidence: 95%

How Inequalities Develop through Childhood

Dornan

Woodhead

2015

Innocenti Discussion Papers

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 Tracing how children transition through schooling institutions and their engagement with wider social processes as they move through later childhood. Finally, the paper discusses policy and programming implications of Young Lives longitudinal research to date. A longitudinal cohort study Despite the scientific and policy potential of longitudinal analysis, cost and capacity mean that cohort data are rare, particularly in developing countries. Young Lives is unique in spanning four countries, two cohorts, diverse locations, and employing a mixed method design. The 'older cohort' was born in 1994/5 and the 'younger cohort' born in 2000/1. Household, caregiver and child surveys have been conducted in 2002, 2006, 2009, 2013/14, with a further round planned for 2016. In this way, field workers have been visiting communities and interviewing families and children at key age points during early childhood, middle childhood, adolescence, and into early adulthood. These surveys track: changing poverty circumstances, risks and opportunities, aspirations for and of children; health, nutritional, educational, and personal histories; children's time use, including domestic responsibilities, employment as well as school attendance; access to key services-health, education and social protection; cognitive, psychosocial, educational and other developmental outcomes. Core household surveys are complemented by school surveys embedded within country specific education systems, curricula, including specially designed achievement tests. Survey and psychometric data is complemented by qualitative longitudinal research with a subsample of approximately 200 young people and their caregivers, nested within the wider Young Lives sample across all four countries.

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What Inequality means for Children

Cited by 22 publications

References 23 publications

Misperception of Social Realities: Political Implications

Misperception of Social Realities: Political Implications

Building strong foundations for later livelihoods by addressing child poverty: evidence from Young Lives

How Inequalities Develop through Childhood

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