How Does Neurology and Early Childhood Experiences Pertain Students of Lower Socioeconomic Status - Research Proposal Example

1400-1500 words) Description of the aim of the research Details of participants and methods Results Summary of outcomes Dahl, G.B & Lochner, L 2012, The impact of family income on child achievement: Evidence from the earned income tax credit. The American Economic Review. 102(5): p. 1927-1956. The process of modelling child achievement is dependent on the abilities of a child and the past and present inputs. Family income affects investment decision about children. Parents are responsible for using their income as variables for determining child cognitive development at different stages. Earned Income Tax Credit (EITC) is a program that plays an important role in supporting child development. This is because children growing up in poor families have a high probability of experiencing adverse home environment which affect their development and eventual economic status Family circumstances, which include job promotion, parental job loss and illnesses often, affect family dynamics, parental behaviour and family income. The consequence is that such circumstances have a causal effect on child development The economic status of a family defined child cognitive development. Children from high and middle-income families often score higher grades compared to children from low-income families. This is attributable to a comfortable home and school environment necessary for cognitive development. family income is therefore crucial in the determination of a child’s outcome Blair, C., Granger, D.A., Willoughby, M., Mills-Koonce, R., Cox, M., Greenberg, M.T., Kivlighan, K.T., Fortunato, C.K., and the, F.L.P.I. 2011, Salivary cortisol mediates effects of poverty and parenting on executive functions in early childhood. Child Development, 82(6): p. 1970-1984 An environment characterized by poverty is stressful for children. Consequences such as severe disruption of caregiving results in under activation of stress response systems. Lower cortisol level in children from lower socio-economic environment affect their ability to manage and cope with stress this affects their cognitive development and their ability to engage in effective activities for personal and academic development The sources of stress in lives of children such as strong social regulations and poor parenting are primary pathways through which poverty affects stress physiology in children. Parenting is the main mechanism through which poverty and other aspects of low economic status affect child development When examined as a main element that affects cognitive development and child stress physiology, parenting quality can have distinct effects on child development. The essence emanates from the understanding that cognitive ability and executive functioning is determined by the nature of environment that parents expose their children in pre-school and early education years Positive and negative parenting has distinct effects on the development of stress physiology and early cognitive ability in children. When parents embrace positivity, responsiveness and emotional support to their children they provide an interactive environment for children to engage in rewarding and stimulating verbal and nonverbal exchanges. Stevens, C., Lauinger, B., and Neville, H 2009, Differences in the neural mechanisms of selective attention in children from different socioeconomic backgrounds: An event-related brain potential study. Developmental Science. 12(4): p. 634-46. Children from low socio-economic backgrounds often show deficits in aspects of attention, inability to suppress prepotent responses and reduced ability to filter irrelevant information. These challenge is partly attributed to their experiences in poverty that limits them from engaging in effective discussions because lack of basic needs denies them the comfort of fruitful learning Difficulties in filtering and suppressing irrelevant information can have profound effects on the development of a child in other domains. When having trouble filtering distracting sounds, children can face difficulty in learning when in noisy places. Difficulties arising from selective attention may impede neural response to word initials syllables even in situations where they are matched for acoustic attributes. Furthermore, the typical classroom environment that is characterized by visual and auditory distractors may affect the ability of a child to focus on assignments at hand or instructions from their teachers. If attention is a core system vulnerable to deficit in children from low socio-economic backgrounds, then it is important to design interventions targeting attention skills. This includes attention training for such children and training children to develop self-regulation and planning skills. Luby, J., Belden, A., Botteron, K., Marrus, N., Harms, M.P., Babb, C., Nishino, T., and Barch, D 2013, The Effects of Poverty on Childhood Brain Development: The Mediating Effect of Caregiving and Stressful Life Events. JAMA Pediatr. The study sought to investigate the extents to which income to needs ratio that are experienced in early childhood affect brain development at school age. A process of exploring the possible mediators of this effect followed this. There is an association between poverty and the presence of white and cortical grey matter and amygdala and hippocampal volumes. The effects of poverty on these volumes could be mediated by caregiving support or hostility, and stressful life events. Exposure to poverty in early childhood affects brain development during school age. The ability of a child to develop attention skills is dependent on the delirious effects of poverty in different developmental stages. any attempts to enhance caregiving during early childhood should be focused on prevention and early intervention Early exposure to poverty affects brain development in children. Children exposed to poverty often demonstrate poorer cognitive outcomes, school performance, and other undesirable aspects such as antisocial behaviour and mental disorders. Lawson, G.M., Duda, J.T., Avants, B.B., Wu, J., and Farah, M.J 2013, Associations between children's socioeconomic status and prefrontal cortical thickness. Developmental Science. p. n/a-n/a. Children who grow up in lower socio-economic environments often have lower IQ and their academic achievements scores are less likely to demonstrate prophecy in the development of basic reading skills and mathematical abilities. This is attributable to a combined influence of numerous specific neurocognitive systems. These systems play the role of mediating the relationship between different elements necessary for enhanced cognitive performance while providing possible targets for intervention. Childhood economic status plays a role in predicting the effectiveness of executive functions in children. Furthermore, it can be used in measuring prefrontal cortical function. The brain structure in frontal regions can provide an essential link between childhood economic status and cognitive function among developing children. Parental education and family income are significantly correlated with each other. This is because parent with higher education backgrounds have higher income necessary in ensuring that their children re comfortable when in their early developmental stages Environmental factors, brain development and behavioural regulation ability are influenced by the prevailing economic conditions in the life of a child. Raver, C.C., Garner, P.W., and Smith-Donald, R 2007, The roles of emotion regulation and emotion knowledge for children's academic readiness: Are the links causal?, in School Readiness and the Transition to Kindergarten in the Era of Accountability. Paul H. Brookes Publishing: Baltimore, MD. p. 121-147. Executive control is a major contributor to variance in emotional knowledge among children. This is because of the role it plays in enhancing social competence essential in adjusting to classroom environment. Children from low socio-economic status often demonstrate limited emotional knowledge essential in high level executive control Children from poor economic backgrounds demonstrate limited emotional regulation skills. The ability of a child to handle and interpret emotions has a causal relationship with the academic achievements of such a child. Children who have more difficult time in ensuring regulation of their anxieties and frustrations often misidentify the emotions of others. such children have fewer opportunities to learn especially if they emanate from poor socio-economic backgrounds. Parents have a role to play in ensuring that their children are ready to transition to kindergarten. The education environment for the children is dependent on the socio-economic status of the parents. Children from high socio-economic status often demonstrate effective preparation attributes. However, children from lower socio-economic backgrounds may face difficulties arising from in availability of essential transition tools.  Noble, K.G., McCandliss, B.D., and Farah, M.J 2007, Socioeconomic gradients predict individual differences in neurocognitive abilities. Developmental Science. 10(4): p. 464-80. The journal seeks to establish a relationship between a child’s socioeconomic status and his cognitive development in early childhood years. This was through addressing the extent to which different disparities related to socioeconomic differences contributed to neurocognitive development in children. The study used 150 socioeconomically diverse first graders to administer tasks such as tapping language, cognitive control, reward processing, memory, working memory and visuo-spartial skills. These were variable considered essential in assessing the role of socioeconomic status in gauging cognitive development in children. The results of the study indicated that socioeconomic status contributed to about 30% of variance in language and a relatively small but highly significant portion of the variance in most other systems. Results of the study indicate the existence of a relationship between socioeconomic status and childhood cognitive achievement. There are specific neurocognitive systems such as spatial cognition, memory and language, which underlie the association. Furthermore, there is continuance variance in in executive abilities crucial in the determination of neurocognitive performance. Blair, C. and Raver, C.C 2012, Child development in the context of adversity: Experiential canalization of brain and behaviour. American Psychologist. 67(4): p. 309-318. The study seeks an examination of poverty-related adversity on child development. The study drew from psychobiological principles that define experiential canalization and the biological experiences. The study integrated findings from previous research on stress physiology, self-regulation and neurocognitive fiction essential in considering adaptive processes in response to adversity as aspects of children development. The study paired recent research on early caregiving with research in prevention science with the objective of providing reorientation of thought about ways through which psychological and economic disparities relater to continuity in human development. According to the results of the study, it is import hat to underscore that behavioural change may be an easier approach to enhance parental guidance in child development. Improving on the elements of cognitive development on children can contribute to a reduction in psychological stress Exposure to environmental adversity is crucial in enhancing cognitive development in children. Poverty is a representation of a remediable instead of a state of static environmental conditions, which must be borne by children and their families. Mezzacappa, E 2004, Alerting, orienting, and executive attention: Developmental properties and sociodemographic correlates in an epidemiological sample of young, urban children. Child Development. 75(5): p. 1373-86. The study uses a computerized test system in assessing the level of preparedness for alerting attention as essential effortful processes. The study also tested response on orientation cues and response to the level of interference in competing demands. Through the study, the researchers aimed at assessing the relationship between developmental properties and socio-demographic variables. The study sampled 249 children drawn from diverse socioeconomic backgrounds. The sampled population included 47% females and 53% male children aged 5 to 8 years. From the study, older children and socioeconomically advantaged children demonstrated high level proficiency in overall accuracy and speed in responding. The study also indicated improvements in the ability of boys and socially advantaged children to improve more in in response to alerting cues. Older children improved in response to orientation cues. Children from low socioeconomic backgrounds resisted interference of competing demands. Executive functions comprise important elements for successful performance in sporting activities, especially in team sports that require quick anticipation and adaptation to dynamic situations. Children from high socioeconomic backgrounds have suppressing on going motor responses which is definitive of their ability to maintain and attain an alert state. Finocchiaro, E 2012, Neurodevelopment and Early Childhood Education for Low-Income Students: An Analytical Literature Review. International Journal of Early Childhood Special Education (INT-JECSE), 8(2), 100-106 The study engaged in an in-depth examination on the issue of neurology ad childhood experiences especially on these elements pertain to children from low socio-economic backgrounds. The study engaged in a review of related literature with the objective of introducing the relationship between education and neuroscience. This is through an assessment of significant factors influencing a child’s neurodevelopment in their early years. The factors studied include home environment, adult engagement and school environment Findings of the study stress on the role of educators in approaching learning as a neurological process. This makes it important for educators to understand brain development before engaging in the teaching process. This will define how children learn math skills and for teachers and parents to ensure that they provide a conducive environment that fosters effective learning The early experiences of a child play a role in shaping his cognitive development. In the early developmental stages, a child’s brain experiences rapid maturity. Despite the socio-economic background of a child, educators have the responsbility of ensuring that at school the experiences a child is exposed to and the resources that he can access are not only beneficial but also allow him to realize success to his greatest potential. Critical Discussions 1. Focus of review The review was focused in the provision of an understanding of how neurological development and early childhood development contribute to the experience that’ shape development in children from low socio-economic backgrounds. By analysing different research journals, the review also provided an examination of the overlap neurology and early childhood experiences especially on the way it affects children from low socio-economic backgrounds. From a broader perspective, the review addresses the role of parents, home environment, school environment and other agents of socialization such as per groups regarding their contribution to childhood experiences that shape development in children. 2. Rationale (in two or three paragraphs, explain why and how you created the categories/themes/issues that you did) The categories provide a descriptive summary of the objectives of the research journals used. Through the descriptive summary, it is possible to develop an understanding of the aims and objectives of the research journal and their relationship with the topic of study. The participants and methods was also a category that provided an understanding of the approaches used in collecting information that is considered crucial for the study. The relevance of different study approaches is based on their ability to produce intended results of the study from an objective perspective. Furthermore, the methods and participants category also provides an understanding of the relationship between the objectives of the study and the prevailing conditions of the society as they pertain to the topic of study. The results category presents firsthand information as it is acquired through different study methodologies. These results present the situation as it exists in the society. In addition, through the results it becomes possible for the study to understand the trends in the topic of study. This is important because it provides a technique through which conclusions and recommending can be made. The results category is also important because it provides a technique of verifying the validity of study variables. When assessed in relation to the topic of study, the results category presents an overview of the roles that different authors have played in seeking solutions and answers to the topic of study. The summary and outcomes category seeks to identify the existing relationship between the objectives of the study and research findings. Through such a relationship, it is possible to understand the extent to which the objectives of the study address the underlying issues on child development. In addition, it through the summary and outcomes category that it becomes possible to develop effective solutions and provide suggestions for future research initiatives. 3. Critical discussion The review has provided additional understanding of how neurological organization contributes to child development. This is based on the assumption that early childhood experiences play a critical role in shaping different processes of brain development. The environment in which a child is exposed to tend to strengthen or derail development depending on the availability of the most essential development resources. Through the review, it has also become possible to develop an association between childhood experiences and lower socio-economic status. Children from relatively higher socio-economic background develop their systems of thought in much faster ways compared to children from lower socio-economic backgrounds. This makes it the responsbility of players such as parents and teachers to ensure that children are provided with an environment that provides them with resources considered crucial for their development. The review also provided an understanding on how future research initiatives on the topic area can be affected by adult engagement, school environment and home environment. The review also provided an understanding on how professional in the field of education and neuroscience can engage in collaborative initiatives to inform best practices through the development of sound eductaion policies. References Blair, C. and Raver, C.C 2012, Child development in the context of adversity: Experiential canalization of brain and behaviour. American Psychologist. 67(4): p. 309-318. Blair, C., Granger, D.A., Willoughby, M., Mills-Koonce, R., Cox, M., Greenberg, M.T., Kivlighan, K.T., Fortunato, C.K., and the, F.L.P.I. 2011, Salivary cortisol mediates effects of poverty and parenting on executive functions in early childhood. Child Development, 82(6): p. 1970-1984 Dahl, G.B & Lochner, L 2012, The impact of family income on child achievement: Evidence from the earned income tax credit. The American Economic Review. 102(5): p. 1927-1956. Finocchiaro, E 2012, Neurodevelopment and Early Childhood Education for Low-Income Students: An Analytical Literature Review. International Journal of Early Childhood Special Education (INT-JECSE), 8(2), 100-106 Lawson, G.M., Duda, J.T., Avants, B.B., Wu, J., and Farah, M.J 2013, Associations between children's socioeconomic status and prefrontal cortical thickness. Developmental Science. p. n/a-n/a. Luby, J., Belden, A., Botteron, K., Marrus, N., Harms, M.P., Babb, C., Nishino, T., and Barch, D 2013, The Effects of Poverty on Childhood Brain Development: The Mediating Effect of Caregiving and Stressful Life Events. JAMA Pediatr. Mezzacappa, E 2004, Alerting, orienting, and executive attention: Developmental properties and sociodemographic correlates in an epidemiological sample of young, urban children. Child Development. 75(5): p. 1373-86. Noble, K.G., McCandliss, B.D., and Farah, M.J 2007, Socioeconomic gradients predict individual differences in neurocognitive abilities. Developmental Science. 10(4): p. 464-80. Raver, C.C., Garner, P.W., and Smith-Donald, R 2007, The roles of emotion regulation and emotion knowledge for children's academic readiness: Are the links causal?, in School Readiness and the Transition to Kindergarten in the Era of Accountability. Paul H. Brookes Publishing: Baltimore, MD. p. 121-147. Stevens, C., Lauinger, B., and Neville, H 2009, Differences in the neural mechanisms of selective attention in children from different socioeconomic backgrounds: An event-related brain potential study. Developmental Science. 12(4): p. 634-46. Read More

The essence emanates from the understanding that cognitive ability and executive functioning is determined by the nature of environment that parents expose their children in pre-school and early education years Positive and negative parenting has distinct effects on the development of stress physiology and early cognitive ability in children. When parents embrace positivity, responsiveness and emotional support to their children they provide an interactive environment for children to engage in rewarding and stimulating verbal and nonverbal exchanges.

Stevens, C., Lauinger, B., and Neville, H 2009, Differences in the neural mechanisms of selective attention in children from different socioeconomic backgrounds: An event-related brain potential study. Developmental Science. 12(4): p. 634-46. Children from low socio-economic backgrounds often show deficits in aspects of attention, inability to suppress prepotent responses and reduced ability to filter irrelevant information. These challenge is partly attributed to their experiences in poverty that limits them from engaging in effective discussions because lack of basic needs denies them the comfort of fruitful learning Difficulties in filtering and suppressing irrelevant information can have profound effects on the development of a child in other domains.

When having trouble filtering distracting sounds, children can face difficulty in learning when in noisy places. Difficulties arising from selective attention may impede neural response to word initials syllables even in situations where they are matched for acoustic attributes. Furthermore, the typical classroom environment that is characterized by visual and auditory distractors may affect the ability of a child to focus on assignments at hand or instructions from their teachers. If attention is a core system vulnerable to deficit in children from low socio-economic backgrounds, then it is important to design interventions targeting attention skills.

This includes attention training for such children and training children to develop self-regulation and planning skills. Luby, J., Belden, A., Botteron, K., Marrus, N., Harms, M.P., Babb, C., Nishino, T., and Barch, D 2013, The Effects of Poverty on Childhood Brain Development: The Mediating Effect of Caregiving and Stressful Life Events. JAMA Pediatr. The study sought to investigate the extents to which income to needs ratio that are experienced in early childhood affect brain development at school age.

A process of exploring the possible mediators of this effect followed this. There is an association between poverty and the presence of white and cortical grey matter and amygdala and hippocampal volumes. The effects of poverty on these volumes could be mediated by caregiving support or hostility, and stressful life events. Exposure to poverty in early childhood affects brain development during school age. The ability of a child to develop attention skills is dependent on the delirious effects of poverty in different developmental stages.

any attempts to enhance caregiving during early childhood should be focused on prevention and early intervention Early exposure to poverty affects brain development in children. Children exposed to poverty often demonstrate poorer cognitive outcomes, school performance, and other undesirable aspects such as antisocial behaviour and mental disorders. Lawson, G.M., Duda, J.T., Avants, B.B., Wu, J., and Farah, M.J 2013, Associations between children's socioeconomic status and prefrontal cortical thickness.

Developmental Science. p. n/a-n/a. Children who grow up in lower socio-economic environments often have lower IQ and their academic achievements scores are less likely to demonstrate prophecy in the development of basic reading skills and mathematical abilities. This is attributable to a combined influence of numerous specific neurocognitive systems. These systems play the role of mediating the relationship between different elements necessary for enhanced cognitive performance while providing possible targets for intervention.

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