Overall, children born to teen parents experience
disadvantaged cognitive achievement at school entry compared with children born to older parents.
Not exact matches
After taking a course with Luk, Patil became interested in combining research in child development in
disadvantaged settings and
cognitive factors in
achievement.
Home Schooling, Characteristics of Home Schooling Parents, Academic
Achievement, The Role of Technology, The Public Charter School Perspective, Definition, Reasons for Reform, Public Education and the Free Market, For - Profit School Management Corporations and School Closure, Successful Charter Schools, Recent Research, Charter School Dynamics in California, Conclusion, Virtual Schools, Background, Distinctiveness of Virtual Schools, Innovative Models, Success - Oriented
Cognitive Constructs for Learning in Virtual Environments, Challenges, Advantages, The Virtual Charter Model, Definition and Uniqueness, Organizational Style, Reasons for This Trend,
Disadvantages, Summary, Literature Review Conclusion
Hence, there are plausible theoretical reasons to hypothesize that neighborhood
disadvantage constrains parental practices and the family environment «under the roof» (8), which may in turn bear on
cognitive achievement.
As research across neuroscience, developmental psychology, and economics demonstrates, early social - emotional, physical, and
cognitive skills beget later skill acquisition, setting the groundwork for success in school and the workplace.15 However, an analysis of nationally representative data shows that 65 percent of child care centers do not serve children age 1 or younger and that 44 percent do not serve children under age 3 at all.16 Consequently, child care centers only have the capacity to serve 10 percent of all children under age 1 and 25 percent of all children under age 3.17 High - quality child care during this critical period can support children's physical,
cognitive, and social - emotional development.18 Attending a high - quality early childhood program such as preschool or Head Start is particularly important for children in poverty or from other
disadvantaged backgrounds and can help reduce the large income - based disparities in
achievement and development.19
Low - income children too often begin school without the basic behavioral, emotional, and
cognitive skills that they need to thrive academically — putting them at an immediate
disadvantage and contributing to the large gap that develops in school
achievement between low - income children and their more affluent peers.
Postnatal depression, particularly in
disadvantaged communities, has been shown to be associated with impairments in the child's growth, 36 and his / her social, emotional, and
cognitive development.37 By school age, children of women who suffer postnatal depression are at risk for showing externalising and internalising behavioural problems, and they have lower social skills and academic
achievement.38 A key way in which maternal depression affects children's development is by disrupting the mother - infant relationship as well as routine parenting functions, 37 and two studies have shown that HIV infection is associated with similar disturbances in mother - child interactions.13, 39 Currently, no studies in the HIV literature have examined maternal psychosocial functioning in relation to mother - child interactions or child development.