I
found the article, Reducing Poverty
through Preschool Intervention, to be very informative about providing me
with information about the issue of poverty and its effect on the development of
children during their early years of life.
Throughout the field of early childhood various studies on neuroscience
research have agreed that children’s cognitive development is built on
foundational skills that are established in early development through life experiences
(Duncan, Ludwig, & Magnuson, 2007).
Hence the reason Duncan, Ludwig, and Magnuson proposed that preschool
interventions contribute to children’s future lifetime outcomes due to
mastering various social and cognitive skills during early development (Duncan,
Ludwig, & Magnuson, 2007). During
early development, children are also developing the capacity to self-regulate
themselves. Children’s ability to
self-regulate is directly connected to their brain development which has been
constructed from early emotional experiences children experience (Duncan,
Ludwig, & Magnuson, 2007).
The
achievement gap impoverished children are experiencing during preschool years
have influenced their cognitive and socioemotional development. This achievement gap has affected children’s
future academic success. To address this
inequity, Duncan, Ludwig, and Magnuson (2007) suggest a national curriculum for
early childhood programs to create which would influence preschool reading,
mathematics, and behavioral interventions which ultimately will foster
children’s academic achievements and
reduce the achievement gap (Duncan, Ludwig, & Magnuson, 2007).
Reference
Duncan, G. J., Ludwig, J., &
Magnuson, K. A. (2007). Reducing Poverty through Preschool Intervention. The
Future of Children, 17(2).
