Interventions for low SES groups Flashcards
Statement
An intervention group for socioeconomically disadvantaged children should focus on language development, parenting and motor skills - evidence that all of these things impact socially disadvantaged children
Point 1
Language development - maybe behind because less books in their houses, less environmental stimulation
Focus on this - essential to do well in school
Can have long term educational implications - interventions should focus on young children at risk for delayed literacy development
What did Hoff 2013 show?
That children from low socioeconomic status reach school age with lower levels of English language skills than middle class children - they are behind compared with controls
Point 1 - evidence 1
Colmar, 2013
An intervention was given to children with delayed language skills from a socio-economically disadvantaged areas. They made significant improvements in language skills after their parents were trained in strategies (reading and talking to them more) over a 4-month period. Large effect sizes and significant changes occurred.
tested 4 months later
follow up interview with each parent
experiment with 3 groups
importance of intervention
Point 1 - evidence 2
McIntosh, 2007
Research has shown that children from low SES have poorer language and phonological awareness skills. An intervention was implemented by a teacher, for the phonological awareness and language abilities of pre-school, socially disadvantaged children. The programmes were highly effective with post-intervention performance
intervention was given to the teacher to do
initial performance showed they didn’t do as well as peers
looked at 2 programs - highly effective and progress was maintained
Point 2
Motor skills are important - primary reflexes impact motor and cognitive development. Children from socially disadvantaged backgrounds might be at risk of early motor deficits. Fine motor abilities are significant predictors of later achievement and disadvantaged are delayed in this
Point 2 - evidence 1
McPhillips and Jordon-Black, 2007
Looked at the impact of social disadvantage on motor development in young children – found there was a significant negative effect of social disadvantage on motor skills. There was a significant predictive relationship between a neurodevelopment measure of early motor development and reading attainment – this means interventions to need to be carried out
looked at children aged between 4-5 and 7-8
used standardised measures
Point 2 - evidence 2
Dinehart and Manfra, 2013
Found that the fine motor skills (fine motor writing and object manipulation tasks) of economically disadvantaged pre-school students predicts later academic performance in second grade - reading and maths achievement
showed that motor skills in pre school impact second grade performance - longitudinal
loads of controls were put in place
Point 2 - evidence 3
Brown, 2010
Evaluate the effect of the primary movement programme (inhibit primary reflexes) on fine motor skills of children in an area of high social disadvantage. Looked at 65 Reception children, found that the primary movement program had a significant effect on improving the fine motor skills of the children
primary movement program been used since 1982 - involves repetition of short sequences of movement
evidence that this program can have a positive effect on motor skills of children
Point 3
The HOME environment - specifically parenting effects
Point 3 - evidence 1
Davis-Kean, 2006
Socioeconomic factors were indirectly linked to children’s academic achievement through parents’ beliefs and behaviours
looked at the relationship between income, academic achievement and how parenting impacts this
cross sectional study
large sample size
Point 3 - evidence 2
Hill et al, 2001
The moderating role of family income for the relationships between parenting and school performance was examined. Family income moderated the relationship between parenting behaviours and prereading scores. Parenting had a stronger relationship with prereading performance for low income families than for higher income families. Shows the importance of parenting for low SES
shows importance of parents
found that income moderated the relationship between performance and parenting - means that parenting isn’t really an issue for high income families
Conclusion
There are a lot of setbacks that socially disadvantaged children start school with. An intervention program should focus on language development and fine motor skills because these are very important for success. As well as this, parenting effects can impact low income families. This means interventions should focus on changing the way they interact with their children
