Language Development of Children From Low Income Backgrounds - Part 1 Flashcards
National Center for Children in Poverty found that child ________ rates are highest among _______, ________, and American _________ children.
National Center for Children in Poverty found that child poverty rates are highest among Black, Latino, and American Indian children.
According to the Pew Research Center, most ______ Americans are in their _______ _______ years (ages __-__)
According to the Pew Research Center, most poor Americans are in their prime working years (ages 18-64)
In terms of race and ethnicity, the hierarchy of ethnicities in poverty including numbers of children that live in low-SES homes goes…
_______
_______
________ ________
_________
In terms of race and ethnicity, the hierarchy of ethnicities in poverty including numbers of children that live in low-SES homes goes…
White
Asian
African American
Hispanic
Children in the ________ community are __________ impacted by _________. Many are ch. of _________ workers
Many ________ workers have an average income ________ the national ________ line (Castillo, 2012)
Children in the Hispanic community are disproportionately impacted by poverty. Many are ch. of migrant workers
Many migrant workers have an average income below the national poverty line (Castillo, 2012)
U.S. is shifting from a manufacturing, industrial ________ to ______-______, high-tech _______. Many ______-_______ jobs requiring little ________ but paying well are disappearing/being _______
U.S. is shifting from a manufacturing, industrial society to service-oriented, high-tech society. Many blue-collar jobs requiring little education but paying well are disappearing/being outsourced
The Bureau of Labor Statistics projects that total _________ is expected to ________ by ____ million jobs from 2010 to 2020. Jobs requiring a _______ _______ are expected to grow the ________, while those requiring a high school diploma will experience the ________ growth over the 2010- 20 time frame.
The Bureau of Labor Statistics projects that total employment is expected to increase by 20.5 million jobs from 2010 to 2020. Jobs requiring a master’s degree are expected to grow the fastest, while those requiring a high school diploma will experience the slowest growth over the 2010- 20 time frame.
Blue collar positions are ________ and adults w/ low _______ skills have _______ job _______.
In many countries like the ________, there are many jobs such as _______ and _______ that do not require _______ skills
Blue collar positions are decreasing and adults w/ low literacy skills have decreased job choices.
In many countries like the Philippines, there are many jobs such as fishing and farming that do not require literacy skills
___________ is a factor for many children
__________ children and youth lack a fixed, ________, and ________ night time ________
They often live in ______, _______, public places, _________ buildings, ______ or ______ stations
According to the National Alliance to End Homelessness, ___________ is the inability of people to pay for _________. It is impacted by both _______ and ________ of available _________.
Homelessness is a factor for many children
Homeless children and youth lack a fixed, regular, and adequate night time residence
They often live in cars, parks, public places, abandoned buildings, bus or train stations
According to the National Alliance to End Homelessness, Homelessness is the inability of people to pay for housing. It is impacted by both income and affordability of available housing.
Homelessness leads to ________ school attendance.
Lack of food leads to ________ problems, and _________ physical growth
Neighborhood problems, such as increased exposure to _______, _______, PTSD, and ________ schools leads to fewer _______ places for children to _______, play, and ________
Homelessness leads to irregular school attendance.
Lack of food leads to learning problems, and stunted physical growth
Neighborhood problems, such as increased exposure to crime and violence, PTSD, and inferior schools leads to fewer safe places for children to learn, play, and explore
When it is ________ outside children stay _______ and watch ___. Some low-SES children watch up to __ hours of ___ a day
When it is dangerous outside children stay indoors and watch TV. Some low-SES children watch up to 11 hours of TV a day
Kids from low-SES backgrounds are affected greatly by the following…
Family _______, including parental ________, fighting, potential _______ and _______ of children
Fewer _________ resources such as ________, quality child _______, good libraries
Home and ________ responsibilities take ________ over _______
Fewer ___________ activities, and _______ opportunities
Asthma
Exposure to ______
Prematurity
Lack of access to ________ care, including ________ care
Kids from low-SES backgrounds are affected greatly by the following…
Family stress, including parental depression, fighting, potential neglect and abuse of children
Fewer learning resources such as books, quality child care, good libraries
Home and work responsibilities take priority over school
Fewer extracurricular activities, and travel opportunities
Asthma
Exposure to lead
Prematurity
Lack of access to health care, including dental care
Owens found that when ________ resources are _______, there are higher rates of maternal _________
________-income mothers tend to be more _______ with their children, _____-income mothers often show _______ levels of ________, responsiveness, and _________ when interacting with young children
Owens found that when financial resources are stressed, there are higher rates of maternal depression
Higher-income mothers tend to be more verbal with their children, low-income mothers often show lower levels of warmth, responsiveness, and sensitivity when interacting with young children
The overall ________ and _______ of a home, which promote caregiver-child _________, are the very _________ of __________ development
The overall warmth and affect of a home, which promote caregiver-child bonding, are the very foundation of language development
Remember that responsiveness is not just ________.
Maternal emotional ___________ and _________ are absolutely __________ for building _________ and ________ skills as well as _________, _________, and hope
Remember that responsiveness is not just verbal.
Maternal emotional responsiveness and attachment are absolutely foundational for building linguistic and cognitive skills as well as resiliency, optimism, and hope
Westby found that _________ are the _______ of all _________
The _________ between the _______ and the ________ is the driving _________ of _________
Westby found that relationships are the cradle of all learning
The relationship between the adult and the child is the driving motivator of learning
_________ poverty affects family for 2 ________ or more
Usually these people are dependent on a ________ lifestyle, have a lack of ________ for the future, and are all about the ________. They have an attitude of “____ ______ _____ ____”
Generational poverty affects family for 2 generations or more
Usually these people are dependent on a welfare lifestyle, have a lack of planning for the future, and are all about the present. They have an attitude of “the world owes me”
According to Urbanventures.org, familes in _________ poverty have a constant feeing of _________. Without the _______ that life can be better, the __________ and energy needed to break the _______ are very ______
According to Urbanventures.org, familes in generational poverty have a constant feeling of hopelessness. Without the belief that life can be better, the motivation and energy needed to break the cycle are very low
People of ________ poverty have an external locus of _______ where they believe the _______ is determined by _______ and _______
They have the attitude of “there’s nothing I can do-why fight city hall?”
Why bother with _______?
People of generational poverty have an external locus of control where they believe the future is determined by luck and chance
They have the attitude of “there’s nothing I can do-why fight city hall?”
Why bother with therapy?
__________ poverty is usually result of a particular set of _________
Occurs for a _______ time
People have a lot of ________
People generally remain ________ that with hard work, they can _________ their _________
Situational poverty is usually result of a particular set of cirsumstances
Occurs for a shorter time
People have a lot of pride
People generally remain hopeful that with hard work, they can overcome their circumstances
People in _________ poverty have an _______ locus of _______
They can influence the _______ by making good ________ now, believe they can _______ their own ______, and are open toward ________
People in situational poverty have an internal locus of control
They can influence the future by making good choices now, believe they can shape their own fate, and are open toward intervention
The most ________ situations of people moving out of ________ poverty involve ________, caring ______ models
The most successful situations of people moving out of generational poverty involve positive, caring role models
Research has found that ____ is more _______ to a child’s ________ development than _______ background
The factor most highly related to ____ is the mother’s _________ level
Research has found that SES is more critical to a child’s language development than ethnic background
The factor most highly related to SES is the mother’s educational level
Research has found that early _________ experiences differ based on family _______ to such a degree that ____ can predict a child’s ________ ________ during the school-age years
Research has found that early communication experiences differ based on family income to such a degree that SES can predict a child’s academic performance during the school-age years
Low-SES ________ who have little _________…
Tend to provide less ______ _______ stimulation for their children
Hart and Risley studied children from ________, working-class, and _______ homes and found that in a 365-day year, children from _________ families heard about __ million _______; children from _______ families only heard about ________
Low-SES caregivers who have little education…
Tend to provide less oral language stimulation for their children
Hart and Risley studied children from professional, working-class, and welfare homes and found that in a 365-day year, children from professional families heard about 4 million utterances; children from welfare families only heard about 250,000
Hart and Risley extrapolated that in order for the _______ children to gain a _________ equivalent to that of children from ________ class homes, these ________ children would need to attend a ________ program for _______ hours per week where they heard _________ at a level used in ________ homes
Hart and Risley extrapolated that in order for the welfare children to gain a vocabulary equivalent to that of children from working class homes, these welfare children would need to attend a preschool program for forty hours per week where they heard language at a level used in professional homes
Other research has found that middle and _______ SES caregivers have increased ________, and verbal ________-_______
Low-SES caregivers increase _________ and _________
Other research has found that middle and upper SES caregivers have increased discussion, and verbal problem-solving
Low-SES caregivers increase commands and orders
Low-SES caregivers are also more likely to _____ or _______ their children rather than using verbal ________
These children then grow up to solve ________ by means of ________ aggression rather than ________
Low-SES caregivers are also more likely to slap or spank their children rather than using verbal discipline
These children then grow up to solve problems by means of physical aggression rather than discussion
Low-SES children tend to have:
Low ________ skills
________ grammar
__________ problems (e.g., being “rude,” interrupting, not using conventional manners or saying things such as “please” and “thank you”)
Low-SES ch are more engaged in talk about _______, daily _______ concerns (______, ______) rather than discussions that extend beyond ________ concerns
This has a _________ effect on development of ________ language
Low-SES children tend to have:
Low vocabulary skills
Poorer grammar
Pragmatics problems (e.g., being “rude,” interrupting, not using conventional manners or saying things such as “please” and “thank you”)
Low-SES ch are more engaged in talk about immediate, daily living concerns (food, clothes) rather than discussions that extend beyond practical concerns
This has a negative effect on development of abstract language
Westby says that we need to teach ________ talk:
_________ talk is familiar, ________, and _______. It is used to meet _______ and involves genuine ________ to gain _________. It has _______ syntax, and ________ vocab.
________ talk is ________, nonshared context. It requires lots of _________ and planning. It includes ____________ (known answer to questions), has _________ syntax, and ________ vocab
Westby says that we need to teach academic talk:
Casual talk is familiar, concrete, and social. It is used to meet needs and involves genuine questions to gain information. They have simple syntax, and nonspecific vocab.
Academic talk is abstract, nonshared context. It requires lots of reflecting and planning. It includes pseudoquestions (known answer to questions), has complex syntax, and explicit vocab
Scheule observed when one classroom teacher says “use college talk”
Instead of saying you’re talking too much, she says “youre being garrulous”
The kids totally know what “garrulous” means
We can also use ________ moments
We can also use teachable moments
