Intelligence development of socio-economically disadvantaged pre-school children
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Dosyalar
Tarih
2013
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Univ Murcia
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
The intellectual development of socioeconomically disadvantaged preschool children is influenced by several factors. The development of intelligence is a multidimensional concept that is determined by biological, social, and environmental factors. In this literature review, however, only the social and environmental factors are discussed. Some of the factors that have profound effect on children's cognitive development are as follows: environmental stimulation, parental attitudes, maternal age, and education. Successful intervention and prevention programs aimed at enhancing children's cognitive development are also exemplified. It appears that early intervention programs in the second and third year of an infant's life have fundamental effects on the cognitive development of disadvantaged children. It is clear that learning starts with birth. Longitudinal studies revealed that the most effective period for intervention is early childhood. Those who received early day-care and preschool intervention programs have sustained these gains in adolescence and adulthood. Those benefits include higher IQ scores, better achievement test scores, better reading and math skills, more educational attainment, more college degrees, and fewer psychosocial and mental health problems. Therefore, it appears that investing in early high-quality programs provide multiple advantages for individuals and society. Social activists, psychologists, and counsellors should make every effort to affect the allocation of governmental funds and policies.
Açıklama
Anahtar Kelimeler
Intelligence Development, Maternal Education, Deprivation and Intelligence, Disadvantaged Children and Intelligence, Preschool children and Intelligence Development
Kaynak
Anales De Psicologia
WoS Q Değeri
Q3
Scopus Q Değeri
Q3
Cilt
29
Sayı
3
