The environment of Childhood Poverty

In the first paper, I have learnt that people who come from poor backgrounds, often behaves in ways that are less capable as opposed to the ones that are stable. For example, the cognitive functioning of farmers who are adversely subjected to poverty diminishes during the cycles of planting. The diminished performance is mostly shown by them before harvesting their crops in comparison to rich farmers after they have carried out their harvest.  This is mostly constituted by stress that makes concerns of poverty to consume these farmer’s mental resources’ and hence leaving them with less capabilities of other tasks (Robert, Pianta, 12).

Poverty also effects cognitive impairment, where workers become less productive in their work fields as a result of lack of finances that can facilitate their health care when they are subjected to certain illness. I have also learnt that poverty leaves less room to poor people for errors such that when they are encountered with situations that have similar mistakes twice, it even becomes worse and with negative outcomes as well (Zeng, 10).

From the second paper I have learnt that poverty can also effect cognitive development to children. In this case poverty affects them in mediums through which their family members housing options’ are limited to those characterized by levels of crowding to the people who are more stable and are higher. On the other hand, hardships of economy exhibits conflicts between adults and those children that is in poor households, hence making these children face higher probabilities of social relationships that are disrupted with their key adults. For example, poor parents may experience symptoms of stress and distress of their emotions as a result of stress. This therefore makes them to act in aggressive manner to their children causing adverse effects in the development of their children’s psychology.

From the context of beliefs and attributes I have learnt that children and adults may be affected in the following ways; at instances where adults are faced with depression while at school, they can adapt attributes that can act as mediators and equip them with measures and patterns that could enable them to face these setbacks courageously. In addition to that, when these adults are faced with obstacles, these attributes serves great purposes in providing them with mastery oriented responses to their performances and predicting cognitions that they could be faced with in their learning systems.

According to Sayer, Campbell & Barnes (29), beliefs are very crucial to learners as they explain performances of their curriculum.  These beliefs encourage learners to focus and set different goals so that they can succeed in their respective professions. They also aid them in understanding internal factors that could act as barriers to their performances. When intelligent children work upon these beliefs, they become more entitled to positive goals and ignore the negative goals that do not add any benefits to their education. Acts of these learners are hence seen as valuable attributes that are normally attributed by their demonstration of their beliefs and the avoidance of being associated with deficiencies that would result from improper utilization of these beliefs. Adults and children should therefore become more focused on their abilities than on mere aspects of themselves. This is because, if their orientation is more of their learning goals, these goals hence get increased with their abilities respectively.

Poverty and Influence interaction leads to effective leaning of these children and adults. For example the principle of experimental influence, through the ways where variables cuts across all the levels of poverty analysis from general to social combination, reshape their cognitive development and promotes positive continuity for both good and ill. These beliefs work in favor of children who are from poor backgrounds by enhancing their emotional and social development and their neutral systems as well.

However, combination of poverty and influence can negatively affect learning more powerfully than either of them could do by itself. Psychosocial and material hardships have great negative effects to children while they are developing and still learning. Lack of specific inputs by these children while at school and by the use of the many beliefs models’, affects them both genetically and environmentally and this inhibits their compromised development at school. For instance, the amount of input that they employ at schools such as conversing in maternal languages and development of vocabulary developed by them, is established well and vary with the income and support that they get from of their parents that is both rich and poor. In this case then, poor children are faced with disadvantages of developing while at school as opposed to those from stable backgrounds.

To some extent, intervention with beliefs might decrease the negative effects of poverty through; leading students so that they can be able to see and understand that their academic future is close and  consistent to their identities and with their increased determination and motivation they can attain it even with the challenging situations. Leading them to also attribute setbacks that are academic and this motivates them to work hard and discourages them from giving up when faced with setbacks at school. Conclusively, future researches that constitutes psychological strategies and in reforms suites should be acted upon in order to promote changes in education (Robert Pianta, 12).

Works cited

Pianta, Robert C. Handbook of early childhood education. New York: Guilford Publications, 2012. Print.

Sayer, I., Campbell, J., & Barnes, C. (n.d.). The effect of college instructors’ interaction ratios on cognitive development. Science Education, 529-537.

The Effects Of Poverty On Education – Writing Service. (n.d.). Retrieved May 5, 2015, from http://cheapfastwriteessay.com/the-effects-of-poverty-on-education

 Zheng, R. (2010,). Multimedia Learning Environments for Early Readers. Academic Exchange Quarterly.