The Adverse Role of Poverty in the Socialization Processes in the Family and in the Cognitive Development of Children and School Performance

Autor/in	Sengönül, Turhan
Titel	The Adverse Role of Poverty in the Socialization Processes in the Family and in the Cognitive Development of Children and School Performance
Quelle	In: Pegem Journal of Education and Instruction, 11 (2021) 2, S.1-13 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sengönül, Turhan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-0655
Schlagwörter	Poverty; Socialization; Cognitive Development; Academic Achievement; Family Environment; Disadvantaged Youth; Parent Child Relationship; Childhood Needs; Family Influence; Foreign Countries; Literature Reviews; Preschool Education; Elementary Secondary Education; Turkey + Suchen Sie Ihr Suchwort? Armut; Socialisation; Sozialisation; Kognitive Entwicklung; Schulleistung; Familienmilieu; Benachteiligter Jugendlicher; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Childhood; needs; Kindheit; Bedürfnis; Ausland; Pre-school education; Vorschulerziehung; Türkei
Abstract	The present literature review examines the adverse role of poverty in children's cognitive development and school performance. Surveys selected in the present study include those related to the family stress model and family investment theory conducted on preschool, primary, secondary and high school students and their parents. This literature review discusses less sensitive, less warm and less affectionate behaviours of poor parents in the process of socialization and child-rearing owing to negative emotions and conditions such as demoralization, distress, anger, anxiety, stress and frustration and their resorting to harsh, inconsistent and negligent practices. On the other hand, it focuses on socio-economic and cultural inclinations, such as the fact that poor parents attach more importance to the values of harmony and obedience, that their education expectations and demands from their children are relatively low, and they do not pay much attention to developing the intellectual curiosity in their children. The study handles them as independent variables and makes an analysis. Findings demonstrate that decreased affection and support for children in families and increased harsh and inconsistent parental practices induced by demoralization, distress, anger, anxiety, stress and frustration caused by poverty undermine socialization and child-rearing processes. It has been established that disadvantages resulting from the fact that poverty limits purchasing of materials, goods, services, and activities that will contribute to cognitive development and school performance; poor parents spend less time and money for their children's education; and they participate less in activities that encourage, nurture and enhance their children's cognitive development and school performance increase the risk of low intelligence scores, low cognitive skills, low educational attainment and low school achievement for low-income children. (As Provided).
Anmerkungen	Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: http://www.pegegog.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01