Lack of Structured Academic Opportunities Effects
|Subject:||🧓🏼 Personal Experience|
|Topics:||🌱 Personal Growth, Early Childhood Education, 👨💻 Human Development|
The inability to provide additional structured academic opportunities during the summer months effects lower socioeconomic children negatively in a number of ways as compared to children whose parents are able to provide academically focused activities. To begin with, socioeconomic status encompasses educational attainment, finance stability, income and subjective perception of social status and social class. Socioeconomic status expands to include the quality of life not forgetting the chances and privileges afforded to individuals in the society (Grotewell & Burton, 2008). In this case low socioeconomic children are those that face elements of poverty that is characterized by physical and psychosocial stressors.
Children from low socioeconomic backgrounds lack structured academic opportunities during the summer months because their parents cannot provide these academic focused activities to them. This inability will result to poor development of cognitive abilities, language, memory, and socio-emotional processing negatively affecting the student’s academic progress and outcomes. Inadequate structured academic opportunities for this identified group of children has resulted to inadequate education and raise in the number of dropouts rates for children originating in low socioeconomic homes. It is evident that children from low socioeconomic families have less experience that encourage the development of essential skills of reading acquisition including phonological mastery, oral language abilities and vocabulary building (Kahlenberg, 2012) .
The inability to provide additional structured academic opportunities during the summer months further affects lower socioeconomic children negatively in that they will have poor access to learning resources and experiences including books, stimulation toys, computers, skill-building lessons and private educators that can facilitate the creation of a positive learning environment for the children. In the homes where parents are able to provide academically focused activities, the children are initially corrected in their reading competency using home literacy environment such as books and encyclopedia with the help of their parents (Vegas, Santibáñez & Leroy de la Brière, 2010).
Students from low socioeconomic homes that manage to continue with studies and reach the prospective college student stage are still likely to have less access to informational resources about college, In addition to that, comparing them with their counterparts from high socioeconomic backgrounds, young graduates from low socioeconomic families are more likely at risk of facing student loan debt burdens (Grotewell & Burton, 2008).
The inability to provide additional structured academic opportunities by parents in the low socioeconomic bracket makes their children enter high school with average literacy skills five years behind those that originate from families with high socioeconomic backgrounds. This has impacted poor performance of the children in science, technology, mathematics and engineering disciplines as compared to their counterparts (Kahlenberg, 2012).
Students whose families lie in the low socioeconomic background are associated with exposure to adversity that results to a decreased educational success. The stresses and trauma experienced by the kids when they compare themselves with other kids that enjoy additional structured academic opportunities create lasting impacts on learning, behaviors and health aspects of the children (Vegas, Santibáñez & Leroy de la Brière, 2010) . This can result to display of learning related behavior problems such as decreased attention in class, lack of interest in studies and poor cooperation during school activities.
- Grotewell, P., & Burton, Y. (2008). Early childhood education. New York: Nova Science Publishers.
- Kahlenberg, R. (2012). The future of school integration. New York: The Century Foundation Press.
- Vegas, E., Santibáñez, L., & Leroy de la Brière, B. (2010). The promise of early childhood development in Latin America and the Caribbean. Washington, DC: World bank.