ChildhoodDevelopment
ChildhoodDevelopment
Researchquestion: How does children growth in language, cognitive andsocio-emotional domains vary by child and demographic as well associal characteristics?
Azma,S. (2013). Poverty and the developing brain: Insight fromneuroimaging. AJournal of Science, Technology, Ethics, and Policy,1, 40-46.
Thepurpose of the article was to assess the relationship between povertyand brain development. Azma argues that poverty creates a suboptimalenvironment that reduces the development of child’s brain. Thisnotion is supported by the evidence from scientific studies reportedin other articles. Although the use of a literature reviewmethodology allowed the author to identify the trends on therelationship between poverty and brain development, it reduced Azma’scapacity to control the quality of data used to make conclusions. Therelationship between the article and the topic of study is confirmedby the fact that Azma established the association between childdevelopment and the social economic factors. Therefore, it is auseful source that will be used to advance the idea that demographicas well as social factors affect child development.
Thearticle is current because it was published within the last threeyears. In addition, the content of the article is relevant to theunderlying topic of “child development” since it focuses on therelationship between socioeconomic factors and the development of thechildren’s brain. The article is an authoritative source since itwas authored by an expert in the field of neuroscience. Moreover, thearticle is accurate because it is supported by other sources thatcontain scientific evidence. The purpose of the article was to informthe stakeholder in the field of neuroscience about the relationshipbetween socioeconomic factors and brain development among children.
CaliforniaDepartment of Education (2016). Social-emotional development domain.CaliforniaDepartment of Education.Retrieved May 27, 2016, fromhttp://www.cde.ca.gov/sp/cd/re/itf09socemodev.asp
Thepurpose of this website was to discuss different factors thatinfluence social-emotional development among children. The authorargues that the interaction that children have with adults (includingtheir parents) and peers influence their social-emotionaldevelopment. The author supported this idea using the evidence fromother articles that documented scientific research. The article isrelated to the topic because provides a discussion on differentfactors that affect one of the aspects (emotional development)contained in the research question. The article is a useful sourcethat will be used to expound on how the relationship that childrenhave with parents and peers affect the emotional development.
Thearticle explores the issue of social development among children, withthe main focus on the way children express, experience, and managetheir emotions. The article was reviewed on January 12, 2016, whichimplies that its content is current. The information contained onthis website is relevant to the topic of child development because itindicates different factors that affect the development of thechildren’s emotional domain. The authority of the informationcontained in the website can be confirmed by the fact that it waspublished by a government agency, which is the California Departmentof Education. This is further confirmed by the URL that ends with.gov. Based on the principle of the fiduciary duty of the governmentagencies to inform the public, the information provided on thewebsite can be considered to be accurate. The purpose of theinformation is to educate the public and other visitors of thewebsite about different factors that influence emotional developmentamong children.
Gershoff,T., Mistry, S. & Crosby, A. (2014). Societalcontexts of child development.Oxford: Oxford University Press.
Thepurpose of the book was to explain how social environment in whichchildren are brought up affect their development. The authors arguethat the social and cultural practices upheld by elders (includingparents) that children share their childhood with affect all aspectsof their development. Although the authors support this argument withthe articles and books published by other authors, there is expertopinion included in several chapters. This indicates chances of biasin the content, but the overall book is a useful source that will beused to advance the idea that the social environment affects childdevelopment.
Thisbook addresses the impact of the social environment in which a childgrows on the development of different functions, including language,cognitive, and socio-emotional domains. The book was published abouttwo years ago (2014), which implies that its content is current. Thefact that the book addresses the relationship between the societalcontext and the child’s development makes it relevant to the topicunder consideration. The main audiences targeted by the book includethe stakeholders in the education sector and other categories ofscholars. The book is an authoritative source, given that it wasauthored by experts in the fields of human development (includingElizabeth Gershoff and Danielle Crosby) and education, includingRashmita Mistry. In addition, the information contained in this bookis accurate because it was authored by qualified authors andpublished by a credible organization, which is Oxford UniversityPress. This makes the information reliable. The purpose of theinformation contained in the book is to inform stakeholders in theeducation sector and other scholars about the influence that thesocietal factors have on child development. Therefore, theinformation will be cited in a research on child development.
Hackman,A., Farah, J. & Meaney, J. (2010). Socioeconomic status and thebrain: Mechanistic insight from human and animal research. NatureReview Neuroscience,11 (9), 651-659.
Thepurpose of the article was to establish the association betweensocioeconomic factors and the development of child brain. The authorsargued that the social economic factors (such as poverty andchild-parent association) affect the development of executive andlanguage functions. The authors used the evidence from otherscientific studies. The use of the literature review methodologyallowed the authors to consider the findings of several scholars whenmaking their conclusion. However, the content of the article isrelated the topic of study in that it addresses the impact ofsocioeconomic issue, which is one of the main aspects indicated inthe research question.
Thearticle addresses the impact of the social environment on thedevelopment of the child’s brain. Although the article waspublished in 2011, it can still be considered to be current since itis only five years old. The article is relevant to the topic of childdevelopment since it indicates that every child grows in a differenttype of social environment that has the capacity to influence theprocess of neural development, which is the main focus on theunderlying study. Although the credentials of the authors are notindicated, it is evident that the article is authoritative because itwas published by with the support of a credible organization, whichis the U.S. National Library of Medicine. Similarly, the credibilityof the source of the information of the article implies that it isaccurate. In addition, the information is supported by researcharticles, which makes it a reliable source. The main purpose of theinformation documented in the article was to inform the audience(including the stakeholders in the education sector) about the impactthat socioeconomic factor has on the development of language functionamong children.
Pungello,P., Iruka, U., Koonce, R., Dotterer, M. & Reznick, S. (2009). Theeffects of socioeconomic status, race, and parenting on languagedevelopment. DevelopmentalPsychology,45 (2), 544-557.
Thepurpose of this article was to establish the relationship between thesocioeconomic status of a child’s family, maternal sensitivity, andlanguage development. The authors argue that children who live in apoor environment and with less sensitive mothers under slowdevelopment in terms of language function. This was supported by thefindings of a longitudinal study. Although the longitudinal studytakes a lot of time and resources to complete, it allowed theresearchers to monitor changes in child development over a reasonableduration. This article is related to the topic in that it explainshow socioeconomic status influences the development of child’slanguage function. The article is a useful source that will be usedto show that socioeconomic factors and the sensitivity of the parentsaffect the rate at which children achieve growth and development.
Thearticle assesses the impact of the demographic as well as socialfactors (including economic status, parenting, and race) on thedevelopment of language skills among children. The article waspublished in the year 2009, which makes it relevant since it is lessthan 10 years old. The findings reported in the article are relevantto the topic of child development because it indicates theassociation between the development of the language function anddemographic as well as social factors. The article is authoritativegiven that all the five authors are qualified researchers from theUniversity of California. The information in the article is accurate,given that the authors followed the scientific procedures to arriveat the findings. They conducted a longitudinal study of 146participants. The purpose of the information contained in the articlewas to inform the audience about the impact of socioeconomic,parenting, and race on the development of the language domain amongskills. Therefore, the article is useful source that will be used toindicate how demographic and social factors influence the braindevelopment among children.
Wihbey,J. (2015, April 20). Child cognitive development and socioeconomicstatus: What do we know? JournalistResource.Retrieved May 27, 2016, from<http://journalistsresource.org/studies/society/education/child-cognitive-development-socioeconomic-status>
Thepurpose of the article published on this website was to explain howthe socioeconomic status of the family affects cognitive developmentof children. The authors argued that the cognitive development of achild is affected by multiple factors, including the family incomeand parental education. This idea was supported by the evidence fromthe expert opinion and citations from several empirical studies. Theinclusion of expert opinion increased chances for bias. The articleis related to the topic because it addresses the impact of one of theaspects, socioeconomic environment, mentioned in the researchquestion in child development. Therefore, the article is credible andwill be used to support the idea that the socioeconomic factorsaffect the rate at which children achieve cognitive development.
Thearticle addresses the impact of different socioeconomic factors(including the family income and parental education) on the cognitivedevelopment among children. The information on this website waspublished and updated about one year ago (April 2015), which impliesthat it is current. The information documented on this website isrelevant to the topic of child development since it indicates thelink between socioeconomic status and cognitive development amongchildren. The main audiences targeted by the article include parents,researchers, and stakeholders in the education sector. Although thecredentials of the author are not indicated, it is evident that JohnWihbey is a journalist who is affiliated with the organization knownas Journalist Resource. This reduces the authority of theorganization since the author’s organization does not specialize inissues related the child development. However, the information can beconsidered to be accurate, given that Wihbey based the content onscientific research done by different scholars. In addition, the URLends with .org, which confirms the credibility of the organization.The purpose of this information was to educate or inform the audienceabout the impact that the socioeconomic status on the cognitivedevelopment of children. Therefore, the article will be a usefulresource that will be cited in a research on child development.
References
Azma,S. (2013). Poverty and the developing brain: Insight fromneuroimaging. AJournal of Science, Technology, Ethics, and Policy,1, 40-46.
CaliforniaDepartment of Education (2016). Social-emotional development domain.CaliforniaDepartment of Education.Retrieved May 27, 2016, fromhttp://www.cde.ca.gov/sp/cd/re/itf09socemodev.asp
Gershoff,T., Mistry, S. & Crosby, A. (2014). Societalcontexts of child development.Oxford: Oxford University Press.
Hackman,A., Farah, J. & Meaney, J. (2010). Socioeconomic status and thebrain: Mechanistic insight from human and animal research. NatureReview Neuroscience,11 (9), 651-659.
Pungello,P., Iruka, U., Koonce, R., Dotterer, M. & Reznick, S. (2009). Theeffects of socioeconomic status, race, and parenting on languagedevelopment. DevelopmentalPsychology,45 (2), 544-557.
Wihbey,J. (2015, April 20). Child cognitive development and socioeconomicstatus: What do we know? JournalistResource.Retrieved May 27, 2016, fromhttp://journalistsresource.org/studies/society/education/child-cognitive-development-socioeconomic-status