Socioeconomic Status of Pupils
Chapter 1
THE PROBLEM
Background of the Study A socioeconomic status is based on family income, parental education level, parental occupation, and pointed by Demarest, Reisner, Anderson, Humphrey, Farquhar, and Stein (1993) social status in the community (such as contacts within the community, group associations, and the community 's perception of the family), as). Families with high socioeconomic status often have more success in preparing their young children for school because they typically have access to a wide range of resources to promote and support young children 's development. They are able to provide their young children with high-quality child care, books, and toys to encourage children in various learning activities at home. Also, they have easy access to information regarding their children 's health, as well as social, emotional, and cognitive development. In addition, families with high socioeconomic status often seek out information to help them better prepare their young children for school. Crnic and Lamberty (1994) discuss the impact of socioeconomic status on children 's readiness for school:
The segregating nature of social class, ethnicity, and race may well reduce the variety of enriching experiences thought to be prerequisite for creating readiness to learn among children. Social class, ethnicity, and race entail a set of 'contextual givens ' that dictate neighborhood, housing, and access to resources that affect enrichment or deprivation as well as the acquisition of specific value systems.
Ramey and Ramey (1994) describe the relationship of family socioeconomic status to children 's readiness for school: Across all socioeconomic groups, parents face major challenges when it comes to providing optimal care and education for their children. For families in poverty, these challenges can be formidable. Sometimes, when basic necessities are lacking, parents must place top priority on
THE PROBLEM
Background of the Study A socioeconomic status is based on family income, parental education level, parental occupation, and pointed by Demarest, Reisner, Anderson, Humphrey, Farquhar, and Stein (1993) social status in the community (such as contacts within the community, group associations, and the community 's perception of the family), as). Families with high socioeconomic status often have more success in preparing their young children for school because they typically have access to a wide range of resources to promote and support young children 's development. They are able to provide their young children with high-quality child care, books, and toys to encourage children in various learning activities at home. Also, they have easy access to information regarding their children 's health, as well as social, emotional, and cognitive development. In addition, families with high socioeconomic status often seek out information to help them better prepare their young children for school. Crnic and Lamberty (1994) discuss the impact of socioeconomic status on children 's readiness for school:
The segregating nature of social class, ethnicity, and race may well reduce the variety of enriching experiences thought to be prerequisite for creating readiness to learn among children. Social class, ethnicity, and race entail a set of 'contextual givens ' that dictate neighborhood, housing, and access to resources that affect enrichment or deprivation as well as the acquisition of specific value systems.
Ramey and Ramey (1994) describe the relationship of family socioeconomic status to children 's readiness for school: Across all socioeconomic groups, parents face major challenges when it comes to providing optimal care and education for their children. For families in poverty, these challenges can be formidable. Sometimes, when basic necessities are lacking, parents must place top priority on
Bibliography: Ascher, C. 1998. Improving school-home connection for low-income urban parents. ERIC Digest, ERIC Clearinghouse on Urban Education, NY, NY. Crnic, K., & Lamberty G. (1994, April). Reconsidering school readiness: Conceptual and applied perspectives. Early Education and Development 5(2), 99-105. Available online: http://readyweb.crc.uiuc.edu/library/1994/crnic1.html Demarest, E.J., Reisner, E.R., Anderson, L.M., Humphrey, D.C., Farquhar, E., & Stein, S.E. (1993). Review of research on achieving the nation 's readiness goal. Washington, DC: U.S. Department of Education Dumlao, Doris. 2007. Metro Family Needs P8, 061 a month to Meet Basic Needs. Daily Inquirer Ramey, S.L., & Ramey, C Valle, Josephine B. (2006). Family Size and Poverty: A Closer Look. Popular Economics. October 27 WHO Representative in the Philippines (n http;//www.wpro.who.inp/countries/05phl/ Zill, N., Collins, M., West, J., & Hausken, E.G., (1995, December)