Effects of Poverty on the Educational Outcome of Children in E. C. D. E. Centers
CHAPTER ONE
1.1 Background of the study
This section aimed to highlight the previous studies carried out on the affects of poverty on the educational outcome of children in E.C.D.E centres.
As Parket, Greer and Zunkeman (1924) noted almost two decades ago, children growing up in poverty experience “double jeopardy”. Not only are they directly exposed to risks in their homes and communities, including illness, crowding and family stress, lack of psychosocial stimulation and limited resources, but also often experience more serious consequences to risks than children from higher income families.
Inspite of the attention to the deleterious effects of poverty on children over the past several decades, rate of poverty remain high particularly in families with young children.
The research done by Judith Smith and colleague (1997) found out that family poverty was greatly associated with lower scores on several measures of a child’s educational outcomes (children of age 3 – 4 years).
For example, in the United State, few half of low-income pre-scholars are read to on a daily basis, compared with 61% in families above the poverty line.
These studies therefore provide ground information on the effects of poverty on the educational outcomes of E.C.D.E children.
1.2 Statement of the problem
In all countries, poverty presents a chronic stress for children and families that may interfere with successful adjustment to developmental tasks including school achievement.
Children raised from L.I.F are at risk for academic and social problems as well as poor health and well-being, which can in turn undermine educational achievement. For instance, Huruma Estate comprises of children mostly living below the poverty-line-rated families. Therefore, the study aimed at finding out the effects of poverty on their educational outcomes.
1.3 Purpose of the study
The study explored the effects of poverty on the educational outcome in E.C.D.E Centre in Huruma Estate in Eldoret –
1.1 Background of the study
This section aimed to highlight the previous studies carried out on the affects of poverty on the educational outcome of children in E.C.D.E centres.
As Parket, Greer and Zunkeman (1924) noted almost two decades ago, children growing up in poverty experience “double jeopardy”. Not only are they directly exposed to risks in their homes and communities, including illness, crowding and family stress, lack of psychosocial stimulation and limited resources, but also often experience more serious consequences to risks than children from higher income families.
Inspite of the attention to the deleterious effects of poverty on children over the past several decades, rate of poverty remain high particularly in families with young children.
The research done by Judith Smith and colleague (1997) found out that family poverty was greatly associated with lower scores on several measures of a child’s educational outcomes (children of age 3 – 4 years).
For example, in the United State, few half of low-income pre-scholars are read to on a daily basis, compared with 61% in families above the poverty line.
These studies therefore provide ground information on the effects of poverty on the educational outcomes of E.C.D.E children.
1.2 Statement of the problem
In all countries, poverty presents a chronic stress for children and families that may interfere with successful adjustment to developmental tasks including school achievement.
Children raised from L.I.F are at risk for academic and social problems as well as poor health and well-being, which can in turn undermine educational achievement. For instance, Huruma Estate comprises of children mostly living below the poverty-line-rated families. Therefore, the study aimed at finding out the effects of poverty on their educational outcomes.
1.3 Purpose of the study
The study explored the effects of poverty on the educational outcome in E.C.D.E Centre in Huruma Estate in Eldoret –