Anonymous
Apr 16
Discuss social factors that influence the academic performance of learners at ECD level with 2017 up-to-date references?
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Apr 16
Social factors play a significant role in influencing the academic performance of learners at the Early Childhood Development (ECD) level. These factors can have both positive and negative impacts on a child's ability to learn and succeed in school. Some of the key social factors that can influence academic performance at the ECD level include socioeconomic status, family support, parental involvement, peer relationships, and community resources.
One of the most important social factors that can impact academic performance at the ECD level is socioeconomic status. Research has consistently shown that children from low-income families tend to have lower academic achievement compared to their peers from higher-income families (Duncan & Magnuson, 2013). This is often due to limited access to resources such as books, educational toys, and quality early childhood education programs. Additionally, children from low-income families may also face challenges such as food insecurity, unstable housing, and exposure to violence, which can negatively impact their ability to focus and learn in school.
Family support and parental involvement are also critical social factors that can influence academic performance at the ECD level. Research has shown that children whose parents are actively involved in their education tend to have higher academic achievement and better social-emotional development (Fan & Chen, 2001). Parents who provide a supportive and nurturing home environment, engage in activities that promote learning, and communicate high expectations for their children can help to foster a positive attitude towards school and learning.
Peer relationships can also play a significant role in shaping academic performance at the ECD level. Children who have positive relationships with their peers tend to be more engaged in school, have higher self-esteem, and exhibit better social skills (Ladd, 2005). On the other hand, children who experience peer rejection or bullying may struggle academically and exhibit behavioral problems in the classroom.
Lastly, community resources such as access to quality early childhood education programs, libraries, and recreational facilities can also influence academic performance at the ECD level. Children who have access to these resources are more likely to develop the cognitive, social, and emotional skills needed to succeed in school (Gormley et al., 2005).
In conclusion, social factors such as socioeconomic status, family support, parental involvement, peer relationships, and community resources all play a critical role in influencing the academic performance of learners at the ECD level. It is important for educators, policymakers, and parents to recognize the impact of these factors and work together to create supportive environments that promote the academic success of all children.
References:
Duncan, G. J., & Magnuson, K. (2013). Investing in preschool programs. Journal of Economic Perspectives, 27(2), 109-132.
Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1-22.
Gormley, W. T., Gayer, T., Phillips, D., & Dawson, B. (2005). The effects of universal pre-K on cognitive development. Developmental Psychology, 41(6), 872-884.
Ladd, G. W. (2005). Children's peer relations and social competence: A century of progress. New Directions for Child and Adolescent Development, 2005(108), 5-23.
One of the most important social factors that can impact academic performance at the ECD level is socioeconomic status. Research has consistently shown that children from low-income families tend to have lower academic achievement compared to their peers from higher-income families (Duncan & Magnuson, 2013). This is often due to limited access to resources such as books, educational toys, and quality early childhood education programs. Additionally, children from low-income families may also face challenges such as food insecurity, unstable housing, and exposure to violence, which can negatively impact their ability to focus and learn in school.
Family support and parental involvement are also critical social factors that can influence academic performance at the ECD level. Research has shown that children whose parents are actively involved in their education tend to have higher academic achievement and better social-emotional development (Fan & Chen, 2001). Parents who provide a supportive and nurturing home environment, engage in activities that promote learning, and communicate high expectations for their children can help to foster a positive attitude towards school and learning.
Peer relationships can also play a significant role in shaping academic performance at the ECD level. Children who have positive relationships with their peers tend to be more engaged in school, have higher self-esteem, and exhibit better social skills (Ladd, 2005). On the other hand, children who experience peer rejection or bullying may struggle academically and exhibit behavioral problems in the classroom.
Lastly, community resources such as access to quality early childhood education programs, libraries, and recreational facilities can also influence academic performance at the ECD level. Children who have access to these resources are more likely to develop the cognitive, social, and emotional skills needed to succeed in school (Gormley et al., 2005).
In conclusion, social factors such as socioeconomic status, family support, parental involvement, peer relationships, and community resources all play a critical role in influencing the academic performance of learners at the ECD level. It is important for educators, policymakers, and parents to recognize the impact of these factors and work together to create supportive environments that promote the academic success of all children.
References:
Duncan, G. J., & Magnuson, K. (2013). Investing in preschool programs. Journal of Economic Perspectives, 27(2), 109-132.
Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1-22.
Gormley, W. T., Gayer, T., Phillips, D., & Dawson, B. (2005). The effects of universal pre-K on cognitive development. Developmental Psychology, 41(6), 872-884.
Ladd, G. W. (2005). Children's peer relations and social competence: A century of progress. New Directions for Child and Adolescent Development, 2005(108), 5-23.
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