Anonymous
Apr 16
Discuss social factors that influence the academic performance of learners at ECD level with 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 influence academic performance at the ECD level include:
1. Socioeconomic status: Children from low-income families often face barriers to academic success due to limited access to resources such as books, educational materials, and extracurricular activities. Research has shown that children from low-income families are more likely to struggle academically compared to their peers from higher-income families (Bradley & Corwyn, 2002).
2. Parental involvement: The level of parental involvement in a child's education can have a significant impact on their academic performance. Children whose parents are actively involved in their education, such as helping with homework, attending parent-teacher meetings, and providing emotional support, are more likely to succeed academically (Hill & Tyson, 2009).
3. Family support: A supportive family environment can positively influence a child's academic performance. Children who receive encouragement, praise, and emotional support from their family members are more likely to excel in school compared to those who lack such support (Conger & Donnellan, 2007).
4. Peer relationships: Peer relationships can also impact a child's academic performance. Positive peer relationships can provide social support, motivation, and a sense of belonging, which can enhance a child's learning experience. On the other hand, negative peer relationships, such as bullying or peer pressure, can have detrimental effects on academic performance (Wentzel, 2009).
5. Cultural factors: Cultural beliefs, values, and practices can influence a child's academic performance. Children from culturally diverse backgrounds may face challenges in adapting to the school environment and curriculum, which can impact their academic success. It is important for educators to be aware of and sensitive to the cultural differences of their students to create an inclusive learning environment (García Coll et al., 1996).
In conclusion, social factors play a crucial role in shaping the academic performance of learners at the ECD level. Educators, policymakers, and parents must work together to address these factors and create a supportive and nurturing environment for children to thrive academically.
References:
Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53, 371-399.
Conger, R. D., & Donnellan, M. B. (2007). An interactionist perspective on the socioeconomic context of human development. Annual Review of Psychology, 58, 175-199.
García Coll, C., Lamberty, G., Jenkins, R., McAdoo, H. P., Crnic, K., Wasik, B. H., & Vázquez García, H. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67(5), 1891-1914.
Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740-763.
Wentzel, K. R. (2009). Peers and academic functioning at school. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 531-547). The Guilford Press.
1. Socioeconomic status: Children from low-income families often face barriers to academic success due to limited access to resources such as books, educational materials, and extracurricular activities. Research has shown that children from low-income families are more likely to struggle academically compared to their peers from higher-income families (Bradley & Corwyn, 2002).
2. Parental involvement: The level of parental involvement in a child's education can have a significant impact on their academic performance. Children whose parents are actively involved in their education, such as helping with homework, attending parent-teacher meetings, and providing emotional support, are more likely to succeed academically (Hill & Tyson, 2009).
3. Family support: A supportive family environment can positively influence a child's academic performance. Children who receive encouragement, praise, and emotional support from their family members are more likely to excel in school compared to those who lack such support (Conger & Donnellan, 2007).
4. Peer relationships: Peer relationships can also impact a child's academic performance. Positive peer relationships can provide social support, motivation, and a sense of belonging, which can enhance a child's learning experience. On the other hand, negative peer relationships, such as bullying or peer pressure, can have detrimental effects on academic performance (Wentzel, 2009).
5. Cultural factors: Cultural beliefs, values, and practices can influence a child's academic performance. Children from culturally diverse backgrounds may face challenges in adapting to the school environment and curriculum, which can impact their academic success. It is important for educators to be aware of and sensitive to the cultural differences of their students to create an inclusive learning environment (García Coll et al., 1996).
In conclusion, social factors play a crucial role in shaping the academic performance of learners at the ECD level. Educators, policymakers, and parents must work together to address these factors and create a supportive and nurturing environment for children to thrive academically.
References:
Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53, 371-399.
Conger, R. D., & Donnellan, M. B. (2007). An interactionist perspective on the socioeconomic context of human development. Annual Review of Psychology, 58, 175-199.
García Coll, C., Lamberty, G., Jenkins, R., McAdoo, H. P., Crnic, K., Wasik, B. H., & Vázquez García, H. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67(5), 1891-1914.
Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740-763.
Wentzel, K. R. (2009). Peers and academic functioning at school. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 531-547). The Guilford Press.
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