Research shows that the effects of poverty can impact the growth of the brain in infants. With over half of America’s infants classified as living in or near poverty, we have a responsibility to be aware of and make a change for these issues.  Read the Caring Connections section on page 133 and conduct your own research before answering these questions related to the effect of poverty on infant development.

*What are some potential consequences to an infant born into poverty? Physically, emotionally and socially?

*What are some things parents can do to combat the effect of poverty on infant development?
*There are many resources available to families in a low socioeconomic status to aid in strong infant development. What is one of those in your community? Do you see any barriers to access for these services?

Helpful Resources:

https://www.zerotothree.org/resource/povertys-effect-on-infants-and-toddlers-infographic/

https://talkpoverty.org/2015/07/15/state-americas-babies-child-care/

Responded to two peers.peer 1 daniella

Poverty is something that we all feel terrible about, but no one knows how to rectify. When we speak of children, especially infants we think to ourselves, “how did we let this happen?” We are one of the wealthiest countries in the world, but half of the children are born into poverty. What is poverty exactly? According to Merriam-webster poverty is defined as, “the state of one who lacks a usual or socially acceptable amount of money or material possessions.” ( Merriam-webster) To me, poverty is not only family, community, or monetary elements you are experiencing but a lack of scholastic resources. The lack of education within the community leads to poverty as we know, in turn creating the issue that people within that group dealt with. The daily impacts of poverty are hunger, illness, insecurity, and instability. These impacts can lead to a lack of educational accomplishments, eating disorders, social ineptness, and behavioral issues. ( Haynie 2014) In the infant stage, which is the early stage in the development, is a time when your brain is starting to develop, and nutrition and environmental health is paramount to successful development. (infancy 2023) Parents who utilize programs and literature available at their child’s pediatrician are proven in some studies to,” enhance early book reading interactions as well as early child language and numeracy outcomes.”(Brockmeyer et al. 2018) These types of programs aim to combat poverty through education. I feel this is a great idea and one that I have utilized with my children when I was a single mother. The WIC or Women and Children program in my city offers, pediatric well-care visits, provides vouchers for food products such as formula and cereal, as well as helps pregnant mothers. (USDA 2022)The only problem I see with this program is that it is for children under 5. I feel there should be an alternative program post-WiC that will help an older demographic; at least to the age of 12.   WC 318

References

Brockmeyer, Cates Ph.D., Weisleder, Ariana Ph.D., & Mendelsohn, Alan L. MD. ( January 23,2018). Mitigating the Effects of Family Poverty on Early Child Development through Parenting Interventions in Primary Care, National Library of Medicine.gov. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC57789…

Haynie, Leshia ( June 2014) Childhood poverty, living below the line. American Psychological Association.

https://www.apa.org/pi/ses/resources/indicator/2014/06/childhood-poverty#:~:text=Children%20living%20in%20poverty%20experience,difficulties%20(Malhomes%2C%202012).

infancy. (February 1,2023) .Britannica.com .https://www.britannica.com/science/infancy

Poverty. Merriam-webster.com. https://www.merriam-webster.com/dictionary/poverty

Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) .( Jul 9, 2022).United States Department of Agriculture.

https://www.fns.usda.gov/wic/about-wic

peer 2 18 hours ago

Summer Poulin 

81 64 1 23 Week 2 Discussion Options Menu: Forum Poverty and It’s Effect on Infant Development

COLLAPSE

When it comes to poverty in a home or community, many people assume that this environment will not target an impact on infants and children. The answer is yes, that it can be many factors, and a positive change must be made. According to Child development, poverty has a devastating effect on a child’s development stages. The links can directly impact health concerns like malnutrition, illnesses, and lack of education. Living in poverty can affect a child’s physical health, social skills, behavioral learning, and emotional well-being (How Does Poverty Impact Child Development, 2020). Everything in life has risks, but dealing with being poor and trying to live right is hard for both children and parents. In poverty, there can be some shallow moments. For starters, think of a struggling parent trying to make ends meet but just cannot. The parent begins to cry, and the child becomes emotionally hurt. In low-income areas, which are more subjected to crime and violence, a young child may pick up on these bad habits quickly because this is the life they think is normal. With this being said, education is also a lower risk because of a local school in the area without teachers’ support to push and encourage children. They may start skipping and dropping out of school. This is what we call the domino effect. It is sad but true. Most children in low income do not make it out. They struggle with life to the end.

However, you have someone who finds a way to improve their lives. The child in question breaks free to do what is right to better themselves. It depends on whether the circumstances are correct and if the person or child works hard to get past the point of poverty.

How Does Poverty Impact Child Development. (2020, February 4). ChildFund Australia.                                                        https://www.childfund.org.au/stories/how-does-poverty-impact-child-development/

W.C. 308

• Grid View

		Excellent	Good	Fair	Poor
Main Posting		45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.   Supported by at least three current, credible sources.   Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.	40 (40%) – 44 (44%) Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.   At least 75% of post has exceptional depth and breadth.   Supported by at least three credible sources.   Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.	35 (35%) – 39 (39%) Responds to some of the discussion question(s).   One or two criteria are not addressed or are superficially addressed.   Is somewhat lacking reflection and critical analysis and synthesis.   Somewhat represents knowledge gained from the course readings for the module.   Post is cited with two credible sources.   Written somewhat concisely; may contain more than two spelling or grammatical errors.   Contains some APA formatting errors.	0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately.   Lacks depth or superficially addresses criteria.   Lacks reflection and critical analysis and synthesis.   Does not represent knowledge gained from the course readings for the module.   Contains only one or no credible sources.   Not written clearly or concisely.   Contains more than two spelling or grammatical errors.   Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness		10 (10%) – 10 (10%) Posts main post by day 3.	0 (0%) – 0 (0%)	0 (0%) – 0 (0%)	0 (0%) – 0 (0%) Does not post by day 3.
First Response		17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings.   Responds fully to questions posed by faculty.   Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.   Demonstrates synthesis and understanding of learning objectives.   Communication is professional and respectful to colleagues.   Responses to faculty questions are fully answered, if posed.   Response is effectively written in standard, edited English.	15 (15%) – 16 (16%) Response exhibits critical thinking and application to practice settings.   Communication is professional and respectful to colleagues.   Responses to faculty questions are answered, if posed.   Provides clear, concise opinions and ideas that are supported by two or more credible sources.   Response is effectively written in standard, edited English.	13 (13%) – 14 (14%) Response is on topic and may have some depth.   Responses posted in the discussion may lack effective professional communication.   Responses to faculty questions are somewhat answered, if posed.   Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.	0 (0%) – 12 (12%) Response may not be on topic and lacks depth.   Responses posted in the discussion lack effective professional communication.   Responses to faculty questions are missing.   No credible sources are cited.
Second Response		16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings.   Responds fully to questions posed by faculty.   Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.   Demonstrates synthesis and understanding of learning objectives.   Communication is professional and respectful to colleagues.   Responses to faculty questions are fully answered, if posed.   Response is effectively written in standard, edited English.	14 (14%) – 15 (15%) Response exhibits critical thinking and application to practice settings.   Communication is professional and respectful to colleagues.   Responses to faculty questions are answered, if posed.   Provides clear, concise opinions and ideas that are supported by two or more credible sources.   Response is effectively written in standard, edited English.	12 (12%) – 13 (13%) Response is on topic and may have some depth.   Responses posted in the discussion may lack effective professional communication.   Responses to faculty questions are somewhat answered, if posed.   Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.	0 (0%) – 11 (11%) Response may not be on topic and lacks depth.   Responses posted in the discussion lack effective professional communication.   Responses to faculty questions are missing.   No credible sources are cited.
Participation		5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days.	0 (0%) – 0 (0%)	0 (0%) – 0 (0%)	0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days.
Total Points: 100