SciELO - Scientific Electronic Library Online

 
vol.29 issue3Instruction of reading comprehension strategies through reciprocal teaching: effects of grouping formatsPrediction of use self-regulation strategies in higher education author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Journal

Article

Indicators

Related links

  • On index processCited by Google
  • Have no similar articlesSimilars in SciELO
  • On index processSimilars in Google

Share


Anales de Psicología

On-line version ISSN 1695-2294Print version ISSN 0212-9728

Abstract

BULUT, Sefa. Intelligence development of socio-economically disadvantaged pre-school children. Anal. Psicol. [online]. 2013, vol.29, n.3, pp.855-864. ISSN 1695-2294.  http://dx.doi.org/10.6018/analesps.29.3.168101.

The intellectual development of socioeconomically disadvantaged preschool children is influenced by several factors. The development of intelligence is a multidimensional concept that is determined by biological, social, and environmental factors. In this literature review, however, only the social and environmental factors are discussed. Some of the factors that have profound effect on children's cognitive development are as follows: environmental stimulation, parental attitudes, maternal age, and education. Successful intervention and prevention programs aimed at enhancing children's cognitive development are also exemplified. It appears that early intervention programs in the second and third year of an infant's life have fundamental effects on the cognitive development of disadvan-taged children. It is clear that learning starts with birth. Longitudinal studies revealed that the most effective period for intervention is early childhood. Those who received early day-care and preschool intervention programs have sustained these gains in adolescence and adulthood. Those benefits include higher IQ scores, better achievement test scores, better reading and math skills, more educational attainment, more college degrees, and fewer psychosocial and mental health problems. Therefore, it appears that investing in early high-quality programs provide multiple advantages for individuals and society. Social activists, psychologists, and counsellors should make every effort to affect the allocation of governmental funds and policies.

Keywords : Intelligence development; maternal education; deprivation and intelligence; disadvantaged children and intelligence; preschool children and intelligence development.

        · abstract in Spanish     · text in English     · English ( pdf )

 

Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License