The Relationship of Classroom Behavior and Income Inequality to Literacy in Early Childhood

Ross Nunamaker, William Mosier

OAI: oai:igi-global.com:315706 • DOI: 10.4018/978-1-6684-7468-6.ch034

This chapter addresses the association between nurturing prosocial classroom behavior in young children, literacy, and income inequality. Literacy will be explored as it relates to social competence in the classroom as influenced by income inequity. One highlighted area of importance is a play-based, child-focused environment that is culturally sensitive and responsive to the needs of the whole child. Socioeconomic disparities in literacy skills have been increasing over the past 40 years. This subject must be addressed in order to effectively meet the cognitive, social, and emotional needs of each individual child. Literacy skills are developed during early childhood. It is also the case that limited literacy during early childhood increases the risk of children displaying aggressive behavior at school as they progress to higher grades. For these reasons, tackling the problem during the early years with developmentally appropriate adult-child interventions are what is needed to reverse the trends placing an increasing number of young children at-risk of academic underachievement.

Educational Technologies Education K-12 Education Computer Science and Information Technology Social Sciences and Humanities