Poverty's part in positive relationships and development

There is much evidence to prove that a loving, nurturing environment is most beneficial to a child’s growth and development.  Brain development in a child’s first years is cruical to this growth.  All experiences, both positive and negative have a huge impact on how the brain and it pathways are formed.  The results of an American study last year found that when parents love and nurture their child growth in a region of the brain, known as the hippocampus, is fostered.  The hippocampus is integral to learning, memory and responding to stress. The researchers reported that those “children with low maternal support showed hippocampal volumes that were 9.2 percent smaller” than those who were nurtured and well cared for (CBC news, 2012).  Such findings could  be used to inform positive changes to public health services for young children and their families.  With greater education and acessability to support services in health and education, the positive outcomes for those living in poverty could be greatly increased.

The development of a child’s brain is heavily influenced by the attachment relationships they form with significant caregivers.   This reflects the importance of respectful, reciprocal relationships, enabling each child to experience love and care. When children experience environments that are stressful and inconsistent, these attachment relationships may not be made so easily, and healthy brain development is compromised.  Regular exposure  to such environments can cause children to experience high levels of the stress hormone cortisol.  High levels of cortisol can hinder healthy brain development and growth, as they have been linked to “persistent illness, retarded physical growth and, learning and behaviour problems” (Berk, 2010, p. 127).  Living in poverty and experiencing deprivation on a daily basis must bring stress and uncertainty.  Despite the best intentions parents may not be able to provide basic needs or loving, consistent relationships that nurture trust with their children.  In situations such as this, children can experience worry, anxiety and stress.  This can lead to irriversable damage to a rapidly developing brain.

An American study examined the link between poverty and malnutrition, finding that “good nutrtion in early life can help counteract the destructive effects of poverty on intellectual development” (Brown and Pollitt, 1996, p. 40). The importance of proper nourishment for the brain to grow at optimal levels was highlighted by this research.  Scientists also claim that malnutrition can alter a child’s overall development and health “as well as the child’s energy level, rate of motor development and rate of growth”( Brown and Pollitt, 1996, p.43).  Poverty can increase these effects, resulting in cognitive impairment later in life.

This research highlights the complexity of the life long consequences impoverished children endure.  The effects of a stressful home environment and low economic status can also result in poor health and diet, determining how a child learns. 

As early childhood teachers it is important to be aware of the complex nature of poverty in our country.  Providing a supportive and consistent environment for children and their families can foster healthy growth and development.  Using knowledge of developmental theory, current policy and statistics to inform practice, ensures positive learning environments.  Having awareness allows teachers to be empathetic and supportive towards children and families in care.  Sharing knowledge about support services will enable children to thrive and develop to their full potential.   The aspirations founding the early childhood curriculum, Te Whāriki, should be pivitol to each teachers personal philosophy and practice. New Zealand’s children should all have the right to grow up as “competent and confident learners... healthy in mind, body and spirit” (Te Whāriki, 1996, p. 9).  The curriculum supports relationships in the community and the home environment, with experiences that “enrich children’s lives and provide them with knowledge, skills and dispositions” to thrive.  If each child in New Zealand was to experience these things, then despite their families economic status they would be children that find success and achievement in all areas of their life.