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

Ross Glen Chandler Nunamaker, William Arthur Mosier

Source Title: Research Anthology on Early Childhood Development and School Transition in the Digital Era

ISBN13: 9781668474686|ISBN10: 1668474689|EISBN13: 9781668474693

DOI: 10.4018/978-1-6684-7468-6.ch034

MLA

Nunamaker, Ross Glen Chandler, and William Arthur Mosier. "The Relationship of Classroom Behavior and Income Inequality to Literacy in Early Childhood." Research Anthology on Early Childhood Development and School Transition in the Digital Era, edited by Information Resources Management Association, IGI Global, 2023, pp. 698-726. https://doi.org/10.4018/978-1-6684-7468-6.ch034

APA

Nunamaker, R. G. & Mosier, W. A. (2023). The Relationship of Classroom Behavior and Income Inequality to Literacy in Early Childhood. In I. Management Association (Ed.), Research Anthology on Early Childhood Development and School Transition in the Digital Era (pp. 698-726). IGI Global. https://doi.org/10.4018/978-1-6684-7468-6.ch034

Chicago

Nunamaker, Ross Glen Chandler, and William Arthur Mosier. "The Relationship of Classroom Behavior and Income Inequality to Literacy in Early Childhood." In Research Anthology on Early Childhood Development and School Transition in the Digital Era, edited by Information Resources Management Association, 698-726. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-7468-6.ch034

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Abstract

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.