Social policy report最新文献_第2页

Issue Information 问题信息

Social policy report

Pub Date : 2020-04-01 DOI: 10.1002/sop2.7

引用次数: 0

Leveraging Research on Informal Learning to Inform Policy on Promoting Early STEM 利用非正式学习研究为促进早期STEM政策提供信息

Social policy report

Pub Date : 2019-11-01 DOI: 10.1002/sop2.5

Michelle A Hurst, Naomi Polinsky, C. Haden, S. Levine, D. Uttal

In recent decades, educators and policymakers in the United States have increased their focus on Science, Technology, Engineering, and Mathematics (STEM) learning opportunities both in school and in informal learning environments outside of school. Informal STEM learning can take place in varied settings and involves a variety of STEM domains (e.g., engaging in engineering practices in a construction exhibit at a museum; talking about math during book reading at home). Here we provide a selective review of the literature on informal STEM learning to illustrate how these educational experiences are crucial for efforts to increase early STEM learning even before children reach school age. Leveraging cognitive and learning science research to inform policy, we make three recommendations to advance the impact of informal STEM learning: 1) integrate cognitive and learning science–based learning practices into informal learning contexts, 2) increase accessibility and diversity of informal STEM experiences, and 3) create explicit connections and coherence between formal and informal STEM learning opportunities in early childhood education.

近几十年来，美国的教育工作者和政策制定者越来越关注学校和校外非正式学习环境中的科学、技术、工程和数学(STEM)学习机会。非正式的STEM学习可以在不同的环境中进行，并涉及各种STEM领域(例如，在博物馆的建筑展览中参与工程实践;在家看书时谈论数学)。在这里，我们对非正式STEM学习的文献进行了选择性回顾，以说明这些教育经历如何对提高早期STEM学习的努力至关重要，甚至在儿童达到学龄之前。利用认知和学习科学研究为政策提供信息，我们提出三项建议，以促进非正式STEM学习的影响:1)将基于认知和学习科学的学习实践融入非正式学习环境;2)增加非正式STEM经验的可及性和多样性;3)在幼儿教育中建立正式和非正式STEM学习机会之间的明确联系和一致性。

{"title":"Leveraging Research on Informal Learning to Inform Policy on Promoting Early STEM","authors":"Michelle A Hurst, Naomi Polinsky, C. Haden, S. Levine, D. Uttal","doi":"10.1002/sop2.5","DOIUrl":"https://doi.org/10.1002/sop2.5","url":null,"abstract":"In recent decades, educators and policymakers in the United States have increased their focus on Science, Technology, Engineering, and Mathematics (STEM) learning opportunities both in school and in informal learning environments outside of school. Informal STEM learning can take place in varied settings and involves a variety of STEM domains (e.g., engaging in engineering practices in a construction exhibit at a museum; talking about math during book reading at home). Here we provide a selective review of the literature on informal STEM learning to illustrate how these educational experiences are crucial for efforts to increase early STEM learning even before children reach school age. Leveraging cognitive and learning science research to inform policy, we make three recommendations to advance the impact of informal STEM learning: 1) integrate cognitive and learning science–based learning practices into informal learning contexts, 2) increase accessibility and diversity of informal STEM experiences, and 3) create explicit connections and coherence between formal and informal STEM learning opportunities in early childhood education.","PeriodicalId":74823,"journal":{"name":"Social policy report","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/sop2.5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44077537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 14

Strengthening Social Programs to Promote Economic Stability during Childhood. 加强社会项目，促进儿童时期经济稳定。

Social policy report

Pub Date : 2019-08-01 Epub Date: 2019-10-04 DOI: 10.1002/sop2.4

Bradley Hardy, Heather D Hill, Jennie Romich

Income level is well established as a key macro context for child development, and a vast literature indicates that higher income during childhood promotes development in every domain (e.g. Akee, Copeland, Keeler, Angold, & Costello, 2010; Case & Paxson, 2011; G. B. Dahl & Lochner, 2012; G. J. Duncan, Magnuson, Kalil, & Ziol-Guest, 2012; G. J. Duncan, Yeung, Brooks-Gunn, & Smith, 2006; Ziol-Guest, Duncan, & Kalil, 2009). This evidence frequently provides both substantive and rhetorical basis for the creation and design of income support policies and early childhood education programs (National Academies of Sciences, 2019).

引用次数: 25

Digital Games as a Context for Children's Cognitive Development: Research Recommendations and Policy Considerations 数字游戏作为儿童认知发展的背景：研究建议和政策思考

Social policy report

Pub Date : 2019-02-01 DOI: 10.1002/SOP2.3

Fran C. Blumberg, K. Deater-Deckard, Sandra L. Calvert, Rachel M. Flynn, C. S. Green, David H. Arnold, P. J. Brooks

We document the need to examine digital game play and app use as a context for cognitive development, particularly during middle childhood. We highlight this developmental period as 6through 12year olds comprise a large swath of the preadult population that plays and uses these media forms. Surprisingly, this age range remains understudied with regard to the impact of their interactive media use as compared to young children and adolescents. This gap in knowledge about middle childhood may reflect strong and widely held concerns about the effects of digital games and apps before and after this period. These concerns include concurrent and subsequent influences of game use on very young children’s and adolescents’ cognitive and socioemotional functioning. We highlight here what is currently known about the impact of media on young children and adolescents and what is not known about this impact in middle childhood. We then offer recommendations for the types of research that developmental scientists can undertake to examine the efficacy of digital games within the rapidly changing media ecology in which children live. We conclude with a discussion of media policies that we believe can help children benefit from their media use. Our hope is that this review will foster greater investigation of the cognitive socialization, as raised over 20 years ago by developmental psychologist and early games researcher Patricia Greenfield, that digital games serve during the middle childhood period, and childhood more generally.

我们记录了将数字游戏和应用程序使用作为认知发展背景的必要性，特别是在儿童中期。我们强调了这一发展时期，因为6至12岁的青少年在玩和使用这些媒体形式的成年前人群中占了很大一部分。令人惊讶的是，与幼儿和青少年相比，这个年龄段的人在互动媒体使用的影响方面仍然研究不足。这种关于儿童中期的知识差距可能反映了人们对这一时期前后数字游戏和应用程序的影响的强烈而广泛的担忧。这些问题包括游戏使用对幼儿和青少年认知和社会情感功能的同时和随后影响。我们在这里强调了目前已知的媒体对幼儿和青少年的影响，以及对儿童中期这种影响的未知之处。然后，我们为发展科学家可以进行的研究类型提供建议，以在儿童生活的快速变化的媒体生态中检验数字游戏的功效。最后，我们讨论了我们认为可以帮助儿童从媒体使用中受益的媒体政策。我们希望这篇综述将促进对认知社会化的更多研究，正如发展心理学家和早期游戏研究人员帕特里夏·格林菲尔德20多年前提出的那样，数字游戏在儿童中期和更普遍的儿童时期发挥作用。

{"title":"Digital Games as a Context for Children's Cognitive Development: Research Recommendations and Policy Considerations","authors":"Fran C. Blumberg, K. Deater-Deckard, Sandra L. Calvert, Rachel M. Flynn, C. S. Green, David H. Arnold, P. J. Brooks","doi":"10.1002/SOP2.3","DOIUrl":"https://doi.org/10.1002/SOP2.3","url":null,"abstract":"We document the need to examine digital game play and app use as a context for cognitive development, particularly during middle childhood. We highlight this developmental period as 6through 12year olds comprise a large swath of the preadult population that plays and uses these media forms. Surprisingly, this age range remains understudied with regard to the impact of their interactive media use as compared to young children and adolescents. This gap in knowledge about middle childhood may reflect strong and widely held concerns about the effects of digital games and apps before and after this period. These concerns include concurrent and subsequent influences of game use on very young children’s and adolescents’ cognitive and socioemotional functioning. We highlight here what is currently known about the impact of media on young children and adolescents and what is not known about this impact in middle childhood. We then offer recommendations for the types of research that developmental scientists can undertake to examine the efficacy of digital games within the rapidly changing media ecology in which children live. We conclude with a discussion of media policies that we believe can help children benefit from their media use. Our hope is that this review will foster greater investigation of the cognitive socialization, as raised over 20 years ago by developmental psychologist and early games researcher Patricia Greenfield, that digital games serve during the middle childhood period, and childhood more generally.","PeriodicalId":74823,"journal":{"name":"Social policy report","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/SOP2.3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45802118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 53

Disparities in the Quality of Pediatric Dental Care: New Research and Needed Changes 儿童牙科护理质量的差异:新的研究和需要的改变

Social policy report

Pub Date : 2018-11-01 DOI: 10.1002/SOP2.2

Stephanie M. Reich, Kristin S Hoeft, Guadalupe Díaz, Wendy Ochoa, Amy Gaona

引用次数: 5

Applying a Community Violence Framework to Understand the Impact of Immigration Enforcement Threat on Latino Children 应用社区暴力框架了解移民执法威胁对拉丁裔儿童的影响

Social policy report

Pub Date : 2018-09-01 DOI: 10.1002/SOP2.1

R. G. Barajas-Gonzalez, Cecilia Ayón, F. Torres

Heeding the call put out by the New England Journal of Medicine (2017), we utilize an ecological–transactional model as a conceptual framework for understanding existing literature and for guiding future research on immigration enforcement threat and Latino child development. Using the World Health Organization’s definition of violence, we draw on literature from psychology, medicine, social work, and developmental psychology to outline how the antiimmigrant climate in the United States and the threat of immigration enforcement practices in everyday spaces are experienced by some Latino children as psychological violence. Researchers, teachers, and practitioners are encouraged to be aware of how uncertainty and threat regarding familial safety adversely impacts the lives of Latino children in immigrant households, especially in charged, antiimmigrant climates. Corresponding author: R. Gabriela Barajas-Gonzalez (ritagabriela.barajas-gonzalez@nyumc.org) Author note: We thank the many colleagues and reviewers who provided thoughtful insights and editing to this manuscript. We also thank the hundreds of children, families, health care and education providers who participated in the studies cited in this review. Social Policy Report Volume 31, Number 3 | 2018 ISSN 1075-7031 Social Policy Report is published four times a year by the Society for Research in Child Development.

根据《新英格兰医学杂志》（2017）提出的呼吁，我们利用生态-交易模型作为概念框架来理解现有文献，并指导未来关于移民执法威胁和拉丁裔儿童发展的研究。利用世界卫生组织对暴力的定义，我们借鉴了心理学、医学、社会工作和发展心理学的文献，概述了美国的反移民氛围和日常移民执法行为的威胁是如何被一些拉丁裔儿童视为心理暴力的。鼓励研究人员、教师和从业者意识到家庭安全的不确定性和威胁如何对移民家庭中拉丁裔儿童的生活产生不利影响，尤其是在充满活力的反移民环境中。通讯作者：R.Gabriela Barajas Gonzalez(ritagabriela.barajas-gonzalez@nyumc.org)作者注：我们感谢许多同事和审稿人，他们为这份手稿提供了深思熟虑的见解和编辑。我们还感谢数百名儿童、家庭、医疗保健和教育提供者参与了本综述中引用的研究。社会政策报告第31卷第3期| 2018 ISSN 1075-7031《社会政策报告》由儿童发展研究学会每年出版四次。

{"title":"Applying a Community Violence Framework to Understand the Impact of Immigration Enforcement Threat on Latino Children","authors":"R. G. Barajas-Gonzalez, Cecilia Ayón, F. Torres","doi":"10.1002/SOP2.1","DOIUrl":"https://doi.org/10.1002/SOP2.1","url":null,"abstract":"Heeding the call put out by the New England Journal of Medicine (2017), we utilize an ecological–transactional model as a conceptual framework for understanding existing literature and for guiding future research on immigration enforcement threat and Latino child development. Using the World Health Organization’s definition of violence, we draw on literature from psychology, medicine, social work, and developmental psychology to outline how the antiimmigrant climate in the United States and the threat of immigration enforcement practices in everyday spaces are experienced by some Latino children as psychological violence. Researchers, teachers, and practitioners are encouraged to be aware of how uncertainty and threat regarding familial safety adversely impacts the lives of Latino children in immigrant households, especially in charged, antiimmigrant climates. Corresponding author: R. Gabriela Barajas-Gonzalez (ritagabriela.barajas-gonzalez@nyumc.org) Author note: We thank the many colleagues and reviewers who provided thoughtful insights and editing to this manuscript. We also thank the hundreds of children, families, health care and education providers who participated in the studies cited in this review. Social Policy Report Volume 31, Number 3 | 2018 ISSN 1075-7031 Social Policy Report is published four times a year by the Society for Research in Child Development.","PeriodicalId":74823,"journal":{"name":"Social policy report","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/SOP2.1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44106287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 56

Changing Demographics of Dual Language Learners and English Learners: Implications for School Success 双语学习者和英语学习者的人口学变化对学校成功的启示

Social policy report

Pub Date : 2018-06-01 DOI: 10.1002/J.2379-3988.2018.TB00028.X

H. Romo, K. Thomas, Eugene E. García

引用次数: 12

Corporal Punishment in U.S. Public Schools: Prevalence, Disparities in Use, and Status in State and Federal Policy. 美国公立学校的体罚:流行程度、使用差异以及州和联邦政策中的地位。

Social policy report

Pub Date : 2016-09-01 DOI: 10.1002/J.2379-3988.2016.TB00086.X

E. Gershoff, Sarah A. Font

School corporal punishment is currently legal in 19 states, and over 160,000 children in these states are subject to corporal punishment in schools each year. Given that the use of school corporal punishment is heavily concentrated in Southern states, and that the federal government has not included corporal punishment in its recent initiatives about improving school discipline, public knowledge of this issue is limited. The aim of this policy report is to fill the gap in knowledge about school corporal punishment by describing the prevalence and geographic dispersion of corporal punishment in U.S. public schools and by assessing the extent to which schools disproportionately apply corporal punishment to children who are Black, to boys, and to children with disabilities. This policy report is the first-ever effort to describe the prevalence of and disparities in the use of school corporal punishment at the school and school-district levels. We end the report by summarizing sources of concern about school corporal punishment, reviewing state policies related to school corporal punishment, and discussing the future of school corporal punishment in state and federal policy.

学校体罚目前在19个州是合法的，这些州每年有超过16万名儿童在学校受到体罚。鉴于学校体罚的使用主要集中在南方各州，而且联邦政府最近关于改善学校纪律的倡议中没有包括体罚，公众对这个问题的了解是有限的。这份政策报告的目的是通过描述美国公立学校体罚的普遍程度和地理分布，以及评估学校对黑人儿童、男孩和残疾儿童不成比例地实施体罚的程度，来填补关于学校体罚知识的空白。这份政策报告是第一次努力描述在学校和学区一级使用学校体罚的普遍程度和差异。我们总结了对学校体罚的关注来源，回顾了与学校体罚相关的州政策，并讨论了学校体罚在州和联邦政策中的未来。

{"title":"Corporal Punishment in U.S. Public Schools: Prevalence, Disparities in Use, and Status in State and Federal Policy.","authors":"E. Gershoff, Sarah A. Font","doi":"10.1002/J.2379-3988.2016.TB00086.X","DOIUrl":"https://doi.org/10.1002/J.2379-3988.2016.TB00086.X","url":null,"abstract":"School corporal punishment is currently legal in 19 states, and over 160,000 children in these states are subject to corporal punishment in schools each year. Given that the use of school corporal punishment is heavily concentrated in Southern states, and that the federal government has not included corporal punishment in its recent initiatives about improving school discipline, public knowledge of this issue is limited. The aim of this policy report is to fill the gap in knowledge about school corporal punishment by describing the prevalence and geographic dispersion of corporal punishment in U.S. public schools and by assessing the extent to which schools disproportionately apply corporal punishment to children who are Black, to boys, and to children with disabilities. This policy report is the first-ever effort to describe the prevalence of and disparities in the use of school corporal punishment at the school and school-district levels. We end the report by summarizing sources of concern about school corporal punishment, reviewing state policies related to school corporal punishment, and discussing the future of school corporal punishment in state and federal policy.","PeriodicalId":74823,"journal":{"name":"Social policy report","volume":"255 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/J.2379-3988.2016.TB00086.X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50732319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 85

Corporal Punishment in U.S. Public Schools: Prevalence, Disparities in Use, and Status in State and Federal Policy. 美国公立学校的体罚:流行程度、使用差异以及州和联邦政策中的地位。

Social policy report

Pub Date : 2016-01-01

Elizabeth T Gershoff, Sarah A Font

School corporal punishment is currently legal in 19 states, and over 160,000 children in these states are subject to corporal punishment in schools each year. Given that the use of school corporal punishment is heavily concentrated in Southern states, and that the federal government has not included corporal punishment in its recent initiatives about improving school discipline, public knowledge of this issue is limited. The aim of this policy report is to fill the gap in knowledge about school corporal punishment by describing the prevalence and geographic dispersion of corporal punishment in U.S. public schools and by assessing the extent to which schools disproportionately apply corporal punishment to children who are Black, to boys, and to children with disabilities. This policy report is the first-ever effort to describe the prevalence of and disparities in the use of school corporal punishment at the school and school-district levels. We end the report by summarizing sources of concern about school corporal punishment, reviewing state policies related to school corporal punishment, and discussing the future of school corporal punishment in state and federal policy.

学校体罚目前在19个州是合法的，这些州每年有超过16万名儿童在学校受到体罚。鉴于学校体罚的使用主要集中在南方各州，而且联邦政府最近关于改善学校纪律的倡议中没有包括体罚，公众对这个问题的了解是有限的。这份政策报告的目的是通过描述美国公立学校体罚的普遍程度和地理分布，以及评估学校对黑人儿童、男孩和残疾儿童不成比例地实施体罚的程度，来填补关于学校体罚知识的空白。这份政策报告是第一次努力描述在学校和学区一级使用学校体罚的普遍程度和差异。我们总结了对学校体罚的关注来源，回顾了与学校体罚相关的州政策，并讨论了学校体罚在州和联邦政策中的未来。

{"title":"Corporal Punishment in U.S. Public Schools: Prevalence, Disparities in Use, and Status in State and Federal Policy.","authors":"Elizabeth T Gershoff, Sarah A Font","doi":"","DOIUrl":"","url":null,"abstract":"School corporal punishment is currently legal in 19 states, and over 160,000 children in these states are subject to corporal punishment in schools each year. Given that the use of school corporal punishment is heavily concentrated in Southern states, and that the federal government has not included corporal punishment in its recent initiatives about improving school discipline, public knowledge of this issue is limited. The aim of this policy report is to fill the gap in knowledge about school corporal punishment by describing the prevalence and geographic dispersion of corporal punishment in U.S. public schools and by assessing the extent to which schools disproportionately apply corporal punishment to children who are Black, to boys, and to children with disabilities. This policy report is the first-ever effort to describe the prevalence of and disparities in the use of school corporal punishment at the school and school-district levels. We end the report by summarizing sources of concern about school corporal punishment, reviewing state policies related to school corporal punishment, and discussing the future of school corporal punishment in state and federal policy.","PeriodicalId":74823,"journal":{"name":"Social policy report","volume":"30 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5766273/pdf/nihms862245.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"35736677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Children, Families and Poverty: Definitions, Trends, Emerging Science and Implications for Policy. 儿童、家庭与贫困：定义、趋势、新兴科学及对政策的影响》。

Social policy report

Pub Date : 2012-01-01 Epub Date: 2012-09-01 DOI: 10.1002/j.2379-3988.2012.tb00072.x

Lawrence Aber, Pamela Morris, Cybele Raver

Now, more than ever, it is crucial to address the topic of children and poverty in the U.S., given current scientific knowledge about poverty's influence on children and effective strategies to mitigate its negative impact. In this report, we summarize the best available information on definitions and trends in child poverty, policy responses to child poverty and the impact of poverty on children's health and development. Research suggests that various factors exert upward and downward pressure on child poverty rates. Upward pressure is exerted by declining work rates for men, stagnant wages for low-wage workers, increasing rates of children raised in female-headed households, and growing gaps in educational attainment. Downward pressure is exerted by the U.S. system of antipoverty policies and programs, which appears to be cutting "pre-transfer" poverty rates by more than 50%. Nonetheless, child poverty rates in the United States are high by both historical and international comparison. We then review the emerging science on biological and ecological processes by which poverty affects child development and key findings regarding the efficacy of comprehensive strategies to reduce poverty and to promote the human capital development of poor children. In the final section, we reflect on implications for moving forward in science and policy.

鉴于当前有关贫困对儿童影响的科学知识以及减轻其负面影响的有效策略，现在比以往任何时候都更有必要讨论美国儿童与贫困这一主题。在本报告中，我们总结了有关儿童贫困的定义和趋势、应对儿童贫困的政策措施以及贫困对儿童健康和发展的影响等方面的现有最佳信息。研究表明，各种因素对儿童贫困率产生了上升和下降的压力。男性工作率下降、低工资工人的工资停滞不前、在女性为户主的家庭中抚养的儿童比例上升以及教育程度的差距不断扩大，都对儿童贫困率产生了上行压力。美国的反贫困政策和计划体系似乎将 "转移前 "的贫困率降低了 50%以上，这也带来了向下的压力。尽管如此，与历史和国际相比，美国的儿童贫困率仍然很高。然后，我们回顾了贫困影响儿童发展的生物和生态过程的新兴科学，以及有关减少贫困和促进贫困儿童人力资本发展的综合战略的有效性的主要发现。在最后一部分，我们将对科学和政策的前进方向进行思考。

{"title":"Children, Families and Poverty: Definitions, Trends, Emerging Science and Implications for Policy.","authors":"Lawrence Aber, Pamela Morris, Cybele Raver","doi":"10.1002/j.2379-3988.2012.tb00072.x","DOIUrl":"10.1002/j.2379-3988.2012.tb00072.x","url":null,"abstract":"Now, more than ever, it is crucial to address the topic of children and poverty in the U.S., given current scientific knowledge about poverty's influence on children and effective strategies to mitigate its negative impact. In this report, we summarize the best available information on definitions and trends in child poverty, policy responses to child poverty and the impact of poverty on children's health and development. Research suggests that various factors exert upward and downward pressure on child poverty rates. Upward pressure is exerted by declining work rates for men, stagnant wages for low-wage workers, increasing rates of children raised in female-headed households, and growing gaps in educational attainment. Downward pressure is exerted by the U.S. system of antipoverty policies and programs, which appears to be cutting \"pre-transfer\" poverty rates by more than 50%. Nonetheless, child poverty rates in the United States are high by both historical and international comparison. We then review the emerging science on biological and ecological processes by which poverty affects child development and key findings regarding the efficacy of comprehensive strategies to reduce poverty and to promote the human capital development of poor children. In the final section, we reflect on implications for moving forward in science and policy.","PeriodicalId":74823,"journal":{"name":"Social policy report","volume":"26 3","pages":"1-29"},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7100145/pdf/nihms-1565905.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37784027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0