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How developmental neuroscience can help address the problem of child poverty / Seth D. POLLAK in Development and Psychopathology, 32-5 (December 2020)  

Public ISBD [article]  inDevelopment and Psychopathology > 32-5 (December 2020) . - p.1640-1656 Titre : How developmental neuroscience can help address the problem of child poverty Type de document : Texte imprimé et/ou numérique Auteurs : Seth D. POLLAK, Auteur ; Barbara L. WOLFE, Auteur Article en page(s) : p.1640-1656 Langues : Anglais (eng) Mots-clés : Child  *Family  Family Characteristics  Humans  Income  Infant  *Poverty  Socioeconomic Factors  United States  *brain  *child poverty  *development  *socioeconomic status Index. décimale : PER Périodiques Résumé : Nearly 1 in 5 children in the United States lives in a household whose income is below the official federal poverty line, and more than 40% of children live in poor or near-poor households. Research on the effects of poverty on children's development has been a focus of study for many decades and is now increasing as we accumulate more evidence about the implications of poverty. The American Academy of Pediatrics recently added "Poverty and Child Health" to its Agenda for Children to recognize what has now been established as broad and enduring effects of poverty on child development. A recent addition to the field has been the application of neuroscience-based methods. Various techniques including neuroimaging, neuroendocrinology, cognitive psychophysiology, and epigenetics are beginning to document ways in which early experiences of living in poverty affect infant brain development. We discuss whether there are truly worthwhile reasons for adding neuroscience and related biological methods to study child poverty, and how might these perspectives help guide developmentally based and targeted interventions and policies for these children and their families. En ligne : http://dx.doi.org/10.1017/s0954579420001145 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] How developmental neuroscience can help address the problem of child poverty [Texte imprimé et/ou numérique] / Seth D. POLLAK, Auteur ; Barbara L. WOLFE, Auteur . - p.1640-1656. Langues : Anglais (eng) in Development and Psychopathology > 32-5 (December 2020) . - p.1640-1656 Mots-clés : Child  *Family  Family Characteristics  Humans  Income  Infant  *Poverty  Socioeconomic Factors  United States  *brain  *child poverty  *development  *socioeconomic status Index. décimale : PER Périodiques Résumé : Nearly 1 in 5 children in the United States lives in a household whose income is below the official federal poverty line, and more than 40% of children live in poor or near-poor households. Research on the effects of poverty on children's development has been a focus of study for many decades and is now increasing as we accumulate more evidence about the implications of poverty. The American Academy of Pediatrics recently added "Poverty and Child Health" to its Agenda for Children to recognize what has now been established as broad and enduring effects of poverty on child development. A recent addition to the field has been the application of neuroscience-based methods. Various techniques including neuroimaging, neuroendocrinology, cognitive psychophysiology, and epigenetics are beginning to document ways in which early experiences of living in poverty affect infant brain development. We discuss whether there are truly worthwhile reasons for adding neuroscience and related biological methods to study child poverty, and how might these perspectives help guide developmentally based and targeted interventions and policies for these children and their families. En ligne : http://dx.doi.org/10.1017/s0954579420001145 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437