A mechanistic study of the association between poverty and executive functions in early childhood: Contributions of early brain development and the early caregiving environment

Poor cognitive and academic outcomes are common consequences for children growing up in economically poor families. Poverty is associated with alterations in brain development, communication and cognitive skills. Children living in poverty are exposed to poverty-related risk factors and stressors, including less language exposure. Little is known about the early development of language and cognitive skills relative to brain structures. We will test whether aspects of children’s early experience known to impact the development of cognitive skills also explain the association between poverty and brain development. An intensive home visit at 6 months of age will include observational and objective measures of caregiver behavior, language exposure (via Language Environment Analysis (LENA) system speech recorders) and sleep hygiene. We assume that poor language interactions would impact children’s brain development. The results of this study will guide early prevention and intervention efforts to enhance the development of children living in poverty.

Faculty Supervisor:

Heather Flowers

Student:

Partner:

University of Wisconsin-Madison;the University of North Carolina at Chapel Hill

Discipline:

Life Sciences

Sector:

Education

University:

University of Ottawa

Program: