Alexandra E Pavlakis1, Kimberly Noble2, Steven G Pavlakis3, Noorjahan Ali4, Yitzchak Frank5. 1. Educational Leadership & Policy Analysis, University of Wisconsin-Madison, Madison, Wisconsin. 2. Pediatrics, Columbia University, New York, New York. 3. Center for Brain and Behavior, Maimonides Medical Center, Brooklyn, New York. Electronic address: SPavlakis@maimonidesmed.org. 4. Pediatrics, Maimonides Medical Center, Brooklyn, New York. 5. Psychiatry, Pediatrics, and Neurology, Mount Sinai Medical Center, New York, New York.
Abstract
BACKGROUND: Prekindergarten educational interventions represent a popular approach to improving educational outcomes, especially in children from poor households. Children from lower socioeconomic groups are at increased risk for delays in cognitive development that are important for school success. These delays, which may stem from stress associated with poverty, often develop before kindergarten. Early interventions have been proposed, but there is a need for more information on effectiveness. By assessing socioeconomic differences in brain structure and function, we may better be able to track the neurobiologic basis underlying children's cognitive improvement. METHODS: We conducted a review of the neuroimaging and electrophysiology literature to evaluate what is known about differences in brain structure and function as assessed by magnetic resonance imaging and electrophysiology and evoked response potentials among children from poor and nonpoor households. RESULTS: Differences in lower socioeconomic groups were found in functional magnetic resonance imaging, diffusion tensor imaging, and volumetric magnetic resonance imaging as well as electroencephalography and evoked response potentials compared with higher socioeconomic groups. CONCLUSIONS: The findings suggest a number of neurobiologic correlates for cognitive delays in children who are poor. Given this, we speculate that magnetic resonance imaging and electrophysiology parameters might be useful as biomarkers, after more research, for establishing the effectiveness of specific prekindergarten educational interventions. At the very least, we suggest that to level the playing field in educational outcomes, it may be helpful to foster communication and collaboration among all professionals involved in the care and education of children.
BACKGROUND: Prekindergarten educational interventions represent a popular approach to improving educational outcomes, especially in children from poor households. Children from lower socioeconomic groups are at increased risk for delays in cognitive development that are important for school success. These delays, which may stem from stress associated with poverty, often develop before kindergarten. Early interventions have been proposed, but there is a need for more information on effectiveness. By assessing socioeconomic differences in brain structure and function, we may better be able to track the neurobiologic basis underlying children's cognitive improvement. METHODS: We conducted a review of the neuroimaging and electrophysiology literature to evaluate what is known about differences in brain structure and function as assessed by magnetic resonance imaging and electrophysiology and evoked response potentials among children from poor and nonpoor households. RESULTS: Differences in lower socioeconomic groups were found in functional magnetic resonance imaging, diffusion tensor imaging, and volumetric magnetic resonance imaging as well as electroencephalography and evoked response potentials compared with higher socioeconomic groups. CONCLUSIONS: The findings suggest a number of neurobiologic correlates for cognitive delays in children who are poor. Given this, we speculate that magnetic resonance imaging and electrophysiology parameters might be useful as biomarkers, after more research, for establishing the effectiveness of specific prekindergarten educational interventions. At the very least, we suggest that to level the playing field in educational outcomes, it may be helpful to foster communication and collaboration among all professionals involved in the care and education of children.
Authors: Alexandra R Tabachnick; Emilio A Valadez; Erin N Palmwood; Lindsay Zajac; Robert F Simons; Mary Dozier Journal: Psychophysiology Date: 2018-08-10 Impact factor: 4.016
Authors: Ola Ozernov-Palchik; Elizabeth S Norton; Yingying Wang; Sara D Beach; Jennifer Zuk; Maryanne Wolf; John D E Gabrieli; Nadine Gaab Journal: Hum Brain Mapp Date: 2018-10-01 Impact factor: 5.038
Authors: Katherine L Perdue; Sarah K G Jensen; Swapna Kumar; John E Richards; Shahria Hafiz Kakon; Rashidul Haque; William A Petri; Sarah Lloyd-Fox; Clare Elwell; Charles A Nelson Journal: Dev Sci Date: 2019-05-17
Authors: Ted K Turesky; Sarah K G Jensen; Xi Yu; Swapna Kumar; Yingying Wang; Danielle D Sliva; Borjan Gagoski; Joseph Sanfilippo; Lilla Zöllei; Emma Boyd; Rashidul Haque; Shahria Hafiz Kakon; Nazrul Islam; William A Petri; Charles A Nelson; Nadine Gaab Journal: Dev Sci Date: 2019-05-29