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POVERTY AND BRAIN DEVELOPMENT CONCEPT MAP/ FLOW CHART REVISED

Poverty and Brain Development Concept Map/ Flow Chart Revised


Haleigh Hudson
University of St. Thomas

Running Head: POVERTY AND BRAIN DEVELOPMENT CONCEPT MAP/ FLOW CHART REVISED

Poverty and Brain Development Concept Map/ Flow Chart Revised


I chose to revise my poverty and brain development concept map/ flow chart. Although the critique I received was excellent, I
felt like I needed to revise this concept map because the information needed to become more visually professional as well as be
explained more thoroughly, and also, I needed to make the concept map/ flow chart more concise in its purpose. The original concept
map/ flow chart is the first one in the document, and the revised concept map/ flow chart is the second one in the document.
The first thing I wanted to do was make the concept map more visually appealing to the reader. Although the original one
seemed to flow easily, it seemed very simple. I felt that it was too simple. I added more elaborated components and points to the
second concept map. The second concept map takes the specific points a little further, but it is still easy to read and follow. I also
changed the shapes on the second map, so the map would appear more professional.
The second thing I wanted to do in revising the concept map/ flow chart was reference the specific articles I received my
information from as I did not do this in the original work. I wanted the reader to know the specific names of both of the articles in
case the reader wanted to read the original articles in their entirety.
Thirdly, I wanted to include more specific statistics in my second concept map/ flow chart as well as provide more detail
regarding specific reasoning brought up in the original articles. When I went back and studied the first work, I noticed that I only
included statistics from the article Brain Scans Reveal How Poverty Hurts Childrens Brains. In the second concept map I added

Running Head: POVERTY AND BRAIN DEVELOPMENT CONCEPT MAP/ FLOW CHART REVISED

data relating to how children from poor families scored on standardized tests. This information came from the article Association of
Child Poverty, Brain Development, and Academic Achievement.
Finally, I wanted the concept map to be more finished and have the overall conclusions tied together from both articles. In my
original concluding point from the first map, I used information from the article Brain Scans Reveal How Poverty Hurts Childrens
Brains. The other article, Association of Child Poverty, Brain Development, and Academic Achievement, provided a final thought
of how to avoid the impacts of poverty on brain development and achievement.
My second concept map/ flow chart is much more developed, and I didnt rely too much on the information from just one
article. I took the topic discussed in both articles and provided the information in a concept map/ flow chart that is engaging to the
reader, is easy to follow, and is informational and educable.

Running Head: POVERTY AND BRAIN DEVELOPMENT CONCEPT MAP/ FLOW CHART REVISED

Efects

In children from poverty, gray


matter volumes 7-10 % lower than
what would be expected for normal
development (Tozzi).

Poverty and Brain Development

Nutritional Deficits
Federal Poverty
Line Below
$24,000

ed with school readiness skills, with the largest influence observed among children from the poorest households (Hair, Hanson, W
Crowded environments/ unstable homes may disrupt sleep
Conclusions
The influence of poverty on childrens learning
and achievement is mediated by structured
brain development (Hair, Hanson, Wolf, and
Pollak).

Link Between Income and Achievement

Exposure
Less stimulation from parents and lack of things like crayons, childrens books or games

Running Head: POVERTY AND BRAIN DEVELOPMENT CONCEPT MAP/ FLOW CHART REVISED

Brain Scans
Reveal How
Poverty Hurts
Childrens Brains

Articles

Poverty Line
= $24,000 or
Less

Statistics

What accounts for the


diferences?

1. Less stimulation from


parents (Parents may
2. Lack of
work multiple jobs and
crayons,
arent home as much)
childrens
games, or books

Gray Matter:
Children in families below the
poverty line had gray matter
volumes 7 10% lower than
would be expected for normal
development

Association of
Child Poverty,
Brain
Development, and
Academic
Achievement

Statistics

Tozzi

Children from lowincome households


scored 4 7% lower on
standardized tests

As much as 20% of the


gap in test scores
could beof poverty on childrens learning
The influence
could beand
explained
by
achievement
is meditated by structural bran
maturational development.
lags in the
To avoid long-term costs of
3. Sleep disruptions
Conclusions
and
frontal andimpaired
temporalacademic functioning,
households
related to crowded4. Nutritional deficits
Relevance
lobes
below 150% of the federal poverty level should
homes lives that due to neighborhoods
beHair,
targeted
for additional resources aimed at
Hanson,
may be unstable that might not have
remediating
early childhood environments.
Wolfe, and
The
diferences
in development
grocery
stores
with Conclusions
and
Pollack
dont
students
fresh
foodmean poorer
Relevance
cant catch up in
the right
circumstances.