Problems of Deprived children
The following are the important learning problems of socially
disadvantaged children:
1. Linguistic
problems: The most common handicap of deprived children is poor language. This
is because they are living in an adequate linguistic environment that makes a
poor input into language acquisition device and hence retards language
perception and production. Pre-schoolers from socially disadvantaged
communities tend to have restricted vocabulary, relatively poor articulation, and
poor listening-discrimination abilities. Their language code pattern is
characterized by short, simple and unfamiliar sentences. This combination of
language difficulties can handicap the child severely in his school learning
for an extended period of time.
2. Poor
cognitive background: They feel difficulty in learning a task that requires
higher mental operation. This is because of their undernourishment which has a
serious effect on physical anomalies and deficiencies on intellectual
performance. Malnutrition give rise to mental apathy, a shortened span of
attention, reduced mental powers and increased drowsiness etc. All these limit
their mental functioning.
3. Low level
of aspiration: Both deprived children and parents have a low level of
aspiration. This low level diminishes interest in studies. Due to very low
ambition levels accompanied with unrealistic characteristics, frustration was
found to be greater among deprived children.
4. Learning
difficulties: Socially, disadvantaged children show lack of interest,
involvement and motivation for academic success. They do not participate in
classroom discussion and fail to profit from classroom instruction. They show
progressive academic deterioration or cumulative achievement deficits resulting
in high rate of failure, repetition of grade, and premature termination from
schooling. Their learning problems are mainly due to depressed cognitive growth
and lack of readiness for school education.
5. Motivational problems: Due to immature emotional development,
deprivation of stimulation, and lack of opportunity for advancement,
disadvantaged children have been drawn to maintain a very low level of
motivation which stands in their way for further progress. They do not consider
education as a means for upward mobility not because they devalues education,
but because they do not expect to rise too far in the occupational world
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