Introduction to Symposium on Using the Young Lives Data to Study Child Poverty in Developing Countries

2017 ◽  
Vol 65 (4) ◽  
pp. 653-656 ◽  
Author(s):  
Sofya Krutikova ◽  
Paul Glewwe
Keyword(s):  
Developing Countries ◽  
Child Poverty ◽  
Study Child ◽  
Young Lives

4. Young Lives: panel studies and child poverty

Urban Futures ◽  
2005 ◽  
pp. 32-38
Author(s):  
Trudy Harpham ◽  
Ian Wilson ◽  
Sharon Huttly
Keyword(s):  
Child Poverty ◽  
Panel Studies ◽  
Young Lives

scholarly journals What's the Use of 'Well-Being' in Contexts of Child Poverty? Approaches to Research, Monitoring and Children's Participation

2009 ◽  
Vol 17 (1) ◽  
pp. 65-109 ◽  
Author(s):  
Natalia Streuli ◽  
Martin Woodhead ◽  
Laura Camfield
Keyword(s):  
Longitudinal Research ◽  
Child Poverty ◽  
Well Being ◽  
Social Contexts ◽  
Best Interests ◽  
Trade Offs ◽  
Research With Children ◽  
Starting Point ◽  
Children’S Views ◽  
Young Lives

AbstractMonitoring, protecting and promoting 'well-being' are central to realisation of children's rights. Yet definitions of the concept are both variable and can appear conceptually confused. Competing research paradigms engage with the concept and its measurement, while applications of well-being in policy are equally contested. This paper outlines some of the major debates, as a starting point for reviewing three contrasting approaches to well-being: indicator-based, participatory, and longitudinal research. In particular, it focuses on applications of the concept in contexts of child poverty worldwide. We suggest there are some promising signs of integration amongst these approaches, and argue that well-being does have potential as a bridging concept, at the same time highlighting inequalities, acknowledging diversity, and respecting children's agency. Drawing on the experience of Young Lives, a 15 year, four-country longitudinal study of child poverty, we suggest that methods for studying child well-being in global contexts should be dynamic and sensitive to culture and time, as well as to the trade-offs that children are required to make between themselves and others. We argue that dynamic approaches are especially important in research with children as they address how people change in time. Well-being is understood by Young Lives to be about real people and the social contexts they inhabit. It can act as a lens - similar to culture - which recognises that outcomes of deprivation are influenced by children and their responses to and interpretation of events. Accessing children's views in the context of their communities is important and can increase the accuracy and credibility of research data. Crucially, well-being research also foregrounds subjective meanings and experiences, and provides the background for interpreting 'best interests'. While shared visions for well-being can set parameters of acceptability and underpin basic entitlements, detailed specification must be negotiable, especially taking account of the views of the principal stakeholders, namely children, their caregivers and others centrally concerned with their lives.

Introduction: From surviving to thriving?

2019 ◽  
pp. 1-12
Author(s):  
Jo Boyden ◽  
Andrew Dawes ◽  
Paul Dornan ◽  
Colin Tredoux
Keyword(s):  
Nutrition Education ◽  
Child Poverty ◽  
Time Data ◽  
Middle Income ◽  
Middle Income Countries ◽  
Psychosocial Wellbeing ◽  
Wide Range ◽  
Development Goals ◽  
Set Up ◽  
Young Lives

This introductory chapter provides a background of the Young Lives study, which began in 2001. Young Lives was set up during a period of optimism for global development associated with the Millennium Declaration, with the aim of informing the Millennium Development Goals to reduce poverty. At the time, data on child poverty in low- and middle-income countries were scarce and inconsistent. It was clear, however, that this was a very significant problem. Young Lives has been collecting detailed information on a wide range of topics — including health, nutrition, education, time use, and psychosocial wellbeing — from 12,000 boys and girls living in diverse sites across the four study countries, as well as from schools attended by some of the children. These study countries include Ethiopia, India, Peru, and Vietnam.

scholarly journals How developmental neuroscience can help address the problem of child poverty

2020 ◽  
Vol 32 (5) ◽  
pp. 1640-1656
Author(s):  
Seth D. Pollak ◽  
Barbara L. Wolfe
Keyword(s):  
Child Poverty ◽  
Poverty Line ◽  
The United States ◽  
Targeted Interventions ◽  
Developmental Neuroscience ◽  
Poor Households ◽  
Federal Poverty Line ◽  
Study Child ◽  
Cognitive Psychophysiology ◽  
Infant Brain Development

AbstractNearly 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.

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