The cognitive and IQ development of children is very diversified in the United States, in the next pages I will try to provide an explanation for such diversity. Knowing that 40.8% of those in poverty are children (Blank 1997) and knowing their IQ scores and cognitive abilities are not equal to those of greater socioeconomic status, I am inclined to think that poverty and cognitive development have a correlation. My review of literature focused on why the children of poverty are over represented in the under-development of cognitive skills. My first conclusion is that children of poverty are at a disadvantage from their conception to their entrance into the American school system and throughout. Secondly, tracking, a way of ability grouping in the education system, upholds competitive learning even in light of statistical evidence that show cooperative learning is more effective. My first conclusion, known as environment has two divisions- pre and post-natal. The prenatal refers to the stage of growth of an embryo and fetus. In the beginning stages of pre-natal teratogens which includes any disease, drug, or any other environmental agent that can harm a developing embryo or fetus by causing physical deformities, severely retarded growth, blindness, brain damage and even death. "The list of known teratogens has grown frighteningly long over the years, making many of today's parents quite concerned about the hazards their unborn children could face" (Shaffer 1999). Exposure to these teratogens also causes low-birth-weight (experiencing slow growth as a fetus). These kids are more likely to "experience learning difficulties and behavior problems at school, and perform poorly on IQ tests (Shaffer 1999). Parents of the impoverished just do not seem to have equal medical knowledge or facilities as many of those in middle and upper-classes. Interestingly Simpson Verp found that pregnant women routinely interact with possible teratoge...
