Effects of Poverty on children between 0 to 8 years of age.docx

8/22/2019 Effects of Poverty on children between 0 to 8 years of age.docx

1/34

A REPORT PROPOSAL ON THE STUDY OF POVERTY EFFECTS ON CHILDRENS

DEVELOPMENT IN PRE-SCHOOL IN KOTHIDHA SUB-LOCATION, HOMA BAY

COUNTY

OLELA EMMANUEL STEVE

BA/03004/09

MASENO UNIVERSITY


2/34

DECLARATION

I, Olela Emmanuel Steve, admission No BA/03004/09, Maseno University hereby declare that,

this research proposal is my own work and not a duplication of similar published work of any

author for academic purpose or as an academic requirement. It has therefore never been

submitted to any Institution of higher learning for the award of Certificate, Diploma or Degree in

the field of Sociology.

I therefore declare that all the citations whereby am not duly the author have been acknowledged.

Name: OLELA EMMANUEL STEVE

ADM NO.:...

SIGNATURE .. DATE ..

This report proposal has been presented with the approval of

SUPERVISOR:

NAME: ..............................................................

SIGNATURE DATE


3/34

ACKNOWLEDGEMENT

I wish to acknowledge all those who offered their assistance towards my completion of this

report in various ways especially my organization based supervisor, my university supervisor,

family and friends who supported me socially and financially. I would like to acknowledge the

Organization as a whole for providing me with opportunities in time and resources to write this

report proposal.


4/34

DEDICATION

I wish to dedicate this work to the Sociology Department, Maseno University and to my family

who assisted me in many ways.


5/34

ABSTRACT

ACRONYMS AND ABBREVIATIONS

E.C.DEarly Childhood Development

H.I.VHuman Immune Deficiency

AIDSAcquired Immune Deficiency Syndrome

M.O.EMinistry of Education

M.O.HMinistry of Health

O.V.COrphan and Vulnerable children

C.H.VCommunity health volunteers

L.C.H.VLead community health volunteers


6/34

CHAPTER ONE

BACKGROUND OF STUDY

According to the Human Development Index (HDI)2006, it argued that Kenya is one ofthe poorest countries being ranked at 152 out of 177 countries in the world despite an impressive

economic growth at that time. Poverty has severe effects on child development including health,

education, protection, shelter and care. These effects can be direct or indirect. Poverty can be

measured in terms of income but other scholars view it as not only lack of material possession

but also lack of opportunities to attain well-being.

According to the Government of Kenya, Ministry of Gender, Children and Social

Development, in 2004, the number of orphans in Kenya was estimated at 1.8 million. The

number grew more to 2.4 million in 2009. The rise in the number of OVCs is due to HIV/AIDS

pandemic, estimations in 2009 say 1.2 million OVCs increased due to AIDS. Most of these

children lack access to basic needs due to high levels of poverty. The OVCs are more prone to

different forms of abuse and exploitation due to their vulnerable circumstances.

There are many reasons why poverty has been persistent in Kenya. The worst affected are

the OVCs living in low income communities or poor families. Kenya has a fast growing

population growth rates. Therefore there is an increase demand for resources which are scarce

with other problems coming up including widening of income gap, eroded gains in education,

health, security, employment and income.

Child development refers to the ordered emergence of interdependent skills of

sensorimotor, cognitive language, and socialemotional functioning, which depend on the

childs physical well-being, the family context, and the larger social network. Educational


7/34

outcomes in this paper include school readiness, retention, drop-out, educational achievement,

and years of schooling completed.

Example of organizations supporting OVCs is Caritas Homa Bay Catholic Diocese in

Homa-Bay County, Kenya that supports 1,658 OVC households with more than 3,750 OVCs that

is target by the CBO in collaboration with APHIAplus in Homa Bay County. The program offers

several services in order to help the OVCs and their caregivers to overcome burdens brought

about by poverty including psychosocial support, shelter and care, education, economic

empowerment and strengthening, food and nutrition and child protection.

STATEMENT OF THE PROBLEM

Poverty has continued to have adverse impacts to the community of Kothidha Sub-

Location, East Kanyada Location in Homa-Bay District. More OVCs from the geographical area

of study are living in poverty because of several reasons including homelessness, food insecurity

leading to inadequate nutrition, under sourced schools, lack of proper access to health, neglect

and social and emotional problems experienced by their caregivers and themselves. Poverty has

tremendous effects on child development due to lack of quality basic needs including health

services, schooling, food, shelter and protection.

For these reasons the study will investigate the poverty effects faced by OVCs increasing

their plight that need to be addressed in the best way possible.


8/34

OBJECTIVES OF THE STUDY

1. To establish an identification criterion that monitors children in abject poverty in Homa-Bay.

2. To carry out a census and on the basis of the result, to develop a data bank on children inwretched poverty in Homa-Bay County.

3. To conduct a case study to identify how children in abject poverty cope in school, howthey are progressing in school and how education is perceived as the vehicle for breaking

their cycle of poverty.

4.

Examine effects of poverty on OVC psychosocial, education, health, protection and

shelter and care.

5. Examine various ways to intervene to reduce the effects of poverty on OVCs livelihoodincluding awareness, advocacy, community mobilizations, HIV/AIDs awareness and

prevention, education, health, psychosocial and other material needs.

HYPOTHESIS/ASSUMPTIONS

There is a significant relationship between poverty among children living in poverty and poor

development of children. This is because when poverty strikes households, caregivers are not

able to attain or provide for the basic need for the children they are taking care of. Therefore the

children experience impacts of poverty in their daily lives involving education, social, protection,

health and the general well-being.


9/34

RESEARCH QUESTIONS

This study will attempt to answer the following questions.

1. What are the developmental problems faced by orphans and vulnerable children inpoverty?

2. What are the causes of poverty within the target area?3. What are the best ways to address and reduce the plight of orphans living in poverty?

SIGNIFICANCE/JUSTIFICATION FOR THE RESEARCH

The rationale for carrying out this study on OVCs in abject poverty in Homa-Bay is

based on the problems resulting from the fact that OVCs in poverty are invisible, yet they

constitute a disproportionately large section of the children population. Children are subsumed

within the most referred to poverty categories: communities, households and people; yet among

these they always occupy a position of least power and influence.

The focus always tends to concentrate in adult related poverty. Given that children are the

most crucial developmental period in an individuals lifetime, any damage at this stage can lead

to a perpetuation of the cycle of poverty, resulting in intergenerational or chronic poverty.

1. The study will be beneficial to the caregivers, CHVs, LCHVs, the CBO, the sponsors, thedonors and the government towards investigating and mobilizing resources to assist the

OVCs in various ways.

2. It will help organizations do further study in mays of reducing poverty and structuring theirprogrammes to improve access to education and basic health service in partnership with other

organizations, ministries and society as a whole


10/34

3. It will provide basic principles for further research as far as extreme poverty eradication isconcerned which is stated in the Kenyan Vision 2030.

DEFINITIONS

Orphan An orphan is a child who has lost one or both parents.

Vulnerable Child A vulnerable child is a child whose safety, well-being and

development are for various reasons threatened. This includes children

that are emotionally deprived or traumatized and living with HIV/AIDS.

A child whose mother or father has died (regardless of cause), who live in

a household with a chronically ill adult, who have chronically ill parent(s),

or who live in a household where an adult who was chronically ill has died

in the past year.

Poverty

child development


11/34

CHAPTER TWO

LITERATURE REVIEW

Children living in poverty have limited chances of survival, development, protection and

participation in those areas of decision- making that would allow an adequate standard of living.

In general, such a child has little or no access to resources, services, assets, emotional care,

livelihood and human development opportunities, and social capital (family, community and

societal support structures).

Children living in poverty are seen to go beyond commonplace notions of poverty that

presuppose that the poverty suffered by children is a sub-set of that suffered by the entire

population in the country (Save the Children Fund UK, 2003). Children are dependent for their

care, development and protection on several stakeholders including the mother, caregivers,

family, community, civil society organizations, international agencies and the State. The absence

of these and the support they are meant to provide result in child poverty.

Orphans and Vulnerable Children living in poverty

According to the Government of Kenya, Ministry of Gender, Children and Social

Development, OVCs represent almost 30% of the total number of children living in poverty.

Only 85% of children who lost one or both caregivers were attending school, compared to 93%

of other children (Kenya Integrated Household Budget Survey 2005/2006). The OVCs also

tended to start school at a later age and drop out earlier than other children. Although about 82%

of children aged 0-4 years had birth registration documents, the majority of the remaining

children who were unregistered were orphans.

Acquiring language, knowledge and skills such as reading, writing are seen as one of the

most important achievements in early childhood. Children show rapid fluctuation development


12/34

of physical, cognitive, psychological, socio-emotional areas which show they are intertwined and

are influenced by the environment. Some of the environmental factors, such as crime & violence

and poverty negatively affect a childs development in several ways.

Allen Meares (2005) also emphasized the importance of providing adequate care for

young children at risk because poverty may jeopardize health, cognitive development and social

emotional functioning.

Orphans and vulnerable children from poverty start out in life at a disadvantage. Their

caregivers may have no or inadequate pre-natal care. They may have insufficient early health

care. If the caregivers are fortunate to have jobs, affordable day care may be of poor quality

(Slavin, 1998). Additionally, orphans and vulnerable children do not have the same kind of

experiences that children of other social classes do. The experiences they miss out on are those

that could help in the development of skills and academic achievement. Some examples would

be the use of visits to parks and museums; attendance at pre-school programs; availability of

literature and educational reading materials; interaction with educated, literate and well-spoken

adults; and being read to by a caregiver.

Its during pre-school that childrens emotional, social, regulatory and moral capacities

shows fast progress, (Levin 2005). Thus many researchers identify that the strongest effect from

poverty takes place during pre-school years.

One of the social issues facing OVCs living in poverty is emotional trauma. The

emotional climate can often be very stressful and emotionally depriving. The lack of emotional

nurturing can lead to feelings of alienation, inadequacy, depression and anxiety. Aggressive or

impulsive behavior and social withdrawal can also result. Emotional security and self-esteem are

often lacking. There is a craving for attention and a need to belong (Ciaccio, 2000; Brophy,


13/34

2000). Emotional draining and negative self-status can literally zap the motivation to learn out of

children.

Smith Brooks, Gunn and Klabanov (1997) have found out that in children 3-5 years of

age there is a strong correlation between cognitive test scores and prevalence of poverty.

Furthermore, Hunt (1999) argues that poverty experienced in early childhood may have a

profound influence over childrens intelligence as it is rapidly developing.

School attendance is often irregular. Transfer to a new school becomes the norm. Aside

from the differences from the general school population due to other aspects of their poverty,

mobility compounds the difficulty these children have making friends. They may behave

hostilely or be totally withdrawn due to past attempts to make friends. With regard to both the

academic and social aspects, they may figure, Why bother? Im just going to move again.

Children become aware of social and economic status differences at a very young age.

They also grow increasingly aware of both their own social status and that of their peers,

developing class-related attitudes during their years in elementary school. Teachers can help

children to develop caring and sensitivity toward different cultures including social classes.

Activities and lessons should be based on how children perceive themselves and the world at the

various stages of development.

For example, children who are in the age range of 7-12 years are less egocentric. They

focus on internal characteristics or traits of people as opposed to external, observable social class

differences. They also recognize similarities and differences among groups. At around age 11,

children can consider causes and solutions to poverty.


14/34

PROBLEMS FACED BY OVCs LIVING IN POVERTY

The scale of the children living in poverty is marked when the caregivers fail to provide

them with all that they need. As the number of caregivers who cannot provide rise, an increasing

number of children living in poverty will grow up. The common problems and challenges

include:

a. Emotional impactChildren who are living in poverty often experience many negative challenges in their

lives and suffer neglect, including emotional neglect.

b. Household impactCaregivers failure to provide for their children may have serious consequences for a

childs access to basic necessities such as shelter, food, clothing, healthcare and education.

Children living in poverty are more likely to live in large female headed household where more

people are dependent on fewer income earners (Monash and Boerma 2004).

This lack of income puts extra pressure on children living in poverty to contribute

financially to the household in some cases driving them to go out of their homes to beg or seek

for food. The caregivers may not be able to buy their children even toys to play with as we know

that children learn best while playing, failure by the caregivers to do so will make children not to

develop well.

c. EducationChronic stress associated with living in poverty affects the children educational outcome.

This is due to lack of concentration and memory which has adverse effects on the learnability of

the OVCs. Caregiver participation in ECD, Cheromo M. (2007) said in many schools the

buildings were dilapidated and indirect need of renovation; while other children were learning

under trees or in make shift structures.


15/34

Failure by caregivers to build proper and good schools for their children contributes to

their children development. Children learning under a tree may not learn effectively compared to

children learning in a classroom. Those learning under a tree are distracted most of the time by

things that happen around them hence cannot concentrate on their work. Expenses such as school

fees and uniforms present major barriers, since many caregivers cannot afford these costs

(UNICEF 2006). Without the basic knowledge and face social economic and health problems as

they grow up salaam (2005).

d. Health and nutritionStudies worldwide have documented the association between poverty and childrens

health and development. A study by Quebec longitudinal study of children development suggests

long-term poverty in the early childhood. It creates a risk of growth retardation between the ages

of 2 and 4 years. According to their research finding, poor children are shorter, poor children

are more likely to experience learning disabilities and developmental delays. They also suffer

emotional and behavioral problems more frequently BrooksGunn and Greg J. (1997).

Poverty creates long term disadvantages for children. The consequences of poverty

emotional issues, delayed development and low academic achievement among others; put a child

behind peers who do not struggle with poverty SourceChild Trends Organization.

e. Economic empowermentAccording to the World Bank the impact of poverty shocks, and human capital

investments in early childhood development. Education is often seen as a fundamental means to

improve economic prospers for individuals from low income setting. However even with

increased emphasis on basic education for all, many individuals fail to achieve basic skills to

succeed in life. By the time a child is old enough to attend school there is already a wide


16/34

disparity in cognitive skills in emotional and behavioral development among children from

household of different socio-economic back ground.

Low levels of cognitive development in early childhood strongly correlate with low

socioeconomic status (as measured by Westal and Parental education) as well as malnutrition.

Kinyanjui S. (2009) stated that caregivers are charged with the responsibility of providing

care security protection health and nutrition. And failure to provide all these children will not

develop well.

SOLUTIONS TO THE CHALLENGES FACED BY THE OVCs LIVING IN POVERTY.

1. Support by the government and organizations in child protection through provision ofbirth registrations for free for the OVCs and setting up centers to address child abuse

and neglect in all counties.

2. Support research on poverty and relationships to education, health and well being3. Increase entrepreneurships trainings and opportunities for low income communities

i.e. SILC (Savings, Investment and Lending) groups. This is to enable the caregivers

ample opportunity to earn a living and be able to support the children under their care.

4. Direct delivery of essential services to large numbers of highly vulnerable children orhighly vulnerable populations of which children are a significant part to respond to

immediate needs (consequences of vulnerability).

5. Ensure that governments protect the most vulnerable children through improvedpolicy and legislation and by channeling more resources to low income communities.

6. Local health authorities with the support from international organizations shouldprovide low cost medicines and treatment for: anemia, acute respiratory diseases,

goiter and diarrhea is common in low income communities affected by extreme

poverty.


17/34

THEORETICAL FRAMEWORK

Developmental Systems Theories

Developmental systems theories (DST) may be helpful in understanding the multiple

mechanisms linking poverty with childrens education and development. DST is based on

ecological theory and conceptualizes interactions across multiple levels, extending from basic

biological processes to interactions at the individual, family, school, community, and cultural

levels. As with any systems model, interactions are bidirectional, such that changes in one aspect

of the system may affect relations and processes throughout the system.

RESEARCH LIMITATIONS/SCOPE/ASSUMPTIONS

This section will focus on all aspects of the study that will negatively affect the results of the

study. These conditions or situations are beyond the researchers and may affect the findings or

conclusions of the study and that application to their situations. Consequently, these limitations

have negative effects regarding research findings and therefore include:

1. The very short duration of the study2. Accuracy of data/information from the respondents.3. Some of the researchers research limitations involve the group of individuals selected to

present the target population since its tedious and time consuming, the remoteness of the

study area brings about financial issues as it is not only accessible with motorbikes.

4.

Difficulty in finding the best, appropriate and qaulity instruments to use in data collection

procedure in order to ensure there is accuracy of information objectivity.


18/34

CHAPTER THREE

METHODOLOGY

INTRODUCTION

This chapter focuses on research methodology in the delight of the research objectives

and questions that the study sought to address. The chapter is organized in the following

sections, study area, research design, population sample size, sampling techniques, data

collection procedures, limitations, delimitations and research ethics.

RESEARCH DESIGN

The study adopted a case study research in an attempt to find out the challenges faced by

children living in poverty and poverty effects on the development of OVCs. A case study design

was the most appropriate because it involves the systematic collection interpretation and

presentation of data to give a clear picture of a particular situation either in small or large scale.

Study area

Location of studyThe study has been conducted in Kothidha Sub-Location, East

Kanyada Location in Homa-Bay district, Homa-Bay County. This is because the area has the

highest number of OVCs and densely populated compared to other clusters according to the

Caritas Homa-Bay coverage area.


19/34

Homa Bay District Map

Courtesy of: South Nyanza Community Development Program (IFAD)

RESEARCH POPULATION

The target population consisted of the orphans and vulnerable children living in poverty,

their caregivers, Community Health Volunteers found in selected homes in Kothidha Sub-

location, East Kanyada Location, Homa Bay Distict, Homa Bay County.

Target population120 caregivers and 80 teachers.

SAMPLE SIZE

In order to arrive at a representative sample the study adopted Tucksmans (1998)

recommendation in conducting educational research. He asserts that a sample size of 25% of

accessible population and over is representative and adequate enough for collecting reliable and


20/34

valid information free from bias provided that consideration is made on distinct characteristics of

the population. In this study research shall use a sample size of ten OVCs in each class in lower

primary (ECD) and one hundred and twenty.

SAMPLING TECHNIQUE

The sample was obtained through deliberation sampling on non-probability sampling

under the simple random convenient sampling techniques. The researchers choose to use

suitable as it gives equal chance to every subject and it also allows generalizability to a large

population.

The research will use three tools

i. Questionnairesii. Interviews

DATA COLLECTION PROCEDURES

The method ensures that the results of the study are comprehensive. The strategy adopted is to

combine methodologies, personal interviews and consulting stakeholders. This included:

a) A structured questionnaire, aimed at households with children in abject poverty; carryingout a census (not sample survey) of all children who were perceived by local leaders to be

meeting the criteria ofOVCs and in abject poverty in Homabay County.

b) The questionnaire is administered by interviewing household heads or adults about theplight of children in their homes.

The questionnaires used consisted of closed-ended, open-ended, contingency and matrix

questionnaire. The question generated specific responses that allowed easy analysis of data to

give more information on the respondents. The interview schedule was used to seek clarification

from respondents.


21/34


22/34

CHAPTER FOUR

DATA ANALYSIS AND PRESENTATION

There is the use of qualitative data analysis since it gives statistical numerical values and also the

common quantitative data analysis techniques that include measure of central tendency,

distribution frequency tables and graphic representations of frequency distribution.

LIMITATIONS OF STUDY

The following are the limitations of the study:-

1. Limited time to carry out intense research due to duties allocated at the attachment placeat the same time doing the research work.

2. Harsh climate factors given the weather along the lake regions.3. Insufficient funds hindered in-depth research and data collection.


23/34

CHAPTER FIVE

This is final chapter which will deal with the summary, discussion, recommendations and

conclusions based on research and result of the study.

SUMMARY

DISCUSSION

RECOMMENDATIONS

1. Source for funds for feeding programmes to be integrated in schools in low incomecommunities at affordable cost that can be set up using criteria suitable for all the

caregivers.

2. It is necessary to take urgent measures to prevent malnutrition among children with theinvolvement of local and international donors; This can be done through integrated

kitchen garden and food and nutrition training to caregivers and teachers.

3. Organize mobile entrance examination committees that will help talented OVCs frompoor families to enter higher education institutions;

4. Provide school materials, clothes/uniforms and shoes to OVCs from poor families withthe support from local and international donors including the government and the local

community;

5. Conduct workshops and trainings on child rights with the involvement of internationalorganizations, NGOs, schools committees;

6. Create specialized centers for children where they would go once in a while and beprovided with play and learnability skills and other child development skills; The


24/34

researcher recommends well equipped centers in all counties affected by extreme

poverty.

7. Engage more involvement of local and international donors to increase the size ofallowances for orphans and vulnerable children in poor families through sustainable

means;

8. In order to ensure equal access to health services, it is necessary to regulate informalpayments i.e. by use of material assets instead of money bills. Ensure close collaboration

with local schools;

9. Local health authorities with the support from international organizations should providelow cost medicines and treatment for: anemia, acute respiratory diseases, goiter and

diarrhea is common in low income communities affected by extreme poverty.

10.Empowering poor people so that they can participate in economic growth requiresinvestments in health, in education, and in social protection as well as building

institutions that enable them to participate in decisions that shape their lives

11.Ensure access for highly vulnerable children to essential services i.e. uniform provision,shoes allocations, their caregivers being integrated in SILC groups and community

trainings on caregiving and entrepreneurships.

12.Ensure that governments protect the most vulnerable children through improved policyand legislation and by channeling more resources to low income communities.

13.Raise awareness at all levels through advocacy and social mobilization to create asupportive environment for highly vulnerable children and families.

14.Increase the technical capacity within OVC support organizations, including connectinggoals and objectives to program inputs and activities and to outcomes and impacts.


25/34

Support organizations require more oversight, training in program monitoring, and tools

to measure impacts. They also need assistance to manage volunteers or paraprofessionals.

15.Provide greater government and donor oversight and monitor programs to ensure thatservices reach children and families.

16.Direct delivery of essential services to large numbers of highly vulnerable children orhighly vulnerable populations of which children are a significant part to respond to

immediate needs (consequences of vulnerability).

17.Capacity building at the community and/or national level through training and technicalassistance, so local governments and communities are better able to provide their own

services and create conditions that will reduce future vulnerability (sustainability).

CONCLUSION


26/34

RESEARCH BUDGET

This refers to a list of item that will be required to carry out research and their approximate

cost. The researcher will have to present a detailed budget that includes the items required,

the unit price and the total costs.

ITEM UNIT PRICE

STATIONERIES 2,260.00

TYPING 660.00

PRINTING & PHOTOCOPYING 2,340.00

TELECOMMUNICATION 2,500.00

DATA COLLECTION INSTRUMENTS 5,000.00

TRANSPORT 2,150.00

TOTAL 20,660.00


27/34

REFERENCE

1. Canadian Press January (2009)2. BrooksGun And Greg J. (1997)3. AllenMears (2005)4. UNICEF 2006 Africas Generations: Children Affected By Poverty5. Subbarao, K. And Coury D. 2004, Reaching out to Africas Child Living in Poverty for

Public Action: The World Bank.

6. Hunt (1997) Profound Influence of Poverty7. Mwadikwa J. (2007) Children Staying Away From School.8. http://www.unicef.org/kenya/overview_4616.html accessed 30th May 20139. Social and Emotional Development in Young Low-Income Children: What Research

Tells us and Why it Matters for Early School Success, Testimony presented by Dr. Jane

Knitzer of the National Center for Children in Poverty, to the U.S. Senate, January 29,

2003

10.Elaine Zimmerman, Executive Director, Commission on Children, Literacy Speechaccessed WHEN 22

ndMay 2013

11.Kaiser, A. & Delaney, E. 1996. The effects of poverty on parenting young children.Peabody Journal of Education, 71, 4, 66-85. WilsonWeb July 18, 2001.

12.www.srf.org.uk/publication/impactofpovertyaccessed 26th June 201313.Ridge T., 2012, childhood poverty and social exclusion, the childs perspective, Policy

Press, Bristol.
http://www.unicef.org/kenya/overview_4616.html%20%20accessed%2030th%20May%202013http://www.unicef.org/kenya/overview_4616.html%20%20accessed%2030th%20May%202013http://www.srf.org.uk/publication/impactofpovertyhttp://www.srf.org.uk/publication/impactofpovertyhttp://www.srf.org.uk/publication/impactofpovertyhttp://www.srf.org.uk/publication/impactofpovertyhttp://www.unicef.org/kenya/overview_4616.html%20%20accessed%2030th%20May%202013


28/34

APPENDICES

TEACHERS QUESTIONAIRE

County: _________________ Location: ______________ Sub-Location:______________

School: ____________________________________________________________

Childs Name______________________ Caregiver name (Optional)

________________________

Age/Year of Birth__________________ Sex (Please circle) (Male) (Female) Class: _____________

Total No. of OVCs in your class: _______________

QUESTIONS: SECTION 1(1-9)

1. How many children do you are in your class? ___________2. Please identify specific areas of concern you have about this child in the following areas:

Level of concern

None Mild Moderate High

Reading

Writing

Numeracy/Math

General learning abilities

Receptive language

Memory

Sporting skills

Attention

Ability to perform

Social skills

Behavior in class and playground

Emotional control/self-esteem


29/34

3. Please elaborate on any other concerns you have identified from observation i.e. childs healthstatus, emotional status and physical health status)

4. Has the child ever missed school? (Circle reasons where appropriate)A. School is far B. Child was sick C. Attends to caregiver or siblingsD. Other

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

5. Has the child ever come to school hungry? If Yes, What might have been the reason______________________________________________________________________________

______________________________________________________________________________

6. Do caregivers check performance of their children? A. YesB. No

7. What is the overall performance for the child? ________________________8. What is the trend for the school attendance for the OVC?

i. Regularii. Irregular

iii. None of the Above ______________________________________9. How do you assess child development? (including physical n mental health as well as study n

communication skills

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

QUESTIONS: SECTION 2 (1-12)

1. Has any of the orphans dropped out of school or stopped schooling? If Yes, what was the reason?(Check and give reason where possible). If No, leave Blank

a. Economic reasons: ___________________________________________b. Social reasons: ________________________________________________


30/34

c. Health reason :________________________________________________d. Other: __________________________________________________________

2. What programs does the school have to handle the problems faced by the orphans and vulnerablechildren?

a. Material supportb. Psychosocial supportc. Feeding program

3. Do OVCs receive any support from any organization? If yes, which kind of support?i. Material support e.g. Uniforms, shoes

ii. Psychosocial support e.g. counseling, Children clubs4. How do you understand poverty?

______________________________________________________________________________

______________________________________________________________________________

______________________________________

5. What are its effects on the school going children or those within your class?a.

b. c. d. -

6. Does poverty affect the school enrollment to EDCEE?A. Yes B. No

7. Can you approximate the age range for OVCs are enrolled in lower classes(EDCEE to class)_______________________

8. What do you think are the highest causes of poverty in the area?a. Cultural practices

b. Illiteracyc. Alcoholismd. Low economic empowerment and strengtheninge. Adverse weather effects and poor farmingf. Other: __________________________________________________

9. What needs to done to bring down poverty levels?a.

b. c. -


31/34

10. Is the number of children living in poverty in schools increase or decrease?Yes NO

11.How do children coming from poor families related to those from stable families?______________________________________________________________________________

___________________________________________________________

12.What areas do you recommend for the government and organization to focus more on to addressthe plight of OVCs

______________________________________________________________________________

______________________________________________________________________________

____________________________________________________________

CAREGIVER QUESTIONAIRE

CAREGIVERS QUESTIONAIRE

COUNTY______________ LOCATION__________________ S/LOCATION_____________

The objective of this study is to determine the effects of poverty on the development of children.

1. Who is the provider of the family?Father Mother Siblings Other: ____________________

2. How many children do you have or take care of in your household?________________________

3. What is you relation to them?a.

b. c. d.

4. Do you have any children not going to school but is supposed to be in school in lower primary? IfYes, why is she/he not in school?

A. SicklyB. Lacks basic needs for schoolC. Not attained the age to go to schoolD. Other reason: _______________________


32/34

5. Are there any children in lower primary you are not living with at the moment? What do they dowhere they are?

a. Due to high cost of livingb. Search for better schoolsc. Family problemsd. Other: _____________________

6. Do you your children have the following?A. Shoes B. Uniforms C. Books D. Stationaries.What do they lack most of the time?

_______________________________________

7. What do you understand by the term Poverty?______________________________________________________________________________

___________________________________________________________________________

8. Please identify specific areas of concern you have about this child in the following areas:Level of concern

None Mild Moderate High

Reading

Writing

Numeracy/Math

General learning abilities

Memory

Sporting skills

Attention

Ability to perform

Social skills

Emotional control/self-esteem

9. What is your occupation? _____________________10.What are your other sources of livelihood?

a. Farming b. Business d. Fishing e Other: ____________________________11.Do you have children who have dropped out of school within lower? If Yes, Why?

___________________________________________________________________

12.Do you have NHIF? If Yes. How many in your house are insured?___________ Out of ____________


33/34

13.How many meals do you take in a day?a. 3 and more

b. 2c. 1

14.Does your household meal miss any of the meals to enable for the meals?A. Yes B. No

15.What type of support do they offer?a. Psychosocial support e.g. counseling, guidance

b. Shelter and carec. Child protection e.g. Birth certificatesd. Education e.g. uniforms, shoes

16.Have your children benefit from the above services? Which one? (Answer as a., b., c., d.)__________________________________________

17.Do parents support programs?Yes No

18.How do you understand poverty?______________________________________________________________________________

___________________________________________________________________________

19.What are the most common diseases affecting the children?a. Typhoid

b. Malariac. Pneumoniad. Others: ____________________________________

20.What are the main econ activities in your area?a. Agriculture (maize, millet, cassava, sunflower)

b. Livestock keepingc. Fishing and fish traded. Commercial businesses

21.Do you have children not living with you? Why not living with them?a. Due to high cost of living

b. Search for better schoolsc. No one can take care of them betterd. Other : _______________________

22.What is the performance of your children at school?


34/34

a. Very goodb. Goodc. Averaged. Below average

23.Are there OVCs who have dropped out of school within your area? If yes what do they doafterwards?

a. b. c. d.

24.What affects development within your area?a. Crime

b. Cultural issuesc. Povertyd. Other: _______________________

25.Do you receive psychosocial support e.g. guidance and counseling?A. Yes B. No

26.Have you ever been called to school due to problems with your child? What was the problem?______________________________________________________________________________

___________________________________________________________________________

THANK YOU

Documents

Effects of Poverty on children between 0 to 8 years of age.docx