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Unreliable food access linked to poor behavior, learning in kindergarten
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Inadequate access to food in early childhood was correlated with negative social-emotional and cognitive outcomes among children in kindergarten, according to a study published in Child Development.
“Parents who are preoccupied with providing food for their children, or who are hungry themselves, may be less sensitive and responsive to their child’s needs and engage in fewer activities known to stimulate early cognitive and social development,” Anna D. Johnson, PhD, from the department of psychology at Georgetown University, and Anna J. Markowitz, PhD, from the Curry School of Education at the University of Virginia.
The researchers noted, “Moreover, food-insecure families may be more likely to spend that money on food than on educationally stimulating books, toys and games to promote development. Additionally, hungry children are more irritable, which could evoke negative parental responses, perpetuating a cycle of harsh parent-child interactions.”
The researchers used data on a recent birth group that were nationally representative to examine the connection between food insecurity and kindergarten skills, including reading, math and social-emotional outcomes. The timing and intensity of a family’s food insecurity were taken into consideration when analyzing data.
Among low-income children, nearly 20% of children between the ages of 0 and 5 live within households that have inadequate and unpredictable food supplies. Specific results varied according to the age at which food insecurity was experienced and its severity.
Nine-month-olds who experienced very low food insecurity were more likely to be hyperactive, have conduct problems and reduced reading scores and approaches to learning. Those who experienced very low food insecurity at 2 years showed similar results, with a higher likelihood of hyperactivity, conduct concerns, reduced math skills and approaches to learning. Those who experienced low insecurity were also more likely to have decreased reading and math skills.
Children who experienced very low food insecurity while in preschool demonstrated a significant connection exclusively with reduced approaches to learning; however, reading scores were affected when children experienced low food insecurity.
As the severity of food insecurity increased, children were more likely to have negative associations and outcomes regarding learning and behavior. Any singular episode of inadequate food during early childhood was related to hyperactivity, conduct problems, and decreased approaches to learning, reading and math skills.
Markowitz referred to these findings as “worrisome” in a recent press release.
“Increasing the generosity of food assistance programs and ensuring that they reach children whose families are food insecure or at risk for food insecurity in the earliest years — when children are 2 or younger — could boost the early school success of these vulnerable children,” she said. – by Katherine Bortz
Disclosure: The researchers report no relevant financial disclosures.
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