Just like families, communities tend to have a significant influence on children. Communities offer children a huge avenue where they can learn different aspects of life. Communities present a world to children; in most cases, children grow up believing that the world around them is the same as their communities. Different communities shape the well-being of children differently, depending on what they present to them. Children born and raised in communities with modern amenities such as good schools, high-end health care services, good infrastructure, good housing, a low crime rate, the absence of drug abuse, and more grow up with a positive mind and a positive approach to life (Bhandari & Yasunobu, 2009). However, those children who are raised in poor communities that do not have modern amenities experience stressful lives, develop a negative attitude towards life, and end up living unfulfilled lives.
The social capital theory is one theory that tries to explain the influence of a community on children. This theory argues that community elements such as relationships, social connections, and community norms play a significant role in the growth and development of children. Societies rich in social capital offer children helpful social networks, life opportunities, and even the necessary resources to help them achieve their life goals. This also implies that communities with poor social capital offer children few lifetime chances and resources, enabling many children to achieve their life goals. Community social capital, such as good housing, helps children live in quality houses that protect them from adverse weather and offer comfortable living that boosts their health (Bhandari & Yasunobu, 2009). Children living in poor communities that have poor housing are prone to various risks that make their lives more uncomfortable and stressful.
Lei (2017) studied how a society’s socioeconomic state affects self-rated health and children’s nutrition in rural and urban China. The study investigates whether the effects of society’s socioeconomic status vary based on the child’s gender. This study found that society’s socioeconomic status tends to positively influence health and nutritional position in urban areas of China. It was also found that the socioeconomic status of society tends to have a stronger impact on boys than girls. The SES also strongly affects children from low-income families (Lei, 2017). The study emphasizes that malnutrition negatively affects physical and intellectual development, which leads to low academic achievements. Developing countries have low socioeconomic status, which affects children’s nutrition, explaining why there are low health outcomes in developing countries.
Poon, Archison, and Kwan (2022) carried out a study on the influence of a community on the social and emotional health of children. The authors stated that in Canada, a third and a quarter of grade 6 girls and boys, respectively, had high levels of emotional problems. These emotional problems were anxiety, unhappiness, depression, and poor sleep. This situation remains even when the children reach grade 10. The emotional problems among children in Canada are caused by factors such as traumatic experiences, family dynamics, economic issues, peer influence, bullying, and media and technology. Social and emotional problems have profound negative effects on the growth and development of children. Some of the effects include low academic achievements, poor social relationships, low self-esteem and confidence, and suicidal ideations (Poon, Atchison, & Kwan, 2022). To reverse this challenge, the study suggests that there should be efforts to foster good parenting, avail mental health services, and enhance the learning environment.
Ginsburg (2007) examined the importance of play in children’s growth and development. This study appreciates the importance of play and emphasizes that play contributes immensely to a child’s physical, cognitive, emotional, and social health. The study noted that despite the game’s benefits to a child’s growth, many parents and caregivers do not engage their children in play. Moreover, the overall playtime of children has reduced since most children spend much time watching television and on their gadgets instead of playing. Some factors that have reduced children’s play time include parents’ limited time, lack of space to play, especially in urban areas, media technology, changes in family structure, unsafe neighborhoods, attention to academics, and more (Ginsburg, 2007). The consequences of a lack of play among children include an increased sedentary life that results in overweight, depression, poor social relationships, loneliness, slow learning, and low academic attainment.
Comparing the three sources, it is evident that all of them insist that the community environment determines the growth and well-being of children. A good community environment leads to positive growth outcomes and boosts children’s academic performance. However, a poor environment leads to low educational outcomes. Contrasting the three sources, one source talks about the influence of the community SES on the health and nutrition of children. Good community SES boosts children’s health and nutritional aspects, facilitating better growth and development. The second source examines the influence of community on the social-emotional well-being of children. Communities that have stressful environments cause children to have social and emotional problems, which leads to poor growth and development. The last source talks about the importance of play for children’s growth and development. The community needs to offer better opportunities, such as space and playgrounds, to allow children to play and achieve physical, social, and cognitive development.
I agree with Lei (2017) that socioeconomic status influences children’s health and nutrition. Rich communities have healthy children, and children’s nutrition is very good since families can afford food, promoting health. I also agree with Poon, Archison, and Kwan (2022) that negative community status affects children negatively by pushing them to develop social-emotional problems. Communities that have stressors make children depressed, resulting in poor growth and development. I agree with Ginsburg (2007) that play greatly contributes to children’s positive growth and development. This source interests me because, as a teacher, I always like playing with children, and I feel sad when parents confine their children in houses instead of engaging them in play. The three sources explore how various community aspects can influence children’s growth and development and how the effects can affect their academic performance.
Bhandari, H., & Yasunobu, K. (2009). What is Social Capital? A Comprehensive Review of the Concept. Asian Journal of Social Science, 37(3), 480–510. https://doi.org/10.1163/156853109X436847
Ginsburg, K. R. (2007). The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds. PEDIATRICS, 119(1), 182–191. https://doi.org/10.1542/peds.2006-2697
Lei, L. (2017). The impact of community context on children’s health and nutritional status in China. Social Science & Medicine, 179(2), 172–181. https://doi.org/10.1016/j.socscimed.2017.02.028
Poon, B. T., Atchison, C., & Kwan, A. (2022). Understanding the Influence of Community- Level Determinants on Children’s Social and Emotional Well-Being: A Systems Science and Participatory Approach. International Journal of Environmental Research and Public Health, 19(10), 5972. https://doi.org/10.3390/ijerph19105972