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Journal directory listing - Volume 71 (2026) - Journal of Research in Education Sciences【71(1)】March (Special Issue: Multi-perspective Interpretations of J. Bruner Interdisciplinary Legacy in Educational Science)
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(Special Issue) Bridging J. Bruner’s Theory and Reality: The Impact of Poverty on Taiwanese Young Children’s Development
Author:
Chien-Chung Hsu (Department of Counseling and Applied Psychology, National Taichung University of Education), Yi-Ping Lo (Department of Education and Learning Technology, Chinese Culture University)

Vol.&No.：Vol. 71, No. 1
Date：March 2026
Pages：157-194
DOI：https://doi.org/10.6209/JORIES.202603_71(1).0006

Abstract：

Motivation and Purposes
　　Poverty, as a multidimensional social phenomenon, reflects not only economic deprivation but also profoundly affects the cognitive, linguistic, emotional, and social development of young children. Drawing on Jerome Bruner’s theoretical framework from “Poverty and Childhood,” this study investigates how poverty shapes early developmental trajectories among children from economically disadvantaged families in Taiwan. Bruner emphasized that poverty is not merely a lack of material resources but a “culture of powerlessness” that limits children’s capacity for goal-setting, problem-solving, and future orientation. Despite Taiwan’s long-standing efforts to mitigate educational inequities through economic subsidies and tuition support, significant disparities in developmental outcomes persist, suggesting that financial aid alone fails to address the deprivation of cultural participation. Motivated by the urgent need to better understand the longitudinal impact of poverty within Taiwan’s unique cultural and policy context, this study aims to empirically analyze developmental differences across diverse economic backgrounds. Utilizing nationally representative longitudinal data, this study seeks to illuminate how early childhood development varies by family economic status and identify specific developmental domains requiring targeted interventions to enhance equity. Ultimately, this research aspires to provide an evidence-based foundation for supporting young children in disadvantaged families, thereby contributing to the broader goal of promoting educational and social equity in Taiwan.
Literature Review
　　Understanding poverty has evolved significantly over time, shifting from a narrow focus on material deprivation to a recognition of its multidimensional nature. Contemporary perspectives view poverty not merely as an absence of financial resources but as a complex condition encompassing educational, health, social, and psychological disadvantages. Within this framework, poverty is increasingly being understood as a dynamic process that affects individuals across multiple domains of life. Particularly for young children, poverty can disrupt their cognitive, language, and socio-emotional development, thereby shaping long-term educational outcomes and life opportunities.
  Jerome Bruner’s cultural-psychological approach offers a critical lens through which to examine the impact of poverty on early childhood development. Bruner emphasized that poverty generates a “culture of powerlessness,” constraining children’s ability to set goals, engage in problem-solving, and envision future possibilities. In his view, education must serve as a proactive intervention to help children build autonomy, resilience, and cognitive competencies through a culturally responsive pedagogy. Although various policies have been implemented in Taiwan to address educational inequality, economic disparities continue to influence children’s developmental trajectories. However, much of the existing research has relied on cross-sectional or localized studies, limiting insights into developmental trends over time. By employing longitudinal data, this study seeks to bridge this gap and deepen the understanding of how persistent economic disadvantages shape the developmental pathways of young children within the Taiwanese context.
Methods
　　This study utilized data from the “Kids in Taiwan: National Longitudinal Study of Child Development and Care (KIT),” a large-scale national survey designed to capture the developmental trajectories of children across diverse socioeconomic backgrounds. This research focuses on the 36-month cohort, selecting children born between April 2013 and June 2014. Longitudinal data from the first three waves, corresponding to children’s ages at 36, 48, and 60 months, were linked to ensure consistent tracking of developmental trends over time. After applying the selection criteria to include only participants who completed all three waves, the final analytical sample comprised 1,695 children.
　　To examine the impact of poverty, family economic status was categorized based on monthly household income following Taiwan’s officially published minimum living standards. Families were classified into three groups: economically disadvantaged, general economic, and economically advantaged. Post-stratification weighting was applied to correct for sampling discrepancies and ensure that the sample distribution matched the national population benchmarks. This study analyzed cognitive, language, and socio-emotional development using standardized scales provided by the KIT dataset.
　　Repeated Measures Analysis of Variance (ANOVA) and Pillai’s trace tests were employed to assess developmental changes over time and identify differences across economic groups. By integrating rigorous statistical analysis with longitudinal data, this study aimed to reveal how persistent economic disparities influence early developmental trajectories and provide empirical support for targeted educational and social interventions.
Results
　　The analysis revealed significant developmental disparities across economic groups in cognitive, language, emotional, and social interaction domains. While all children demonstrated developmental gains from 36 to 60 months, those from economically disadvantaged families consistently exhibited lower proficiency compared to their peers from economically typical and advantaged families. Specifically, in cognitive development, disadvantaged children scored significantly lower at each assessment point; despite evident growth over time, the performance gap relative to higher-income groups remained substantial and persistent.
　　Language development presented a distinct trajectory. At 36 months, children from disadvantaged backgrounds showed significantly lower language scores than the other two groups. Although they subsequently demonstrated a steeper rate of growth– suggesting a “catch-up” effect– their absolute scores at 60 months remained significantly below those of children from general and advantaged economic backgrounds. This indicates that while early acceleration occurred, it was insufficient to fully bridge the initial disparity. A parallel pattern was observed in emotional development: disadvantaged children began with lower emotional competence and, despite substantial improvement over the study period, continued to exhibit significant deficits compared to their peers at 60 months.
　　Conversely, social interaction development displayed greater stability. Although disadvantaged children initially presented with lower scores, the disparities in social interaction abilities remained relatively constant and did not widen significantly over time. Repeated Measures ANOVA confirmed significant main effects for both time and family economic status across all domains. Furthermore, significant interaction effects were observed, indicating that the developmental trajectories were not uniform but systematically varied as a function of economic background. Collectively, these findings underscore the pervasive and enduring impact of poverty on early childhood development, highlighting that without targeted support, initial disadvantages tend to persist despite natural developmental maturation.
Discussion and Recommendations
　　The findings of this study resonate with Bruner’s theoretical framework, suggesting that poverty impacts early childhood development not merely through economic scarcity but by depriving children of cultural participation and fostering a “culture of powerlessness.” The analysis reveals that while children from economically disadvantaged families exhibit growth potential between 36 and 60 months, significant developmental gaps persist compared to their more affluent peers. These disparities are closely linked to structural inequalities in family environments, particularly the lack of reading resources and the quality of parent-child interactions.
　　Consequently, this study argues that addressing these gaps requires moving beyond simple material compensation toward a strategy of “cultural redistribution.” Policy interventions should prioritize three key areas: (1) establishing systematic early intervention mechanisms focused on language and cognitive scaffolding; (2) strengthening community-based parenting education to empower families as effective cultural mediators; and (3) implementing culturally responsive and narrative-based pedagogies in early childhood education. By reconstructing the “future orientation” and agency of disadvantaged children, these measures aim to break the cycle of poverty and achieve genuine educational equity.

Keywords：Bruner, young children development, poverty, poverty and childhood, KIT

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APA Format
Hsu, C.-C., & Lo, Y.-P. (2026). Bridging J. Bruner’s Theory and Reality: The Impact of Poverty on Taiwanese Young Children’s Development. Journal of Research in Education Sciences, 71(1), 157-194.
​https://doi.org/10.6209/JORIES.202603_71(1).0006