This document discusses culturally deprived children and strategies to help them. Culturally deprived children come from socially and economically disadvantaged backgrounds and lack access to education. They often have low intellectual levels, poor academic performance, linguistic disabilities, low motivation, and poor self-concept. Cultural deprivation stems from factors like poor home environment, lack of health/nutrition, and social issues. Programs to aid such children include residential schools, financial aid, specialized teachers, vocational education, and pre-school programs to enrich their experiences. Educational programs should cater to their unique needs and backgrounds.

1. ASSIGNMENT
TOPIC:
Culturally Deprived
children
SubmittedTo,
Geetha.P
Lecturer in Mathematics
SubmittedBy,
Aswathy A R
Mathematics
Reg: 18014383001
Submittedon
26 / 10 /2015

2. Introduction
Culturally deprived children means the
socially disadvantaged children those who
come from socially and economically backward
section of the community who cannot profit
from school because of deprivation of one sort
or another.
The term culturally deprived is currently
used interchangeably with educationally
deprived to refer to the members of lower
socio-economic group who have had limited
access to education.

3. Data Analysis
Characteristics of Culturally Deprived
Children
1. Culturally deprived children possess low intellectual level.
So they lack proficiency in higher form of cognitive
learning and transfer.
2. They show poor academic performance, premature school
terminationand high drop out rates.
3. They show a high index of linguistic disabilities.
4. They are a pathetic unresponsive and lack initiation.
5. They have more anxiety, low frustration, low tolerance,
low attention,span and distraction in learning.
6. They have high sense of avoidance for failure than striving
success.
7. They have poor self-concept and low level of aspiration.
8. They show belief in external factors like luck, chance, fate
etc. rather than their own self and activity.

4. Cause of Cultural Deprivation
Cultural deprivation arises due to a complex set of
condition which create intellectual deficiency in a child.
Some of the conditions are attributed to unstimulating
environment, lack of verbal interaction with adults, poor
sensory experience and other deleterious environmental
factors generally associated with poverty, low social status,
malnutrion,broken homes etc.
In Indian situation the following are the important reason
which are responsible for making a child culturallydeprived.
1. The lack of educationalenvironmentin home.
2. The lack of adequateencouragement to go to school.
3. The lack of good health and proper diet for children.
4. The lack of sufficient language and reading skills.
5. Religious and cast prejudices along with sub cultural and
communal conflicts.
6. Chronic unemployment, social isolation, humiliation and
inferiority feeling due to indifferences of others.
7. Poor parent-childrenrelationship.
8. Social disorganization creating situations for deviant
behavior.

5. Problems of Deprived Children
The following are the important learning
problems of socially disadvantaged children.
1. Linguistic problem: The most common handicap of deprived
children is poor language. This is because they are living in an
inadequate linguistic environment, that makes a poor input into
language acquisition devise and hence retards language
perception and production.
2. Poor cognitive background: They feel difficulty in learning a task
that require higher mental operation. This is because of their
malnourishment which has a serious effect on physical anomalies
and deficiencies on intellectual performances.
3. Low level of aspiration: Both deprived children and parents have a
low level of aspiration. This low level diminishes interest in
studies.
4. Learning difficulties: Socially disadvantaged or culturally deprived
children show lack of interest, involvement and motivation for
academic success. They do not participate in classroom
discussions and fail to profit from classroom instructions.

6. 5. Motivational problems: Due to immature emotional
development, deprivation of stimulation and lack of opportunity
for advancement. Disadvantaged children have been drawn to
maintain a very low level motivation which stands in their way for
further progress.
Educational Provisions for Deprived
Children
1. Established residential schools for deprived
children, where the expense for education,
clothing, boarding, medical care etc. are being met
by government.
2. Give financial aid for disadvantaged children,
where poverty and financial problems found to be
barrier in the path of progress of the under
privileged children.
3. Appointment of expert teachers who have received
special training in guidance of deprived children in
the school where there is comparatively a high
proportion of children from disadvantaged
communities.
4. Vocationalise the education to meet current
economic requirements and future employment

7. needs of children from disadvantaged
communities.
5. Give compensatory pre-school education to
deprived children to enrich their early linguistic
environment, which will help them to improve
their vocabulary and overcome the language
difficulties.
Conclusion
Educational programmes for the disadvantaged children should
cater to their unique backgrounds, local needs and aspirations.
Their unique and fascinating geographical and cultural
backgrounds, customs and traditions. Social vocational life, and
needs aspirations of the people should be reflected in the
curricular and co-curricular activitiesof the school.

8. Besides these school-based programmes, parent
education and functional literacy programmes in non formal
centres, and early intervention programmes mainly for infants
and mothers are for effective in enriching the experiences of
disadvantaged parents and adults which may become
instrumental for changing their attitude towards the education
of their children.
Reference
Dr. N.K ARJUNAN –Psychological bases of
education