Mechanisms linking socioeconomic status and academic achievement in early childhood: Cognitive stimulation and language.

ABSTRACT: There is a strong positive association between childhood socioeconomic status (SES) and academic achievement. This disparity may, in part, be explained by differences in early environmental experiences and language development. Cognitive stimulation-including language exposure, access to learning materials, caregiver involvement in children's learning, and variety of experiences-varies by SES and may link SES to language development. Childhood language development in turn is associated with academic achievement. In the current longitudinal study of 101 children (60-75 months), SES was positively associated with cognitive stimulation and performance on language measures. Cognitive stimulation mediated the association between SES and children's language. Furthermore, children's language medi

SUBMITTER: Lurie LA 

PROVIDER: S-EPMC8112571 | biostudies-literature | 2021 Apr-Jun

REPOSITORIES: biostudies-literature