Understanding Early Inequalities: Multiple Dimensions of Children's Developmental Contexts Predict Age 3 Outcomes

Laura Outhwaite ()
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Laura Outhwaite: UCL Centre for Education Policy & Equalising Opportunities

No 25-05, CEPEO Working Paper Series from UCL Centre for Education Policy and Equalising Opportunities

Abstract: Inequalities in children's cognitive and socioemotional skills emerge early and persist throughout childhood. This study examines how multiple dimensions of children's developmental contexts, including demographic, socioeconomic and family circumstances, predict age 3 outcomes using data from the UK Household Longitudinal Study (2012-2022). In a cross-sectional sample of 5,700 3-year-olds and their families, results showed that child health, the home learning environment, turning 3 during Covid-19, child ethnicity, parent education, and financial strain in the home significantly predicted early outcomes in communication, daily living, socialisation, and motor skills. Although income-related eligibility for early years pupil premium did not predict early outcomes, this may reflect the inadequacies of this indicator for capturing all families facing financial difficulties. There was also an increasing gap in early outcomes as children experienced more indicators related to disadvantage, relative to children with no indicators. Overall, this study highlights the importance of a multidimensional approach for understanding and reducing early educational inequalities.

Keywords: socioeconomic circumstances; early years; child development; inequalities (search for similar items in EconPapers)
JEL-codes: I24 (search for similar items in EconPapers)
Pages: 17 pages
Date: 2025-05, Revised 2025-05
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https://repec-cepeo.ucl.ac.uk/cepeow/cepeowp25-05.pdf Original version, 2025 (application/pdf)

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Persistent link: https://EconPapers.repec.org/RePEc:ucl:cepeow:25-05

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