Documenting Socioeconomic Disparities in Early Development and Learning: A Multi-Method Approach

Abstract This study examined the relation between socioeconomic status (SES) and early child development in Hong Kong, where preschool attendance is universal for children aged 3 to 6. Participants were 114 Chinese preschoolers ( M age = 60.25 months, 54 girls) from nursery (K1), lower kindergarten (K2), and upper kindergarten (K3) classes across four kindergartens, along with their teachers and caregivers. Children’s development was assessed using the Hong Kong Early Childhood Development Scale-3 (HKECDS-3), while caregivers and teachers completed the Report of Early Development (RED). Additionally, parents reported their education levels, occupations, and home resources. Results revealed significant SES-development disparities, with variations noted across SES indicators and assessment methods. Disparities in child development were evident among children in K1 but were less prominent for children in K2 and K3. Findings indicate that socioeconomic disparities influence diverse child development domains during the preschool years, with preschool education potentially mitigating these disparities.