Socioeconomic Gradients in Early Chinese Language and Literacy and Numeracy: The Role of Executive Function

Abstract This study investigated socioeconomic differences in oral language, literacy, and numeracy, and examined child-level and home-level factors that may explain these differences. Participants included 688 Chinese preschoolers aged 3 to 5 years, who completed assessments of Chinese oral language and literacy, numeracy, and executive function (EF), including working memory, inhibitory control, and cognitive flexibility. Socioeconomic status (SES) was positively correlated with all outcomes, highlighting SES gaps in these foundational skills prior to formal schooling. After controlling for demographic variables and classroom-level clustering, SES remained significantly associated with oral language and literacy, and numeracy. However, when EF components were included in the models, SES was no longer significantly associated with oral language and literacy, and numeracy. Further mediation analyses revealed that working memory, but not home learning activities, partially mediated the relations between SES and oral language and literacy, while all three EF components fully mediated the relations between SES and numeracy. Findings suggest that SES gradients in pre-academic skills among Chinese children may be largely explained by differences in EF, and identify EF as a potential mechanism underlying the development of SES disparities in pre-academic skills. Regarding early childhood policy and practice, the findings point to the potential of EF-focused interventions to mitigate early SES-based inequalities. Specifically, preschool curricular and home interventions targeting working memory may promote oral language and literacy among children from low-SES families, and integrated programs involving all three EF components may enhance their numeracy, thereby fostering a more equitable learning environment upon school entry.