Multidimensional poverty and early cognitive development in rural China: The roles of family investment and spatial remoteness

Household poverty has long been recognized as a critical risk factor for early childhood development. However, poverty is a multidimensional construct that extends beyond income-based measures. This study examined the associations between multiple dimensions of poverty (income, health, education, living standards, and employment) and early cognitive development, as well as the mediating role of family investment and the moderating role of geographic isolation. The sample consisted of 1377 children (732 girls) aged 18 to 42 months from rural areas in southwest China. Children's cognitive development was assessed using the Bayley Scales of Infant and Toddler Development, Third Edition. Caregiver interviews provided data on parenting practices and household characteristics, while geographic information was extracted from publicly available digital maps. The results revealed that: (1) cognitive development was negatively associated with education poverty and living standards poverty; (2) number of picture books significantly mediated the associations between education, income, and living standards poverty and cognitive outcomes; and (3) spatial remoteness moderated the association between living standards poverty and cognitive development, with the negative effects being more pronounced in more remote towns. These findings highlight the importance of addressing multidimensional poverty and contextual disparities in understanding early cognitive development in under-resourced rural contexts.