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Does higher peer socio-economic status predict children's language and executive function skills gains in prekindergarten?

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Description:
Because most public preschool programs are means tested, children enrolled in these programs accordingly have peers from predominantly low-income families who present lower cognitive skills and more behavioral problems, on average. The present study examined the role of having a higher percentage of peers from higher-SES families on gains in children's receptive vocabulary and executive function skills at the end of prekindergarten. Participants included 417 children attending a prekindergarten program that is not means tested. Findings indicated that having a higher percentage of peers from higher-SES families showed small, positive associations with greater gains in end-of-prekindergarten receptive vocabulary and executive function skills. Results are discussed in the context of current proposals to increase access to publicly funded preschool for higher-income families. (author abstract)
Resource Type:
Reports & Papers
Country:
United States
State(s):
Massachusetts

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