Income Changes and Cognitive Stimulation in Young Children's Home Learning Environments

Abstract

Early home learning environments are the result of interactions between the developing children and the opportunity structures provided by their families. Income is one of several resources that affect the cognitive stimulation that children experience. Using data from the National Longitudinal Survey of Youth (N= 2,174) this study examines the influence of household income on cognitive stimulation during the transition to school (aged 3–4 years to 7–8 years). Cross‐sectional and longitudinal fixed effects regressions are estimated to examine income's effect. Household income was positively related to the level of cognitive stimulation in children's home environments across both sets of analyses. Home environments of children in low‐income households were particularly sensitive to income changes over time. The implications of these results for programs and policies that reduce disparities in school readiness are discussed.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 177 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.