Can parent–child interactions help reduce socioeconomic differences in language development? Results of a German birth cohort study

Abstract

Abstract Aim Children from socioeconomically disadvantaged families often have lower developmental outcomes than their socioeconomically more advantaged peers. In early childhood, language development (LD) in particular is a key competence for further socialization. There is a need to explore the mechanisms underlying the relationship between a family socioeconomic position (SEP) and LD. This study examines the role of parents’ intangible investments, such as interactions between parents and children, in explaining socioeconomic differences in LD in 3-year old children. Subject and methods Using data from the German birth cohort study BaBi ( n = 694), a structural equation model (β, 95% CI) was used to assess total, direct, and indirect effects. Results Results suggest that higher SEP is positively associated with better LD (β total = 0.167, 0.057–0.277), but no statistically significant mediation effect of family investment in this relationship was found (β indirect = 0.042, −0.030 to 0.113). Conclusion Further research should investigate factors of socioeconomic inequality involved in LD.