Social inequalities in early childhood competences, and the relative role of social and emotional versus cognitive skills in predicting adult outcomes

• DOI: 10.1002/berj.3724
• Publication Date: 2021-05-04T07:40:03Z
• Authors: Ingrid Schoon; Bilal Nasim; Rose Cook
• Keywords: Social Skills; Educational Attainment; Cognitive skill

This study draws on the nationally representative British Birth Cohort Study (BCS70) to examine (1) association between social background and early socio‐emotional cognitive competences at age 5 (2) relative independent contributions of educational socio‐economic attainment in adulthood. A multi‐dimensional (multiple exposure, multiple outcome) approach is adopted conceptualising background, childhood adult outcomes by 42. Indicators include parental education, class, employment status, family income, as well home ownership, enabling us test which aspects risk uniquely influence development competences. directly assessed (i.e. verbal visual motor skills), while measures hyperactivity, good conduct, emotional health skills, reported child’s mother 5. Adult highest qualifications, class household income The findings suggest that indicators are associated with both competences, although associations less strong than those We find significant long‐term predictive effects skills outcomes, but also particular self‐regulation, over above role background. supports calls for interventions aiming reduce exposure supporting self‐regulation reducing hyperactivity conduct problems).