How Do Child and Family Characteristics Relate to Pakistani Preschoolers’ Social-Emotional and Academic Outcomes

Early childhood is a critical period for the development of social-emotional and academic skills; yet little is known about how demographic and family characteristics shape development in low- and middle-income countries. This study investigated how child- and family-level demographic characteristics predict Pakistani children’s outcomes across these domains. Data were collected from 648 four- to six-year-olds attending private, public, and non-profit preschools in Karachi. Children’s social-emotional skills (social competence and emotion knowledge) and academic skills (pre-literacy and pre-numeracy) were assessed, alongside demographic factors including gender, bilingualism, maternal education, parental age, household size, number of siblings, home learning environment, and number of books. Multilevel models revealed that maternal education was the strongest and most consistent predictor across outcomes, while household size was negatively associated with social skills. Gender differences were observed only in pre-numeracy, with boys outperforming girls. Bilingualism and the home learning environment were not significant predictors. These results highlight the importance of maternal education, family household structures, and gendered expectations for early development. By identifying key demographic influences on Pakistani children’s development, this study provides a foundation for designing more targeted and contextually relevant early childhood policies in Pakistan.