How we Measure and Operationalise Socioeconomic Disadvantage in Developmental Research has Implications for Theory and Policy

Social inequality is associated with a range of early childhood outcomes including pre-academic skills, executive functions and language. Developmental researchers often use the term ‘disadvantage’ to denote groups of children falling at the lower-end of the social gradient and at risk of falling behind their more advantaged peers. However, this term remains ill defined, and inconsistently operationalised, with researchers working in academia and policy often using this term differently. If we are to gain a comprehensive understanding of how disadvantage affects child outcomes and to subsequently better models that feed into social policies, it is essential that we have a clear understanding of what disadvantage means and adopt greater precision in its measurement. This article aims to highlight issues in how disadvantage has been conceptualised and operationalised in early cognitive development research. We finish by offering some potential solutions to lead to more precise and inclusive considerations of family disadvantage.