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

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.