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Socioeconomic status and inequalities in early development of non-cognitive skills: Evidence from China

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  • Wang, Dongqin
  • Shen, Minghong
  • Wu, Xiaogang

Abstract

Non-cognitive skills are a critical component of human capital. This paper investigates the associations between socioeconomic status (SES) and early childhood non-cognitive development, using data from the Survey of Early Education, Development, and Strengths (SEEDS) conducted among kindergarten-aged children in Hangzhou, China. Using a machine learning approach with the Ages and Stages Questionnaire: Social-Emotional (ASQ:SE), we identify a high family annual income and parental university education as the strongest indicators linked to non-cognitive skill development. Employing OLS and fixed effects models, we find robust positive associations between these SES factors and children's non-cognitive outcomes. Children from high-income households with university-educated parents exhibit the highest skill levels across domains such as communication, self-regulation, autonomy, and socialization—a pattern of “double advantage.” Our analysis further reveals that parenting styles and financial investments are closely related to these disparities. These findings highlight the need for policies targeting multidimensional SES barriers to mitigate early-life inequalities and promote human capital development and socioeconomic mobility.

Suggested Citation

  • Wang, Dongqin & Shen, Minghong & Wu, Xiaogang, 2026. "Socioeconomic status and inequalities in early development of non-cognitive skills: Evidence from China," China Economic Review, Elsevier, vol. 95(C).
    • Handle: RePEc:eee:chieco:v:95:y:2026:i:c:s1043951x25002445
    DOI: 10.1016/j.chieco.2025.102586
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