Exploring socioeconomic-related inequality in children’s cognitive achievement in Peru

Ngoy, E., Sá, C., & Veiga, P. (2024). Exploring socioeconomic-related inequality in children’s cognitive achievement in Peru. Journal of Economic Inequality, 22(3), 809–832. https://doi.org/10.1007/s10888-023-09615-4This episode examines the impact of socioeconomic inequality on children's cognitive performance in Peru, with a focus on language development. The study reveals that disparities in language skills emerge early and persist into adolescence, favoring children from wealthier families.Parental socioeconomic status plays a crucial role, as children from higher-income families exhibit stronger early language abilities. Family wealth significantly influences vocabulary test performance, while geographic location further shapes disparities, with urban children generally outperforming those in rural areas. Malnutrition, measured through stunted growth, is associated with lower language test scores, highlighting the link between child nutrition and cognitive development. Additionally, attendance in preschool education programs is linked to improved language skills, reinforcing the importance of early childhood interventions.Since early language abilities have long-term effects on academic and professional success, the study underscores the need for policies addressing socioeconomic disparities. Reducing wealth inequality and expanding access to quality early education are essential to fostering equal opportunities.