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Concludes that early childhood parental investment gaps narrowed yet remained substantial, and that preschool participation gaps widened despite major public preschool investment.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/socioeconomic-gaps-in-early-childhood-experiences-1998-to-2010/589835/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/socioeconomic-gaps-in-early-childhood-experiences-1998-to-2010/589835.png","ImageObject",300,407,{"name":42,"@type":43},"Cipher","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",11,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study compare between 1998 and 2010?","Question",{"text":63,"@type":64},"It compares kindergarteners’ early life experiences across two nationally representative datasets for children entering kindergarten in 1998 versus 2010.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What changes did the study find in home and parenting activities?",{"text":68,"@type":64},"Children in the later period were exposed to more home books and reading, had more access to educational games on computers, and engaged more with parents both inside and outside the home.",{"name":70,"@type":61,"acceptedAnswer":71},"Did socioeconomic gaps narrow over time?",{"text":72,"@type":64},"Parental investment gaps narrowed but remained large, and preschool-related socioeconomic gaps grew over the same period despite substantial public preschool investment.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},589835,1792160809,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":97,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":145,"read_time":146,"preview_page_count":4},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","AERA Open  \nJuly-September 2016, Vol. 2, No. 3, pp. 1–22 DOI: 10. 1177/2332858416653924  \n© The Author(s) 2016. [http://ero.sagepub.com](http://ero.sagepub.com)  \nSocioeconomic Gaps in Early Childhood Experiences: 1998 to 2010  \nDaphna Bassok  \nUniversity of Virginia  \nJenna E. Finch  \nStanford University  \nRaeHyuck Lee  \nSoonchunhyang University  \nSean F. Reardon  \nStanford University  \nJane Waldfogel  \nColumbia University  \nThis study compares the early life experiences of kindergarteners in 1998 and 2010 using two nationally representative datasets. We find that (a) young children in the later period are exposed to more books and reading in the home,(b) they have more access to educational games on computers, and (c) they engage with their parents more, inside and outside the home. Although these increases occurred among low- and high-income children, in many cases the biggest changes were seen among the lowest-income children. Our results indicate narrowing but still large early childhood parental investment gaps. In addition, socioeconomic gaps in preschool participation grew over this period, despite substantial investments in public preschool. Implications for early socioeconomic achievement gaps are discussed.  \nKeywords: income inequality, early childhood, parenting, preschool  \nEarly childhood is a uniquely formative period in the lifespan, and a large body of research indicates that policy interventions targeted toward young children have immense potential to yield high returns. Recent decades have been characterized by unprecedented policy interest in children’s early life experiences, with heightened investments in public preschool expansion and home visitation programs. Similarly, major advocacy efforts—such as the Thirty Million Words Initiative, Reach Out and Read, and former Secretary of State Hillary Clinton’s Too Small to Fail initiative—aim to change the early home environments of lowincome children. These efforts are predicated on the notion that important gaps exist in early childhood experiences and that such gaps have major and long-term implications forchildren and for society.  \nIt is not clear, however, to what extent increased public investment in early childhood, as well as parents’heightened understanding of the importance of early childhood interactions, has had a meaningful impact on children’s early life experiences and, in turn, led to narrowed school readiness gaps. For example, it may be that growing public investments in preschool have helped low-income children enter  \nkindergarten more ready than they did two decades ago. Or perhaps the importance of talking and reading to young children is now more widely recognized, and low-income children experience more language-rich environments than they once did.  \nYet, the United States experienced notable demographic shifts over the past decade and a half. Poverty rose, particularly child poverty, as did income inequality (DeNavas-Walt, Proctor, & Smith, 2014) . In addition, the Great Recession of 2007–2009 led to a doubling in unemployment (Bureau of Labor Statistics, 2012). These demographic shifts may have counteracted, at least in part, policy efforts aimed at improving children’s early life experiences.  \nTo date, there has been no systematic examination of whether and to what extent children’s early experiences have changed in recent decades. The current study aims to fill that gap by using two large, nationally representative data sets of kindergarten entrants from 1998 and 2010. Importantly, these are the same two data sets in which studies have documented narrowing school readiness gaps among incoming kindergarteners (Bassok & Latham, 2016; Magnuson & Duncan, 2014; Reardon & Portilla, forthcoming) . Our analysis seeks to  \nCreative Commons CC-BY: This article is distributed under the terms of the Creative Commons Attribution 3.0 License  \n([http://www.creativecommons.org/licenses/by/3.0/](http://www.creativecommons.org/licenses/by/3.0/))","cbCaifyLsATrgNXb","https://ap.wps.com/l/cbCaifyLsATrgNXb","pdf",723108,22,"English","# Background and Motivation\n## Policy interest and initiatives\n## Why gaps might persist despite investments\n# Research Questions and Data\n## Study aim\n## Data sets and cohorts\n# Methods and Focus Areas\n## Demographic factors\n## Five early-life domains\n# Main Findings\n## Improvements across multiple dimensions\n## Evidence of narrowing SES gaps\n# Exceptions and Implications\n## Preschool participation and child care results\n## Discussion of broader achievement gaps","[{\"question\":\"What does the study compare between 1998 and 2010?\",\"answer\":\"It compares kindergarteners’ early life experiences across two nationally representative datasets for children entering kindergarten in 1998 versus 2010.\"},{\"question\":\"What changes did the study find in home and parenting activities?\",\"answer\":\"Children in the later period were exposed to more home books and reading, had more access to educational games on computers, and engaged more with parents both inside and outside the home.\"},{\"question\":\"Did socioeconomic gaps narrow over time?\",\"answer\":\"Parental investment gaps narrowed but remained large, and preschool-related socioeconomic gaps grew over the same period despite substantial public preschool investment.\"}]","Socioeconomic Gaps in Early Childhood Experiences: 1998 to 2010 | PDF",1792068225,55]