Communications in Humanities Research ISSN: 2753-7072
Home> Volumes> Volume CHR Vol.95> Article
Research Article

Influence of Socioeconomic Status on Preschoolers’ Vocabulary Development: Evidence from Studies of L1 Learning

Wanying LiHiba Academy Hangzhou* Xuanyi TongShanghai Pinghe School

* Corresponding author: [email protected]

Abstract

This literature review illustrates how measures of socioeconomic status (SES), particularly parental income and education level, influence preschoolers’ vocabulary development in first language learning. By synthesizing findings from a range of previous studies, it is clear to see that SES affects vocabulary development in indirect ways: 1) different levels of income contributes to different level of parental stress that further influence children’s social competence and vocabulary use; 2) Various levels of parents’ educational backgrounds shape diverse educational attitudes that contribute to the quantity and quality of linguistic input. The SES level of the family indeed influences children’s language development, but the intermediate variables underlying this indirect relationship still need to be addressed further. This analysis offers valuable implications for understanding the crucial role of the SES and parents in children’s first-language vocabulary learning and also emphasizes children’s own effort in their own vocabulary development.

Keywords: Socioeconomic status; Preschooler; Vocabulary Development; First Language
Published: November 5, 2025
DOI: 10.54254/2753-7064/2025.HT29450
Volume: CHR Vol.95
pp. 213-218
Download PDF

References

  1. Narayan, R., & Goundar, P. (2024). VOCABULARY LEARNING IN LANGUAGE. ACQUISITION: A LITERATURE REVIEW ON THE DEVELOPMENT OF WORDS KNOWLEDGE IN EARLY CHILDHOOD.  European Journal of Foreign Language Teaching, 8(1). doi: http: //dx.doi.org/10.46827/ejfl.v8i1.5181
  2. Ma, Y., Fan, H. & Chen, Q. Socioeconomic status and vocabulary development among children: a meta-analysis.  Curr Psychol  43, 30736–30747 (2024). https: //doi.org/10.1007/s12144-024-06666-2
  3. Franzo Law II, T., Mahr, T., Schneeberg, A., & Edwards, J. (2018). Vocabulary size and. auditory word recognition in preschool children. PubMed Central. Available at: https: //pmc.ncbi.nlm.nih.gov/articles/PMC5400288/
  4. Healthlinkbc.ca. (2023).  Speech and Language Milestones, Ages 3 to 5 Years | HealthLink BC. [online] Available at: https: //www.healthlinkbc.ca/healthwise/speech-and-language-milestones-ages-3-5-years
  5. Gelman, S. A., & Brandone, A. C. (2010). Fast-mapping placeholders: Using words to talk about kinds. PubMed. Available at: https: //pubmed.ncbi.nlm.nih.gov/22068229/
  6. Menyuk, P., Brisk, M.E. (2005). Language Development in Early Childhood — The Pre-school. Years: Ages 3–5. In: Language Development and Education. Palgrave Macmillan, London. https: //doi.org/10.1057/978023050435_3
  7. Cleaver, S. (2023).  Preschool Age: When Should Kids Really Start?  [online] We Are Teachers. Available at: https: //www.weareteachers.com/preschool-age/
  8. Colker, L. (2014).  The Word Gap: The Early Years Make the Difference | NAEYC. [online]. Naeyc.org. Available at: https: //www.naeyc.org/resources/pubs/tyc/feb2014/the-word-gap
  9. Network.crcna.org. (n.d.).  Characteristics of Preschool Children | CRC Network. [online]. Available at: https: //network.crcna.org/topic/children-youth/childrens-ministry/sunday-school/nurturing-faith/characteristics-preschool
  10. Perkins, S. C., Finegood, E. D., & Swain, J. E. (2013). Poverty and Language Development: Roles of Parenting and Stress. PubMed Central. Available at: https: //pmc.ncbi.nlm.nih.gov/articles/PMC3659033/
  11. Hoff-Ginsberg, E. (1991). Mother-Child Conversation in Different Social Classes and. Communicative Settings. Child Development, 62(4), 782–796. Available at: https: //www.jstor.org/stable/1131177
  12. Bradley, R. H., Corwyn, R. F., Burchinal, M., McAdoo, H. P., and García Coll, C. (2001). The. home environments of children in the United States Part II: relations with behavioral development through age thirteen. Child Dev. 72, 1868–1886. doi: 10.1111/1467-8624.t01-1-00383
  13. Niklas, F., and Schneider, W. (2017b). Intervention in the home literacy environment and. kindergarten children’s vocabulary and phonological awareness. First Lang. 37, 433–452. doi: 10.1177/0142723717698838
  14. Conger, K. J., Rueter, M. A., & Conger, R. D. (2000). 13—The Role of Economic Pressure in. the Lives of Parents and Their Adolescents: The Family Stress Model. Negotiating adolescence in times of social change, 201-223.
  15. Belsky, J., Woodworth, S. and Crnic, K. (1996). Trouble in the Second Year: Three Ques@ons about Family Interac@on. Child Development, 67(2), pp.556–578. doi: hLps: //doi.org/10.1111/j.1467-8624.1996.tb01751.x.
  16. Rholes, W. S., Simpson, J. A., & Friedman, M. (2006). Avoidant Attachment and the. Experience of Parenting.  Personality and Social Psychology Bulletin,   32(3), 275–285. https: //doi.org/10.1177/0146167205280910
  17. Risi, A., Pickard, J.A. and Bird, A.L. (2021). The implications of parent mental health and. wellbeing for parent-child attachment: A systematic review.  PLOS ONE, [online] 16(12), p.e0260891. doi: https: //doi.org/10.1371/journal.pone.0260891.
  18. Groh, A. M., Roisman, G. I., van IJzendoorn, M. H., Bakermans-Kranenburg, M. J., & Fearon, R. P. (2012). The Significance of Insecure and Disorganized Attachment for Children’s Internalizing Symptoms: A Meta-Analytic Study.  Child Development,   83(2), 591–610. https: //doi.org/10.1111/j.1467-8624.2011.01711.x
  19. Niklas, F., Wirth, A., Guffler, S., Drescher, N., & Ehmig, S. C. (2020). The home literacy. environment as a mediator between parental attitudes toward shared reading and children’s linguistic competencies. Frontiers in Psychology, 11, 1628. Available at: https: //www.frontiersin.org/articles/10.3389/fpsyg.2020.01628/full
  20. Tian, X., Cui, S., & Greger, D. (2024). Parental involvement in shared book reading for. preschoolers in China: Patterns and risks. Review of Education, 12(1), e3457
  21. Washington-Nortey, P.-M., Zhang, F., Xu, Y., Ruiz, A. B., Chen, C.-C., & Spence, C. (2022). The Impact of Peer Interactions on Language Development Among Preschool English Language Learners: A Systematic Review.  Early Childhood Education Journal,   50(1). https: //doi.org/10.1007/s10643-020-01126-5
  22. Ward, K. P., & Lee, S. J. (2020). Mothers’ and fathers’ parenting stress, responsiveness, and. child wellbeing among low-income families.  Children and Youth Services Review,   116(105218), 105218. https: //doi.org/10.1016/j.childyouth.2020.105218
  23. Baker, C. E. (2017). Father-son relationships in ethnically diverse families: Links to boys’. cognitive and social emotional development in preschool. Journal of child and family studies, 26(8), 2335-2345.
  24. Kafetsios, K., & Nezlek, J. B. (2002). Attachment styles in everyday social. interaction.  European Journal of Social Psychology,   32(5), 719–735. https: //doi.org/10.1002/ejsp.130