Educational activities on language and behavioural outcomes at school entry are more important for socioeconomically disadvantaged children: a prospective observational study of Australian children

Background To investigate whether time spent in educational activities at 2–3 years and developmental outcomes at school entry differ among children from different socioeconomic backgrounds. Methods Participants were from the Longitudinal Study of Australian Children (n=4253). Time spent in educational activities was collected using 24-hour time-use diaries. Income was measured using parent self-report. Receptive vocabulary was assessed using...