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Racial/ethnic and income differences in children's pre-kindergarten experiences: Implications for working memory skill development.

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Bibliographic Details
Title: Racial/ethnic and income differences in children's pre-kindergarten experiences: Implications for working memory skill development.
Authors: Lombardi, Caitlin1 (AUTHOR) caitlin.lombardi@uconn.edu, Fisk, Eleanor1 (AUTHOR), Esquivel, Vanessa1 (AUTHOR)
Source: Early Childhood Research Quarterly. 2026 3rd Quarter, Vol. 76, p1-12. 12p.
Subject Terms: *Preschool education, *Head Start programs, *Early childhood education, *Short-term memory, Income inequality, Ethnic differences, Racial differences
Abstract: • Latine children and those from families with low income less likely to attend pre-k. • Black children more likely to attend Head Start. • Private center pre-k associated with higher working memory skills at kindergarten. • These skills plateaued over elementary school. • Pattern was evident for white, Latine, and children from families with low income. Pre-kindergarten (pre-k) programs often promote children's development both in the short- and long-term, however inequitable access to pre-k yields differences in children's experiences of pre-k type and the implications of these experiences for children's development. Utilizing a nationally representative sample of children who entered kindergarten in 2010 (N = 18,130), this study investigated children's pre-k experiences and the implications of these experiences for children's working memory (WM) skill development. There were notable differences in pre-k type by race/ethnicity with Latine children and those from families with low-income less likely to attend any center pre-k, Black children more likely to attend Head Start, and white children and those from families with higher income most likely to experience private center pre-k. Results indicated that private center pre-k was associated with higher kindergarten entry WM skills relative to no center pre-k, however these skills plateaued over elementary school. Head Start was associated with lower kindergarten entry skills. Findings indicated that these patterns were evident for Latine and white children and those from families with low-income, and not for Black children and those from families with higher income. Taken together, findings indicate that there were notable differences in the experiences of children in most pre-k types by race/ethnicity and family income, and that children's WM skills (both at kindergarten entry and across elementary school) varied across pre-k types, both across and within racial/ethnic and income groups. Findings provide new insights into children's pre-k experiences and implications of these experiences for children's WM skill development. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:• Latine children and those from families with low income less likely to attend pre-k. • Black children more likely to attend Head Start. • Private center pre-k associated with higher working memory skills at kindergarten. • These skills plateaued over elementary school. • Pattern was evident for white, Latine, and children from families with low income. Pre-kindergarten (pre-k) programs often promote children's development both in the short- and long-term, however inequitable access to pre-k yields differences in children's experiences of pre-k type and the implications of these experiences for children's development. Utilizing a nationally representative sample of children who entered kindergarten in 2010 (N = 18,130), this study investigated children's pre-k experiences and the implications of these experiences for children's working memory (WM) skill development. There were notable differences in pre-k type by race/ethnicity with Latine children and those from families with low-income less likely to attend any center pre-k, Black children more likely to attend Head Start, and white children and those from families with higher income most likely to experience private center pre-k. Results indicated that private center pre-k was associated with higher kindergarten entry WM skills relative to no center pre-k, however these skills plateaued over elementary school. Head Start was associated with lower kindergarten entry skills. Findings indicated that these patterns were evident for Latine and white children and those from families with low-income, and not for Black children and those from families with higher income. Taken together, findings indicate that there were notable differences in the experiences of children in most pre-k types by race/ethnicity and family income, and that children's WM skills (both at kindergarten entry and across elementary school) varied across pre-k types, both across and within racial/ethnic and income groups. Findings provide new insights into children's pre-k experiences and implications of these experiences for children's WM skill development. [ABSTRACT FROM AUTHOR]
ISSN:08852006
DOI:10.1016/j.ecresq.2026.01.004