There is growing evidence that differences in children's intellectual, emotional and
behavioural development by parents' socio-economic status emerge at early ages and
that these differences cast a long shadow over subsequent achievements. This article
demonstrates with the Millennium Cohort Study that differences by parents' income
group in cognitive and behavioural development emerge by the child's third birthday.
It shows that an important part of these differences can be accounted for by `what
parents do' in terms of educational activities and parenting style.
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