Introduction: This study examined socioeconomic difference in development among Hong Kong preschool children. Methods: This was a cross-sectional survey of 911 children recruited using multistage sampling. Child developmental outcome was measured using the Hong Kong Comprehensive Assessment Scale for Preschool Children. Socioeconomic data was collected through parent report of family income and parental education. Results: Using principal component analysis, a socioeconomic status composite was formed out of family income and parental education. Logistic regression and analysis of variance/covariance results indicated significant associations between socioeconomic status and developmental outcome. The relationship between socioeconomic status and child development was similar to a dose-response model, at population level. Conclusions: Our study, using a large sample drawn territory-wide, found an association between socioeconomic status and early childhood development, consistent with international and local studies. Scaling up evidence-based early intervention programmes at a population level could help address social inequality.
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