Children's language development is significantly influenced by socioeconomic factors. Research has consistently shown that children from lower socioeconomic backgrounds tend to have delayed language development compared to their peers from higher socioeconomic backgrounds.

One of the key factors contributing to this difference is the availability of resources for language stimulation. Children from higher socioeconomic backgrounds often have access to a rich language environment at home, including books, educational toys, and exposure to a wide vocabulary through conversations with parents and caregivers. On the other hand, children from lower socioeconomic backgrounds may have limited access to such resources, which can hinder their language development.

Furthermore, access to high-quality early childhood education programs also plays a crucial role in children's language development. Children from higher socioeconomic backgrounds are more likely to attend preschool programs that emphasize language-rich activities, while children from lower socioeconomic backgrounds may have limited access to such programs, further widening the language development gap.

For example, a study by Hart and Risley (1995) found that children from low-income families hear 30 million fewer words by the age of 3 compared to their peers from higher-income families, highlighting the impact of socioeconomic factors on early language exposure.

In conclusion, socioeconomic factors have a profound impact on children's language development, and addressing these disparities is essential for promoting equitable opportunities for all children to reach their full linguistic potential.