The aim of this study is to evaluate socio-economic differences in physical, cognitive, and motor development among six-year-old children living in rural areas. The study encompassed 228 children, including 118 girls and 110 boys living in different rural settlements in the Świętokrzyskie Province in Poland, who were selected through a combination of nonprobability and random sampling. The study was carried out from April to June 2014. A questionnaire was used to collect information from the parents of the children concerning the parents’ education, number of children in the family, and the number of persons per room. Based on the concept of socio-economic status (SES), three levels of quality of life conditions of each family, i.e., high, average, and low, were distinguished. The study noted considerable differences in BMI, and especially the cognitive development of the children with respect to the socio-economic status of their family. It was observed that children from rural areas who live in bad socio-economic conditions are exposed to a wide range of negative factors affecting their health, which leads to lower educational results and negative long-term biological and psychosocial consequences. The chance for more rapid alignment of development deficits for those children would have been their earlier cover of school duty.

这项研究的目的是评估生活在农村地区的六岁儿童在身体，认知和运动发育方面的社会经济差异。该研究涵盖了228名儿童，其中包括生活在波兰Polandwiętokrzyskie省不同农村地区的118名女孩和110名男孩，这些孩子是通过非概率和随机抽样相结合的方式选择的。该研究于2014年4月至6月进行。使用问卷调查从孩子的父母那里收集有关父母的教育程度，家庭中的孩子人数以及每个房间的人数的信息。基于社会经济地位（SES）的概念，区分了每个家庭的生活质量状况的三个级别，即高，中和低。该研究指出，BMI存在很大差异，尤其是儿童在家庭社会经济地位方面的认知发展。据观察，生活在恶劣社会经济条件下的农村地区的儿童面临着影响其健康的各种不利因素，这导致教育结果降低以及长期的生物学和社会心理后果。对于这些孩子来说，更快地弥补发展缺陷的机会本来是他们较早学习的职责。这会导致较低的教育成绩以及长期的生物学和社会心理后果。对于这些孩子来说，更快地弥补发展缺陷的机会本来是他们较早学习的职责。这会导致较低的教育成绩以及长期的生物学和社会心理后果。对于这些孩子来说，更快地解决发展赤字的机会本来是他们较早学习的职责。