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AbstractObjectiveThis study identifies subtypes of families with varying levels of economic and relational resilience during the pandemic and evaluates the factors associated with these subtypes in Singapore.BackgroundDespite mounting evidence on the detrimental impact of the pandemic on family well‐being, we examine how resources at different levels may enhance family resilience.MethodA sample of 2818 households was extracted from two waves of the Singapore Longitudinal Early Development Study (SG‐LEADS). Latent class analysis was conducted to classify subgroups of families. Multinomial logistic regression was applied to examine the association between the subgroup membership and multilevel factors including mother's self‐efficacy, family socioeconomic status, quality of family time, mother's work‐life conflict, partner cooperation, neighborhood environment, and government and community support.ResultsWe identified six distinct groups of families: "economically and relationally fragile" (4%), "economically struggling but relationally improved" (11%), "economically struggling but relationally stable" (14%), "economically secure and relationally stable" (28%), "economically secure but relationally deteriorating" (11%) and "economically secure and relationally strengthened" (31%). Families with higher socioeconomic status tend to show economic resilience. Families with mothers exhibiting higher self‐efficacy and lower work‐life conflict, coupled with quality family time, better neighborhood, greater government and community support, are more relationally resilient.ConclusionThe study provides a nuanced picture of family dynamics under a global crisis, highlighting the multilevel resources that are correlated with family resilience.

Early childhood is a crucial period for human development that has long-term implications for one's life trajectories. During the years before formal schooling, brain size and structures, as well as cognitive abilities, undergo rapid development. Children's cognitive abilities develop by leaps and bounds and show great malleability. Cognitive development during early childhood exerts a long-lasting influence on children's life chances in adulthood. In China, however, there is no established reliable early childhood achievement test that can be used in a study. This study validates an achievement test for Chinese preschoolers. We analyze data from a nationally representative sample of children aged three to six who participated in the Zhang-Yeung Test of Achievement for Chinese Children (ZY-TACC) in 2012. The instrument consists of a 28-item verbal test and a 24-item numeracy test. Our evaluations indicate a satisfactory level of difficulty, as well as high internal consistency and reliability. This instrument exhibits ample ability to distinguish among children of different ages and varying family backgrounds in ways consistent with previous literature. Children's test scores are also found to correlate in the expected direction with their behavioral indicators. We demonstrate that the ZY-TACC is a psychometrically robust, culturally and contextually appropriate instrument for assessing Chinese preschool children's achievement. The instrument can make a significant contribution to research on early childhood development in China.