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Titel
Child socio-emotional skills : the role of parental imputs / Gloria Moroni (University of York), Cheti Nicoletti (University of York, University of Essex, CHILD Collegio Carlo Alberto and IZA), Emma Tominey (University of York, HCEO and IZA) ; IZA Institute of Labor Economics
VerfasserMoroni, Gloria ; Nicoletti, Cheti ; Tominey, Emma
KörperschaftForschungsinstitut zur Zukunft der Arbeit
ErschienenBonn, Germany : IZA Institute of Labor Economics, June 2019
Ausgabe
Elektronische Ressource
Umfang1 Online-Ressource (39, xiii Seiten) : Diagramme
SerieDiscussion paper ; no. 12432
URNurn:nbn:de:hbz:5:2-194212 
Zugriffsbeschränkung
 Das Dokument ist öffentlich zugänglich im Rahmen des deutschen Urheberrechts.
Volltexte
Child socio-emotional skills [0.62 mb]
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Zusammenfassung (Englisch)

Informed by the psychological literature and our empirical evidence we provide new insights into the technology of socio-emotional skill formation in middle childhood. In line with economic evidence, increasing parental inputs that enrich the child home environment and reduce stress has larger returns for children with higher socio-emotional skills in early childhood (complementarity), but only for levels of inputs that are high. For low levels of inputs, i.e. levels implying a stressful home environment, an increase has a higher return for children with lower socio-emotional skills in early childhood (substitutability). Consequently, well targeted policies can reduce middle childhood socio-emotional gaps.