Child Socio-Emotional Skills: The Role of Parental Inputs

Gloria Moroni (), Cheti Nicoletti and Emma Tominey ()
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Gloria Moroni: University of York

No 2019-038, Working Papers from Human Capital and Economic Opportunity Working Group

Abstract: 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.

Keywords: socio-emotional skills; complementarities; substitutabilities; parenting style; mother's mental health; time investments; child behavioral disorders; Diathesis-stress hypothesis (search for similar items in EconPapers)
JEL-codes: D10 I10 I31 J13 (search for similar items in EconPapers)
Date: 2019-06
New Economics Papers: this item is included in nep-ure
Note: ECI
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Citations: View citations in EconPapers (29)

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http://humcap.uchicago.edu/RePEc/hka/wpaper/Moroni ... emotional-skills.pdf First version, June 10, 2019 (application/pdf)

Related works:
Working Paper: Child Socio-Emotional Skills: The Role of Parental Inputs (2019)
Working Paper: Child Socio-Emotional Skills: The Role of Parental Inputs (2019)
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