Child Socio-Emotional Skills: The Role of Parental Inputs

Gloria Moroni (), Cheti Nicoletti and Emma Tominey ()
Additional contact information
Gloria Moroni: Ca’ Foscari University Venice
Emma Tominey: University of York

No 12432, IZA Discussion Papers from IZA Network @ LISER

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: child behavioural disorders; time investment; mother's mental health; parenting styles; substitutabilities; complementarities; socio-emotional skills; diathesis-stress hypothesis (search for similar items in EconPapers)
JEL-codes: D10 I10 I31 J13 (search for similar items in EconPapers)
Pages: 54 pages
Date: 2019-06
New Economics Papers: this item is included in nep-hea and nep-ure
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (30)

Published - published in: Journal of Human Capital, 2025, 19 (3), 435-663.

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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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Persistent link: https://EconPapers.repec.org/RePEc:iza:izadps:dp12432

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