Non cognitive skills and childcare attendance
Daniela Del Boca (),
Enrica Maria Martino () and
Chiara Pronzato ()
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Enrica Maria Martino: CHILD - Collegio Carlo Alberto
Review of Economics of the Household, 2022, vol. 20, issue 4, No 1, 1059-1085
Abstract In this paper, we analyze the impact of formal childcare attendance at ages 0–2 on children’s attitudes toward schooling and on social behavior at the end of the subjects’ first year of primary school and at the end of high school. We compare children who attended formal childcare with children who were looked after at home, but who otherwise shared similar characteristics, both in terms of family characteristics and in terms of the probability of having access to formal childcare in Italy, where the service is rationed. We find that having attended formal childcare significantly improves school readiness and social behavior in elementary school but that this impact disappears in high school. The effects are larger for boys and for children of mothers with lower educational attainment and of fathers in low-level occupations.
Keywords: non-cognitive ability; Child development; Childcare (search for similar items in EconPapers)
JEL-codes: D1 I26 J13 (search for similar items in EconPapers)
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Working Paper: Non Cognitive Skills and Childcare Attendance (2020)
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