The Role of parental investments for cognitive and noncognitive skill formation – Evidence for the first 11 years of life

Karsten Reuß (), Manfred Laucht () and Katja Coneus ()
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Manfred Laucht: Central Institute of Mental Health
Katja Coneus: Centre for European Economic Research

Chapter 02 in Investigaciones de Economía de la Educación, 2010, vol. 5, pp 47-66 from Asociación de Economía de la Educación

Abstract: This paper examines the impact of parental investments on the development of cogni-tive, mental and emotional skills during childhood using data from a longitudinal study, the Mannheim Study of Children at Risk, starting at birth. Our work offers three impor-tant innovations. First, we use reliable measures of the child’s cognitive, mental and emotional skills as well as accurate measures of parental investment. Second, we esti-mate latent factor models to account for unobserved characteristics of children. Third, we examine the skill development for children who were born with either organic or psychosocial risk separately. We find a decreasing impact of parental investments on cognitive and mental skills, while emotional skills seem to be unaffected by parental investment throughout childhood. Thus, initial inequality persists during childhood. Since families are the main sources of education during the first years of life, our results have important implications for the quality of the parent-child relationship.

Keywords: cognitive skills; noncognitive skills; critical periods; sensitive periods; initial risk (search for similar items in EconPapers)
JEL-codes: I12 I21 J13 (search for similar items in EconPapers)
Date: 2010
ISBN: 978-84-694-0889-6
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Related works:
Journal Article: The role of parental investments for cognitive and noncognitive skill formation—Evidence for the first 11 years of life (2012)
Working Paper: The role of parental investments for cognitive and noncognitive skill formation: Evidence for the first 11 years of life (2010)
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