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Early Childcare and Child Non-Cognitive Outcomes

Daniela Del Boca (), Enrica Martino and Chiara Pronzato ()

No 58 JEL Classification: J13, D1., CHILD Working Papers Series from Centre for Household, Income, Labour and Demographic Economics (CHILD) - CCA

Abstract: In this study, we analyze the impact of attendance of formal early childcare on a number of non- cognitive child outcomes, conditional on several socio-demographic characteristics of the household and the child. While several studies have explored the determinants of cognitive outcomes, in our analysis we focus on non-cognitive skills that were found to be important determinants of cognitive skills and of later life outcomes. Using a newly available data-set for Northern Italy on child care and child outcomes1, we consider the impact of attendance of formal childcare on non-cognitive outcomes, such as attitudes to schooling and social behavior, identified among children born in 2006 at the end of the first year of primary school. Using innovative empirical strategies to deal with endogeneity and imperfect measurement of non-cognitive outcomes, we show that attending an infant toddler center significantly improves school readiness and social interactions a few years later. Coherently with previous literature, these results are more significant for boys and for children of lower educated mothers.

Keywords: non-cognitive ability; child development; childcare. (search for similar items in EconPapers)
New Economics Papers: this item is included in nep-edu, nep-ltv, nep-neu and nep-ure
Date: 2017
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