Formation of Children's Cognitive and Socioemotional Skills: Is All Parental Time Equally Effective?

Hélène Le Forner ()
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Hélène Le Forner: CREM - Centre de recherche en économie et management - UNICAEN - Université de Caen Normandie - NU - Normandie Université - UR - Université de Rennes - CNRS - Centre National de la Recherche Scientifique, UR - Université de Rennes

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Abstract: Although parental time is recognized as a strong determinant of child development, little is known about heterogeneity in the effects of parental time. Using data from the Longitudinal Survey of Australian Children, I model the cognitive and socioemotional skills production functions for children born in 1999–2000, aged 4–11, using an Arellano–Bond difference GMM estimator. I find that time spent on educational activities with parents together has a stronger effect on children's cognitive skills than that with mothers only. For verbal skills, the difference seems to be driven by families in which parents have a bachelor's degree or more. Although the estimates suggest that mothers' monitoring behavior has a more beneficial effect on children's socioemotional skills than fathers', fathers' monitoring behavior has a stronger impact on children's verbal skills than mothers'.

Keywords: Parenting style; Parental time investment; Socioemotional skills; Cognitive skills; Child development (search for similar items in EconPapers)
Date: 2026
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Published in Demography, 2026, 63 (4), pp.1149-1177. ⟨10.1215/00703370-12771478⟩

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Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-05759156

DOI: 10.1215/00703370-12771478

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