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Child Socio-Emotional Skills: The Role of Parental Inputs

Gloria Moroni (), Cheti Nicoletti () and Emma Tominey ()
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Gloria Moroni: University of York
Emma Tominey: University of York

No 12432, IZA Discussion Papers from Institute of Labor Economics (IZA)

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: socio-emotional skills; complementarities; substitutabilities; parenting styles; mother's mental health; time investment; child behavioural disorders; diathesis-stress hypothesis (search for similar items in EconPapers)
JEL-codes: J13 D10 I10 I31 (search for similar items in EconPapers)
New Economics Papers: this item is included in nep-hea and nep-ure
Date: 2019-06
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Working Paper: Child Socio-Emotional Skills: The Role of Parental Inputs (2019) Downloads
Working Paper: Child Socio-Emotional Skills: The Role of Parental Inputs (2019) Downloads
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