scholarly journals Parental Investments in Early Life and Child Outcomes Evidence from Swedish Parental Leave Rules

2017 ◽  
Author(s):  
Rita Ginja ◽  
Jenny Jans ◽  
Arizo Karimi
Keyword(s):  
Early Life ◽  
Parental Leave ◽  
Child Outcomes ◽  
Parental Investments

scholarly journals Human Capital Development and Parental Investment in India

2020 ◽  
Vol 87 (6) ◽  
pp. 2511-2541
Author(s):  
Orazio Attanasio ◽  
Costas Meghir ◽  
Emily Nix
Keyword(s):  
Cognitive Development ◽  
Factor Model ◽  
Child Outcomes ◽  
Production Functions ◽  
Parental Investments ◽  
Child Cognition ◽  
Parental Background ◽  
Multiple Measurements ◽  
Early Health ◽  
Capital Development

Abstract We estimate production functions for cognition and health for children aged 1–12 in India, based on the Young Lives Survey. India has over 70 million children aged 0–5 who are at risk of developmental deficits. The inputs into the production functions include parental background, prior child cognition and health, and child investments, which are taken as endogenous. Estimation is based on a nonlinear factor model, based on multiple measurements for both inputs and child outcomes. Our results show an important effect of early health on child cognitive development, which then becomes persistent. Parental investments affect cognitive development at all ages, but more so for younger children. Investments also have an impact on health at early ages only.

scholarly journals Childhood Circumstances and Adult Outcomes: Act II

2018 ◽  
Vol 56 (4) ◽  
pp. 1360-1446 ◽  
Author(s):  
Douglas Almond ◽  
Janet Currie ◽  
Valentina Duque
Keyword(s):  
Early Life ◽  
Child Outcomes ◽  
Empirical Literature ◽  
Long Term Outcomes ◽  
Fetal Origins ◽  
Production Technologies ◽  
Postnatal Environment ◽  
Negative Impacts ◽  
The Life Course

That prenatal events can have life-long consequences is now well established. Nevertheless, research on the fetal origins hypothesis is flourishing and has expanded to include the early childhood (postnatal) environment. Why does this literature have a “second act?” We summarize the major themes and contributions driving the empirical literature since our 2011 reviews, and try to interpret the literature in light of an overarching conceptual framework about how human capital is produced early in life. One major finding is that relatively mild shocks in early life can have substantial negative impacts, but that the effects are often heterogeneous reflecting differences in child endowments, budget constraints, and production technologies. Moreover, shocks, investments, and interventions can interact in complex ways that are only beginning to be understood. Many advances in our knowledge are due to increasing accessibility of comprehensive administrative data that allow events in early life to be linked to long-term outcomes. Yet, we still know relatively little about the interval between, and thus about whether it would be feasible to identify and intervene with affected individuals at some point between early life and adulthood. We do know enough, however, to be able to identify some interventions that hold promise for improving child outcomes in early life and throughout the life course. (JEL I12, J13, J16, Q51, Q53)

scholarly journals Parental Leave, (In)Formal Childcare and Long-Term Child Outcomes

2017 ◽  
Author(s):  
Natalia Danzer ◽  
Martin Halla ◽  
Nicole E. Schneeweis ◽  
Martina Zweimuller
Keyword(s):  
Parental Leave ◽  
Child Outcomes ◽  
Formal Childcare

scholarly journals Fathers and children from infancy to middle childhood

2021 ◽  
Keyword(s):  
Middle Childhood ◽  
Parental Stress ◽  
Parental Leave ◽  
Child Outcomes ◽  
Growing Up ◽  
Same Sex Couples ◽  
Child Relationship ◽  
Research Questions ◽  
The Relationship

The influence of fathers on child experiences and outcomes has been given much less attention in international and Irish research than the influence of mothers (Fitzgerald et al., 2020). The Growing Up in Ireland (GUI) study has collected very detailed information from fathers throughout the different waves of the study which can be used to address this gap. This report uses data on the younger GUI cohort, Cohort ‘08, who were born in 2008 and were nine years of age in 2017. It documents the nature of father-child interaction and the quality of father-child relationships from infancy (nine months) to middle childhood (nine years). Analyses relate to the 4,090 cases where fathers and mothers were both living with the child and where fathers completed the survey at all full waves.1 However, additional analyses are included on the quality of the relationship between children and their non-resident fathers, as reported by the children at nine years. Case numbers did not permit an analysis of households with lone fathers or same-sex couples. The report draws on four waves of Cohort ‘08 data collected from fathers, mothers and (at age nine) children, when the child was nine months, three years, five years and nine years, to address the following research questions: 1. What activities do fathers engage in with their children from nine months to nine years? How does this vary by fathers’ characteristics (such as education, employment status, income, social class and take-up of parental leave) and child characteristics (gender, illness/disability)? 2. What is the quality of relationship between fathers and children, as reported by fathers and (at age nine) children? 3. What factors are associated with parental stress among fathers from infancy to middle childhood? 4. What is the relationship between the nature of the father-child relationship (activities, relationship quality and parental stress) and selected child outcomes: namely, cognitive development, physical activity and wellbeing?

scholarly journals Parental Leave, (In)formal Childcare and Long-Term Child Outcomes

2020 ◽  
pp. 0619-10257R1
Author(s):  
Natalia Danzer ◽  
Martin Halla ◽  
Nicole Schneeweis ◽  
Martina Zweimüller
Keyword(s):  
Parental Leave ◽  
Child Outcomes ◽  
Formal Childcare

scholarly journals Shifting parental beliefs about child development to foster parental investments and improve school readiness outcomes

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
John A. List ◽  
Julie Pernaudet ◽  
Dana L. Suskind
Keyword(s):  
Treatment Group ◽  
Child Development ◽  
School Readiness ◽  
Child Outcomes ◽  
Parental Beliefs ◽  
Social Emotional ◽  
Parental Investments ◽  
Socioeconomic Gaps ◽  
Investments In Children ◽  
The Impact

AbstractSocioeconomic gaps in child development open up early, with associated disparities in parental investments in children. Understanding the drivers of these disparities is key to designing effective policies. We first show that parental beliefs about the impact of early parental investments differ across socioeconomic status (SES), with parents of higher SES being more likely to believe that parental investments impact child development. We then use two randomized controlled trials to explore the mutability of such beliefs and their link to parental investments and child development, our three primary outcomes. In the first trial (NCT02812017 on clinicaltrials.gov), parents in the treatment group were asked to watch a short educational video during four well-child visits with their pediatrician while in the second trial (NCT03076268), parents in the treatment group received twelve home visits with feedback based on their daily interactions with their child. In both cases, we find that parental beliefs about child development are malleable. The first program changes parental beliefs but fails to lastingly increase parental investments and child outcomes. By contrast, in the more intensive program, all pre-specified endpoints are improved: the augmented beliefs are associated with enriched parent-child interactions and higher vocabulary, math, and social-emotional skills for the children.

scholarly journals Parental Leave, (In)Formal Childcare and Long-Term Child Outcomes

2017 ◽  
Author(s):  
Natalia Danzer ◽  
Martin Halla ◽  
Nicole E. Schneeweis ◽  
Martina Zweimuller
Keyword(s):  
Parental Leave ◽  
Child Outcomes ◽  
Formal Childcare

Applying Generalizability Theory to Optimize Analysis of Spontaneous Teacher Talk in Elementary Classrooms

2020 ◽  
Vol 63 (6) ◽  
pp. 1947-1957
Author(s):  
Alexandra Hollo ◽  
Johanna L. Staubitz ◽  
Jason C. Chow
Keyword(s):  
Special Education Teachers ◽  
Generalizability Theory ◽  
Child Outcomes ◽  
Elementary Classrooms ◽  
Teacher Talk ◽  
Group Instruction ◽  
Data Set ◽  
School Year ◽  
Minimum Number ◽  
Representative Samples

Purpose Although sampling teachers' child-directed speech in school settings is needed to understand the influence of linguistic input on child outcomes, empirical guidance for measurement procedures needed to obtain representative samples is lacking. To optimize resources needed to transcribe, code, and analyze classroom samples, this exploratory study assessed the minimum number and duration of samples needed for a reliable analysis of conventional and researcher-developed measures of teacher talk in elementary classrooms. Method This study applied fully crossed, Person (teacher) × Session (samples obtained on 3 separate occasions) generalizability studies to analyze an extant data set of three 10-min language samples provided by 28 general and special education teachers recorded during large-group instruction across the school year. Subsequently, a series of decision studies estimated of the number and duration of sessions needed to obtain the criterion g coefficient ( g > .70). Results The most stable variables were total number of words and mazes, requiring only a single 10-min sample, two 6-min samples, or three 3-min samples to reach criterion. No measured variables related to content or complexity were adequately stable regardless of number and duration of samples. Conclusions Generalizability studies confirmed that a large proportion of variance was attributable to individuals rather than the sampling occasion when analyzing the amount and fluency of spontaneous teacher talk. In general, conventionally reported outcomes were more stable than researcher-developed codes, which suggests some categories of teacher talk are more context dependent than others and thus require more intensive data collection to measure reliably.

Sign in / Sign up

Export Citation Format

Share Document