Does early child care attendance influence children's cognitive and non-cognitive skill development?

Arbeitspapier

While recent studies mostly find that attending child care earlier improves the skills of children from low socio-economic and non-native backgrounds in the short-run, it remains unclear whether such positive effects persist. We identify the short- and medium-run effects of early child care attendance in Germany using a fuzzy discontinuity in child care starting age between December and January. This discontinuity arises as children typically start formal child care in the summer of the calendar year in which they turn three. Combining rich survey and administrative data, we follow one cohort from age five to 15 and examine standardised cognitive test scores, non-cognitive skill measures, and school track choice. We find no evidence that starting child care earlier affects children's outcomes in the shortor medium-run. Our precise estimates rule out large effects for children whose parents have a strong preference for sending them to early child care.

Angaben zum Objekt

• Sprache: Englisch

Verweise und Beziehungen

• Erschienen in: Series: Diskussionspapiere ; No. 100

Klassifikation und Themen

• Klassifikation: Wirtschaft ; Fertility; Family Planning; Child Care; Children; Youth ; Analysis of Education ; Welfare, Well-Being, and Poverty: Government Programs; Provision and Effects of Welfare Programs
• Thema: child care ; child development ; skill formation ; cognitive skills ; non-cognitive skills ; fuzzy regression discontinuity

Beteiligte, Orts- und Zeitangaben

• Ereignis: Geistige Schöpfung
• (wer): Kuehnle, Daniel ; Oberfichtner, Michael
• Ereignis: Veröffentlichung
• (wer): Friedrich-Alexander-Universität Erlangen-Nürnberg, Lehrstuhl für Arbeitsmarkt- und Regionalpolitik
• (wo): Nürnberg
• (wann): 2017

Weitere Informationen

• Handle: http://hdl.handle.net/10419/156403
• Letzte Aktualisierung: 10.03.2025, 11:45 MEZ