Author: Alan Nilton Sanchez Jimenez
Publisher:
ISBN:
Category : Child development
Languages : en
Pages : 262

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Author: Alan Nilton Sanchez Jimenez
Publisher:
ISBN:
Category : Child development
Languages : en
Pages : 0

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Author: Francesco Agostinelli
Publisher:
ISBN:
Category : Ability in children
Languages : en
Pages : 382

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Book Description
The dissertation is composed by three chapters. In Chapter 2 (coauthored with Matthew Wiswall) I develop new results for the identification and estimation of the technology of children's skill formation when children's skills are unobserved. In Chapter 3 I shed light on the importance of dynamic equilibrium interdependencies between children's social interactions and parental investments decisions in explaining developmental differences between different social environments. In Chapter 4 (coauthored with Giuseppe Sorrenti) I study the effect of family income and maternal hours worked on both cognitive and behavioral child development.

Author: Mario Ramos Veloza
Publisher:
ISBN:
Category :
Languages : en
Pages : 198

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Book Description
Economics literature is interested in how child cognitive and socio-emotional skills develop during childhood. Evolution of skills is crucial to determine productivity, criminality among other social and economic outcomes. The government has a role in shaping abilities improving conditions at home or school. Thus, initial deficiencies of children in disadvantageous households can be compensated by increasing resources or material investments. These essays investigate how computers and income affect traditional measures of academic success. Also, how parental conflict is involved in a dynamic framework is investigated. The first chapter analyzes whether access to computers in schools improves performance in math and language standardized tests. Computers and in general technology are part of current living conditions, therefore, there has been a lot of debate whether they contribute to learning. Computers can affect tests because they can substitute or complement teachers and material inputs at school. The analysis is carried out using "Computadores para Educar" a nationwide program in Colombia that allocates computers in public schools. The program started in 2000 as a presidential initiative to improve access and use of information technologies. Results indicate that there is no gain on language and mathematics achievement tests. In the second paper, we focus on the analysis of how cash transfers that affect the budget constraint may have a different effect on child outcomes over the income distribution. Using the National Longitudinal Survey of Youth 1979, we analyze the impact of support assistance on children from households with low to moderate income in the United States. The data is consistent with two specifications for the relationship between child outcomes and income: a linear and linear in the logarithm. This finding implies that public programs aiming to improve math and reading achievement tests may increase transfers to children from households at the low end of the income distribution. The final chapter includes the effect of parental conflict into skill development during childhood. Parental conflict is a non-tangible input related with psychological well-being of the parents. There is evidence that conflict adversely affects cognitive and non-cognitive skill development, but this is the first study that jointly analyzes the impact on both skills. Estimates suggest that reductions in conflict benefits skills and adult outcomes. Cognitive development is more affected during early childhood and non-cognitive development for later ages. The effect of reducing parental conflict on years of education completed is similar to the effect of increasing parental time but lower than the effect of increasing material investments.

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587

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Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.

Author: Sabina Pauen
Publisher: Cambridge University Press
ISBN: 0521765501
Category : Education
Languages : en
Pages : 199

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Book Description
Theories of infant cognition have transformed radically over the span of less than a century. Once considered unintelligent, infants are now described as partners in their own development. Modern research analyzes the ways in which cognitive and social skills developed early in life help shape intelligence, personality and achievement over time. In Early Childhood Development and Later Outcome, Sabina Pauen has compiled essays by international experts reflecting the state of infant cognition studies and developmental psychology. These essays present cutting-edge research on a broad range of topics of relevance to scientists, teachers and policy makers alike. The volume addresses current research on skill formation as well as longitudinal studies tracing achievement beyond childhood. Collectively, this work points the way toward approaches that will deepen our understanding of infant cognition and the profound consequences of early childhood development for future achievement.

Author: Kira Marie Villa
Publisher:
ISBN:
Category :
Languages : en
Pages : 170

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Book Description
Recently and emerging literature in economics highlights the importance of early childhood well-being and what are know as "noncognitive" skills to economic success. While growing evidence in links these skills to economic, behavioral and demographic outcomes in the developed countries, there is little such evidence linking these traits to economic outcomes in developing country contexts. Moreover, research in the economics literature generally estimates the effects of a general noncognitive aggregate rather than specific traits. In this dissertation I explore how various dimensions of human capital develop over childhood and how cognition and specific personality and noncognitive traits determine labor market outcomes. Chapter 1 estimates how health, cognition and specific noncognitive abilities are jointly produced over the different stages of childhood in a developing country context. It estimates self- and cross-productivity effects across these different dimensions of child development and examines the role of parental inputs and home environment. The noncognitive abilities examined are risky behaviors, group socialization, positive affect and negative affect. Using a rich panel data set that follows a cohort of Filipino children from birth through adulthood, I estimate this production technology using the dynamic factor model developed in Cuhna and Heckman (2008). Findings show strong path dependency with current levels of child development largely dependent on previous levels causing early disparities in child development to persist throughout childhood into adult- hood. Lagged health, in particular, is an important determinant of current health, cognition and socio-emotional well-being in this developing country context. Cognition and socio-emotional traits similarly exhibit both self- and cross-productivity. Findings imply that child development is cumulative in nature and that early disparities will persist until effective and early remediation is undertaken. Chapter 2 estimates the effect of cognition and five specific personality traits on entrepreneurship and selection into different labor market segments for a sample of young adults in Madagascar. The personality traits examined are know as the Big Five Personality traits: Openness to Experience, Conscientiousness, Extroversion, Agreeableness and Neuroticism. Examining the effects of specific noncognitive traits will help to better compare results across studies and target policy. I find that both cognition and personality are significant predictors of labor market selection and entrepreneurial activities. Personality matters in determining labor market outcomes of interest and should therefore be considered when discussing and designing human capital targeted policies. If the policy implications of the literature linking personality and outcomes are to be realized, then a better understanding of how these noncognitive traits are developed is needed. However, to date, the literature detailing how the Big Five Personality Traits are formed is much smaller. Chapter 3 explores the environmental and familial determinants of the Big Five Personality Traits. While I cannot directly control for genetics, we use information on maternal extended family to express a degree of genetic predisposition. I find that maternal background, extended family characteristics and other environmental determinants all interact and play a role in determining the five personality traits we examine.

Author: Giacomo Mason
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Author: Wendy Mogel
Publisher: Simon and Schuster
ISBN: 1416593063
Category : Family & Relationships
Languages : en
Pages : 320

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Book Description
Provides parents with advice on using Jewish teachings from the Torah and Talmud to overcome struggles with raising children, nurture strengths and uniqueness, and encourage respectfulness towards their parents and others.

Author: Yiwei Qian
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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Book Description
Randomized controlled trials (RCTs) have been widely adopted in the subject of Development Economics to study the causal impact of developmental interventions. In this dissertation, I empirically study the impacts of two developmental interventions on the skill formation during early childhood -- a crucial period for the human capital development -- using RCTs and theoretically identify the causal impact of developmental interventions under a particular but rather common circumstance in RCTs. The first chapter evaluates the medium-term impact of a six-month early childhood home-visiting program on child outcomes in rural China. Two and a half years after completion of the program, we find persistent intervention effects on child working memory -- a key skill of executive functioning which plays a central role in children's development of cognitive and socio-emotional skills. We also find that the program had persistent effects on both parental time investments and preschool enrollment, with children in the treatment group enrolling earlier and in better quality preschools. Our finding of improved parental preschool selection in treatment villages points to an important intervention-induced persistent shift in parental investment behavior which might lead to long-term benefits over the life-cycle. The second chapter examines the role of social interaction in child development using a random experiment of ECD intervention in rural China. The intervention promotes social interactions by providing both infants and caregivers of infants free access to a playground in rural villages. After one year, the intervention improved the language skills of infants, by 0.15 standard deviation (SD) and the parenting awareness of their caregivers, by 0.21 SD. Evidence suggests infants and their parents benefited from the intervention through social interactions: children benefited from the intervention through their own interactions with other similar-age children as well as their caregivers' interactions with caregivers of other similar-age children; caregivers improved parenting awareness by learning from other experienced caregivers. in the third chapter, we study the causal identifications in cluster randomized controlled trials when there are spillovers across individuals within clusters through social interactions and/or general equilibrium of clusters. Under these circumstances, we show the traditional local average treatment effect (LATE) can no longer identify the average treatment effect of the subpopulation that is treated. Instead, we propose an analogous causal estimator of LATE in clustered randomized experiments with spillovers across individuals within clusters. Under a mild difference-in-differences type assumption, we point-identify the local causal effect for the treated in clustered randomized experiments with spillovers and one-sided noncompliance. Furthermore, we can identify the indirect effect of interventions for the subpopulation that is not treated, which can be used to test whether the spillover effect exists. We illustrate our method in our empirical analysis of a microcredit program in rural Morocco.