Working Paper: CEPR ID: DP10231
Authors: Emilia Del Bono; Marco Francesconi; Yvonne Kelly; Amanda Sacker
Abstract: Using large longitudinal survey data from the UK Millennium Cohort Study, this paper estimates the e ect of maternal time inputs on early child development. We nd that maternal time is a quantitatively important determinant of skill formation and that its e ect declines with child age. There is evidence of a long shadow of the e ect of early maternal time inputs on later outcomes, especially in the case ofcognitive skill development. In the case of non-cognitive development, this e ect disappears when we account for skill persistence.
Keywords: Cognitive and noncognitive skill formation; Early interventions; Education production functions
JEL Codes: I20; J15; J24
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| Maternal educational time at age 3 (I21) | Cognitive achievement (D29) |
| Maternal educational time at age 3 (I21) | Noncognitive outcomes (I21) |
| Recreational time input at age 3 (J22) | Verbal skills at age 3 (G53) |
| Recreational time input at age 3 (J22) | Verbal skills at age 7 (G53) |
| Maternal educational time at age 3 (I21) | Cognitive achievement at age 7 (I21) |
| Maternal educational time at age 3 (I21) | Noncognitive outcomes at age 7 (I21) |
| Recreational time input at age 3 (J22) | Noncognitive outcomes at age 3 (I21) |
| Recreational time input at age 3 (J22) | Noncognitive outcomes at age 7 (I21) |