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Social Inequality, Child Care Attendance, and School Start in Germany

Author

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  • Jens Kratzmann
  • Thorsten Schneider

Abstract

This study investigates how far attending child care institutions can reduce delayed school entries in Germany. The influence of child care institutions should be stronger when children attend them at younger ages, and it should vary according to the children’s social origins. When parents’ cultural resources are low, care institutions should have large additional positive effects on children’s development. The empirical analysis of over 1,100 children and their parents taking part in the Socio-Economic Panel Study (SOEP) showed compensatory effects of early child care attendance that enabled children with low-educated parents to avoid delayed school entry at Age 6.

Suggested Citation

  • Jens Kratzmann & Thorsten Schneider, 2009. "Social Inequality, Child Care Attendance, and School Start in Germany," Schmollers Jahrbuch : Journal of Applied Social Science Studies / Zeitschrift für Wirtschafts- und Sozialwissenschaften, Duncker & Humblot, Berlin, vol. 129(2), pages 181-190.
    • Handle: RePEc:aeq:aeqsjb:v129_y2009_i1_q1_p181-190
    DOI: 10.3790/schm.129.2.181
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    Cited by:

    1. Martin Schlotter & Ludger Wößmann, 2010. "Frühkindliche Bildung und spätere kognitive und nichtkognitive Fähigkeiten: deutsche und internationale Evidenz," Vierteljahrshefte zur Wirtschaftsforschung / Quarterly Journal of Economic Research, DIW Berlin, German Institute for Economic Research, vol. 79(3), pages 99-120.

    More about this item

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • H0 - Public Economics - - General

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