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Does childcare have an impact on the quality of parent–child interaction? Evidence from post-Soviet Kyrgyzstan, Tajikistan, and Uzbekistan

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  • Habibov, Nazim N.
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    Abstract

    This study uses a quasi-experimental evaluation of national surveys in post-Soviet Central Asia to quantify the impact of children's enrollment into childcare programs on the quality of parent–child interactions. The main finding is that the presence of childcare for a family is positively and significantly associated with an increase in the quality of parent–child interactions in every country under investigation. In Kyrgyzstan, enrollment in childcare is associated with a 5.6 unit increase in the index of quality of parent–child interactions. Similarly, in Tajikistan childcare enrollment is associated with a 6.5 unit increase in the index, while in Uzbekistan with a 3.2 unit increase. Several other variables are also important in explaining parent–child interaction. Living in rural areas increases the quality of parent–child interactions in Tajikistan and Uzbekistan, while an increase in the number of children under 14 in the household has an opposite effect. Being a Russian-speaker is associated with an increase in the quality of parent–child interactions in Kyrgyzstan and Uzbekistan. Lastly, an increase in the mother's and children's ages is associated with lower levels of interaction quality in Tajikistan, but the magnitude of this effect is relatively small.

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    Bibliographic Info

    Article provided by Elsevier in its journal Children and Youth Services Review.

    Volume (Year): 34 (2012)
    Issue (Month): 12 ()
    Pages: 2367-2373

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    Handle: RePEc:eee:cysrev:v:34:y:2012:i:12:p:2367-2373

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    Web page: http://www.elsevier.com/locate/childyouth

    Related research

    Keywords: Quasi-experimental evaluation; Child care; Day care; Central Asia;

    References

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    1. Carneiro, Pedro & Heckman, James J., 2003. "Human Capital Policy," IZA Discussion Papers 821, Institute for the Study of Labor (IZA).
    2. Habibov, Nazim, 2012. "Early childhood care and education attendance in Central Asia," Children and Youth Services Review, Elsevier, vol. 34(4), pages 798-806.
    3. Jane Waldfogel, 2006. "What do children need?," Public Policy Review, Institute for Public Policy Research, vol. 13(1), pages 26-34.
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    5. Ana C. Dammert, 2009. "Heterogeneous Impacts of Conditional Cash Transfers: Evidence from Nicaragua," Economic Development and Cultural Change, University of Chicago Press, vol. 58(1), pages 53-83, October.
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    7. Nazim Habibov, 2010. "An Intertemporal Evolution of Inequality in Azerbaijan, 1995-2002," Problems of Economic Transition, M.E. Sharpe, Inc., vol. 52(9), pages 51-77, January.
    8. Heckman, James J, 1979. "Sample Selection Bias as a Specification Error," Econometrica, Econometric Society, vol. 47(1), pages 153-61, January.
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    11. Joshua Angrist, 1999. "Estimation of Limited-Dependent Variable Models with Dummy Endogenous Regressors: Simple Strategies for Empirical Practice," Working papers 99-31, Massachusetts Institute of Technology (MIT), Department of Economics.
    12. David Blau & Janet Currie, 2004. "Preschool, Day Care, and Afterschool Care: Who's Minding the Kids?," NBER Working Papers 10670, National Bureau of Economic Research, Inc.
    13. Lisa Giddings & Mieke Meurs & Tilahun Temesgen, 2007. "Changing Preschool Enrolments in Post-Socialist Central Asia: Causes and Implications," Comparative Economic Studies, Palgrave Macmillan, vol. 49(1), pages 81-100, March.
    14. A. Colin Cameron & Pravin K. Trivedi, 2010. "Microeconometrics Using Stata, Revised Edition," Stata Press books, StataCorp LP, number musr, March.
    15. Paul Schultz, T., 2004. "School subsidies for the poor: evaluating the Mexican Progresa poverty program," Journal of Development Economics, Elsevier, vol. 74(1), pages 199-250, June.
    16. Laura B. Rawlings, 2005. "Evaluating the Impact of Conditional Cash Transfer Programs," World Bank Research Observer, World Bank Group, vol. 20(1), pages 29-55.
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