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Children’s Development and Parental Input: Evidence From the UK Millennium Cohort Study

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  • Mónica Hernández-Alava

    (University of Sheffield)

  • Gurleen Popli

    (University of Sheffield)

Abstract

In this study, we use the UK Millennium Cohort Study to estimate a dynamic factor model of child development. Our model follows the children from birth until 7 years of age and allows for both cognitive and noncognitive abilities in children. We find a significant self-productivity effect in both cognitive and noncognitive development, as well as some evidence of dynamic dependence across different abilities. The activities that parents carry out with children at home (parental investment) have a significant effect on children’s development; we find substantial evidence of two distinct latent parental investment variables with differential effects across the two abilities.

Suggested Citation

  • Mónica Hernández-Alava & Gurleen Popli, 2017. "Children’s Development and Parental Input: Evidence From the UK Millennium Cohort Study," Demography, Springer;Population Association of America (PAA), vol. 54(2), pages 485-511, April.
    • Handle: RePEc:spr:demogr:v:54:y:2017:i:2:d:10.1007_s13524-017-0554-6
    DOI: 10.1007/s13524-017-0554-6
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    Cited by:

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    2. Meroni, Elena Claudia & Piazzalunga, Daniela & Pronzato, Chiara D., 2018. "Use of Extra-School Time and Child Behaviours: Evidence from the UK," IZA Discussion Papers 11606, Institute of Labor Economics (IZA).
    3. Maria Keilow & Hans Henrik Sievertsen & Janni Niclasen & Carsten Obel, 2019. "The Strengths and Difficulties Questionnaire and standardized academic tests: Reliability across respondent type and age," PLOS ONE, Public Library of Science, vol. 14(7), pages 1-12, July.
    4. Xu, Hui & Zhang, Zheyuan & Zhao, Zhong, 2023. "Parental socioeconomic status and children’s cognitive ability in China," Journal of Asian Economics, Elsevier, vol. 84(C).
    5. Stuart Campbell & Ana Nuevo‐Chiquero & Gurleen Popli & Anita Ratcliffe, 2020. "Parental Ethnic Identity and Child Test Scores," Fiscal Studies, John Wiley & Sons, vol. 41(4), pages 851-881, December.
    6. Elena Claudia Meroni & Daniela Piazzalunga & Chiara Pronzato, 2022. "Allocation of time and child socio-emotional skills," Review of Economics of the Household, Springer, vol. 20(4), pages 1155-1192, December.
    7. Elena Claudia Meroni & Daniela Piazzalunga & Chiara Pronzato, 2019. "Use of extra-school time and child behaviour," FBK-IRVAPP Working Papers 2019-02, Research Institute for the Evaluation of Public Policies (IRVAPP), Bruno Kessler Foundation.
    8. Thitikorn Topothai & Rapeepong Suphanchaimat & Chompoonut Topothai & Viroj Tangcharoensathien & Nisachol Cetthakrikul & Orratai Waleewong, 2022. "Self-Reported Parental Interactions through Play with Young Children in Thailand: An Analysis of the 2019 Multiple Indicator Cluster Survey (MICS)," IJERPH, MDPI, vol. 19(6), pages 1-12, March.
    9. Del Bono, Emilia & Kinsler, Josh & Pavan, Ronni, 2020. "Skill Formation and the Trouble with Child Non-Cognitive Skill Measures," IZA Discussion Papers 13713, Institute of Labor Economics (IZA).
    10. Ryan D. Burns & Yang Bai & You Fu & Christopher D. Pfledderer & Timothy A. Brusseau, 2019. "Parent Engagement and Support, Physical Activity, and Academic Performance (PESPAAP): A Proposed Theoretical Model," IJERPH, MDPI, vol. 16(23), pages 1-14, November.
    11. Joachim Freyberger, 2021. "Normalizations and misspecification in skill formation models," Papers 2104.00473, arXiv.org, revised Jul 2022.
    12. Saitadze, Inga, 2021. "Mediating effects of early childhood programs and high quality home environments on the cognitive development of poor children involved in the child welfare system," Children and Youth Services Review, Elsevier, vol. 120(C).
    13. Tina Haux & Lucinda Platt, 2021. "Fathers’ Involvement with Their Children Before and After Separation," European Journal of Population, Springer;European Association for Population Studies, vol. 37(1), pages 151-177, March.

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