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Age at Preschool Entrance and Noncognitive Skills before School - An Instrumental Variable Approach

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  • Martin Schlotter

Abstract

We estimate the effect of age at preschool entrance on crucial noncognitive skills in theyear before school starts. Using an instrumental variable approach and exploiting cut-offdates for the time at preschool entrance we find that children entering preschool earlierin life have better noncognitive skills in terms of being more assertive and being moreable to form friendships. Hence, our results offer general empirical evidence for thenon-linearity in the skill formation process. Moreover they show that entering preschoolat an early age is an important prerequisite for the development of social schoolreadiness.

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Bibliographic Info

Paper provided by Ifo Institute for Economic Research at the University of Munich in its series Ifo Working Paper Series with number Ifo Working Paper No. 112.

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Date of creation: 2011
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Handle: RePEc:ces:ifowps:_112

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Keywords: Preschool; noncognitive skills; instrumental variables; entrance effects;

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References

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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, DIW Berlin, German Institute for Economic Research, vol. 79(3), pages 99-120.
  2. Stefan Bauernschuster & Martin Schlotter, 2013. "Public Child Care and Mothers' Labor Supply - Evidence from Two Quasi-Experiments," CESifo Working Paper Series 4191, CESifo Group Munich.
  3. C. Katharina Spieß, 2011. "Vereinbarkeit von Familie und Beruf – wie wirksam sind deutsche „Care Policies“?," Perspektiven der Wirtschaftspolitik, Verein für Socialpolitik, Verein für Socialpolitik, vol. 12(s1), pages 4-27, 05.

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