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Can't Buy Mommy's Love? Universal Childcare and Children's Long-Term Cognitive Development

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Author Info

  • Felfe, Christina

    ()
    (University of St. Gallen)

  • Nollenberger, Natalia

    ()
    (Universitat Autònoma de Barcelona)

  • Rodríguez-Planas, Núria

    ()
    (Queens College, CUNY)

Abstract

What happens to children's long-run cognitive development when introducing universal high-quality childcare for 3-year olds mainly crowds out maternal care? To answer this question we exploit a natural experiment framework and employ a difference-in-difference approach. We find sizable improvements in children's reading and math skills at age 15, as well as in grade progression during primary and secondary school. Effects are driven by girls and disadvantaged children.

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Bibliographic Info

Paper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 7053.

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Length: 51 pages
Date of creation: Nov 2012
Date of revision:
Handle: RePEc:iza:izadps:dp7053

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Keywords: long-term consequences; universal high-quality childcare; cognitive skills;

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References

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  1. Nina Drange & Tarjei Havnes, 2012. "Kindergarten for all: Long run effects of a universal intervention," Discussion Papers 695, Research Department of Statistics Norway.
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Cited by:
  1. Ylenia Brilli & Daniela Del Boca & Chiara Monfardini, 2013. "Child Care Arrangements: Determinants and Consequences," CHILD Working Papers Series 18, Centre for Household, Income, Labour and Demographic Economics (CHILD) - CCA.
  2. Christina Felfe & Rafael Lalive, 2012. "Early Child Care and Child Development: For Whom it Works and Why," CESifo Working Paper Series 4043, CESifo Group Munich.
  3. Felfe, Christina & Zierow, Larissa, 2013. "After-School Center-based Care and Children's Development," Economics Working Paper Series 1338, University of St. Gallen, School of Economics and Political Science.

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