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The allocation of after-school time and child soxio-emotional skills

Author

Listed:
  • Elena Claudia Meroni
  • Daniela Piazzalunga
  • Chiara Pronzato

Abstract

In this paper, we study the effect of the allocation of after-school time on children’s non cognitive development, using data from the Millennium Cohort Study (UK) and focusing on children aged 7-11 years old. We classify the time spent outside of school into seven groups of activities and evaluate their impact on five socio-emotional skills drawn from the Strength and Difficulties questionnaire, taking advantage of the panel structure of the data. We then test the robustness of our estimates against endogeneity issues. Time spent on sports, studying, reading, tidying up, and active time with parents have beneficial effects, while video-screen time and extra hours at school have harmful ones.

Suggested Citation

  • Elena Claudia Meroni & Daniela Piazzalunga & Chiara Pronzato, 2021. "The allocation of after-school time and child soxio-emotional skills," Carlo Alberto Notebooks 642, Collegio Carlo Alberto.
    • Handle: RePEc:cca:wpaper:642
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    References listed on IDEAS

    as
    1. Petra E. Todd & Kenneth I. Wolpin, 2003. "On The Specification and Estimation of The Production Function for Cognitive Achievement," Economic Journal, Royal Economic Society, vol. 113(485), pages 3-33, February.
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    More about this item

    Keywords

    child time use; extra-curricular activities; non-cognitive development; socio emotional skills; omitted variable bias; reverse causality.;
    All these keywords.

    JEL classification:

    • J13 - Labor and Demographic Economics - - Demographic Economics - - - Fertility; Family Planning; Child Care; Children; Youth
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • D10 - Microeconomics - - Household Behavior - - - General

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