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Child Development in Parent-Child Interactions

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  • Avner Seror

    (AMSE - Aix-Marseille Sciences Economiques - EHESS - École des hautes études en sciences sociales - AMU - Aix Marseille Université - ECM - École Centrale de Marseille - CNRS - Centre National de la Recherche Scientifique)

Abstract

I present a model of child development that highlights the effect of parent-child interactions on the formation of skills. Through the parent's affection, the child learns and builds mental representations of the self as loved and competent. These mental representations shape the child's noncognitive skills and foster learning. I show that this model provides a unifying explanation for well-established evidence on child development. The model also sheds light on how early exposure to media devices can negatively impact skill acquisition. I discuss implications for the design of policies to reduce inequalities in child development.

Suggested Citation

  • Avner Seror, 2022. "Child Development in Parent-Child Interactions," Post-Print hal-03740309, HAL.
    • Handle: RePEc:hal:journl:hal-03740309
    DOI: 10.1086/720398
    Note: View the original document on HAL open archive server: https://amu.hal.science/hal-03740309
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    Cited by:

    1. Jorge Luis García & James J. Heckman, 2022. "Parenting Promotes Social Mobility Within and Across Generations," NBER Working Papers 30610, National Bureau of Economic Research, Inc.
    2. Zhang, Haifeng & Zang, Lijun & Mao, Mingzhi & Guo, Jiqiang & Wang, Chunchao, 2023. "The externalities of preschool attendees in middle school classes," China Economic Review, Elsevier, vol. 77(C).
    3. Avner Seror, 2022. "The Priced Survey Methodology," Working Papers hal-03852682, HAL.

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