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Parental Investment, School Choice, and the Persistent Benefits of Intervention in Early Childhood

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Listed:
  • Lei Wang
  • Yiwei Qian
  • Nele Warrinnier
  • Orazio Attanasio
  • Scott Rozelle
  • Sean Sylvia

Abstract

We present evidence from a randomized experiment testing the impacts of a six-month early childhood home-visiting program on child outcomes at school entry. Two and a half years after completion of the program, we find persistent effects on child working memory - a key skill of executive functioning that plays a central role in children’s development of cognitive and socio-emotional skills. We also find that the program had persistent effects on parental time investments and preschool enrolment decisions. Children were enrolled earlier and in higher quality preschools, the latter reflecting a shift in preferences over preschool attributes toward quality. Our findings imply an important role for the availability of high-quality subsequent schooling in sustaining the impacts of early intervention programs.

Suggested Citation

  • Lei Wang & Yiwei Qian & Nele Warrinnier & Orazio Attanasio & Scott Rozelle & Sean Sylvia, 2021. "Parental Investment, School Choice, and the Persistent Benefits of Intervention in Early Childhood," LICOS Discussion Papers 42721, LICOS - Centre for Institutions and Economic Performance, KU Leuven.
    • Handle: RePEc:lic:licosd:42721
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    More about this item

    Keywords

    Early Childhood Development; Parenting; China; Poverty;
    All these keywords.

    JEL classification:

    • J13 - Labor and Demographic Economics - - Demographic Economics - - - Fertility; Family Planning; Child Care; Children; Youth
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • H11 - Public Economics - - Structure and Scope of Government - - - Structure and Scope of Government

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