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How the Allocation of Children’s Time Affects Cognitive and Non-Cognitive Development

  • Michael P. Keane


    (Nuffield College, University of Oxford)

The allocation of children’s time among different activities may be important for their cognitive and non-cognitive development. In our work we exploit time use diaries from the Longitudinal Study of Australian Children to study the effect of time allocation across a wide range of alternative activities. By doing so we characterize the trade-off between the activities to which a child is exposed. On the one hand, our results suggest that time spent in educational activities, particularly with parents, is the most productive input for cognitive skill development. On the other hand, non-cognitive skills appear insensitive to alternative time allocations. Instead, these skills are greatly affected by the mother’s parenting style.

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Paper provided by Economics Group, Nuffield College, University of Oxford in its series Economics Papers with number 2012-W09.

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Length: 50 pages
Date of creation: 16 Oct 2012
Date of revision:
Handle: RePEc:nuf:econwp:1209
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  1. Fiorini, M., 2010. "The effect of home computer use on children's cognitive and non-cognitive skills," Economics of Education Review, Elsevier, vol. 29(1), pages 55-72, February.
  2. James J. Heckman & Sergio Urzua & Edward J. Vytlacil, 2006. "Understanding Instrumental Variables in Models with Essential Heterogeneity," NBER Working Papers 12574, National Bureau of Economic Research, Inc.
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  4. Bernal, Raquel & Keane, Michael P., 2010. "Quasi-structural estimation of a model of childcare choices and child cognitive ability production," Journal of Econometrics, Elsevier, vol. 156(1), pages 164-189, May.
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  8. Björklund Anders & Lindahl Lena & Lindquist Matthew J., 2010. "What More Than Parental Income, Education and Occupation? An Exploration of What Swedish Siblings Get from Their Parents," The B.E. Journal of Economic Analysis & Policy, De Gruyter, vol. 10(1), pages 1-40, November.
  9. Martin Dooley & Jennifer Stewart, 2007. "Family income, parenting styles and child behavioural-emotional outcomes," Health Economics, John Wiley & Sons, Ltd., vol. 16(2), pages 145-162.
  10. Wolak, Frank A., 1989. "Testing inequality constraints in linear econometric models," Journal of Econometrics, Elsevier, vol. 41(2), pages 205-235, June.
  11. James Heckman & Pedro Carneiro & Flavio Cunha, 2004. "The Technology of Skill Formation," 2004 Meeting Papers 681, Society for Economic Dynamics.
  12. Matthew Gentzkow & Jesse M. Shapiro, 2008. "Preschool Television Viewing and Adolescent Test Scores: Historical Evidence from the Coleman Study," The Quarterly Journal of Economics, MIT Press, vol. 123(1), pages 279-323, 02.
  13. Stephen V. Cameron & James J. Heckman, 1998. "Life Cycle Schooling and Dynamic Selection Bias: Models and Evidence for Five Cohorts of American Males," Journal of Political Economy, University of Chicago Press, vol. 106(2), pages 262-333, April.
  14. Petra E. Todd & Kenneth I. Wolpin, 2004. "The Production of Cognitive Achievement in Children: Home, School and Racial Test Score Gaps," PIER Working Paper Archive 04-019, Penn Institute for Economic Research, Department of Economics, University of Pennsylvania.
  15. Raquel Bernal & Michael P. Keane, 2011. "Child Care Choices and Children’s Cognitive Achievement: The Case of Single Mothers," Journal of Labor Economics, University of Chicago Press, vol. 29(3), pages 459 - 512.
  16. Flavio Cunha & James J. Heckman, 2008. "Formulating, Identifying and Estimating the Technology of Cognitive and Noncognitive Skill Formation," Journal of Human Resources, University of Wisconsin Press, vol. 43(4).
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