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Use of Extra-School Time and Child Non-Cognitive Development. Evidence from the UK

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Increasingly, scientists from different disciplines have dedicated their efforts to understand how childhood conditions influence the development of an individual. School and family play a role in this process. More prepared and motivated children today lead to more successful adults tomorrow, in the labor market as well as in all other life dimensions (health, civic participation, parenthood responsibilities), with benefits for the whole society. Between the end of school-day and bedtime, time can be used for more or less structured activities, with other children and adults. Very little is known on how children from different families spend this time and which consequences it can have on their development and wellbeing; nothing is known on how participation in extra-curricular activities depends on offer and prices. Evidence from US shows that participation in extra-curricular activities is becoming, together with other traits (family stability, parenting stile, economic and cultural resources), a further distinctive of diverging destinies of “our kids”. Children from more advantaged families have access to better opportunities in their extra school time, potentially increasing inequality. Yet there is no study in Europe that addresses this issue. We contribute to the topic by studying the relationship between the use of extra-school time and child non-cognitive development, using UK longitudinal data. We find that different extra-school activities influence the behavioural dimension of the child. Time with parents, time spent in household chores, and sport have beneficial effects while time spent on TV and computer have detrimental effects. The dimension which appears more easily influenced is the prosocial behaviour of the child.

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  • Elena Claudia Meroni & Daniela Piazzalunga & Chiara Pronzato, 2017. "Use of Extra-School Time and Child Non-Cognitive Development. Evidence from the UK," Department of Economics and Statistics Cognetti de Martiis. Working Papers 201732, University of Turin.
  • Handle: RePEc:uto:dipeco:201732
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    1. Mario Fiorini & Michael P. Keane, 2014. "How the Allocation of Children's Time Affects Cognitive and Noncognitive Development," Journal of Labor Economics, University of Chicago Press, vol. 32(4), pages 787-836.
    2. Petra E. Todd & Kenneth I. Wolpin, 2007. "The Production of Cognitive Achievement in Children: Home, School, and Racial Test Score Gaps," Journal of Human Capital, University of Chicago Press, vol. 1(1), pages 91-136.
    3. Heckman, James J. & Moon, Seong Hyeok & Pinto, Rodrigo & Savelyev, Peter A. & Yavitz, Adam, 2010. "The rate of return to the HighScope Perry Preschool Program," Journal of Public Economics, Elsevier, vol. 94(1-2), pages 114-128, February.
    4. Ylenia Brilli & Daniela Boca & Chiara Pronzato, 2016. "Does child care availability play a role in maternal employment and children’s development? Evidence from Italy," Review of Economics of the Household, Springer, vol. 14(1), pages 27-51, March.
    5. 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.
    6. Daniela Boca & Daniela Piazzalunga & Chiara Pronzato, 2018. "The role of grandparenting in early childcare and child outcomes," Review of Economics of the Household, Springer, vol. 16(2), pages 477-512, June.
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    Cited by:

    1. Labriola, Silvia & Pronzato, Chiara, 2018. "The determinants of children's use of extra-school time in Europe," Department of Economics and Statistics Cognetti de Martiis. Working Papers 201809, University of Turin.

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