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Séminaire d’économie de Bordeaux
Helène Le Forner
Université Rennes 1
Formation of children’s cognitive and socio-emotional skills: Is all parental times equal?
Abstract: Although it is recognized that parental time is a strong determinant of child development, little is known about heterogeneity across the effects of parental time. Using the Longitudinal Survey of Australian Children, I model the cognitive and socio-emotional skills production functions for children born in 1999–2000, from 4 to 11 years old, using, among others, a cumulative value-added and a generalized method of moments model. I find that the effect on children’s verbal and socio-emotional skills of time spent on educational activities with the father is smaller than that with the mother or both parents together. For socio-emotional skills, this difference seems to be driven by fathers who spend little time with their children. Results are robust to several sensitivity checks.