How the allocation of children’s time affects cognitive and noncognitive development

Fiorini, M; Keane, MP

How the allocation of children’s time affects cognitive and noncognitive development

Fiorini, M

Keane, MP

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Publication Type:: Journal Article
Citation:: Journal of Labor Economics, 2014, 32 (4), pp. 787 - 836
Issue Date:: 2014-10-01

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Field	Value	Language
dc.contributor.author	Fiorini, M https://orcid.org/0000-0002-0496-6940	en_US
dc.contributor.author	Keane, MP https://orcid.org/0000-0002-3918-1377	en_US
dc.date.issued	2014-10-01	en_US
dc.identifier.citation	Journal of Labor Economics, 2014, 32 (4), pp. 787 - 836	en_US
dc.identifier.issn	0734-306X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/121634
dc.description.abstract	© 2014 by The University of Chicago. All rights reserved. The allocation of children’s time among different activities may be important for cognitive and noncognitive development. Here, we exploit time use diaries from the Longitudinal Study of Australian Children to study the effects of time allocation. By doing so, we characterize the trade-off between different 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, noncognitive skills appear insensitive to alternative time allocations. Instead, they are greatly affected by the mother’s parenting style.	en_US
dc.relation.ispartof	Journal of Labor Economics	en_US
dc.relation.isbasedon	10.1086/677232	en_US
dc.subject.classification	Economics	en_US
dc.title	How the allocation of children’s time affects cognitive and noncognitive development	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	32	en_US
utslib.for	1402 Applied Economics	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
pubs.organisational-group	/University of Technology Sydney/Faculty of Business/Economics Discipline
utslib.copyright.status	open_access
pubs.issue	4	en_US
pubs.publication-status	Published	en_US
pubs.volume	32	en_US

Abstract:

© 2014 by The University of Chicago. All rights reserved. The allocation of children’s time among different activities may be important for cognitive and noncognitive development. Here, we exploit time use diaries from the Longitudinal Study of Australian Children to study the effects of time allocation. By doing so, we characterize the trade-off between different 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, noncognitive skills appear insensitive to alternative time allocations. Instead, they are greatly affected by the mother’s parenting style.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/121634