The Impact of Centre-based Childcare on Non-cognitive Skills of Young Children
The Impact of Centre-based Childcare on Non-cognitive Skills of Young Children
复制标题
中心托儿服务对幼儿非认知技能的影响
作者：
Morando G
非认知技能的早期发展对儿童随后的教育成就和工资有长期的好处。利用爱尔兰幼儿的丰富的、具有全国代表性的纵向样本，我们提出了新的证据，证明在婴儿期和早期使用基于中心的儿童保育（CBC）是否能促进入学时的非认知技能。我们专注于孩子9个月大时工作的母亲使用的非父母育儿类型，将CBC与其他形式的非父母育儿进行比较。我们考虑了儿童保育类型对社会情感技能的三个领域的影响：外化，内化和亲社会行为。我们发现CBC对外化和亲社会行为都有负面影响。通过累积增值模型，我们估计，与其他形式的非父母照顾相比，3岁时的CBC在5岁时的外化行为有0.11个标准差，相当于母亲有/没有受过高等教育的儿童之间外化行为差异的44%。CBC对入学儿童社会情感技能的外化维度的影响在几个规范和鲁棒性检查中是一致的。考虑到计划为那些需要补贴的人扩大CBC，我们得出结论，这些措施可能会加剧社会情感不平等。
Early development of non‐cognitive skills has long‐lasting benefits for children's subsequent educational attainment and wages. Drawing on a rich, nationally representative longitudinal sample of young children in Ireland, we present new evidence on whether the use of centre‐based childcare (CBC) in infancy and early years promotes non‐cognitive skills by school entry. We focus on the type of non‐parental childcare used by mothers who are working when their child is 9 months old, comparing CBC with other forms of non‐parental care. We consider the impact of childcare type on three domains of socio‐emotional skills: externalizing, internalizing and prosocial behaviours. We find negative effects of CBC on both externalizing and prosocial behaviours. With a cumulative value‐added model, we estimate that CBC at age 3 worsens externalizing behaviour at age 5 by 0.11 standard deviations compared to other forms of non‐parental care, equivalent to 44% of the difference in externalizing behaviour between children with a mother with/without tertiary education. The effect of CBC on the externalizing dimension of socio‐emotional skills of children entering school is consistent across several specifications and robustness checks. Given planned expansion of CBC for those needing subsidized provision, we conclude that such measures could exacerbate socio‐emotional inequalities.