The Effect of Early Education on Social Preferences
The Effect of Early Education on Social Preferences
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早期教育对社会偏好的影响
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Bertil Tungodden
中科院分区：
文献类型：
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作者：
Alexander W. Cappelen;J. List;A. Samek;Bertil Tungodden
我们展示了第一项研究的结果，以探讨幼儿教育对儿童社会偏好的因果影响。我们比较了3-4岁的儿童，他们被随机分配到全日制学前班、有激励措施的育儿计划或对照组。当这些孩子长到7-8岁时，我们又回到他们身上，进行了一系列激励实验，以了解他们的社会偏好。我们发现，早期儿童教育有很强的因果关系的影响，社会偏好几年后的干预：参加学前教育，使儿童更加平等的公平观和父母的计划，提高了儿童的重要性放在效率相对于公平。我们的研究结果强调了在设计和评估幼儿教育计划时采取广泛视角的重要性，并提供了机构暴露差异如何有助于解释社会偏好异质性的证据。
We present results from the first study to examine the causal impact of early childhood education on social preferences of children. We compare children who, at 3-4 years old, were randomized into either a full-time preschool, a parenting program with incentives, or to a control group. We returned to the same children when they reached 7-8 years old and conducted a series of incentivized experiments to elicit their social preferences. We find that early childhood education has a strong causal impact on social preferences several years after the intervention: attending preschool makes children more egalitarian in their fairness view and the parenting program enhances the importance children place on efficiency relative to fairness. Our findings highlight the importance of taking a broad perspective when designing and evaluating early childhood educational programs, and provide evidence of how differences in institutional exposure may contribute to explaining heterogeneity in social preferences in society.