Die Dis cus si on Pape rs die nen einer mög lichst schnel len Ver brei tung von neue ren For schungs arbei ten des ZEW. Die Bei trä ge lie gen in allei ni ger Ver ant wor tung der Auto ren und stel len nicht not wen di ger wei se die Mei nung des ZEW dar.Dis cus si on Papers are inten ded to make results of ZEW research prompt ly avai la ble to other eco no mists in order to encou ra ge dis cus si on and sug gesti ons for revi si ons. The aut hors are sole ly respon si ble for the con tents which do not neces sa ri ly repre sent the opi ni on of the ZEW.Download this ZEW Discussion Paper from our ftp server:ftp://ftp.zew.de/pub/zew-docs/dp/dp07015.pdf Non technical summaryIn this study, we try to connect the economic literature on human capital formation with the biological and psychological literature on early childhood development and self-regulation. Our basic framework for assessing the distribution of age-specific returns to investment in skills is an elaboration of the model of skill formation from Cunha, Heckman et al. (2006) over the life cycle. We illustrate the cumulative and synergetic nature of skill formation in a framework where learning abilities differ with respect to age and may differ between individuals and where individuals face heterogeneous environments. Student achievement scores and human capital are modelled explicitly as a function of cognitive and self-regulatory skills. Institutional aspects of labour markets which may shape the distribution of human capital are taken into account in the simulation model.The impact of educational polices which aim at enhancing skills is evaluated in terms of their longer run multiplier effects. Various age-and skill-specific investment strategies are appreciated with respect to individual returns to education, with respect to the overall human capital of the population as well as with respect to its allocation among the members of society. Individual educational choices are investigated for tertiary investments to maximize human capital, while for preschool, primary and secondary education the impact of different investment strategies are assessed without a particular model of choice. The parameters of the simulation model are adjusted in a way such that the formation of intelligence and self-regulation across the life span in our population reproduces facts and stylized facts from the development of cognitive and self-regulatory skills, the student reading achievement scores from PISA 2000 and the inequality of wages in Germany in 2004.Our simulation based evidence illustrates the shaping role early childhood has for human capital formation, growth and inequality. Skills beget skills and early investment has higher returns than later ones. Differences in individual giftedness have a higher impact on inequality of skills and human capital than differences stemming from the environment. A reasonable strategy for fostering human capital is to supply children with symmetric impulses into cognitive and self-regulatory skills until they reach adolescence. ...
Die Dis cus si on Pape rs die nen einer mög lichst schnel len Ver brei tung von neue ren For schungs arbei ten des ZEW. Die Bei trä ge lie gen in allei ni ger Ver ant wor tung der Auto ren und stel len nicht not wen di ger wei se die Mei nung des ZEW dar.Dis cus si on Papers are inten ded to make results of ZEW research prompt ly avai la ble to other eco no mists in order to encou ra ge dis cus si on and sug gesti ons for revi si ons. The aut hors are sole ly respon si ble for the con tents which do not neces sa ri ly repre sent the opi ni on of the ZEW.Download this ZEW Discussion Paper from our ftp server:ftp://ftp.zew.de/pub/zew-docs/dp/dp10028.pdf This study examines the impact of parental investments on the development of cognitive, mental and emotional skills during childhood using data from a 20-year longitudinal study, the Mannheim Study of Children at Risk, starting at birth. We find empirical evidence for sensitive and critical periods of cognitive and mental skills within the first eleven years of life. Non-technical summaryThis implies that parental investments are most efficient for both types of skills directly after birth and less efficient at age eight and turn ineffective later on. We find that cognitive skills are most important for predicting school success, followed by mental skills, while emotional skills are less important.Our results indicate that initial conditions matter throughout childhood and that organic risk (e.g. low birth weight) is more detrimental for the development of cognitive skills, while psychosocial risk (e.g. early pregnancy) is more detrimental for the development of mental and emotional skills regarding the effect of parental investments. We also find differences between girls and boys considering the effect of parental investments. Boys profit more from parental investments in terms of cognitive skill development, while their mental skill development is more independent. Girls, on the other hand, benefit more from high investments with respect to their mental skill development. we examine the skill development for girls and boys separately, as well as for children who were born with either organic or psychosocial risk. We find a decreasing impact of parental investments on cognitive and mental skills, while emotional skills seem to be unaffected by parental investment throughout childhood. Thus, initial inequality persists during childhood. Since families are the main sources of education during the first years of life, our results have important implications for the quality of the parent-child relationship. Das Wichtigste in Kürze
Die Dis cus si on Pape rs die nen einer mög lichst schnel len Ver brei tung von neue ren For schungs arbei ten des ZEW. Die Bei trä ge lie gen in allei ni ger Ver ant wor tung der Auto ren und stel len nicht not wen di ger wei se die Mei nung des ZEW dar.Dis cus si on Papers are inten ded to make results of ZEW research prompt ly avai la ble to other eco no mists in order to encou ra ge dis cus si on and sug gesti ons for revi si ons. The aut hors are sole ly respon si ble for the con tents which do not neces sa ri ly repre sent the opi ni on of the ZEW.Download this ZEW Discussion Paper from our ftp server:ftp://ftp.zew.de/pub/zew-docs/dp/dp10028.pdf This study examines the impact of parental investments on the development of cognitive, mental and emotional skills during childhood using data from a 20-year longitudinal study, the Mannheim Study of Children at Risk, starting at birth. We find empirical evidence for sensitive and critical periods of cognitive and mental skills within the first eleven years of life. Non-technical summaryThis implies that parental investments are most efficient for both types of skills directly after birth and less efficient at age eight and turn ineffective later on. We find that cognitive skills are most important for predicting school success, followed by mental skills, while emotional skills are less important.Our results indicate that initial conditions matter throughout childhood and that organic risk (e.g. low birth weight) is more detrimental for the development of cognitive skills, while psychosocial risk (e.g. early pregnancy) is more detrimental for the development of mental and emotional skills regarding the effect of parental investments. We also find differences between girls and boys considering the effect of parental investments. Boys profit more from parental investments in terms of cognitive skill development, while their mental skill development is more independent. Girls, on the other hand, benefit more from high investments with respect to their mental skill development. we examine the skill development for girls and boys separately, as well as for children who were born with either organic or psychosocial risk. We find a decreasing impact of parental investments on cognitive and mental skills, while emotional skills seem to be unaffected by parental investment throughout childhood. Thus, initial inequality persists during childhood. Since families are the main sources of education during the first years of life, our results have important implications for the quality of the parent-child relationship. Das Wichtigste in Kürze
Die Dis cus si on Pape rs die nen einer mög lichst schnel len Ver brei tung von neue ren For schungs arbei ten des ZEW. Die Bei trä ge lie gen in allei ni ger Ver ant wor tung der Auto ren und stel len nicht not wen di ger wei se die Mei nung des ZEW dar.Dis cus si on Papers are inten ded to make results of ZEW research prompt ly avai la ble to other eco no mists in order to encou ra ge dis cus si on and sug gesti ons for revi si ons. The aut hors are sole ly respon si ble for the con tents which do not neces sa ri ly repre sent the opi ni on of the ZEW.Download this ZEW Discussion Paper from our ftp server:ftp://ftp.zew.de/pub/zew-docs/dp/dp07015.pdf Non technical summaryIn this study, we try to connect the economic literature on human capital formation with the biological and psychological literature on early childhood development and self-regulation. Our basic framework for assessing the distribution of age-specific returns to investment in skills is an elaboration of the model of skill formation from Cunha, Heckman et al. (2006) over the life cycle. We illustrate the cumulative and synergetic nature of skill formation in a framework where learning abilities differ with respect to age and may differ between individuals and where individuals face heterogeneous environments. Student achievement scores and human capital are modelled explicitly as a function of cognitive and self-regulatory skills. Institutional aspects of labour markets which may shape the distribution of human capital are taken into account in the simulation model.The impact of educational polices which aim at enhancing skills is evaluated in terms of their longer run multiplier effects. Various age-and skill-specific investment strategies are appreciated with respect to individual returns to education, with respect to the overall human capital of the population as well as with respect to its allocation among the members of society. Individual educational choices are investigated for tertiary investments to maximize human capital, while for preschool, primary and secondary education the impact of different investment strategies are assessed without a particular model of choice. The parameters of the simulation model are adjusted in a way such that the formation of intelligence and self-regulation across the life span in our population reproduces facts and stylized facts from the development of cognitive and self-regulatory skills, the student reading achievement scores from PISA 2000 and the inequality of wages in Germany in 2004.Our simulation based evidence illustrates the shaping role early childhood has for human capital formation, growth and inequality. Skills beget skills and early investment has higher returns than later ones. Differences in individual giftedness have a higher impact on inequality of skills and human capital than differences stemming from the environment. A reasonable strategy for fostering human capital is to supply children with symmetric impulses into cognitive and self-regulatory skills until they reach adolescence. ...
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