Early Life Adversity and Children’s Competence Development: Evidence from the Mannheim Study of Children at Risk

Blomeyer, Dorothea; Coneus, Katja; Laucht, Manfred; Pfeiffer, Friedhelm

doi:10.1515/jbnst-2013-0403

Cited by 10 publications

(14 citation statements)

References 22 publications

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“…Applied to school entry, resilience includes academic capability, the ability to follow rules of conduct, and the skills to function with peers. In this article, we refer to broad, successful adaptation as “resilience” and to positive functioning in a specific domain or age as “competency.” Variation in resilience is associated with several influences, such as differing early life adversities, 5 childhood temperament and personality, 4 and the social capital available in the home and community. 6 It is also associated with family poverty.…”

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confidence: 99%

Adversity, Maltreatment, and Resilience in Young Children

Dubowitz

Thompson

Proctor

et al. 2016

Academic Pediatrics

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Almost half of the sample appeared resilient during this important developmental period of transition to school. This enables clinicians to be cautiously optimistic in their work with high-risk children and their families. However, more than half the sample was not faring well. Child maltreatment and caregiver depressive symptoms were strongly associated with poor outcomes. These children and families deserve careful attention by pediatric practitioners and referral for prevention and early intervention services.

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confidence: 99%

Adversity, Maltreatment, and Resilience in Young Children

Dubowitz

Thompson

Proctor

et al. 2016

Academic Pediatrics

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“…Using the same scale, Blomeyer et al (2013) also demonstrate that the home learning environment is strongly related to competencies during childhood and achievement in adulthood. The importance of high quality parenting for child development is further underlined by evaluations of few interventions that try to improve maternal skills to develop children's skills.…”

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confidence: 84%

“…The quality of the HLE is assessed with the Home Observation for Measurement of the Environment (HOME; Caldwell and Bradley, 2003). The HOME is a well-established tool implemented worldwide and used, for instance, by Brooks-Gunn et al (1996), Aughinbaugh and Gittleman (2003), Todd and Wolpin (2007), Blomeyer et al (2013), and Carneiro and Ginja (2016). It combines interviewer observations with parental answers to specific interview questions.…”

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Does Quality of Early Childhood Education and Care Affect the Home Learning Environment of Children?

2017

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte.

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“…Early investments will be productive for a longer time as skill and competency formation is a cumulative process. In addition, and even more importantly, competencies early acquired may facilitate further human capital formation as a result of dynamic complementarities (see Beckett et al 2006, Blomeyer et al, 2013, Cunha et al, 2006, Heckman 2007. Research suggests that 40 percent to one half of the persistence of intergenerational income inequality can be explained by the family's investment into education during the early life cycle Reuss, 2008a, Restuccia andUrrutia 2004).…”

Section: Modelling Lifetime Income In Germanymentioning

confidence: 99%

Education and Lifetime Income During Demographic Transition

Pfeiffer

Reuß

2013

SSRN Journal

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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. Das Wichtigste in Kürze Non-technical summaryThe paper studies the power of educational investments in relation to transfers for fostering lifetime income and for reducing income inequality in Germany and contributes to the discussion of sustainability in the German public pension system in times of demographic transition in a novel way.Costs and benefits of public transfer payments are examined that directly reduce income inequality at older age (called remedial policies) and compared with investments into education, beginning already at preschool age (called preventative policies). Furthermore, the paper studies the power of age-dependent educational investments for the development of lifetime income and inequality for cohorts born 1940 to 2044 over the period from 2010 to 2080 (intergenerational redistribution). The analysis is based on a model of age-dependent human capital accumulation, featuring dynamic complementarities in skill formation over the life cycle.According to the findings educational investments are more effective in reducing income inequality than transfers in one generation until the age of 17 years. The relationship reverses after the age of 17. In case of remedial pension transfers in old age, the "rich" pensioner has to spend 100,000 € at the age of 65 years in order to increase the income of the "poor" pensioner so that the income inequality ratio is reduced moderately from 3.3 to 3.1 in Germany. To achieve the same reduction in inequality, the value of additional educational investments in preschool assessed at the age of 65 years is only 10,398 €, demonstrating the power of the childhood skill multiplier.Forecasts demonstrate that in the next decades the German population will decline as a consequence of declining fertily rates. Presumably, the old age dependency ratio will increase from 30 to over 50 percent, and the growth in average pensions will be moderate or even negative. According to our analysis tax-financed educational investments starting in 2011 could help to moderate the economic consequences of demographic transition.The findings suggest that benefits will be positive on average, but not for all cohorts, mainly because of the significant lags between educational investments in childhood and increased human capital in adulthood. Cohorts born after 1976 will gain. The longer the planning horizon, the more positive the impact of educational investments on pensions in the German pension system will be. Investments into the y...

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Early Life Adversity and Children’s Competence Development: Evidence from the Mannheim Study of Children at Risk

Cited by 10 publications

References 22 publications

Adversity, Maltreatment, and Resilience in Young Children

Adversity, Maltreatment, and Resilience in Young Children

Does Quality of Early Childhood Education and Care Affect the Home Learning Environment of Children?

Education and Lifetime Income During Demographic Transition

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