Child development

Parenting Behaviours and Early Child Development in Europe

Social inequality related to children’s development starts early in life. Parenting behaviour as an explanatory factor has important effects on very young children’s verbal and behavior social skills, and on later school achievements.

Formation of Children’s Cognitive and Socio- Emotional Skills: Is All Parental Time Equal?

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Series: Issue: 12 2021
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This paper asks how time spent with one or both parents can affect children’s social, emotional and verbal skills. It finds the effect of doing educational activities with the father is smaller than that of time spent with the mother or with both parents together for children’s verbal and socio-emotional skills. The research uses data … Read more

The association between mother’s education level and early child language skills; findings from three European cohort studies

The development of language skills during the early years of a child’s life are vital for school readiness, educational attainment, and later life outcomes. The socio-economic background of parents, as measured by occupation, income, and level of education, have been found to significantly affect child language skills and the differences we see between children.

The Pros and Cons of Combining Birth Cohort Data

This short SEED working paper is designed to highlight the value of and the pitfalls in combining and comparing data across large scale representative population cohorts. It was carried out as part of the Norface DIAL initiative by the SEED project (Social InEquality and its Effects on child Development: A study of birth cohorts in the UK, … Read more

Father’s occupation, children’s vocabulary, and whether changing occupation creates social mobility in the UK

In the UK the issue of social mobility, the link between a person’s life outcomes and that of their parents, has been of concern since the 1970s. Despite many interventions and policy initiatives this link has become “entrenched” with those who are born into low-income families taking on average 5 generations to reach the mean … Read more

The association of maternal education on children’s language skills and its link to social inequality, descriptive analysis from three European cohort studies

Social inequality is a persistent global issue which many countries, governments, and policymakers aim to address. The development of language and communication skills during the early years of a child’s life are vital for school readiness, educational success, and later life outcomes. As part of a collaborative research project we sought to bring together data … Read more

Dynamic complementarity in skill production: Evidence from genetic endowments and birth order

This study looks at how nature and nurture interact in influencing individuals academic attainment, and finds support for the theory that early life parental inputs increase later gains – especially in those children who have genetic advantages. The researchers used data on a sample of 15,000 siblings, whose genetic and demographic information is stored in … Read more

Inequality of socio-emotional skills: a cross-cohort comparison

This paper shows that inequality in a crucial dimension of human capital – socio-emotional skills at age five – increased dramatically between two cohorts of British children born in 1970 and 2000. The authors used data from the British Cohort Study and the Millennium Cohort Study, which followed two cohorts of children born in 1970 … Read more

Inequality of socio-emotional skills: a cross-cohort comparison

This paper shows that inequality in a crucial dimension of human capital – socio-emotional skills at age five – increased dramatically between two cohorts of British children born in 1970 and 2000. The authors used data from the British Cohort Study and the Millennium Cohort Study, which followed two cohorts of children born in 1970 … Read more

Is Social Inequality in Cognitive Outcomes Increased by Preterm Birth–Related Complications?

Dieter Wolke writes in an editorial about the relationship between maternal socioeconomic status and children’s cognitive outcomes among preterm children. He re-emphasizes what was emphasized already 40 years ago – the need to study the effect of family, social, and caretaking as risk factors in developmental outcomes among children born at high neonatal risk.