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Related Experiment Video

Updated: Jan 21, 2026

Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills
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Parenting Skills and Early Childhood Development: Production Function Estimates from Longitudinal Data.

Jade Marcus Jenkins1, Sudhanshu Handa2

  • 1School of Education, University of California, Irvine, 3200 Education, Irvine, CA 92697-5500.

Review of Economics of the Household
|August 10, 2019
PubMed
Summary

Early parent-child interactions, like reading and singing, significantly boost kindergarten reading skills. These parenting practices, starting at nine months, are crucial for cognitive development and can be taught.

Keywords:
early childhood developmenteducation production functionparenting skills

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Area of Science:

  • Developmental Psychology
  • Early Childhood Education
  • Behavioral Economics

Background:

  • Cognitive skills in early childhood are crucial for later academic success.
  • Understanding the key inputs in the early childhood production function is vital for effective interventions.
  • Parenting practices represent a potentially modifiable input influencing child development.

Purpose of the Study:

  • To estimate the early childhood production function and identify key inputs for cognitive skill development.
  • To measure the impact of parent-child interaction on cognitive outcomes.
  • To assess the policy relevance of identified inputs, particularly parenting skills.

Main Methods:

  • Estimation of alternative specifications of the early childhood production function (birth to kindergarten).
  • Development and application of a new input measure: parent-child interaction.
  • Analysis of the effects of specific activities (reading, singing) and interaction quality.

Main Results:

  • Parent-child interaction is identified as a significant input for child development.
  • Early exposure (9 months) to reading books and singing songs positively impacts reading skills.
  • Sensitive and engaging parent-child interactions show a significant effect on later reading ability.

Conclusions:

  • Parenting skills, including reading, singing, and sensitive interaction, are critical inputs for cognitive development.
  • These parenting inputs are amenable to policy interventions, as parenting skills can be taught.
  • Interventions targeting early parent-child interaction can effectively enhance children's reading skills.