Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Environmental Influences on Intelligence01:29

Environmental Influences on Intelligence

803
Despite the strong genetic influence on traits like intelligence, environmental factors significantly shape outcomes. For example, while over 90% of height variation is due to genetic differences, environmental factors such as nutrition also have a notable impact. Similarly, for intelligence, changes in a child's surroundings can significantly alter their IQ. Research shows that enriched environments boost children's academic success and help them develop key cognitive skills. Children...
803
Language Development01:22

Language Development

759
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
759
The Nativist Approach01:21

The Nativist Approach

325
The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to...
325
Socioemotional Development during Infancy01:30

Socioemotional Development during Infancy

357
Socio-emotional development in infancy is primarily shaped by early emotional responses and social connections, with temperament playing a central role. Temperament refers to the consistent patterns in an individual's emotional and behavioral responses, observable even in infancy. By examining temperament, researchers can better understand an infant's unique ways of interacting with the world, influencing subsequent personality and socio-emotional growth.
Primary Temperament Types
357
Relationship with Parents: Attachment01:28

Relationship with Parents: Attachment

175
Parent-child interactions lay the foundation for how we understand relationships throughout life. These interactions are not uniform across families; instead, they are shaped by a range of environmental, emotional, and behavioral factors unique to each caregiver-child dynamic. Social psychologists study these early relationships to understand how patterns formed in infancy influence social functioning and interpersonal behavior in adulthood.Attachment Theory and Early Relational ModelsJohn...
175
Biological Influences on Intelligence01:30

Biological Influences on Intelligence

430
Intelligence is often thought to be linked to brain size, but the relationship is more complex than that. While brain size does correlate modestly with some abilities, like verbal skills, the connection is weaker for others, such as spatial reasoning. Other factors, like brain structure, also play crucial roles. For instance, despite Einstein's smaller-than-average brain, his parietal cortex, which is involved in spatial reasoning, was 15% wider, suggesting that neural density might matter...
430

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

How effective are pictorial warnings on tobacco products? New evidence on smoking behaviour using Australian panel data.

Journal of health economics·2019
Same author

What factors affect physicians' labour supply: Comparing structural discrete choice and reduced-form approaches.

Health economics·2017
Same author

Bounding the causal effect of unemployment on mental health: Nonparametric evidence from four countries.

Health economics·2017
Same author

The Effects of Smoking Bans on Self-Assessed Health: Evidence from Germany.

Health economics·2016
Same author

The causal effect of family income on child health in the U.K.

Journal of health economics·2014

Related Experiment Video

Updated: Dec 30, 2025

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization
05:35

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization

Published on: April 19, 2017

7.0K

Does Starting Universal Childcare Earlier Influence Children's Skill Development?

Daniel Kuehnle1,2, Michael Oberfichtner3

  • 1Universität Duisburg-Essen, Weststadttürme Berliner Platz 6-8, 45127, Essen, Germany. daniel.kuehnle@uni-due.de.

Demography
|January 17, 2020
PubMed
Summary
This summary is machine-generated.

Starting universal childcare earlier does not improve cognitive or noncognitive skills in children. Early access to childcare, even for disadvantaged children, showed no significant skill development benefits in this German study.

Keywords:
Child developmentCognitive skillsNoncognitive skillsSkill formationUniversal childcare

More Related Videos

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
06:35

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

34.9K
Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
11:29

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools

Published on: June 20, 2020

9.6K

Related Experiment Videos

Last Updated: Dec 30, 2025

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization
05:35

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization

Published on: April 19, 2017

7.0K
Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
06:35

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

34.9K
Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
11:29

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools

Published on: June 20, 2020

9.6K

Area of Science:

  • Child Development
  • Economics
  • Education Policy

Background:

  • Developed countries are increasingly implementing policies for earlier universal childcare access.
  • Understanding the impact of early childcare commencement on child development is crucial for policy decisions.

Purpose of the Study:

  • To investigate the multidimensional short- and longer-run effects of earlier universal childcare enrollment on children's skills.
  • To analyze the impact on cognitive skills, noncognitive skills, and educational pathways.

Main Methods:

  • Utilized a fuzzy discontinuity design based on age at childcare entry in Germany.
  • Combined rich survey and administrative data, following a cohort from age 6 to 15.
  • Examined standardized cognitive test scores, noncognitive skill measures, and school track choices.

Main Results:

  • Children starting universal childcare four months earlier around age 3 showed no significant differences in cognitive test scores or noncognitive skills.
  • No improvements were observed in school track choices or school entrance examinations.
  • No skill improvements were found for children from low socioeconomic backgrounds, though high-quality care may offer benefits.

Conclusions:

  • Early universal childcare access alone is insufficient to enhance children's skill development.
  • Targeted, high-quality childcare interventions may be more effective, particularly for disadvantaged children.
  • Parental factors and the quality of care interact with the potential benefits of early childcare enrollment.