TY - JOUR
T1 - Children’s Own Time Use and its Effect on Skill Formation
AU - Borga, Liyousew Gebremedhin
N1 - Funding Information:
This work was supported by the Czech Science Foundation Grant P402/12/G130; and by the Charles University Grant Agency - GAUK (grant number 578314). The data used in this study come from Young Lives, a 15-year study of the changing nature of childhood poverty in Ethiopia, India (Andhra Pradesh), Peru, and Vietnam. Young Lives is funded by UK aid from the Department for International Development (DFID), with co-funding by the Netherlands Ministry of Foreign Affairs and Irish Aid. The views expressed here are those of the author and not necessarily those of Young Lives, the University of Oxford, DFID, or other funders. Financial support from the Charles University Grant Agency is gratefully acknowledged. I wish to thank Patrick Gaule, Stapan Jurajda, Alan Krueger, Alex Mas, Cecilia Rouse, Orley Ashenfelter, Randy Filer, and seminar participants at CIREQ Montreal, DIAL Paris, Princeton University, and SSPC Porto for their helpful comments. All remaining errors are mine.
Funding Information:
This work was supported by the Czech Science Foundation Grant P402/12/G130; and by the Charles University Grant Agency - GAUK (grant number 578314).
Funding Information:
The data used in this study come from Young Lives, a 15-year study of the changing nature of childhood poverty in Ethiopia, India (Andhra Pradesh), Peru, and Vietnam. Young Lives is funded by UK aid from the Department for International Development (DFID), with co-funding by the Netherlands Ministry of Foreign Affairs and Irish Aid. The views expressed here are those of the author and not necessarily those of Young Lives, the University of Oxford, DFID, or other funders. Financial support from the Charles University Grant Agency is gratefully acknowledged.
Publisher Copyright:
© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2019/5/4
Y1 - 2019/5/4
N2 - Using time use data from a longitudinal survey (covering Ethiopia, India, and Vietnam), the present study examines how the amount of time children spend on different activities impacts their acquisition of cognitive and noncognitive skills. Modelling the skill formation production function of children and extending the set of inputs to include the child’s own time inputs, the study finds that child involvement in work activities (paid or nonpaid) are associated with a reduction in both cognitive and noncognitive achievements. The results imply an indirect adverse effect of child work on skill development through the reduction of hours of study.
AB - Using time use data from a longitudinal survey (covering Ethiopia, India, and Vietnam), the present study examines how the amount of time children spend on different activities impacts their acquisition of cognitive and noncognitive skills. Modelling the skill formation production function of children and extending the set of inputs to include the child’s own time inputs, the study finds that child involvement in work activities (paid or nonpaid) are associated with a reduction in both cognitive and noncognitive achievements. The results imply an indirect adverse effect of child work on skill development through the reduction of hours of study.
UR - http://www.scopus.com/inward/record.url?scp=85053280988&partnerID=8YFLogxK
U2 - 10.1080/00220388.2018.1499893
DO - 10.1080/00220388.2018.1499893
M3 - Article
AN - SCOPUS:85053280988
SN - 0022-0388
VL - 55
SP - 876
EP - 893
JO - Journal of Development Studies
JF - Journal of Development Studies
IS - 5
ER -