Empirical studies on early childhood education in Germany [Elektronische Ressource] / vorgelegt von Katja Coneus

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Technische Universitat DresdenEmpirical Studies on Early Childhood Educationin GermanyInaugural-Dissertationzur Erlangung des Doktorgradesdes Fachbereichs Wirtschaftswissenschaftender Technischen Universitat Dresdenvorgelegt vonDiplom-Volkswirtin Katja Coneusgeboren am 27.07.1980 in AscherslebenJuli 2009Erstgutachter: Prof. Dr. Alexander KemnitzZweitgutachter: Prof. Dr. Georg HirteTag der Einreichung: 23.07.2009Tag der Disputation: 05.02.2010AcknowledgementsThis doctoral thesis was developed during my time at the Centre of European EconomicResearch (ZEW) in Mannheim.It has bene tted from valuable discussions and support of various persons andinstitutions who and which are mentioned and thanked at the beginning of each chapter.Throughout my work, I have received much support, advice and encouragement frommany colleagues at the ZEW and doctoral students at the Technical University ofDresden, as well as from participants in the Ph.D. seminar ‘Economics of Education’ atthe University of Zurich.First of all, I would like to thank my supervisor Prof. Dr. Alexander Kemnitz for hisguidance, encouragement and support during the completion of this dissertation. I amgrateful to him for the inspiration and motivation with respect to educational researchquestions. Also I would like to thank my co-advisor Prof. Dr. Georg Hirte, andProf. Dr. Marcel Thum as well as Prof. Dr. Bernhard Schipp for participating at thecommission.

Informations

• Publié par: technische_universitat_dresden
• Publié le: 01 janvier 2009
• Nombre de lectures: 22
• Langue: English

Extrait

Technische Universität Dresden

Empirical Studies on Early Childhood Education in Germany

InauguralDissertation zur Erlangung des Doktorgrades des Fachbereichs Wirtschaftswissenschaften der Technischen Universität Dresden

vorgelegt von

DiplomVolkswirtin Katja Coneus

geboren am 27.07.1980 in Aschersleben

Juli 2009

Erstgutachter:

Zweitgutachter:

Tag der Einreichung:

Tag der Disputation:

Prof. Dr. Alexander Kemnitz

Prof. Dr. Georg Hirte

23.07.2009

05.02.2010

Acknowledgements

This doctoral thesis was developed during my time at the Centre of European Economic Research (ZEW) in Mannheim.

It has benefitted from valuable discussions and support of various persons and institutions who and which are mentioned and thanked at the beginning of each chapter. Throughout my work, I have received much support, advice and encouragement from many colleagues at the ZEW and doctoral students at the Technical University of Dresden, as well as from participants in the Ph.D. seminar ‘Economics of Education’ at the University of Zurich.

First of all, I would like to thank my supervisor Prof. Dr. Alexander Kemnitz for his guidance, encouragement and support during the completion of this dissertation. I am grateful to him for the inspiration and motivation with respect to educational research questions. Also I would like to thank my coadvisor Prof. Dr. Georg Hirte, and Prof. Dr. Marcel Thum as well as Prof. Dr. Bernhard Schipp for participating at the commission. I am also especially indebted to Prof. Dr. C. Katharina Spiess for her helpful advice, valuable comments and inspiring discussions during the last years.

I would like to thank my colleague Friedhelm Pfeiffer for providing me with many ideas, valuable comments and suggestions regarding different chapters of this thesis. Irene Bertschek, Marianne Saam, Andrea Mühlenweg, Maresa Sprietsma, NielsWestergaard Nielson, Paul Bingley, Rainer Winkelmann, James J. Heckman, Janet Currie, Francois Lainey, Alisher Aldashev and participants of the workshop of ‘Health Capital and Human Capital’ in Copenhagen helped to improve the doctoral thesis with inspiring comments and discussions during conference, workshop and seminar presentations.

Sincere gratitude is due to Manfred Laucht, the head of the research group ‘Neuropsychology of Childhood and Adolescence’ and Dorothea Blomeyer, colleagues at

vi

Acknowledgements

the Centre of Mental Health in Mannheim for their cooperation, preparation and introduction to the longitudinal data set the ‘Mannheim Study of Children Risk’.

Special thanks go to Isabel Steinweg and Lisa Valentin for proofreading the English text. Thanks to Yola Engler for her excellent research assistance.

I gratefully acknowledge financial support from the Leibniz Association Bonn under grant ‘Noncognitive Skills: Acquisition and Economic Consequences’ for part of the projects.

Finally, but most importantly, I would like to thank Marion for her great support through out all these years. Thanks for having had the patience and interest for my research question as well as for your reassuring words concerning this thesis. Sonja, thank you for talking with me through difficult moments during jogging and for providing me with new music. Thank you Ilona for being so understanding and patient during the last months, for giving me a home to forget about work and research. To my parents and brothers, I owe a debt of gratitude for their moral support and motivation.

Mannheim, 23.07.2009

Katja Coneus

Contents

Acknowledgements

List of Tables

List of Figures

List of Abbreviations

Introduction

1

SelfProductivity in Early Childhood

1.1

1.2

1.3

1.4

Introduction to Chapter 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The technology of skill formation . . . . . . . . . . . . . . . . . . . . . . . .

v

xi

xv

xvi

1

5

6

9

The data set and descriptive statistics . . . . . . . . . . . . . . . . . . . . . 10

1.3.1

1.3.2

Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Skill measurement and investment

. . . . . . . . . . . . . . . . . . . 11

Econometric analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

1.4.1

1.4.2

1.4.3

1.4.4

Estimation strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Birth outcome estimation . . . . . . . .

. . . . . . . . . . . . . . . . 16

Selfproductivity between birth and 419 months . . . . . . . . . . . 18

Selfproductivity between 419 months and 2647 months . . . . . . 19

vii

Abilities at preschool age as predictors of grades at primary school age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Abilities at preschool age as predictors of social competencies at primary school age . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Abilities at primary school age as predictors of highertrack school attendance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

2.3.1

Policies to improve competence development . . . . . . . . . . . . . . . . . . 49

. . . . . . . . . . . 39

Further estimates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Abilities as predictors of competencies at school age

School achievement . . . . . . . . . . .

Social competencies

2

2.2

Econometric approaches . . . . . . . . . . . . . .

Econometric results

Early organic and psychosocial risk . . . . . . . . . . . . . . . . . . . . . . . 28

Early Life Adversity, Home Environment and Children’s Competence Development 23

Firstorder temporal correlation . . . . . . . . . . . . . . . . . . . . . 37

Home environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

2.3.2

2.3.3

2.3.4

2.3.5

2.4.1

2.4.2

2.4.3

2.5.1

. . . . . . . . . . . . . . . . . 36

. . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Conclusion of Chapter 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Cognitive, motor and noncognitive abilities . . . . . . . . . . . . . . 30

. . . . . . . . . . . . . 45

Competencies, home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Introduction to Chapter 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

2.1

2.4

Contents

Conclusion of Chapter 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Ability formation in the early life course . . . . . . . . . . . . . . . . . . . . 39

2.6

2.7

2.5.3

2.5.2

. . . . . . . . . . . . . . . . . . . . . . . . . . . 41

viii

1.5

2.5

2.3

4.4

Sample, variables and methods

5.3

5.3.1

4

3.3

Sample

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

Maternal Employment and Child Care Decision

Econometric framework

Abilities as predictors of children’s school achievement . . . . . . . . . . . . 61

Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Introduction to Chapter 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Fixed effects results

Contents

3.2

3.1

Crosssectional results . . . . . . . . . . .

5

5.2

4.5

5.1

3

5.3.4

5.3.3

5.4.1

5.4

5.4.2

5.3.2

Introduction to Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

. . . . . . . . . . . . . . . 95

. . . . . . . . . . . . . . . . . . . . . . . . . 85

Results of the health regression . . . . . . . . . . . . . . . . . . . . . . . . . 95

. . . . . . . . . . . . . . . . . . . . . . . . . . . 102

Conclusion of Chapter 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

79

4.2

4.1

4.3

3.5

3.4

Introduction to Chapter 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Conclusion of Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

The development of abilities . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Data: initial risk matrix, home resources and children’s achievement . . . . 55

Institutional setting and descriptive statistics . . . . . . . . . . . . . . . . . 67

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

64

Child and family characteristics . . . . . . . . . . . . . . . . . . . . . 90

Health measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

ix

Initial Risk Matrix, Home Resources, Ability Development and Chil dren’s Achievement 53

The intergenerational transmission of health . . . . . . . . . . . . . . . . . . 82

The Intergenerational Transmission of Health in Early Childhood

Econometric model . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

x

6

5.5

Conclusion of Chapter 5 . . . . . . . . . . . . . . . . . . . .

Contents

. . . . . . . . . 104

The Effect of Early Noncognitive Skills on Social Outcomes in Adoles cence 106

6.1

6.2

6.3

6.4

6.5

6.6

Introduction to Chapter 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Noncognitive skills and social outcomes

. . . . . . . . . . . . . . . . . . . . 110

Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

Empirical methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

Conclusion of Chapter 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

Conclusion

A Appendix for Chapter 1

B Appendix for Chapter 2

C Appendix for Chapter 4

D Appendix for Chapter 5

E Appendix for Chapter 6

Bibliography

Curriculum Vitae

Ehrenwörtliche Erklärung

129

132

141

146

149

156

168

xvii

xxii

List of Tables

2.1

2.2

2.3

2.4

2.5

2.6

2.7

2.8

2.9

3.1

3.2

3.3

4.1

4.2

5.1

5.2

Children’s abilities at 3 months and 11 years

. . . . . . . . . . . . . . . . . 32

H and Y in children aged 3 months and 11 years

Social competencies at the age of 8 years . . . . .

. . . . . . . . . . . . . . . 34

. . . . . . . . . . . . . . . 36

School grades at age 8 and secondary school attendance at age 10 . . . . . . 37

Firstorder temporal correlations . . . . . . . . . . . . . . . . . . . . . . . . 38

Econometric results for ability formation, IQ and P . . . . . . . . . . . . . . 43

The partial elasticity of preschool abilities and home resources for social competencies at school age (t= 8 years) . . . . . . . . . . . . . . . . . . . . 45

The partial elasticity of abilities int−1 and home resources intfor school grades at the age oft. . . . . . . . . . . . . . . . . . . . . . . . . 47= 8 years

Probit estimates for attending Gymnasium

. . . . . . . . . . . . . . . . . . 48

Firstorder temporal correlations in abilities and home resources . . . . . . 57

The partial elasticity ofHand the stock of abilities

. . . . . . . . . . . . . 59

Predicting grades in maths at the age of 8 and Gymnasium attendance after the age of 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Descriptive statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Kindergarten – average marginal effects

The crosssection samples . . . . . . . .

. . . . . . . . . . . . . . . . . . . . 75

. . . . . . . . . . . . . . . . . . . . 86

Descriptive statistics of children’s and parental health measures . . . . . . . 87

xi