Long-term effects of early-life education intervention on children’s outcomes: Evidence from school consolidation in rural China

IF 4.6 Q2 MATERIALS SCIENCE, BIOMATERIALS
Anqi Chen , Yongyou Li
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引用次数: 0

Abstract

Government commitment to early-life education intervention has contributed to human capital accumulation and economic growth in developing countries. Using data from the China Family Panel Studies, we investigate the effects of the primary school consolidation program on children’s cognitive development and behavioral performance. Using a cohort difference-in-differences model, we find that rural children who experienced school consolidation performed better in cognitive tests and had higher levels of openness of the Big Five personality traits, but lower levels of extraversion. Further analysis suggests that early-life education intervention generates long-term effects. Those who experienced school consolidation had higher educational attainment, better occupational fit, and more consistent independent learning, but difficulties in interpersonal interaction. Our findings imply that early-life education intervention should pay more attention to the cultivation of socio-emotional abilities.

早期教育干预对儿童成果的长期影响:中国农村学校合并的证据
在发展中国家,政府对早期教育干预的承诺有助于人力资本积累和经济增长。利用中国家庭面板研究的数据,我们研究了小学合并项目对儿童认知发展和行为表现的影响。利用队列差分模型,我们发现经历过学校合并的农村儿童在认知测试中表现更好,大五人格特质中的开放性水平更高,但外向性水平较低。进一步分析表明,早期教育干预产生了长期效应。经历过学校合并的学生受教育程度更高,职业适应性更强,自主学习更稳定,但在人际交往方面存在困难。我们的研究结果表明,早期教育干预应更加注重社会情感能力的培养。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
ACS Applied Bio Materials
ACS Applied Bio Materials Chemistry-Chemistry (all)
CiteScore
9.40
自引率
2.10%
发文量
464
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