Age at preschool entrance and noncognitive skills before school: An instrumental variable approach

Author(s): Schlotter, Martin;
Date Issued: November, 2011
Publisher(s): Ifo-Institut fur Wirtschaftsforschung (Ifo Institute for Economic Research Munich)
Description: A study of the relationship of children's age at preschool entry to behavioral and socioemotional skills in the year prior to starting school in Germany, based on maternal reports collected at age 5 and 6 of children's date of preschool entry and children's assertiveness and ability to form friendships
show entire record ↓
Source: (Ifo Working Paper No. 112). Munich, Germany: Ifo-Institut fur Wirtschaftsforschung (Ifo Institute for Economic Research Munich). Retrieved November 15, 2011, from http://www.cesifo-group.de/portal/pls/portal/docs/1/1210553.PDF
Topics: Children & Child Development > Child Characteristics > Age

Children & Child Development > Child Development & School Readiness > Behavior/Social & Emotional Development/Socialization

International Child Care & Early Education > Single-Country Studies
Country: Germany
hide record ↑


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Effects of age at school entry (ASE) on the development of non-cognitive skills: Evidence from psychometric data Reports & Papers
Cognitive and non-cognitive peer effects in early education Reports & Papers
Preschool antecedents of internalizing problems in children beginning school: The role of social maladaptation Reports & Papers
Strengthening social and emotional competence in young children: The foundation for early school readiness and success: Incredible Years Classroom Social Skills and Problem-Solving curriculum Reports & Papers
Cognitive and noncognitive peer effects in early education Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate