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Child Development in Parent-Child Interactions

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  • Avner Seror
Abstract
I present a model of child development that highlights the effect of parent-child interactions on the formation of skills. Through the parent’s affection, the child learns and builds mental representations of the self as loved and competent. These mental representations shape the child’s noncognitive skills and foster learning. I show that this model provides a unifying explanation for well-established evidence on child development. The model also sheds light on how early exposure to media devices can negatively impact skill acquisition. I discuss implications for the design of policies to reduce inequalities in child development.

Suggested Citation

  • Avner Seror, 2022. "Child Development in Parent-Child Interactions," Journal of Political Economy, University of Chicago Press, vol. 130(9), pages 2462-2499.
    • Handle: RePEc:ucp:jpolec:doi:10.1086/720398
    DOI: 10.1086/720398
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    Cited by:

    1. Chen, Yefeng & Yang, Wenyuan & Luo, Gansong & Luo, Jun, 2024. "Choosing tournament for children: Parenting style and information intervention," China Economic Review, Elsevier, vol. 85(C).
    2. Zhang, Haifeng & Zang, Lijun & Mao, Mingzhi & Guo, Jiqiang & Wang, Chunchao, 2023. "The externalities of preschool attendees in middle school classes," China Economic Review, Elsevier, vol. 77(C).
    3. Jorge Luis García & James J. Heckman, 2023. "Parenting Promotes Social Mobility Within and Across Generations," Annual Review of Economics, Annual Reviews, vol. 15(1), pages 349-388, September.
    4. Avner Seror, 2022. "The Priced Survey Methodology," Working Papers hal-03852682, HAL.

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