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ABSTRACT
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.
Acknowledgements
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.
Disclosure statement
No potential conflict of interest was reported by the author.
Supplementary data
Supplementary Materials are available for this article which can be accessed via the online version of this journal available at https://doi.org/10.1080/00220388.2018.1499893