Socioeconomic gradients in child development: Evidence from a Chilean longitudinal study 2010-2017

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dc.contributor.authorAbufhele, Alejandra
dc.contributor.authorContreras, Dante
dc.contributor.authorPuentes, Esteban
dc.contributor.authorTelias, Amanda
dc.contributor.authorValdebenito, Natalia
dc.date.accessioned2025-01-20T21:04:59Z
dc.date.available2025-01-20T21:04:59Z
dc.date.issued2022
dc.description.abstractEmpirical evidence shows that lack of resources during infancy and the process of accumulating disadvantages throughout childhood have important consequences for cognitive and socio-emotional development. This paper examines socioeconomic gradients across language and socio-emotional measures. Using longitudinal data from 7-year, three-wave panel data, we study the patterns of socioeconomic status and child development in Chile and estimate how much of the wealth gap can be explained by different mediators like maternal educational and skills, child attendance of preschool and school, possession of books, or domestic violence indicators. We show that there are strong associations between household wealth and child development, and that, as the child grows, the gap between the most extreme quintiles of the distribution, both in cognitive and socio-emotional skills, persists but decreases in magnitude. Taking advantage of the longitudinal nature of the data, we calculate a permanent skill for each child and each skill dimension in this 7-year period. The analysis for the permanent component shows that wealth gaps are important to determine language, but not socio-emotional skills, and that the gap is larger for girls than for boys in the early childhood period. While mediators account for some of the associations, there is still a large socioeconomic gap that persists in receptive language among children. The most important factors that mediate the wealth gaps are inherited from maternal characteristics. By understanding the dynamism of social and cognitive vulnerability experienced during childhood and employing longitudinal data and methods, this study contributes to and extends the existing literature on socioeconomic gaps and child development in the Latin American context.
dc.fuente.origenWOS
dc.identifier.doi10.1016/j.alcr.2021.100451
dc.identifier.eissn1879-6974
dc.identifier.issn1569-4909
dc.identifier.urihttps://doi.org/10.1016/j.alcr.2021.100451
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/93276
dc.identifier.wosidWOS:000816054600001
dc.language.isoen
dc.revistaAdvances in life course research
dc.rightsacceso restringido
dc.subjectWealth gradients
dc.subjectEarly child development
dc.subjectMediators
dc.subjectLanguage skills
dc.subjectSocio-emotional skills
dc.subject.ods01 No Poverty
dc.subject.ods02 Zero Hunger
dc.subject.ods03 Good Health and Well-being
dc.subject.odspa01 Fin de la pobreza
dc.subject.odspa02 Hambre cero
dc.subject.odspa03 Salud y bienestar
dc.titleSocioeconomic gradients in child development: Evidence from a Chilean longitudinal study 2010-2017
dc.typeartículo
dc.volumen52
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
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