Construction of More Kindergartens and Children's Cognitive Performance:Theory and Empirical Evidence
We develop a theoretical model to analyze how the construction of more kindergartens af-fects families'decisions on their children's enrollment and children's development of future human capital.Leveraging on manually collected data and CFPS(China Family Panel Studies),we find that a nationwide kindergarten construction project in China results in an increase of 0.05σ-0.06σ in mathematics and Chi-nese scores for children aged 6-16.This can be attributed to the promoted cognitive and non-cognitive skills developed between ages 3 and 5 and an increased educational resources acquired in subsequent years.Additionally,attending kindergarten demonstrates a stronger correlation between early and later skill de-velopment.The benefit-cost ratio for this construction project is approximately 5.06.
pre-school educationkindergarten construction projectchildren's cognitive performance
万方数据
维普
