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Non-cognitive abilities and pre-school: a case study for children in Brazil

In: Investigaciones de Economía de la Educación 11

Author

Listed:
  • Danielle Machado

    (Universidade Federal Fluminense)

  • João Ricardo Rodrigues Moreira

    (UFF)

Abstract

The objective is to investigate the effects of preschool on student proficiency and some socio-emotional skills. The intention is to understand the effects of preschool on cognitive and non-cognitive aspects. In Brazil, we do not have a lot of studies seeking to understand the influence of early childhood education in human development, especially from the point of view of non-cognitive and cognitive skills. The economic literature widely recognizes the importance of cognitive skills and, increasingly, non-cognitive in determining results in various health dimensions. Thus, this study aims to investigate how the preschool can influence these two groups of skills, which would be two channels through which early childhood education influences the success of individuals. Some questions motivate the development of this work, such as: if the Preschool is a crucial factor for good performance of students in a small city in the richest state of Brazil (Sertaozinho in São Paulo state)? Will students who attended early childhood education are different from students who did not at some personality attributes, such as self-control, locus of control and conscientiousness? We are going to use the “Prova Brasil” database from Ministry of Education for two years (2008 and 2012), which has student´s academic proficiency, and some non-cognitive measurement instruments applied in the schools of Sertãozinho collected in 2008, base in the Social Skills Rating System (SSRS), in the Big Five Inventory (BFI) and the Tel Aviv Locus of Control. With this longitudinal database, we are able to estimate the influence of non cognitive abilities in proficiency considering the school type (public or private) and also the educational trajectory (pre-school frequency).

Suggested Citation

  • Danielle Machado & João Ricardo Rodrigues Moreira, 2016. "Non-cognitive abilities and pre-school: a case study for children in Brazil," Investigaciones de Economía de la Educación volume 11, in: José Manuel Cordero Ferrera & Rosa Simancas Rodríguez (ed.), Investigaciones de Economía de la Educación 11, edition 1, volume 11, chapter 33, pages 605-618, Asociación de Economía de la Educación.
    • Handle: RePEc:aec:ieed11:11-33
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    References listed on IDEAS

    as
    1. Letícia Marteleto, 2004. "Desigualdade intergeracional de oportunidades educacionais: uma análise da matrícula e escolaridade das crianças brasileiras," Textos para Discussão Cedeplar-UFMG td242, Cedeplar, Universidade Federal de Minas Gerais.
    2. Martins, Pedro S., 2010. "Can Targeted, Non-Cognitive Skills Programs Improve Achievement? Evidence from EPIS," IZA Discussion Papers 5266, Institute of Labor Economics (IZA).
    3. James J. Heckman, 2008. "Schools, Skills, And Synapses," Economic Inquiry, Western Economic Association International, vol. 46(3), pages 289-324, July.
    4. James J. Heckman & Jora Stixrud & Sergio Urzua, 2006. "The Effects of Cognitive and Noncognitive Abilities on Labor Market Outcomes and Social Behavior," Journal of Labor Economics, University of Chicago Press, vol. 24(3), pages 411-482, July.
    5. Yona Rubinstein & James J. Heckman, 2001. "The Importance of Noncognitive Skills: Lessons from the GED Testing Program," American Economic Review, American Economic Association, vol. 91(2), pages 145-149, May.
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    More about this item

    Keywords

    Non-cognitive abilites; pre school education; proficiency;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • J13 - Labor and Demographic Economics - - Demographic Economics - - - Fertility; Family Planning; Child Care; Children; Youth
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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