Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/73763
Authors: 
Schlotter, Martin
Year of Publication: 
2011
Series/Report no.: 
Ifo Working Paper 112
Abstract: 
We estimate the effect of age at preschool entrance on crucial noncognitive skills in theyear before school starts. Using an instrumental variable approach and exploiting cut-offdates for the time at preschool entrance we find that children entering preschool earlierin life have better noncognitive skills in terms of being more assertive and being moreable to form friendships. Hence, our results offer general empirical evidence for thenon-linearity in the skill formation process. Moreover they show that entering preschoolat an early age is an important prerequisite for the development of social schoolreadiness.
Subjects: 
Preschool
noncognitive skills
instrumental variables
entrance effects
JEL: 
I20
J13
J24
Document Type: 
Working Paper

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