Early maternal employment and children's vocabulary and inductive reasoning ability : a dynamic approach

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Kühhirt, Michael and Klein, Markus (2018) Early maternal employment and children's vocabulary and inductive reasoning ability : a dynamic approach. Child Development, 89 (2). e91-e106. ISSN 0009-3920 (https://doi.org/10.1111/cdev.12796)

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Abstract

This study investigates the relationship between early maternal employment history and children’s vocabulary and inductive reasoning ability at age 5, drawing on longitudinal information on 2,200 children from the Growing Up in Scotland data. Prior research rarely addresses dynamics in maternal employment and the methodological ramifications of time-variant confounding. The present study proposes various measures to capture duration, timing, and stability of early maternal employment and uses inverse probability of treatment weighting to control for time-variant confounders that may partially mediate the effect of maternal employment on cognitive scores. The findings suggest only modest differences in the above ability measures between children with similar observed covariate history but who have been exposed to very different patterns of early maternal employment.

ORCID iDs

Kühhirt, Michael and Klein, Markus ORCID logoORCID: https://orcid.org/0000-0003-1195-8938;
  • Item type:Article
    ID code:58898
    Dates:
    Date
    Event
    31 March 2018
    Published
    6 April 2017
    Published Online
    2 November 2016
    Accepted
    Notes:This is the peer reviewed version of the following article: Kühhirt, M., & Klein, M. (2016). Early maternal employment and children's vocabulary and inductive reasoning ability : a dynamic approach. Child Development., which has been published in final form at http://onlinelibrary.wiley.com/wol1/doi/10.1111/cdev.12796/full. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.
    Subjects:Education > Special aspects of education
    Department:Faculty of Humanities and Social Sciences (HaSS) > Strathclyde Institute of Education > Education
    Depositing user: Pure Administrator
    Date deposited:30 Nov 2016 15:23
    Last modified:20 Dec 2024 01:30
    URI:https://strathprints.strath.ac.uk/id/eprint/58898
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