The COVID-19 pandemic has had a dramatic impact on families’ lives because of the increased deman... more The COVID-19 pandemic has had a dramatic impact on families’ lives because of the increased demands of housework and childcare. Much of the additional burden has been shouldered by women. Yet, the rise in remote working also has the potential to increase paternal involvement in family life and thus to reduce gender role inequalities. This effect depends on the working arrangements of each partner, whether working remotely, at their usual workplace, or ceasing work altogether. Using two waves of an ad-hoc survey conducted in April and November 2020, we show that the time spent by women in domestic activities did not depend on their partners’ working arrangements. Conversely, men spent fewer hours helping with housework and home schooling when their partners were at home. Although men who worked remotely or did not work at all devoted more time to household activities during the second wave of COVID-19, the increased time they spent at home did not seem to lead to a reallocation of co...
In this study, we analyze the impact of attendance of formal early childcare on a number of non- ... more In this study, we analyze the impact of attendance of formal early childcare on a number of non- cognitive child outcomes, conditional on several socio-demographic characteristics of the household and the child. While several studies have explored the determinants of cognitive outcomes, in our analysis we focus on non-cognitive skills that were found to be important determinants of cognitive skills and of later life outcomes. Using a newly available data-set for Northern Italy on child care and child outcomes1, we consider the impact of attendance of formal childcare on non-cognitive outcomes, such as attitudes to schooling and social behavior, identified among children born in 2006 at the end of the first year of primary school. Using innovative empirical strategies to deal with endogeneity and imperfect measurement of non-cognitive outcomes, we show that attending an infant toddler center significantly improves school readiness and social interactions a few years later. Coherently...
The COVID-19 pandemic has had a dramatic impact on families’ lives because of the increased deman... more The COVID-19 pandemic has had a dramatic impact on families’ lives because of the increased demands of housework and childcare. Much of the additional burden has been shouldered by women. Yet, the rise in remote working also has the potential to increase paternal involvement in family life and thus to reduce gender role inequalities. This effect depends on the working arrangements of each partner, whether working remotely, at their usual workplace, or ceasing work altogether. Using two waves of an ad-hoc survey conducted in April and November 2020, we show that the time spent by women in domestic activities did not depend on their partners’ working arrangements. Conversely, men spent fewer hours helping with housework and home schooling when their partners were at home. Although men who worked remotely or did not work at all devoted more time to household activities during the second wave of COVID-19, the increased time they spent at home did not seem to lead to a reallocation of co...
In this study, we analyze the impact of attendance of formal early childcare on a number of non- ... more In this study, we analyze the impact of attendance of formal early childcare on a number of non- cognitive child outcomes, conditional on several socio-demographic characteristics of the household and the child. While several studies have explored the determinants of cognitive outcomes, in our analysis we focus on non-cognitive skills that were found to be important determinants of cognitive skills and of later life outcomes. Using a newly available data-set for Northern Italy on child care and child outcomes1, we consider the impact of attendance of formal childcare on non-cognitive outcomes, such as attitudes to schooling and social behavior, identified among children born in 2006 at the end of the first year of primary school. Using innovative empirical strategies to deal with endogeneity and imperfect measurement of non-cognitive outcomes, we show that attending an infant toddler center significantly improves school readiness and social interactions a few years later. Coherently...
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Papers by Daniela Del Boca