Parenting skills and early childhood development: production function estimates from longitudinal data

We provide evidence on the importance of specific inputs for child cognitive skills by estimating alternative specifications of the early childhood production function, between birth and kindergarten. We identify a new input measure, parent–child interaction, which is both important for development and amenable to policy intervention because parenting skills can be taught. We find that the application of reading books and singing songs and sensitive and engaging parent–child interactions as early as 9 months of age have an important effect on reading among kindergarten children.