Desarrollo infantil en Uruguay: una aproximación a sus determinantes
No. 83 (2019-07-01)Autor/a(es/as)
-
Elisa Failache
-
Noemí Katzkowicz
Resumen
El análisis del desarrollo infantil ha cobrado suma relevancia en los últimos años por la influencia que presenta a lo largo del ciclo de vida de las personas. Este artículo pretende aportar evidencia sobre la situación de la primera infancia en Uruguay analizando sus características y determinantes. Para llevar a cabo dicho estudio, se realiza una caracterización de la primera infancia y se aplican distintos modelos econométricos para evaluar los determinantes del desarrollo infantil. Para ello se utilizan los test ASQ-3 y CBCL relevados por la Encuesta Nacional de Desarrollo Infantil y Salud. Se observa, en términos generales, qué características de los niños y socioeconómicas de los hogares, variables referentes a las madres durante el embarazo y a los recién nacidos y prácticas de crianza, tienen un efecto positivo en el desarrollo. Políticas orientadas a la primera infancia son fundamentales para contribuir a un adecuado desarrollo infantil.
Referencias
Achenbach, T. M., & Rescorla, L. A. (2000). Manual for the ASEBA preschool forms & profiles. Burlington, VT: University of Vermont, Department of Psychiatry. Recuperado de https://www.researchgate.net/publication/243771256_Manual_for_the_ASEBA_Preschool_forms_profiles.
Baker-Henningham, H., & López-Boo, F. (2010). Early childhood stimulation interventions in developing countries: A comprehensive literature review. IZA DP. 5282. Recuperado de http://ftp.iza.org/dp5282.pdf.
.Biroli, P., Del Boca, D., Heckman, J. J., Heckman, L. P., Koh, Y. K., Kuperman, S., Moktan, S., Pronzato, C. D., & Ziff, A. (2017). Evaluation of the reggio approach to early education. National Bureau of Economics Research, Working Paper, No. 23390.
Cabella, W. (2015). Informe final. Encuesta Nacional de Salud, Nutrición y Desarrollo Infantil. Integrantes del Grupo de Estudios de Familia: Cabella, W., De Rosa, M., Failache, E., Fitermann, P., Katzkowicz, N., Medina, M., Mila, J., Nathan, M., Nocetto, A., Pardo, I., Perazzo, I., Salas, G., Salmentón, M., Severi, C., y Vigorito, A. Recuperado de http://www.ine.gub.uy/documents/10181/35704/salud%2C+nutrici%C3%93N+Y+desarrollo+en+la+primera+infancia+en+uruguay+primeros+resultados+de+la+endis/7be3f504-ebb9-4427-bb5d-cb4d9f242a7b.
Campbell, F. A., Pungello, E. P., Miller-Johnson, S., Burchinal, M., & Ramey, C. T. (2011). The development of cognitive and academic abilities: Growth curves from an early childhood educational experiment. Developmental Psychology, 37(2), 231-242.
Cawley, J., & Spiess, C. (2008). Obesity and skill attainment in early childhood. Economics & Human Biology, Elsevier, 6(3), 388-397.
Cunha, F., Heckman, J. J., & Lochner, L. (2006). Interpreting the evidence on life cycle skill formation. Handbook of the Economics of Education, Elsevier.
Cunha, F., Heckman, J. J., & Schennach, S. (2010). Estimating the technology of cognitive and noncognitive skill formation. Econometrica, 78(3), 883-931.
.Dhuey, E., Figlio, D., Karbownik, K., & Roth, J. (2017). School starting age and cognitive development. National Bureau of Economic Research. Working Paper, No. 23660.
Di Cesare, M., & Sabates, R. (2017). Access to antenatal care and children’s cognitive development: A comparative analysis in Ethiopia, Peru, Vietnam and India. International Journal in Public Health, 58(3), 459-467.
Elango, S., García, J. L., Heckman, J., & Hojman, A. (2015). Early childhood education. National Bureau of Economic Research, Working Papers, No. 21766.
Felfe, C., & Lalive, R. (2014). Does early child care help or hurt children’s development? IZA Discussion Paper, No. 8484.
Fletcher, J., & Wolfe, B. (2016). The importance of family income in the formation and evolution of non-cognitive skills in childhood. National Bureau of Economic Research, Working Paper, No. 22168.
Golberstein, E., Gonzales, G., & Meara, E. (2016). Economic conditions and children’s mental health. National Bureau of Economic Research, Working Paper, No. 22459.
Heckman, J. (1995). Lessons from the bell curve. Journal of Political Economy, 103(51), 1051-1120.
Heckman, J. (2000). Policies to foster human capital. Research in Economics, 54(1), 3-56.
Heckman, J. (2007). The economics, technology, and neuroscience of human capability formation. Proc. Natl. Acad. Sci. USA, 104, 13250-13255.
Heckman, J., & Carneiro, P. (2003). Human capital policy. National Bureau of Economic Research, Working Paper, No. 9495.
Heckman, J., Sisxturd, J., & Urzúa, S. (2006). The effects of cognitive and noncognitive abilities on labor market outcomes and social behavior. Journal of Labor Economics, 24(7), 411-482.
Heckman, J., & Conti, G. (2012). The economics of child well-being. National Bureau of Economic Research, Working Paper, No. 18466.
Heckman, J., & Kautz, T. (2013). Fostering and measuring skills: Interventions that improve character and cognition. National Bureau of Economic Research, Working Paper, No. 19656.
Heckman, J., Pinto, R., & Savelyev, P. (2013). Understanding the mechanisms through which an influential early childhood program boosted adult outcomes. The American Economic Review, 103(6), 2052-2086.
Juhn, C., Rubinstein, Y., & Zuppann, A. (2015). The quantity-quality trade-off and the formation of cognitive and non-cognitive skills. National Bureau of Economic Research, Working Paper, No. 21824.
Katzkowicz, N., & Querejeta, M. (2017). Asistencia temprana a centros de cuidado y desarrollo infantil. Evidencia para Uruguay. Comisión Sectorial de Investigación Científica-Proyectos Iniciación a la Investigación, Universidad de la República Uruguay (en revisión).
Kottelenber, M., & Lehrer, S. (2017). Does Quebec’s subsidized child care policy give boys and girls an equal start? National Bureau of Economic Research, Working Paper, No. 23259.
Loeb, S., Bridges, M., Bassok, D., Fuller, B., & Rumberger, R. (2007). How much is too much? The influence of preschool centers on children’s social and cognitive development. Economics of Education Review, 26(1), 52-66.
National Scientific Council on the Developing Child. (2007). The science of early childhood development. Recuperado de http://developingchild.net.
Nores, M., & Barnett, S. (2010). Benefits of early childhood interventions across the world: (Under) Investing in the very young. Economics of Education Review, 29(2), 271-282.
Salas, G. (2016). Essays on equality of opportunity and public policy (tesis doctoral). Universidad Autónoma de Barcelona. Departamento de Economía Aplicada. Recuperado de https://ddd.uab.cat/pub/tesis/2016/hdl_10803_400568/gosa1de1.pdf.
Sánchez, A. (2017). The structural relation between early nutrition, cognitive skills and non cognitive skills in four developing countries. Journal of Economics and Biology, 27(Part A), 33-54.
Squire, J., Twombly, E., Bricker, D., & Potter, L. (2009). ASQ-3: User’s guide. Baltimore: Paul H. Brookes Publishing Co. Recuperado de http://archive.brookespublishing.com/documents/asq-3-technical-report.pdf.
Urzúa, S., & Veramendi, G. (2011). The impact of out-of-home childcare centers on early childhood development. IDB Working Paper Series, No. 240.
Wooldrige. (2001). Econometric analysis of cross section and panel data. London: The MIT Press. Recuperado de https://mitpress.mit.edu/books/econometric-analysis-cross-section-and-panel-data-second-edition.