Relationship of Maternal Employment in Infancy and Parenting Practices to Child Development during the Preschool Years

다국어 초록 (Multilingual Abstract)

This paper investigates the associations between early maternal employment, parenting practices and the cognitive and socio-emotional development of preschool children. I use data from the Panel Study on Korean Children, a unique dataset in Korea that measures development of preschoolers with a rich set of family demographic characteristics. I find that a new mother working 7 to 12 months after birth has a negative association with a child’s peer interactions. It can be attributed to the fact that starting from 6~8 months, children feel highly anxious when they are separated from attachment figures. This result suggests that new mothers need to take parental leave or obtain a flexible work schedule in the second half of their child’s first year.
Parenting variables such as maternal depression, parenting stress, parenting styles and the quality of parent-child interactions are associated with various measures of a child’s cognitive and socio-emotional development. The level of parents’ education appears to be positively linked to the child’s vocabulary. This supports the possibility that effective parenting practices can suppress the positive relationships between parents’ education and a child’s cognitive skills. On the other hand, no firm link is apparent between the level of parental education and a child’s socio-emotional development. This implies that parent education programs need to reach parents who fall short of parenting skills rather than target those with lower education attainment.

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