Bibliografie tematiche / Social interaction in children

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Letteratura scientifica selezionata sul tema "Social interaction in children"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 29 luglio 2024

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Articoli di riviste sul tema "Social interaction in children"

الصميدعي, منيرة. "Social Interaction of Kindergarten Children." International Journal of Educational Sciences and Arts 2, no. 4 (2023): 10–41. http://dx.doi.org/10.59992/ijesa.2023.v2n4p1.

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Human beings are social creatures, and their existence is tied to their interactions with others, whether these interactions are positive or negative. One can devote much of their life to helping others, or live selfishly and prioritize their personal interests. Social interaction in any society is influenced by the psychological, social, and political conditions that the society experiences. The more a climate of warmth, empathy, and stability prevails, the more positive the relationships between individuals will be, and the opposite leads to negative relationships. Today, our Iraqi society n

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Donii, E. I. "Social Interactions of Gifted Children in Heterogeneous Environment." Psychological-Educational Studies 10, no. 3 (2018): 20–36. http://dx.doi.org/10.17759/psyedu.2018100303.

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The article studies the social interaction of gifted children with their peers. Understanding the educational environment and the nature of social interaction helps developing necessary interventions with the goal to make a gifted child adapted. The goal of the paper is the analysis of the foreign literature; representation of the results of empirical research of social status and social interaction of gifted children in elementary school hold in 2016 in Holland. The used instruments: sociometric questionnaire of Rodriguea and Morera; behavior analysis protocol OPINTEC-v.5. Out of eight partic

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Kamaruddin, Farah Adiba, Sharifah Nurul Fathiah Syed Zainudin, and Nurul Laili Asyikin Ahmad Shamsuddin. "The Use of Smartphones on Children Social Interaction." Journal of Education and Literacy Studies (JELS) 1, no. 1 (July 20, 2022): 26–31. http://dx.doi.org/10.37698/jels.v1i1.106.

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This study discusses the uses of smartphones on children that have a positive and negative impact on the development of children's social interaction. Today’s generation is also experienced significant lifestyle changes due to the influence of modern technology by today. Children in this century are less likely to interact with people around them because parents have revealed to children smartphones for daily use. This study aims to identify whether smartphones impact usage on social interactions over five years old and to identify the development of children's social interaction at home. This

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Pivorienė, Jolanta, and Shierly Angelina Sungkono. "Social practices in providing social services for families in Lithuania: day care centers approach." Acta Universitatis Lodziensis. Folia Sociologica, no. 71 (December 30, 2019): 31–39. http://dx.doi.org/10.18778/0208-600x.71.03.

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Despite the considerable number of scientific papers on the importance of interactions between social workers and children in world literature, there are only a few studies and scientific papers in Lithuania that focus on the experience of social workers to interact with vulnerable children. The aim of this article is therefore to analyze the methods of interacting social workers with vulnerable children in daycare centers. Two research questions were formulated: what are the most effective and the least effective methods of interacting with sensitive children in the Vilnius daycare centers. T

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Yang, Jhu-Ting, Ching-I. Chen, and Meng-Cong Zheng. "Elevating Children’s Play Experience: A Design Intervention to Enhance Children’s Social Interaction in Park Playgrounds." Sustainability 15, no. 8 (April 21, 2023): 6971. http://dx.doi.org/10.3390/su15086971.

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Peer interaction through play is one approach to stimulating preschool children’s growth. The outdoor playground facilities in parks are ideal places for children to practice their social skills. This study utilized nonparticipant observation to observe and record children’s play behaviors and interactions with others to ascertain whether outdoor playground facilities favor peer interaction. We summarized the design elements of peer-interaction-promoting playground facilities to optimize the facilities by determining the types of environments and facilities that trigger peer interaction. This

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Donii, E. I. "Social Interactions of Gifted Children in Homogeneous and Heterogeneous Environments." Современная зарубежная психология 7, no. 2 (2018): 60–69. http://dx.doi.org/10.17759/jmfp.2018070206.

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The question of social interaction of gifted children with their peers leads to a number of disputes among specialists in giftedness. It is known that such an interaction has a beneficial impact on the intellectual development and social growth, supports developing a various set of social skills and abilities. Generally, gifted children build good relations with their peers, especially in elementary school. At the same time, gifted children can feel neglected and not needed, have difficulties when establishing and monitoring the relations with their peers. Educational environment (homogeneous

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Fujiki, Martin, Bonnie Brinton, Ted Isaacson, and Connie Summers. "Social Behaviors of Children With Language Impairment on the Playground." Language, Speech, and Hearing Services in Schools 32, no. 2 (April 2001): 101–13. http://dx.doi.org/10.1044/0161-1461(2001/008).

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Purpose: This pilot study examined the social behaviors of children with language impairment (LI) and their typical peers on the playground. Method: Eight children with LI and their age-matched peers were videotape recorded for 45 minutes during morning and lunch recesses. Samples were divided into 5-second segments and coded according to the child’s behavior occurring during the segment. The behavior displayed during each interval was then coded into one of 37 subcategories. These subcategories were grouped into six general categories of (a) peer interaction, (b) adult interaction, (c) withdr

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Lee, Jaeryoung, and Taisuke Nagae. "Social Distance in Interactions between Children with Autism and Robots." Applied Sciences 11, no. 22 (November 9, 2021): 10520. http://dx.doi.org/10.3390/app112210520.

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The use of non-industrial robots, called service robots, is increasing in the welfare fields to meet the demand for robot therapy among individuals with autism. The more simple communication structures and repetitive behaviors of robots, compared to humans, make it easier for children with autism to interpret communication and respond appropriately. Interacting with a robot allows for social distance to be designed and maintained depending on a person’s social interaction needs. To simulate natural social interactions, robots need to perform social distance in some way. In the context of inter

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Suchyadi, Yudhie, Yulia Ambarsari, and Elly Sukmanasa. "ANALYSIS OF SOCIAL INTERACTION OF MENTALLY RETARDED CHILDREN." JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 2, no. 2 (December 2, 2018): 17–21. http://dx.doi.org/10.33751/jhss.v2i2.903.

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Differences in the characteritics of children with special needs will require the ability of teachers to combine various abilities and talents of each child, such as mentally retarded children who need communication like children in general. His developmental delays are often excluded from his playing enviranment, thus the need for good social interaction with mentally retarded children. Based on these problems, a study was conducted to describe the findings of social interaction in mentally retarded children in extraordinary school Mentari Kita. The research is a descriptive analysis with qua

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Nadlifah, Nadlifah. "Optimlisasi Kemampuan Interaksi Sosial Anak di PAUD Inklusi Ahsanu Amala Yogyakarta." Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini 1, no. 1 (January 5, 2017): 17–26. http://dx.doi.org/10.14421/jga.2016.11-02.

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Education is a social process that can't happen without interaction between individuals Learning is a personal and social proccess when the child is in touch with other children in building understanding and knowledge together. Generally, Early Childhood have a low social interactions skill. This is evidenced by the frequent fights with his friend and selfish. Similarly in general, children who have mental disorders such as children with autism, Down syndrome, the hearing impaired etc, has the low skill ability in social interaction and communication. children who have maximum social interacti

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Più fonti

Tesi sul tema "Social interaction in children"

Dodge, Cynthia Lynne. "Increasing social interaction in socially isolated preschool children." Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/502.

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The purpose of this study was to improve social interaction and peer acceptance in socially isolated pre school children. It investigated whether children's stories a lone, and children' s stories paired with instrument playing led to improved peer ratings and an increase in social interaction during the following s mall group and large group free play periods . The subjects consisted of two groups of three children aged 3 - 5 years old . The study was conducted at two licensed preschools Monday through Friday in activity rooms. The children were selected on the basis of having the lowest scor

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Wier, Anne Thayer. "Altering socially rejected pre-kindergartners' social status and social behavior : an intervention strategy /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008467.

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Harrison, James Ray. "Social hypervigilance in abused children." Thesis, University of North Texas, 1985. https://digital.library.unt.edu/ark:/67531/metadc798431/.

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One characteristic of abused children that is often observed but not yet empirically examined is social hypervigilance. In this study, 20 abused and 20 distressed children were compared using WISC-R subtests, two measures of locus of control and need for attention.

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Hoyle, Sally G. "Stability and change in social relations of children with and without learning disabilities : social status, social networks, perceived social competence, social cognition, behavior problems, and ecological factors /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487322984315161.

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Klaiman, Cheryl M. "Distangling social from non-social attention in young children with autism and developmental delays." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28061.

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The Fagan Test of Infant Intelligence (FTII; Fagan, 1987), the Early Social Communication Scale (ESCS; Seibert et al., 1982) and the Test of Orienting Preferences (TOP), an attention task designed for this study, were used to examine social versus nonsocial attention in children with autism and developmental disorders (n = 18). The Childhood Autism Rating Scale (CARS; Schopler, Reichler, & Renner, 1986) was used as a continuous diagnostic measure in order to correlate performance on the measures with the severity of autism. On the FTII, as autistic symptomatology increased, the percent of time

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Carrillo, Sonia. "Father-child interaction and its relation to children's interactions with peers /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Choi, Hyun-Jin. "Peer training for improved social interaction in children with autism /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18996.pdf.

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Galliger, Courtney C. "NAUGHTY OR NICE: SOCIAL INTERACTION ON THE SCHOOL BUS." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1148236809.

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Farr, William John. "Tangible user interfaces and social interaction in children with autism." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/6962/.

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Tangible User Interfaces (TUIs) offer the potential for new modes of social interaction for children with Autism Spectrum Conditions (ASC). Familiar objects that are embedded with digital technology may help children with autism understand the actions of others by providing feedback that is logical and predictable. Objects that move, playback sound or create sound – thus repeating programmed effects – offer an exciting way for children to investigate objects and their effects. This thesis presents three studies of children with autism interacting with objects augmented with digital technology.

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Gross, H. "Social interaction and play in the deaf nursery school." Thesis, University of Nottingham, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380087.

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Libri sul tema "Social interaction in children"

Howes, Carollee. Peer interaction of young children. Chicago: University of Chicago Press, for the Society for Research in Child Development, 1988.

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Howes, Carollee. Peer interaction of young children. [Chicago: published for the Society for Research in Child Development by Chicago University Press, 1988.

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Hourcade, Juan Pablo. Interaction design and children. Boston: Now Publishers, 2008.

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Gina, Conti-Ramsden, ed. Language development and social interaction in blind children. Hove, East Sussex, UK: Psychology Press, 1999.

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1960-, Roe João, ed. Children with visual impairments: Social interaction, language and learning. London: Routledge, 1998.

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T, Winegar Lucien, ed. Social interaction and the development of children's understanding. Norwood, N.J: Ablex Pub. Corp., 1989.

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M, Diaz Rafael, and Berk Laura E, eds. Private speech: From social interaction to self-regulation. Hillsdale, N.J: L. Erlbaum, 1992.

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Wootton, Anthony J. Interaction and the development of mind. Cambridge: Cambridge University Press, 1997.

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Renaud, Jean-Pierre, and Maison Dupont. Siblings: Social adjustments, interaction, and family dynamics. Hauppauge, N.Y: Nova Science Publisher's, 2012.

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M, José Arturo Muñoz. La interacción social puede modificarse. Bogotá, D.E: Universidad Pedagógica Nacional, Centro de Investigaciones, 1986.

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Capitoli di libri sul tema "Social interaction in children"

Goulart, Christiane, Carlos Valadão, Vinícius Binotte, Alvaro Favaratto, Douglas Funayama, Eliete Caldeira, and Teodiano Bastos-Filho. "Social Robot for Interaction with Children." In XXVI Brazilian Congress on Biomedical Engineering, 711–15. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2119-1_109.

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Nur, Maulida, and Ira Anggraeni. "How Early Children Understand Diversity in Social Interaction." In Advances in Social Science, Education and Humanities Research, 1013–20. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-114-2_93.

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Poppe, Ronald, Robby van Delden, Alejandro Moreno, and Dennis Reidsma. "Interactive Playgrounds for Children." In Gaming Media and Social Effects, 99–118. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-4560-96-2_5.

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Valentine, Stephanie, Angelica Leyva-McMurtry, Katya Borgos-Rodriguez, and Tracy Hammond. "The Digital Sash: A Sketch-Based Badge System in a Social Network for Children." In Human–Computer Interaction Series, 179–89. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31193-7_12.

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Shahab, M., M. Mokhtari, S. A. Miryazdi, S. Ahmadi, M. M. Mohebati, M. Sohrabipour, O. Amiri, et al. "A Tablet-Based Lexicon Application for Robot-Aided Educational Interaction of Children with Dyslexia." In Social Robotics, 344–54. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-8718-4_30.

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Yang, Chulin, and Stephen Jia Wang. "Sandtime: A Tangible Interaction Featured Gaming Installation to Encourage Social Interaction Among Children." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 137–44. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55834-9_16.

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Dodge, Kenneth A. "Facets of Social Interaction and the Assessment of Social Competence in Children." In Children’s Peer Relations: Issues in Assessment and Intervention, 3–22. New York, NY: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-6325-5_1.

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Adams, Andra, and Peter Robinson. "An Android Head for Social-Emotional Intervention for Children with Autism Spectrum Conditions." In Affective Computing and Intelligent Interaction, 183–90. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24571-8_19.

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Bae, Eun Young, Gahye Song, and Seunggon Jeong. "Addressee Honorifics as an Interactional Resource for Socialization in Korean Adult–Child Interaction." In Exploring Korean Politeness Across Online and Offline Interactions, 55–89. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-50698-7_4.

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AbstractThis study examines how addressee honorifics, recognized as an index of deference and respect, are utilized as an interactional resource for socialization in Korean adult–child interaction. This study analyzes 62 instances of adults’ use of Korean addressee honorific utterances to children collected from video recordings of five different families using multimodal discourse analytic and language socialization frameworks. The study identifies three major environments where addressee honorification serves as a tool for socializing children into socio-moral values of Korean society: a) giving compliments, b) showing gratitude, and c) issuing directives. In these interactional environments, addressee honorification is used alongside semiotic resources to evaluate children’s behaviors and draw attention to the action and content of honorific utterances. The analysis of status-incongruent and creative or performative uses of adults’ addressee honorifics further demonstrates that honorifics, which are sometimes employed for politeness and deference toward addressees, do also serve as resources for fostering social awareness, social responsiveness, and courtesy in children. This may contribute to children becoming competent members of Korean society who think, feel, and act in accordance with Korean cultural norms and expectations.

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Kotrschal, Kurt. "Integrative commentary I: Do companion animals support social, emotional, and cognitive development of children?" In The social neuroscience of human-animal interaction., 73–86. Washington: American Psychological Association, 2016. http://dx.doi.org/10.1037/14856-005.

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Atti di convegni sul tema "Social interaction in children"

Manikutty, Gayathri, Nagarajan Akshay, Shruti C. M., Radhika Shetty, Mukil M. V., and Rao R. Bhavani. "Social making." In IDC '20: Interaction Design and Children. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3397617.3397834.

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Ptakauskaite, Nora, Priscilla Chueng-Nainby, and Helen Pain. "Supporting Social Innovation in Children." In IDC '16: Interaction Design and Children. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2930674.2935980.

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Chiou, Yan-Ming, Tia Barnes, Chrystalla Mouza, and Chien-Chung Shen. "Social robot teaches cybersecurity." In IDC '20: Interaction Design and Children. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3397617.3397824.

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Bar-El, David, Oren Zuckerman, and Yaron Shlomi. "Social Competence and STEM." In IDC '16: Interaction Design and Children. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2930674.2936005.

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Pantoja, Luiza Superti, Kyle Diederich, Liam Crawford, and Juan Pablo Hourcade. "Voice Agents Supporting High-Quality Social Play." In IDC '19: Interaction Design and Children. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3311927.3323151.

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van Ewijk, Gijs, Matthijs Smakman, and Elly A. Konijn. "Teachers' perspectives on social robots in education." In IDC '20: Interaction Design and Children. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3392063.3394397.

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Jamal, Saad, Meher Fatima Zaidi, Suleman Shahid, and Mehr-un-Nisa Arif Kitchlew. "Eliciting social biases in children using tangible games." In IDC '18: Interaction Design and Children. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3202185.3210789.

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Hope Currin, Flannery, Kyle Diederich, Kaitlyn Blasi, Allyson Dale Schmidt, Holly David, Kerry Peterman, and Juan Pablo Hourcade. "Supporting Shy Preschool Children in Joining Social Play." In IDC '21: Interaction Design and Children. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3459990.3460729.

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Andries, Valentina, and Judy Robertson. "Designing Social Play to Support Young Hospitalised Children." In IDC '19: Interaction Design and Children. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3311927.3325317.

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Tolksdorf, Nils F., Fanziska E. Viertel, Camilla E. Crawshaw, and Katharina J. Rohlfing. "Do Shy Children Keep more Distance from a Social Robot? Exploring Shy Children’s Proxemics with a Social Robot or a Human." In IDC '21: Interaction Design and Children. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3459990.3465181.

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Rapporti di organizzazioni sul tema "Social interaction in children"

Bobba, Matteo, and Jérémie Gignoux. Policy-Induced Social Interactions and Schooling Decisions. Inter-American Development Bank, December 2011. http://dx.doi.org/10.18235/0011367.

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This paper considers a conditional cash transfer program targeting poor households in small rural villages and studies the effects of the geographic proximity between villages on individual enrollment decisions. Exploiting variations in the treatment status across contiguous villages generated by the randomized evaluation design, the paper finds that the additional effect stemming from the density of neighboring recipients amounts to roughly one third of the direct effect of program receipt. Importantly, these spatial externalities are concentrated among children from beneficiary households. T

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Zhang, Hui. A systematic review of factors influencing immigrant parents' service choices for children with ASD. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2022. http://dx.doi.org/10.37766/inplasy2022.10.0019.

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Review question / Objective: What main concerns/factors influenced immigrant parents when deciding on an intervention, service, or agency? Condition being studied: The systematic review aims at understanding immigrant parents' service choices for their children with the diagnosis of ASD(autism spectrum disorder), which is a complex neurobehavioral disorder characterized by impairment in reciprocal social interaction, impairment in communication, and the presence of repetitive and stereotypic patterns of behaviors, interests, and activities developmental disability.

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Kittana, Monia, Asma Ahmadani, Keith Williams, and Amita Attlee. Nutritional status and feeding behavior of children with autism spectrum disorder in the Middle East and North Africa Region: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2023. http://dx.doi.org/10.37766/inplasy2023.1.0066.

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Review question / Objective: To elucidate the literature available regarding the nutritional status and feeding behavior in children with Autism Spectrum Disorder (ASD) in Middle East and North Africa (MENA) region. Condition being studied: Autism spectrum disorder (ASD), a neurodevelopmental condition characterized by persistent challenges in social interaction, speech, nonverbal communication, and repetitive/restrictive behavior. Eligibility criteria: Children from the MENA region diagnosed with ASD, of both genders, ages 2-19 years. Outcomes reporting either anthropometrics, serum nutrient

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Kolesova, N. A. Educational and methodological manual for teachers of preschool educational organizations "Elements of fairy-tale therapy in the socio-communicative development of older preschool children". Sib-expertise, February 2022. http://dx.doi.org/10.12731/er0532.03022022.

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The textbook emphasizes the relevance of the problem of the socio-communicative development of children of older preschool age. The manual consists of two chapters: the first chapter reveals general approaches and features of using elements of fairy-tale therapy in working with children of older preschool age to form their socio-personal competencies, describes the features of perceptions of preschool-age children when reading tales into their hearing, and also reveals the use of elements of fairy-tale therapy in pedagogical measures for the socio-communicative and speech development of older

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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the

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Berlinski, Samuel. Helping Struggling Students and Benefiting All: Peer Effects in Primary Education. Inter-American Development Bank, May 2022. http://dx.doi.org/10.18235/0004268.

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We exploit the randomized evaluation of a remedying education intervention that improved the reading skills of low-performing third grade students in Colombia, to study whether providing educational support to low-achieving students affects the academic performance of their higher-achieving classmates. We find that the test scores of non-treated children in treatment schools increased by 0.108 of a standard deviation compared to similar children in control schools. We interpret the reduced-form effect on higher-achieving students as a spillover effect within treated schools. We then estimate a

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Saffer, Henry. The Demand for Social Interaction. Cambridge, MA: National Bureau of Economic Research, December 2005. http://dx.doi.org/10.3386/w11881.

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Hong, Harrison, Jeffrey Kubik, and Jeremy Stein. Social Interaction and Stock-Market Participation. Cambridge, MA: National Bureau of Economic Research, July 2001. http://dx.doi.org/10.3386/w8358.

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Ogwuike, Clinton Obinna, and Chimere Iheonu. Stakeholder Perspectives on Improving Educational Outcomes in Enugu State. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/034.

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Education remains crucial for socioeconomic development and is linked to improved quality of life. In Nigeria, basic education has remained poor and is characterised by unhealthy attributes, including low quality infrastructure and a lack of effective management of primary and secondary schools. Access to education is a massive issue—according to the United Nations, there are currently about 10.5 million out of school children in Nigeria, and 1 in every 5 of the world’s out-of-school-children lives in Nigeria despite the fact that primary education in Nigeria is free. A considerable divide exi

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Haushofer, Johannes, Magdalena Larreboure, Sara Lowes, and Leon Mait. Cash Transfers and Social Preferences of Children. Cambridge, MA: National Bureau of Economic Research, September 2023. http://dx.doi.org/10.3386/w31720.

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