BECE. Newsletter 

Vol.11, No.2, 2022 1537 

 

 

 

 

The Influence of Grandparenting at the Preschool 

Stage on Human Capital Accumulation of Junior 

Secondary Students: An Empirical Analysis Based 

on the CEPS Data 

By Hu, N. Y., & Ning, M. X. 
Correspondence to: Manxiu Ning, Fujian Agriculture and Forestry University, 

China. E-mail: njauyeying@yahoo.com.cn 

HE quality of family rearing in the preschool stage plays an important 

role in the accumulation of individuals’ human capital. This study (pub-

lished in Studies in Preschool Education) selected data from the China Edu-

cation Panel Survey (CEPS) in the 2013-2014 academic year to examine the 

effects of preschool grandparenting on the cognitive and non-cognitive abil-

ity development of junior secondary students using a propensity score match-

ing method. 

The findings of the study are as follows: 

 Preschool grandparenting considerably promotes cognitive ability of 

junior secondary students, but significantly inhibited their non-

cognitive ability growth. 

 In terms of urban-rural heterogeneity, preschool parenting has no 

significant facilitative effect on cognitive ability of rural junior sec-

ondary students, but considerably facilitates cognitive ability devel-

opment of their urban peers. From the standpoint of family econom-

ic status, preschool grandparenting has no significant effect on cog-

nitive and non-cognitive ability of junior secondary students from 

impoverished families; it has a considerable positive effect on cogni-

tive ability of junior secondary students from non-impoverished 

families, but a significant inhibitory effect on their non-cognitive 

ability.   

Based on the above findings, the study offers the following policy im-

plications. 

First, from the family’s perspective, grandparenting in the preschool 

years may impede individual human capital accumulation in some respects, 

but the overall positive role of grandparents in the long-term development of 

their grandparents should not be negated. Parents should recognize their own 

essential role in their children's development, increase their awareness of 

companionship, pay attention to communication with their children, and fo-

T 

mailto:njauyeying@yahoo.com.cn


 

Vol.11, No.2, 2022 1538 

cus on developing their non-cognitive abilities in life practice. Meantime, 

grandparents should be encouraged to improve their ability in rearing, update 

their concepts of education in time, and place a premium on non-cognitive 

ability development of grandchildren.  

Second, the government should invest more in the construction of 

public care institutions so that official nursery service can play a good com-

plementary role to family care. It should also encourage the development of 

nonprofit childcare institutions and tap the potential of the nonprofit sector in 

providing childcare service. 

Finally, school education should be given full play in improving hu-

man capital accumulation of students from rural areas and poor families, so 

as to offset the negative effects of preschool grandparenting on junior sec-

ondary students. At the same time, the development of non-cognitive skills 

should be incorporated into the teaching and learning process to boost the 

comprehensive and lasting competitiveness of junior secondary students in 

the future labor market. 

 

Source: Studies in Preschool Education, 2022; 2022(5):44-56.