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Time Use, Inequality, and Child Well-Being

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Handbook of Child Well-Being

Abstract

This chapter offers an overview of the research on children’s time use as well as a description of the time diary, the prevailing methodology used to assess children’s time use around the world. Drawing on previous literature as well as author calculations from the 1997 Child Development Supplement to the Panel Study of Income Dynamics, the chapter details the activities that children do, both with their parents and on their own, that tend to be associated with children’s well-being. Two primary areas of examination are parents’ time with children and children’s time spent in organized/structured activities. Special attention is paid to variation in children’s activities by parental education as it is a key indicator of social inequalities. The last section of the chapter explores the most recent study designs that have sought to better understand how children’s time use patterns may have implications for their verbal development.

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Authors and Affiliations

  1. Department of Sociology, McDaniel College, 2 College Hill, Westminster, MD, 21157, USA

    Dr. Sara Raley

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  1. Dr. Sara Raley
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Correspondence to Sara Raley .

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Editors and Affiliations

  1. Paul Baerwald School of Social Work and The Hebrew University of Jerusalem, Jerusalem, Israel

    Asher Ben-Arieh

  2. Research Institute of Quality of Life, University of Girona, Girona, Spain

    Ferran Casas

  3. Department of Sociology and Human Geography, University of Oslo, Oslo, Norway

    Ivar Frønes

  4. Department of Anthropology, Case Western Reserve University, Cleveland, Ohio, USA

    Jill E. Korbin

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Raley, S. (2014). Time Use, Inequality, and Child Well-Being. In: Ben-Arieh, A., Casas, F., Frønes, I., Korbin, J. (eds) Handbook of Child Well-Being. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9063-8_35

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  • DOI: https://doi.org/10.1007/978-90-481-9063-8_35

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