One out of every three children under the age of 5 in developing countries lives in an environment that impedes human capital development. Children growing up in resource-poor settings are at an increased risk of early developmental delay due to risk factors such as being in environments that lack cognitive stimulation, nutrition, or care in the home environment. Given that early developmental deficits are difficult to reverse later in life, such deficits are key drivers of inequality and impediments for intergenerational mobility. This policy brief reviews this problem and then proposes a design of cost-effective, scalable, and sustainable parental training programs (focusing on psychosocial stimulation for young children) as a global strategy to improve the developmental opportunities of children before they reach the age of 5 in developing countries, to remediate social inequalities, and to boost long-term economic development. We present concrete policy recommendations for the implementation of such programs at scale.

We study the effect of a victimization narrative on national identity and public opinion in China experimentally. Previous research has suggested that governments can shape public opinion by guiding citizens’ collective memories of historical events, but few studies have established a clear causal link. By conducting an online survey experiment among 1890 urban Chinese citizens, we examine the causal impact of historical narratives on political attitudes. We find that, compared to control conditions, a narrative focusing on China’s humiliating past in the late Qing significantly reinforces respondents’ attachment to the victim side of the Chinese national identity, raises suspicion of the intention of foreign governments in international disputes, stimulates preference for more hawkish foreign policies, and strengthens support for China’s current political system. These effects are particularly strong among respondents without a college degree.

Significance
One fundamental issue in economic, psychological, and social sciences is whether and how much income truly brings happiness. This paper draws on twins data to examine whether income indeed affects happiness and estimates the size of such an effect. We control for unobserved genetic factors that may impact both income and happiness using identical twins, address measurement error bias, and conduct a series of robustness checks. Income has a much larger effect than previous estimates: doubling income boosts the four-scale happiness value by 0.26 scales or 0.37 SDs. Heterogeneity analyses suggest that income matters most for males and the middle-aged. Our findings emphasize the importance of income maintenance for individuals’ well-being.

Abstract
We estimate the causal effect of income on happiness using a unique dataset of Chinese twins. This allows us to address omitted variable bias and measurement errors. Our findings show that individual income has a large positive effect on happiness, with a doubling of income resulting in an increase of 0.26 scales or 0.37 SDs in the four-scale happiness measure. We also find that income matters most for males and the middle-aged. Our results highlight the importance of accounting for various biases when studying the relationship between socioeconomic status and subjective well-being.

This study utilizes semi-structured interviews to explore the status quo of teacher training of rural and urban public primary school teachers in Henan Province China. Our findings showed that both rural and urban teachers had very limited training opportunities available to them. Most of the participants did not find the current training opportunities useful in improving their teaching practices. Both rural and urban teachers desired training in pedagogy, educational psychology, and curriculum. Rural teachers particularly expressed the need for training in ICT and classroom management skills. Observing education experts’ demonstration classes is the most preferred training format. Policy implications are discussed.

This study investigated the association between household characteristics, perceived family support (PFS), and the developmental outcomes (resilience, academic performance, and prosociality) among at-risk students. Our large sample included 1564 primary and secondary school students from poor rural China (M = 11.55 years old). Having a caregiver whose resilience score was in the top 50% of the sample was associated with a 0.48-point increase (or 0.31 d effect size), while having a migrant mother was correlated with a 0.26-point decrease (or 0.17 d effect size). PFS was a significant (p < 0.0001) mediator between household characteristics and developmental outcomes. Our study highlights the link between caregiver resilience and PFS, and the healthy functioning of disadvantaged students in a developing context.

Parental investment in the home language environment during the earliest years is a critical predictor of early language development. Because most studies investigating the home language environment and child language development have been conducted in Western, high-income, and developed settings, less is known about such environments in low- or middle-income settings. This study was conducted in a peri-urban area in Southwestern China in a sample of 81 rural migrant and urbanized farmer families with children aged 18-24 months. The home language environment was measured using Language Environment Analysis (LENA) recorders and software, while early language development was measured using the MacArthur-Bates Communicative Developmental Inventories expressive vocabulary scale. Findings reveal large and substantial variation in the sample's home language environments and a strong association between the home language environment and child language development. Certain demographic characteristics, such as household resources, maternal employment, and gender, are associated with the home language environment. These findings highlight the needs for interventions specifically targeting the home language environment to improve early language development of young children and for more research on early childhood development in peri-urban China.