Latin American early childhood education and social vulnerability links to toddlers executive function and early communication

Autores
Gago Galvagno, Lucas Gustavo; Miller, Stephanie E.; de Grandis, María Carolina; Elgier, Angel Manuel
Año de publicación
2022
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Several studies have analysed the impact of attending early childhood education centres on communication, regulatory skills and social-emotional development. These educational institutions have increased in presence annually, partially due to the access of women to the labour market. It has been found that infant education may modulate development in vulnerable contexts (typically associated with negative cognitive outcomes), although the results are contradictory. We presented a study that evaluated Latin American dyads of mothers–infants aged 18 to 24 months regarding the influence of infant education and social vulnerability on Executive Functions (EF) and Communication Skills (CS). To address these goals, toddlers completed several EF tasks and the Early Social Communication Scales. Parents completed the Socioeconomic Level Scale from INDEC. Results revealed that social vulnerability was associated with both EF and CS, daycare attendance was positively related to CS and finally, the contribution of daycare varied by SES on EF. These findings highlight the importance of considering infant education and socioeconomic status to generate equal opportunities from the first months of life.
Fil: Gago Galvagno, Lucas Gustavo. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Abierta Interamericana. Facultad de Psicología; Argentina
Fil: Miller, Stephanie E.. University of Mississippi; Estados Unidos
Fil: de Grandis, María Carolina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Abierta Interamericana. Facultad de Psicología; Argentina
Fil: Elgier, Angel Manuel. Universidad Abierta Interamericana. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
Materia
COMMUNICATION SKILLS
EXECUTIVE FUNCTIONS
INFANT EDUCATION
LATIN AMERICA
SOCIAL VULNERABILITY
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/200389
Acceder
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network_name_str CONICET Digital (CONICET)
spelling Latin American early childhood education and social vulnerability links to toddlers executive function and early communicationLa educación temprana en Latinoamérica y las relaciones de la vulnerabilidad social con las funciones ejecutivas y la comunicación temprana en la primera infanciaGago Galvagno, Lucas GustavoMiller, Stephanie E.de Grandis, María CarolinaElgier, Angel ManuelCOMMUNICATION SKILLSEXECUTIVE FUNCTIONSINFANT EDUCATIONLATIN AMERICASOCIAL VULNERABILITYhttps://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5Several studies have analysed the impact of attending early childhood education centres on communication, regulatory skills and social-emotional development. These educational institutions have increased in presence annually, partially due to the access of women to the labour market. It has been found that infant education may modulate development in vulnerable contexts (typically associated with negative cognitive outcomes), although the results are contradictory. We presented a study that evaluated Latin American dyads of mothers–infants aged 18 to 24 months regarding the influence of infant education and social vulnerability on Executive Functions (EF) and Communication Skills (CS). To address these goals, toddlers completed several EF tasks and the Early Social Communication Scales. Parents completed the Socioeconomic Level Scale from INDEC. Results revealed that social vulnerability was associated with both EF and CS, daycare attendance was positively related to CS and finally, the contribution of daycare varied by SES on EF. These findings highlight the importance of considering infant education and socioeconomic status to generate equal opportunities from the first months of life.Fil: Gago Galvagno, Lucas Gustavo. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Abierta Interamericana. Facultad de Psicología; ArgentinaFil: Miller, Stephanie E.. University of Mississippi; Estados UnidosFil: de Grandis, María Carolina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Abierta Interamericana. Facultad de Psicología; ArgentinaFil: Elgier, Angel Manuel. Universidad Abierta Interamericana. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; ArgentinaTaylor & Francis2022-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/200389Gago Galvagno, Lucas Gustavo; Miller, Stephanie E.; de Grandis, María Carolina; Elgier, Angel Manuel; Latin American early childhood education and social vulnerability links to toddlers executive function and early communication; Taylor & Francis; Journal for the Study of Education and Development/Infancia y Aprendizaje; 45; 2; 3-2022; 413-4450210-3702CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://www.tandfonline.com/doi/full/10.1080/02103702.2021.2009293info:eu-repo/semantics/altIdentifier/doi/10.1080/02103702.2021.2009293info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T09:37:20Zoai:ri.conicet.gov.ar:11336/200389instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-29 09:37:20.329CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Latin American early childhood education and social vulnerability links to toddlers executive function and early communication
La educación temprana en Latinoamérica y las relaciones de la vulnerabilidad social con las funciones ejecutivas y la comunicación temprana en la primera infancia
title Latin American early childhood education and social vulnerability links to toddlers executive function and early communication
spellingShingle Latin American early childhood education and social vulnerability links to toddlers executive function and early communication
Gago Galvagno, Lucas Gustavo
COMMUNICATION SKILLS
EXECUTIVE FUNCTIONS
INFANT EDUCATION
LATIN AMERICA
SOCIAL VULNERABILITY
title_short Latin American early childhood education and social vulnerability links to toddlers executive function and early communication
title_full Latin American early childhood education and social vulnerability links to toddlers executive function and early communication
title_fullStr Latin American early childhood education and social vulnerability links to toddlers executive function and early communication
title_full_unstemmed Latin American early childhood education and social vulnerability links to toddlers executive function and early communication
title_sort Latin American early childhood education and social vulnerability links to toddlers executive function and early communication
dc.creator.none.fl_str_mv Gago Galvagno, Lucas Gustavo
Miller, Stephanie E.
de Grandis, María Carolina
Elgier, Angel Manuel
author Gago Galvagno, Lucas Gustavo
author_facet Gago Galvagno, Lucas Gustavo
Miller, Stephanie E.
de Grandis, María Carolina
Elgier, Angel Manuel
author_role author
author2 Miller, Stephanie E.
de Grandis, María Carolina
Elgier, Angel Manuel
author2_role author
author
author
dc.subject.none.fl_str_mv COMMUNICATION SKILLS
EXECUTIVE FUNCTIONS
INFANT EDUCATION
LATIN AMERICA
SOCIAL VULNERABILITY
topic COMMUNICATION SKILLS
EXECUTIVE FUNCTIONS
INFANT EDUCATION
LATIN AMERICA
SOCIAL VULNERABILITY
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.1
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv Several studies have analysed the impact of attending early childhood education centres on communication, regulatory skills and social-emotional development. These educational institutions have increased in presence annually, partially due to the access of women to the labour market. It has been found that infant education may modulate development in vulnerable contexts (typically associated with negative cognitive outcomes), although the results are contradictory. We presented a study that evaluated Latin American dyads of mothers–infants aged 18 to 24 months regarding the influence of infant education and social vulnerability on Executive Functions (EF) and Communication Skills (CS). To address these goals, toddlers completed several EF tasks and the Early Social Communication Scales. Parents completed the Socioeconomic Level Scale from INDEC. Results revealed that social vulnerability was associated with both EF and CS, daycare attendance was positively related to CS and finally, the contribution of daycare varied by SES on EF. These findings highlight the importance of considering infant education and socioeconomic status to generate equal opportunities from the first months of life.
Fil: Gago Galvagno, Lucas Gustavo. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Abierta Interamericana. Facultad de Psicología; Argentina
Fil: Miller, Stephanie E.. University of Mississippi; Estados Unidos
Fil: de Grandis, María Carolina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Abierta Interamericana. Facultad de Psicología; Argentina
Fil: Elgier, Angel Manuel. Universidad Abierta Interamericana. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
description Several studies have analysed the impact of attending early childhood education centres on communication, regulatory skills and social-emotional development. These educational institutions have increased in presence annually, partially due to the access of women to the labour market. It has been found that infant education may modulate development in vulnerable contexts (typically associated with negative cognitive outcomes), although the results are contradictory. We presented a study that evaluated Latin American dyads of mothers–infants aged 18 to 24 months regarding the influence of infant education and social vulnerability on Executive Functions (EF) and Communication Skills (CS). To address these goals, toddlers completed several EF tasks and the Early Social Communication Scales. Parents completed the Socioeconomic Level Scale from INDEC. Results revealed that social vulnerability was associated with both EF and CS, daycare attendance was positively related to CS and finally, the contribution of daycare varied by SES on EF. These findings highlight the importance of considering infant education and socioeconomic status to generate equal opportunities from the first months of life.
publishDate 2022
dc.date.none.fl_str_mv 2022-03
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/200389
Gago Galvagno, Lucas Gustavo; Miller, Stephanie E.; de Grandis, María Carolina; Elgier, Angel Manuel; Latin American early childhood education and social vulnerability links to toddlers executive function and early communication; Taylor & Francis; Journal for the Study of Education and Development/Infancia y Aprendizaje; 45; 2; 3-2022; 413-445
0210-3702
CONICET Digital
CONICET
url http://hdl.handle.net/11336/200389
identifier_str_mv Gago Galvagno, Lucas Gustavo; Miller, Stephanie E.; de Grandis, María Carolina; Elgier, Angel Manuel; Latin American early childhood education and social vulnerability links to toddlers executive function and early communication; Taylor & Francis; Journal for the Study of Education and Development/Infancia y Aprendizaje; 45; 2; 3-2022; 413-445
0210-3702
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://www.tandfonline.com/doi/full/10.1080/02103702.2021.2009293
info:eu-repo/semantics/altIdentifier/doi/10.1080/02103702.2021.2009293
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
application/pdf
dc.publisher.none.fl_str_mv Taylor & Francis
publisher.none.fl_str_mv Taylor & Francis
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.070432

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