Browsing by Author "Aldoney, Daniela"

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    Home Language and Literacy Environments and Early Literacy Trajectories of Low-Socioeconomic Status Chilean Children
    (WILEY, 2020) Mendive, Susana; Mascareno Lara, Mayra; Aldoney, Daniela; Perez, J. Carola; Pezoa, Jose P.
    This study used Latent Class Analysis to identify groups of children exposed to similar Home Language and Literacy Environments (HLLE) and explored whether belonging to a given HLLE group was related to children's language and early literacy growth from prekindergarten to kindergarten. Participants were 1,425 Chilean mothers and their children (M-age = 52.52 months at baseline) from low-socioeconomic status households. Four HLLE groups were identified, which were associated with different trajectories of language and early literacy development. Children from groups whose mothers either read and talk about past events with them or teach them letters in addition to reading and talking about past events, showed higher relative vocabulary and letter knowledge. Implications for research and interventions are discussed.
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    Home language and literacy environments at the age of four: determinants and their relation to reading comprehension up to age nine (Ambientes de lenguaje y alfabetizacion inicial en el hogar a los cuatro anos: determinantes y relacion con comprension lectora hasta los nueve anos)
    (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2022) Mendive, Susana; Aldoney, Daniela; Mascareno, Mayra; Pezoa, Jose; Hoff, Erika
    This study determines (a) which factors of the parenting context, the child and their mothers are associated with environments that differ in their home literacy environment in a Chilean low-SES sample of 53-month-old children, and (b) whether reading comprehension at second and fourth grade is predicted by the socialization in the literacy environment. First, it found that the factors of maternal educational level and cognitions and the child's task orientation and prosocial behaviour are related to the type of home literacy environment. Likewise, it found that the type of literacy environment predicts reading comprehension at age seven, with a major difference of one standard deviation between the two types of literacy environments. A similar distribution was found at age nine. This article discusses the implications of these results in informing early interventions in disadvantaged socioeconomic levels.
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    Input lingüístico de madres y padres y producción lingüística en niños y niñas de 3 años de edad durante el juego
    (2024) Aldoney, Daniela; Mendive Criado, Susana; Zegers, Mónica; Prieto Prieto, Fernanda; Perez, Carola
    El ambiente lingüístico en que crecen los niños/as (NN) es un importante predictor de sus habilidades cognitivas y de su lenguaje posterior. Sin embargo, sabemos poco sobre las características del input que reciben NN en sus hogares, menos aún del aporte diferencial del input materno y paterno en la producción lingüística de sus hijos/as. A partir de transcripciones de interacciones semiestructuradas de juego libre de 10 min entre m/padres y sus hijos/as se analizó la cantidad (utterances y preguntas) y la calidad (types) y Longitud Promedio del Enunciado (LPE) del input lingüístico de 115 madres y padres y sus hijos/as de 3 años. Los resultados indicaron diferencias significativas en la calidad del input, a favor de la madre. La LPE de los m/padres fue el único aspecto del input parental que se asoció con la producción lingüística de NN. No se encontraron diferencias en el input por género de los padres. Estos resultados apoyan la importancia de la calidad del lenguaje, más que la cantidad a la que están expuestos niños/as a temprana edad. Los hallazgos de este estudio en una muestra chilena contribuyen, por una parte, al cuerpo de conocimiento comparado de la variabilidad de input lingüístico al que tempranamente son expuestos los NN, y por otra, evidencian la necesidad de realizar intervenciones para que, especialmente durante los dos primeros años, los NN estén expuestos a interacciones ricas en complejidad lingüística, tanto desde las madres como de los padres
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    Online Intervention Targeting Postnatal Depression and Anxiety in Chilean First-Time Mothers: Feasibility Trial
    (Oxford Univ Press INC, 2023) Coo, Soledad; Garcia, Maria Ignacia; Perez, J. Carola; Aldoney, Daniela; Olhaberry Huber, Marcia; Fernandez, Olga; Alamo Anich, Nicolle Anette; Franco Vivanco, Pamela Veronica; Perez, Francisca; Fernández Sanz, Sofía Alejandra; Fisher, Jane; Rowe, Heather
    Objective: Internet-based interventions may positively impact maternal symptoms of postnatal depression and anxiety. This study assessed the feasibility, acceptability, perceived usefulness, and preliminary effectiveness of an m-Health version of “What Were We Thinking?” (mWWWT).Methods: A mixed-methods with a 2-arm randomized parallel design was used. From a total of 477 women, 157 met the inclusion criteria. 128 first-time mothers of full-term infants, aged 4–10 weeks, who received health care at primary public health centers in Chile, were randomly assigned to the experimental (EG, n ¼ 65) or control (CG, n ¼ 63) groups; data of 104 of them (53 and 51, respectively) was analyzed. We used percentages and rates to measure feasibility outcomes and mixed analysis of variance (ANOVA) and latent class analyses (LCA) to assess preliminary effectiveness. Participants completed questionnaires on mental health, social support, and maternal self-efficacy upon recruitment and 3 months after completing the intervention. For the qualitative component, 12 women from the EG were interviewed.Results: Quantitative results show good feasibility outcomes, such as high recruitment (82%), low attrition (EG ¼ 12% and CG ¼ 17%), and high follow-up (EG ¼ 97% and CG ¼ 91%) rates. Qualitative results indicate high acceptability and perceived usefulness of m-WWWT. MixedANOVA did not show significant differences between the groups (all p >.05). However, multinomial regression analysis in LCA showed that women with low baseline symptoms of depression and anxiety benefit from the intervention (B ¼ 0.43, 95% confidence interval 1.09–2.16). Conclusion: m-WWWT is feasible to be implemented in Chile; future studies are needed to assess the intervention’s effectiveness.
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    What research is important today in human development, learning and education? JSED Editors’ reflections and research calls
    (2023) Bautista, Alfredo; Cerdán, Raquel; García-Carrión, Rocío; Salsa, Analía M.; Aldoney, Daniela; Cabedo-Mas, Alberto; Campos, Ruth; Clarà, Marc; Gámez-Guadix, Manuel; Ilari, Beatriz; Kammerer, Yvonne; Macedo-Rouet, Mônica; Mendive Criado, Susana; Múñez, David; Saux, Gastón I.; Sun, He; Sun, Jin; Ventura, Ana Clara; Yang, Weipeng; Khalfaoui, Andrea; Noguera, Ivana R.; Máñez, Ignacio; Yeung, Jerry
    ‘In your opinion, what are some important research questions, problems or challenges that scholars in your field of specialization should address in the coming years? What types of studies should be conducted to move your field further? Please justify’. This prompt was posed by the incoming Editor of JSED to the new team of Deputy and Associate Editors in the journal’s three the-matic areas (human development, learning and education), who were invited to co-author this Editorial. We briefly describe the history of JSED, present the composition of its new Editorial Board, highlight modifications recently introduced in our aims and scope and inform readers about our vision, goals and strategies for the upcoming years. The next section presents the Editors’ individual responses to the above-mentioned prompt, in the spirit of sharing perspectives with our scientific community. Finally, we identify common topics that emerged within the three thematic areas and encourage authors to send us high-quality manuscripts that fill the identified research gaps. JSED aims to foster a paradigm of ‘glocalization’ in development, learning and education research.