Browsing by Author "Farkas, Chamarrita"

Now showing 1 - 9 of 9
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    Adult Sensitivity Assessment in Interaction with 6-36 Months old Children: Design and Preliminary Analyses of Adult Sensitivity Scale
    (SOCIEDAD CHILENA PSICOLOGIA CLINICA, 2012) Pia Santelices, Maria; Carvacho, Claudia; Farkas, Chamarrita; Leon, Francisca; Galleguillos, Francisca; Himmel, Erika
    The adult sensitivity has been extensively studied in early childhood, for it is associated with a secure attachment bond with the child. Different sensitivity measuring instruments have been developed, primarily through observational methods. Most of them require extensive training or a complex experimental s setting. The aim of this study is to develop a new instrument to assess sensitivity in adult caretaker of children aged 6 to 36 months, with few requirements for its use. The context of measurement involved a brief free-play interaction, which is filmed and encoded. The instrument was applied to a sample of 99 significant adult-child dyads and the videos analyzed with a rubric for each sensitivity indicator. Results show that the instrument has adequate psychometric properties and can be used in different familiar, educational or institutional contexts.
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    An Early Intervention in Gestural Communication in Chilean Children from Psychosocially At-Risk Backgrounds and Its Impact on Language Skills at 18 Months Old
    (2024) Farkas, Chamarrita
    The emergence of symbolic gestures is a solid milestone in early childhood development. Interventions that intentionally promote them have contributed to children’s language, cognitive, and socioemotional development. However, these studies have mainly been conducted in the USA with middle-SES families, and such research has considerably decreased in recent years. This study aimed to assess the effects of an intentional intervention for promoting symbolic gestures in the expressive and comprehensive language of Chilean children who were aged 18 months. Sixty-nine highly psychosocially at-risk children were assessed at 5–9 months and then at 18 months. Teachers from half of the nurseries involved in the study received the intervention. The assessment included a report on the children’s gestural vocabulary, the CDI, and the language scale of BSID-III. The results showed that the children in the intervention group had a significantly greater gestural vocabulary at 18 months and they performed better in their expressive language than the children in the control group did. Additionally, this study aimed to analyze if this intervention affected children differentially in consideration of their language development (adequate and at-risk). The results showed that children with adequate development improved their language when they received the intervention, but those from the at-risk group did not. The implications of these results for the design of interventions at an early age are discussed while considering children from different sociocultural backgrounds and with different language development.
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    Building infant-mother attachment: the relationship between attachment style, socio-emotional well-being and maternal representations
    (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2010) Eugenia Araneda, Maria; Pia Santelices, Maria; Farkas, Chamarrita
    The pilot study explored differences in maternal representations between primiparous pregnant woman with different attachment styles and different levels of socio-emotional well-being. The sample included 55 pregnant women between the ages of 18 and 38, between 4 and 7 months pregnant. Representations were assessed using the 'R' Interview, attachment styles using the CaMir, and socio-emotional well-being using the OQ-45.2. According to the results, prenatal representation of own mother-as-mother may be significantly related with pregnant women's attachment experiences, but this representation may not be significantly related to the woman's prenatal socio-emotional well-being. On the other hand, representation of the child and self-as-mother may not be significantly related to attachment experiences, but rather with prenatal socio-emotional well-being. This implies that the prenatal socio-emotional context plays a great role as a protective factor with respect to the representations of the child and self-as-mother and, therefore, has strong implications for the future mother-infant attachment and child development, which is very relevant in terms of prevention of attachment difficulties.
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    Children's storybooks as a source of mental state references: Comparison between books from Chile, Colombia, Scotland and USA
    (ELSEVIER SCIENCE INC, 2020) Farkas, Chamarrita; Pia Santelices, Maria; Vallotton, Claire D.; Brophy Herb, Holly E.; Iglesias, Manuela; Sieverson, Catalina; del Pilar Cuellar, Maria; Alvarez, Carolina
    Children's storybooks may be considered as an important resource for young children to learn about different mental states (emotions, desires, cognitions); however, mental states represented in stories vary, and may vary across cultures. This study investigates preschoolers' storybooks from Chile, Colombia, Scotland, and the USA to test similarities and differences in rates and types of mental references. The texts in 160 children's storybooks (40 per country) were coded. Results showed similarities between countries in the references to desires, psychological states, and physical expressions. Differences between countries were observed, where Chilean books contained more references to cognitions, mood states, and causal talk compared with USA books, and more references to emotions and causal talk compared with Scottish books. Also, Colombian books had more references to emotions and causal talk compared with Scotland and USA books, and more references to physiological states compared with Chilean and Scottish books. Finally, USA books contained more references to perceptions in comparison to Colombian and Scottish books. Similarities were identified between Chilean and Colombian books, and between Scotland and USA books, and more differences between South American books (Chile, Colombia) and those from Scotland and the USA.
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    Infant sign language program effects on synchronic mother-infant interactions
    (ELSEVIER SCIENCE INC, 2009) Gongora, Ximena; Farkas, Chamarrita
    The effects of an intentional infant sign language program on mother-infant interactions were studied. Design was quasi-experimental, longitudinal, descriptive and comparative. The sample was composed of 14 mother-infant dyads, with the infants being between 5 and 9 months at the beginning of the study. The participants were middle or upper-middle socio-economic status. The interactions were evaluated through observations of free play and analyzed using a Grid to analyze early interactions. The frequency and duration of synchronic interactions were compared across experimental and control groups at 12-14 and 18-20 months of age using non-parametric Mann-Whitney tests. The results suggested significant differences between groups on visual and tactile synchronic interactions, and a tendency for vocal interactions, in the direction of higher frequencies in the experimental group. (C) 2009 Published by Elsevier Inc.
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    Maternal Stress and Family Constitution: Comparative Study on Chilean, Single-Mother and Nuclear, Low-Income Families
    (PONTIFICA UNIV JAVERIANA, FAC PSYCH, 2012) Olhaberry, Marcia; Farkas, Chamarrita
    Studies on maternal stress during child raising have taken into consideration contextual variables to explain it. The socioeconomic level, as well as the family constitution have been relevant variables, associating single-parenting in low-income families with greater levels of maternal stress. Maternal stress levels in Chilean, nuclear and single-mother low income families are studied, considering stress in various dimensions, associated to the maternal role, to the mother-child interaction and to the difficulties the mother perceives in the child. 169 Dyads are studied, 80 of them of single-mother families and the other 89 of nuclear families, with children between the ages of 4 to 15 months. Maternal stress levels were measured with the Parental Stress Index, abbreviated version, developed by R. Abidin (1995). The results show significantly higher stress levels in mothers of single-parent families on stress associated to the maternal role, to the perception of a difficult child, and to total stress.
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    Maternal stress and perceptions of self-efficacy in socioeconomically disadvantaged mothers An explicative model
    (ELSEVIER SCIENCE INC, 2010) Farkas, Chamarrita; Valdes, Nelson
    Studies have demonstrated that maternal stress and perceptions of self-efficacy influence a mother s performance affecting her ability to Interact with her child and to understand and answer his needs The purpose of this study was to evaluate maternal stress and the perception of self-efficacy in the mothers of Infants who are cared for in child-care centers and belong to the poorest segment of the Chilean population To this end these aspects were studied in 121 low-income high-social-risk mothers with children between the ages of 4 and 9 months The final goal was to generate an explicative model of self-efficacy and maternal stress that considered characteristics of the family and the child The results revealed that family characteristics - especially household size per capita incomes and mother age - are more relevant for explaining maternal self-efficacy and stress The findings and implications for practice are discussed (C) 2010 Elsevier Inc All rights reserved
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    McArthur-Bates Communicative Development Inventory (CDI): Proposal of an Abbreviate Version
    (PONTIFICA UNIV JAVERIANA, FAC PSYCH, 2011) Farkas, Chamarrita
    The McArthur-Bates Communicative Development Inventories (CDI) assesses language development en children, through a significant caregiver report. The first inventory assesses verbal and non verbal language in infants who are from 8 to 18 months old and it is composed of 949 items distributed in 6 scales. This study proposes an abbreviate form of this instrument, and was tested on families and educators of 130 Chilean children of 11-15 months old. Analyses related to the items, reliability and validity of the instrument and factorial analyses of subscales were realized. The abbreviate version consider 241 items distributed in 4 scales. The evaluation of the psychometric properties of the instrument was acceptable, demonstrating adequate reliability and validity.
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    Phonological acquisition in preterm infants
    (REVISTA DE NEUROLOGIA, 2010) Pena, Marcela; Pittaluga, Enrica; Farkas, Chamarrita
    Introduction. The stock of phonemes used in the mother tongue is mostly acquired towards the end of the first year of life. Systematic exposure to speech begins, maintains and enhances the learning of native phonemes and lowers sensitivity to non-native ones. Speech deprival gives rise to serious problems in the infant's phonological development, yet little is known about the effects that premature exposure to speech can have on this learning. This study explores this issue by comparing the phonological discrimination of full-term and preterm infants at 12 months of age (corrected age in the preterm infants).