Browsing by Author "Marín, Anneliese"

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    El aprendizaje matemático en el hogar durante la pandemia de covid-19 desde la perspectiva de las madres: diferentes escenarios de acuerdo con el nivel socioeconómico
    (2022) Del Rio, Francisca M. ; Susperreguy Jorquera, María Inés; Salinas, Viviana; Córdova, Karen; Marín, Anneliese
    La pandemia de covid-19 interrumpió en Chile la asistencia presencial de los niños a la escuela. Esto convirtió a las madres de niños de primaria en el principal apoyo para su aprendizaje. Dado que las habilidades matemáticas son centrales para el logro académico posterior, este artículo busca conocer, desde la perspectiva de las madres, cómo aprendieron matemática los niños en este periodo. Se realizaron entrevistas semiestructuradas a 14 madres de niños de 3er grado de primaria, de diferente nivel socioeconómico (NSE). Se indagó por el tipo de clases que recibieron, recursos del hogar para el aprendizaje, tipo de acompañamiento que fue necesario, entre otros. Los resultados muestran que las escuelas ofrecieron distintas modalidades de clases y que los recursos de enseñanza variaban de acuerdo al NSE de las familias; que las madres fueron las principales encargadas del apoyo escolar en matemáticas, pero que, en ocasiones, pedían ayuda a los padres cuando se sentían poco capaces para esa materia, y que los recursos del hogar para apoyar el aprendizaje matemático también variaban de manera importante de acuerdo al NSE. Los hallazgos revelan que los niños de sectores más vulnerables contaron con menos oportunidades para el logro de aprendizajes matemáticos durante la pandemia.
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    Playfulness and the quality of classroom interactions in preschool
    (Elsevier Ltd, 2024) Strasser, Katherine; Balladares, Jaime; Grau, Valeska; Marín, Anneliese; Preiss, David D.; Jadue, Daniela
    © 2024 Elsevier LtdBackground: A high degree of playfulness in learning activities has been claimed to be more developmentally appropriate for young children than high structure and directivity. However, empirical support for this claim is limited. Most studies that analyze interactions associated to playfulness are correlational, which poses a problem for attributing differences to the degree of playfulness of activities. Aims: The present study sought to compare, in a controlled manner, the interactions and behaviors in prekindergarten and kindergarten classrooms during high- and low-playfulness activities. Sample: Participants were teachers, teacher aides, and 377 students in 12 classrooms (six prekindergarten and sic kindergarten) in six public schools from a low-income municipality in the capital city of a middle-income Latin American country. Methods: The behavior of children and teachers during high-playfulness and low-playfulness activities was videorecorded in two visits per classroom per game. High playfulness activities consisted of games designed by our team for this study. Videos were coded for proportion of on-task children, children exhibiting high levels of involvement, and teacher language (teaching, directiveness, warmth, humor). Data were analyzed using multilevel multiple regression to account for nesting in classrooms. Results: Children were more likely to be on-task and show high-involvement during high-playfulness activities than low-playfulness ones. Teaching and directive verbalizations were more likely during two of the low-playfulness activities, but not the rest. Responsivity and warmth were associated only with two of the games and in the opposite direction of our hypothesis. Teachers were more likely to produce humorous remarks during high-playfulness activities.
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    Un mundo de palabras: Vocabulario clave para el aprendizaje.
    (2023) Meneses, Alejandra; Strasser, Katherine; Marín, Anneliese; Iturra, Carolina