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)

Autor/inn/en	Gago-Galvagno, Lucas G.; Miller, Stephanie E.; De Grandis, María C.; Elgier, Ángel M.
Titel	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)
Quelle	In: Journal for the Study of Education and Development, 45 (2022) 2, S.413-445 (33 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gago-Galvagno, Lucas G.)
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0210-3702
DOI	10.1080/02103702.2021.2009293
Schlagwörter	Foreign Countries; Early Childhood Education; Infants; Mothers; Toddlers; Executive Function; Communication Skills; Child Care; Attendance Patterns; Educational Quality; Socioeconomic Status; At Risk Persons; Latin America; Argentina; Paraguay; Bolivia; Peru; Ecuador; Colombia + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Infant; Toddler; Toddlers; Kleinkind; Mother; Mutter; Infants; Kommunikationsstil; Kinderfürsorge; Kinderbetreuung; Quality of education; Bildungsqualität; Socio-economic status; Sozioökonomischer Status; Risikogruppe; Lateinamerika; Argentinien; Bolivien; Kolumbien
Abstract	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. [Translation from Spanish by Mary Black.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01