Journal for the Study of Education and Development, Infancia y Aprendizaje

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  Año 2022, Vol. 45, Número 2

  • Research Article

    • Seleccionado

      Verbal and non-verbal analogical reasoning in the emergent literacy period: an exploratory analysis of the influence of AR modality on listening comprehension, phonological awareness and lexical skills

      Yeniè Norambuena, Bernardo Riffo, Katia Sáez C.

      • Resumen
      • Texto completo

      págs. 247-279

      
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      Teacher translanguaging in CLIL primary education: do teachers’ perceptions match their real practices?

      Judit Serra, Sara Feijóo

      • Resumen
      • Texto completo

      págs. 280-310

      
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      Relations between complexity and difficulty on repeating-pattern tasks in early childhood

      Pascual David Diago Nebot, Dionisio F. Yáñez Avendaño, David Arnau Vera

      • Resumen
      • Texto completo

      págs. 311-350

      
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      Children’s symbolic understanding of a digital, three-dimensional, interactive image

      Mariana Sartori, Olga Alicia Peralta de Mendoza

      • Resumen
      • Texto completo

      págs. 351-381

      
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      Tool selection based on rigidity in young children: a comparative approach

      Héctor M. Manrique, Yurena Hernández Gálvez, Juan Andrés Hernández Cabrera, Carlos Javier Álvarez González

      • Resumen
      • Texto completo

      págs. 382-412

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

      Lucas Gustavo Gago Galvagno, Stephanie E. Miller, María Carolina de Grandis, Angel Manuel Elgier

      • Resumen
      • Texto completo

      págs. 413-445

      
    • Seleccionado

      Home language and literacy environments at the age of four: determinants and their relation to reading comprehension up to age nine

      Susana Mendive Criado, Daniela Aldoney, Mayra Mascareño Lara, José P. Pezoa, Erika Hoff

      • Resumen
      • Texto completo

      págs. 446-477