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

• Autores: Lucas Gustavo Gago Galvagno, Stephanie E. Miller, María Carolina de Grandis, Angel Manuel Elgier
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 45, Nº 2, 2022, págs. 413-445
• Idioma: inglés
• DOI: 10.1080/02103702.2021.2009293
• Títulos paralelos:
  • La educación temprana en Latinoamérica y las relaciones de la vulnerabilidad social con las funciones ejecutivas y la comunicación temprana en la primera infancia
• Enlaces
  • Texto completo
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    Numerosos estudios han analizado el impacto que la asistencia a centros de educación temprana ejerce en la comunicación, las habilidades regulatorias y el desarrollo socioemocional. Estas instituciones educativas han ido incrementando su presencia año tras año, en parte debido a la incorporación de las mujeres al mercado laboral. Por otro lado, se ha observado que la educación infantil temprana podría influir en el desarrollo en contextos de vulnerabilidad (típicamente asociados con rendimientos cognitivos negativos), aunque los resultados son contradictorios. A continuación presentamos un estudio en el que se evaluaron díadas madre-hijo latinoamericanas, con niños de entre 18 y 24 meses, sobre la influencia de la educación infantil y la vulnerabilidad social en las funciones ejecutivas (FE) y las habilidades comunicativas (HC). Para ello, los niños completaron diversas tareas relacionadas con las FE, así como la Escala de comunicación social temprana. Las madres completaron la Escala de nivel socioeconómico del INDEC. Los resultados revelan que la vulnerabilidad social está vinculada tanto con las FE como con las HC, la asistencia a un centro de educación infantil o preescolar se relacionaba positivamente con las HC y, por último, la contribución del centro en las FE variaba en función del NSE. Estos resultados ponen de relieve la importancia de tener en cuenta la educación infantil y el nivel socioeconómico para generar igualdad de oportunidades desde los primeros meses de vida.

  • English

    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.

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