Carolina Maldonado-Carreño | Universidad de los Andes (Colombia) (original) (raw)
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Papers by Carolina Maldonado-Carreño
Trends in neuroscience and education, May 1, 2024
Instituto Tecnológico Metropolitano eBooks, Jul 30, 2023
Instituto Tecnológico Metropolitano eBooks, Jul 30, 2023
Instituto Tecnológico Metropolitano eBooks, Jul 30, 2023
Frontiers in education, Feb 16, 2024
Cognitive Science, 2015
Prior research shows that shared book reading promotes preschoolers´language and literacy skills.... more Prior research shows that shared book reading promotes preschoolers´language and literacy skills. However, little is known about the potential role of books´features-e.g., wordless picture books vs. books with text-in children and teachersś pontaneous language production. In this study, we transcribed verbal interactions of thirteen Colombian teachers reading to groups of preschooler students (aged 43 to 55 months) during reading sessions in Spanish using wordless picture books (condition 1) and prototypical storybook with text (condition 2). Books were matched for page length, genre and theme. Using Computerized Language Analysis (CLAN), we found important differences in children and teachers´spontaneous language production. Specifically, paired t-test comparisons revealed that in the wordless-picture-book condition: (a) children produced significantly more word tokens, word types, utterances and questions (all p´s < .05), and (b) teachers produced significantly more word tokens, questions and levels of instructional support (all p´s <.05).
Early Childhood Research Quarterly, 2017
Prior research shows that shared book reading promotes preschoolers' language and literacy skills... more Prior research shows that shared book reading promotes preschoolers' language and literacy skills. However, little is known about the potential role of books' features-in particular, the role of using wordless picture books compared with books with text-in children's spontaneous language production and teachers' instructional support. In this study, we transcribed verbal interactions of thirteen Colombian teachers reading to groups of children (aged 43-55 months) during reading sessions in Spanish using a wordless picture book (condition 1) and a prototypical storybook with text (condition 2). Books were matched for page length, type and theme. Using Computerized Language Analysis (CLAN), we found that in the wordless-picture-book condition children produced significantly more word tokens, word types and utterances, and teachers showed higher levels of instructional support. Regression analyses revealed a significant association between children's language production and teachers' quality of feedback during literacy instruction, suggesting that wordless picture books may boost children's language by enhancing instructional support.
Investigaciones sobre educación infantil: transiciones armónicas, procesos de lectoescritura y prácticas pedagógicas
PsycEXTRA Dataset
Children with immigrant parents tend to start school with fewer of the reading and math skills ne... more Children with immigrant parents tend to start school with fewer of the reading and math skills necessary for early academic success, though there is significant heterogeneity by parental region of origin. Little is known about how early experiences in home and non-parental care settings contribute to the academic skills of children of immigrants. Using data from the Early Childhood Longitudinal Study birth cohort (ECLS-B, N ~= 6,850), this study examines associations between parental region of origin and children's math and reading skills at age 5. It also considers whether home and non-parental care experiences are pathways through which parental region of origin relates to academic achievement. There was significant heterogeneity in children's early reading and math skills related to region of origin. Adjusting for differences in child, socioeconomic, and family characteristics greatly attenuated links between parental region of origin and early academic skills. Early experiences in the home environment and non-parental care both attenuate and exacerbate academic skills differences based on region of origin.
Child Development, Jul 1, 2008
Children's kindergarten experiences are increasingly taking place in full-versus part-day program... more Children's kindergarten experiences are increasingly taking place in full-versus part-day programs, yet important questions remain about whether there are significant and meaningful benefits to full-day kindergarten. Using the Early Childhood Longitudinal Study's Kindergarten Cohort (N 5 13,776), this study takes a developmental approach to examining associations between kindergarten program type and academic trajectories from kindergarten (ages 4-6 years) through 5th grade (ages 9-12 years). Full-day kindergarten was associated with greater growth of reading and math skills from fall until spring of kindergarten. Initial academic benefits diminished soon after kindergarten. The fade-out of the full-day advantage is in part explained by differences in the children who attend part-and full-day kindergarten as well as school characteristics. The research reported in this article was made possible by a fellowship from the Spencer Foundation. The views expressed are our own and do not necessarily reflect the views of the Spencer Foundation. We thank Emma Adam, Lindsay Chase-Lansdale, Tom Cook, Greg Duncan, Bob Pianta, Fred Morrison, and Sean Reardon for their comments on prior drafts of this manuscript. We also thank Mathilda du Toit for technical support she provided for the HLM software. Any errors that remain are ours. A special thank you is also extended to the children and families who participated in the Early Childhood Longitudinal Study's Kindergarten Cohort.
This investigation has a look at the different aspects of the relationships between first grade t... more This investigation has a look at the different aspects of the relationships between first grade teachers and their students. Special attention is given to the teachers ’ rating of the quality of their relationships with their students and the characteristics of the students which appear to influence the quality of those relationships. The results showed that on average, the opinion of the teachers on their relationships with their students was positive and that the interactions were very close with minimal conflict or dependency. It was also found that outbound behavior problems anticipated negative teacher-student interactions whereas social competence predicted positive interactions. The findings increase the knowledge available on affective relationships in a school context and identify variables that have to be explored in depth in order to develop programs which intervene to improve performance and prevent problems with school children.
Despite recent growth in research highlighting the potential of teacher-child relationships to pr... more Despite recent growth in research highlighting the potential of teacher-child relationships to promote children's development, important questions remain about the stability and relevance of relationships between teachers and children beyond the early school years. By incorporating results from two related, longitudinal studies using data from the National Institute of Child Health and Human Development Study of Early Child Care (NICHD SECC, 1993), this investigation answer nuanced questions about the developmental pattern of teacher-child relationships and their association with children's development across elementary school. The first study identifies distinctive developmental trajectories of teacher-child relationship quality from kindergarten through 5th grade, using a semiparametric group-based approach (Nagin, 2005). In addition, it tests whether child and family characteristics are linked to particular relationship trajectory groups. The second study examines longitudinal connections between teacher-child relationships and children's development throughout elementary school. Using two-level hierarchical linear models (HLM, Raudenbush & Bryk, 2002), this study examines within-and between-child associations between teacher-child relationship quality and academic achievement and behavior problems from kindergarten through 5th grade.
Infant and Child Development
Cognitive Science, 2015
Prior research shows that shared book reading promotes preschoolers language and literacy skills.... more Prior research shows that shared book reading promotes preschoolers language and literacy skills. However, little is known about the potential role of books features –e.g., wordless picture books vs. books with text– in children and teachers spontaneous language production. In this study, we transcribed verbal interactions of thirteen Colombian teachers reading to groups of preschooler students (aged 43 to 55 months) during reading sessions in Spanish using wordless picture books (condition 1) and prototypical storybook with text (condition 2). Books were matched for page length, genre and theme. Using Computerized Language Analysis (CLAN), we found important differences in children and teachers spontaneous language production. Specifically, paired t-test comparisons revealed that in the wordless-picture-book condition: (a) children produced significantly more word tokens, word types, utterances and questions (all p s < .05), and (b) teachers produced significantly more word toke...
Early Childhood Research Quarterly, 2022
Abstract Family engagement in early learning and education is considered a key predictor of child... more Abstract Family engagement in early learning and education is considered a key predictor of children's development. However, little is known about the link between family engagement in early learning opportunities in sociocultural diverse contexts, particularly in low- and-middle-income countries. This study examined the associations of family engagement in home learning activities (e.g., reading books, naming things) and in early childhood care and education centers (ECCE; e.g., attending meetings or workshops, helping inside the classroom) with young children's emergent literacy and numeracy, social-emotional functioning, motor development, and executive functions, as measured through direct assessment. Data came from a nationally-representative sample of public ECCE centers in Colombia serving 3–5-year-old children (N = 3069). Multilevel model analyses showed that home-based family engagement was associated with higher emergent numeracy, emergent literacy, social-emotional functioning, and motor development, whereas center-based family engagement was associated only with higher emergent numeracy and literacy development. These results suggest that interventions and policies designed to improve family engagement in early learning opportunities both at the ECCE centers and at the home could have positive and independent effects on early childhood development.
Trends in neuroscience and education, May 1, 2024
Instituto Tecnológico Metropolitano eBooks, Jul 30, 2023
Instituto Tecnológico Metropolitano eBooks, Jul 30, 2023
Instituto Tecnológico Metropolitano eBooks, Jul 30, 2023
Frontiers in education, Feb 16, 2024
Cognitive Science, 2015
Prior research shows that shared book reading promotes preschoolers´language and literacy skills.... more Prior research shows that shared book reading promotes preschoolers´language and literacy skills. However, little is known about the potential role of books´features-e.g., wordless picture books vs. books with text-in children and teachersś pontaneous language production. In this study, we transcribed verbal interactions of thirteen Colombian teachers reading to groups of preschooler students (aged 43 to 55 months) during reading sessions in Spanish using wordless picture books (condition 1) and prototypical storybook with text (condition 2). Books were matched for page length, genre and theme. Using Computerized Language Analysis (CLAN), we found important differences in children and teachers´spontaneous language production. Specifically, paired t-test comparisons revealed that in the wordless-picture-book condition: (a) children produced significantly more word tokens, word types, utterances and questions (all p´s < .05), and (b) teachers produced significantly more word tokens, questions and levels of instructional support (all p´s <.05).
Early Childhood Research Quarterly, 2017
Prior research shows that shared book reading promotes preschoolers' language and literacy skills... more Prior research shows that shared book reading promotes preschoolers' language and literacy skills. However, little is known about the potential role of books' features-in particular, the role of using wordless picture books compared with books with text-in children's spontaneous language production and teachers' instructional support. In this study, we transcribed verbal interactions of thirteen Colombian teachers reading to groups of children (aged 43-55 months) during reading sessions in Spanish using a wordless picture book (condition 1) and a prototypical storybook with text (condition 2). Books were matched for page length, type and theme. Using Computerized Language Analysis (CLAN), we found that in the wordless-picture-book condition children produced significantly more word tokens, word types and utterances, and teachers showed higher levels of instructional support. Regression analyses revealed a significant association between children's language production and teachers' quality of feedback during literacy instruction, suggesting that wordless picture books may boost children's language by enhancing instructional support.
Investigaciones sobre educación infantil: transiciones armónicas, procesos de lectoescritura y prácticas pedagógicas
PsycEXTRA Dataset
Children with immigrant parents tend to start school with fewer of the reading and math skills ne... more Children with immigrant parents tend to start school with fewer of the reading and math skills necessary for early academic success, though there is significant heterogeneity by parental region of origin. Little is known about how early experiences in home and non-parental care settings contribute to the academic skills of children of immigrants. Using data from the Early Childhood Longitudinal Study birth cohort (ECLS-B, N ~= 6,850), this study examines associations between parental region of origin and children's math and reading skills at age 5. It also considers whether home and non-parental care experiences are pathways through which parental region of origin relates to academic achievement. There was significant heterogeneity in children's early reading and math skills related to region of origin. Adjusting for differences in child, socioeconomic, and family characteristics greatly attenuated links between parental region of origin and early academic skills. Early experiences in the home environment and non-parental care both attenuate and exacerbate academic skills differences based on region of origin.
Child Development, Jul 1, 2008
Children's kindergarten experiences are increasingly taking place in full-versus part-day program... more Children's kindergarten experiences are increasingly taking place in full-versus part-day programs, yet important questions remain about whether there are significant and meaningful benefits to full-day kindergarten. Using the Early Childhood Longitudinal Study's Kindergarten Cohort (N 5 13,776), this study takes a developmental approach to examining associations between kindergarten program type and academic trajectories from kindergarten (ages 4-6 years) through 5th grade (ages 9-12 years). Full-day kindergarten was associated with greater growth of reading and math skills from fall until spring of kindergarten. Initial academic benefits diminished soon after kindergarten. The fade-out of the full-day advantage is in part explained by differences in the children who attend part-and full-day kindergarten as well as school characteristics. The research reported in this article was made possible by a fellowship from the Spencer Foundation. The views expressed are our own and do not necessarily reflect the views of the Spencer Foundation. We thank Emma Adam, Lindsay Chase-Lansdale, Tom Cook, Greg Duncan, Bob Pianta, Fred Morrison, and Sean Reardon for their comments on prior drafts of this manuscript. We also thank Mathilda du Toit for technical support she provided for the HLM software. Any errors that remain are ours. A special thank you is also extended to the children and families who participated in the Early Childhood Longitudinal Study's Kindergarten Cohort.
This investigation has a look at the different aspects of the relationships between first grade t... more This investigation has a look at the different aspects of the relationships between first grade teachers and their students. Special attention is given to the teachers ’ rating of the quality of their relationships with their students and the characteristics of the students which appear to influence the quality of those relationships. The results showed that on average, the opinion of the teachers on their relationships with their students was positive and that the interactions were very close with minimal conflict or dependency. It was also found that outbound behavior problems anticipated negative teacher-student interactions whereas social competence predicted positive interactions. The findings increase the knowledge available on affective relationships in a school context and identify variables that have to be explored in depth in order to develop programs which intervene to improve performance and prevent problems with school children.
Despite recent growth in research highlighting the potential of teacher-child relationships to pr... more Despite recent growth in research highlighting the potential of teacher-child relationships to promote children's development, important questions remain about the stability and relevance of relationships between teachers and children beyond the early school years. By incorporating results from two related, longitudinal studies using data from the National Institute of Child Health and Human Development Study of Early Child Care (NICHD SECC, 1993), this investigation answer nuanced questions about the developmental pattern of teacher-child relationships and their association with children's development across elementary school. The first study identifies distinctive developmental trajectories of teacher-child relationship quality from kindergarten through 5th grade, using a semiparametric group-based approach (Nagin, 2005). In addition, it tests whether child and family characteristics are linked to particular relationship trajectory groups. The second study examines longitudinal connections between teacher-child relationships and children's development throughout elementary school. Using two-level hierarchical linear models (HLM, Raudenbush & Bryk, 2002), this study examines within-and between-child associations between teacher-child relationship quality and academic achievement and behavior problems from kindergarten through 5th grade.
Infant and Child Development
Cognitive Science, 2015
Prior research shows that shared book reading promotes preschoolers language and literacy skills.... more Prior research shows that shared book reading promotes preschoolers language and literacy skills. However, little is known about the potential role of books features –e.g., wordless picture books vs. books with text– in children and teachers spontaneous language production. In this study, we transcribed verbal interactions of thirteen Colombian teachers reading to groups of preschooler students (aged 43 to 55 months) during reading sessions in Spanish using wordless picture books (condition 1) and prototypical storybook with text (condition 2). Books were matched for page length, genre and theme. Using Computerized Language Analysis (CLAN), we found important differences in children and teachers spontaneous language production. Specifically, paired t-test comparisons revealed that in the wordless-picture-book condition: (a) children produced significantly more word tokens, word types, utterances and questions (all p s < .05), and (b) teachers produced significantly more word toke...
Early Childhood Research Quarterly, 2022
Abstract Family engagement in early learning and education is considered a key predictor of child... more Abstract Family engagement in early learning and education is considered a key predictor of children's development. However, little is known about the link between family engagement in early learning opportunities in sociocultural diverse contexts, particularly in low- and-middle-income countries. This study examined the associations of family engagement in home learning activities (e.g., reading books, naming things) and in early childhood care and education centers (ECCE; e.g., attending meetings or workshops, helping inside the classroom) with young children's emergent literacy and numeracy, social-emotional functioning, motor development, and executive functions, as measured through direct assessment. Data came from a nationally-representative sample of public ECCE centers in Colombia serving 3–5-year-old children (N = 3069). Multilevel model analyses showed that home-based family engagement was associated with higher emergent numeracy, emergent literacy, social-emotional functioning, and motor development, whereas center-based family engagement was associated only with higher emergent numeracy and literacy development. These results suggest that interventions and policies designed to improve family engagement in early learning opportunities both at the ECCE centers and at the home could have positive and independent effects on early childhood development.