Developmental disparities based on socioeconomic status and sex: an analysis of two large, population-based early childhood development assessments in Uruguay

School readiness losses during the COVID‐19 outbreak. A comparison of two cohorts of young children

“…Based on our findings, we can draw the general conclusion that the COVID‐19 pandemic harmed multiple domains of childhood development, especially within cognitive and motor domains. Inequalities in school readiness already present in the Uruguayan population (Vásquez‐Echeverría et al, 2021 ) appear to have been exacerbated, as children living in the most privileged districts were more protected from the impact of the COVID crisis, and children who were already struggling at age 4 before the onset of the pandemic suffered the most compared to their expected trajectory.…”

“…INDI accounts for four developmental domains, some of which include subscales (Vásquez‐Echeverría et al, 2021 ): (a) Cognitive development is composed of Language (including oral comprehension and production, phonological awareness, and early literacy skills, e.g., Understands a short story ; 7 items), Logical‐mathematical skills (early numeracy skills such as verbal counting, recognizing number symbols, shapes, and manipulating quantities, e.g., Recognizes numbers between 1 and 10 , 6 items), Self‐projection (including perspective‐taking abilities, as in the case of episodic memory, foresight and theory of mind; Buckner & Carroll, 2007 , e.g., Anticipates what he will need in the future , 6 items), and Executive functioning (including mainly attentional and self‐regulation skills, e.g., Is able to wait for turns , 6 items). Cognitive subscales scores are summed up to yield a Cognitive development total score; (b) Motor development (mostly composed of content tapping fine‐motor skills such as pencil‐grip and gross‐motor skills such as locomotion, e.g., Holds the pencil properly , 6 items); (c) three orthogonal subscales compose Socioemotional development: Internalizing behaviors (behavior problems such as anxiety, sadness or behavioral inhibition, e.g., S pends time alone , isolated from the group , 5 items), Externalizing behaviors (behavior problems such as verbal or physical aggression, defiant attitudes toward teachers and peers, e.g., Verbally assaults his / her peers , 4 items), and Prosocial behaviors (cooperative and empathic attitudes, e.g., Shares toys and materials , 5 items).…”

Desarrollo infantil y preparación para la escuela en Uruguay: efectos del rezago cognitivo y no cognitivo al término de la educación inicial sobre el desempeño escolar en la enseñanza primaria

“…Estos hallazgos son ampliamente consistentes con la acumulación internacional sobre el tema (Ricciardi et al, 2021). A su vez, extienden la evidencia específica disponible en Uruguay (Borba et al, 2018;Cabella et al, 2015;Cardozo, Fonseca y Silveira, 2022;Castelao, 2021;Failache y Katzkowicz, 2018; Desarrollo infantil y preparación para la escuela en Uruguay: efectos del rezago cognitivo y no cognitivo al término de la educación inicial sobre el desempeño escolar en la enseñanza primaria Failache, Salas y Vigorito, 2015;Mara et al, 2000;Vásquez et al, 2021) en tres grandes aspectos: i) ampliando las dimensiones e indicadores de resultado escolar considerados; ii) ampliando la ventana de observación, lo que permite valorar efectos escolares de corto y mediano plazo asociados al desarrollo infantil; iii) explorando tanto los efectos globales, como específicos y acumulativos del rezago temprano en diferentes dominios del desarrollo infantil vinculados a la preparación para la escuela.…”

“…En Uruguay, específicamente, existe una creciente acumulación de investigación en torno al desarrollo infantil, incluida la aplicación de protocolos de valoración en contextos escolares y el análisis de sus determinantes (Borba et al, 2018;Cabella et al, 2015;Failache y Katzkowicz, 2018;Vásquez et al, 2021). Los estudios enfocados específicamente en la asociación entre DI y logro escolar son, en cambio, más escasos.…”

El rol de la autorregulación como recurso operativo en la predicción del involucramiento escolar: transición preescolar-primaria

“…Revista Argentina de Ciencias del Comportamiento,15(2), [35][36][37][38][39][40][41][42][43][44][45][46][47][48][49] Al momento de ingresar a la educación inicial o preescolar los niños difieren en sus experiencias tempranas y condiciones de desarrollo. Esto incide en la forma en la que transitan ese ciclo escolar y el pasaje a la escuela primaria (Vásquez-Echeverría et al, 2021). Asimismo, las diferencias que existen al comienzo de la escolarización suelen sostenerse e incluso intensificarse posteriormente (Entwisle & Alexander, 1998).…”