Pub Date : 2022-05-24DOI: 10.22370/ieya.2022.8.1.2518
André Luís Pereira Guimarães
Este ensayo explora el potencial de articulación entre las ideas de infancia, reconocimiento y salud mental. El objetivo es contribuir a la formación de una actitud intelectual más productiva para el investigador, con miras a nuevas posibilidades para la producción de conocimientos sobre la niñez y la salud mental infantil. Se parte de la discusión de la infancia como construcción social, con sus implicaciones para las relaciones entre niños, adultos e instituciones. Luego, presentando la idea de reconocimiento a partir de la teoría sistematizada por Axel Honneth, en un esfuerzo crítico y dialéctico, se busca una articulación con la niñez situada, basada en el psicoanálisis, como un período de desarrollo fundamental para la constitución de lo psíquico. Se concluye que, para consolidar una nueva actitud intelectual en la investigación sobre la infancia y la salud mental infantil, es necesaria una consideración conjunta, atenta y rigurosa de los aspectos sociohistóricos, teóricos, metodológicos y ético-políticos, en búsqueda superando dicotomías y distinciones sociales relacionadas con el niño.
{"title":"INFANCIA, RECONOCIMIENTO Y SALUD MENTAL:","authors":"André Luís Pereira Guimarães","doi":"10.22370/ieya.2022.8.1.2518","DOIUrl":"https://doi.org/10.22370/ieya.2022.8.1.2518","url":null,"abstract":"Este ensayo explora el potencial de articulación entre las ideas de infancia, reconocimiento y salud mental. El objetivo es contribuir a la formación de una actitud intelectual más productiva para el investigador, con miras a nuevas posibilidades para la producción de conocimientos sobre la niñez y la salud mental infantil. Se parte de la discusión de la infancia como construcción social, con sus implicaciones para las relaciones entre niños, adultos e instituciones. Luego, presentando la idea de reconocimiento a partir de la teoría sistematizada por Axel Honneth, en un esfuerzo crítico y dialéctico, se busca una articulación con la niñez situada, basada en el psicoanálisis, como un período de desarrollo fundamental para la constitución de lo psíquico. Se concluye que, para consolidar una nueva actitud intelectual en la investigación sobre la infancia y la salud mental infantil, es necesaria una consideración conjunta, atenta y rigurosa de los aspectos sociohistóricos, teóricos, metodológicos y ético-políticos, en búsqueda superando dicotomías y distinciones sociales relacionadas con el niño.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86871247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-24DOI: 10.22370/ieya.2022.8.1.2435
A. Romero Hernández, Mónica Arnal-Palacián
En este trabajo se realiza una revisión de la evolución de las Necesidades Educativas Especiales y su adaptación en la enseñanza-aprendizaje de las nociones lógico-matemáticas en la etapa de Educación Infantil. Además, se han considerado la manipulación de diferentes materiales y el desarrollo de distintas metodologías para conseguir la inclusión de este alumnado, para llegar a desarrollar una propuesta que aúne a todas estas características. Para ello, se han realizado entrevistas a profesorado.
{"title":"NOCIONES LÓGICO-MATEMÁTICAS EN ALUMNOS CON NECESIDADES EDUCATIVAS ESPECIALES:","authors":"A. Romero Hernández, Mónica Arnal-Palacián","doi":"10.22370/ieya.2022.8.1.2435","DOIUrl":"https://doi.org/10.22370/ieya.2022.8.1.2435","url":null,"abstract":"En este trabajo se realiza una revisión de la evolución de las Necesidades Educativas Especiales y su adaptación en la enseñanza-aprendizaje de las nociones lógico-matemáticas en la etapa de Educación Infantil. Además, se han considerado la manipulación de diferentes materiales y el desarrollo de distintas metodologías para conseguir la inclusión de este alumnado, para llegar a desarrollar una propuesta que aúne a todas estas características. Para ello, se han realizado entrevistas a profesorado.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77358644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-24DOI: 10.22370/ieya.2022.8.1.2409
Maria Fusté Forné
El acoso escolar requiere el desarrollo y conocimiento de los recursos para su prevención desde edades muy tempranas. Con este objetivo, el presente estudio pretende poner de relieve el poder de la música para reducir la agresividad, mejorar las interacciones y convivencia, para así prevenir el futuro bullying. Desde una perspectiva teórica, el artículo plantea las implicaciones de la música como estrategia y herramienta de cohesión de grupo, y realiza una propuesta de implementación práctica a partir del final del primer ciclo de la educación infantil.
{"title":"MÚSICA VS BULLYING","authors":"Maria Fusté Forné","doi":"10.22370/ieya.2022.8.1.2409","DOIUrl":"https://doi.org/10.22370/ieya.2022.8.1.2409","url":null,"abstract":"El acoso escolar requiere el desarrollo y conocimiento de los recursos para su prevención desde edades muy tempranas. Con este objetivo, el presente estudio pretende poner de relieve el poder de la música para reducir la agresividad, mejorar las interacciones y convivencia, para así prevenir el futuro bullying. Desde una perspectiva teórica, el artículo plantea las implicaciones de la música como estrategia y herramienta de cohesión de grupo, y realiza una propuesta de implementación práctica a partir del final del primer ciclo de la educación infantil.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79036293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-09DOI: 10.1080/02103702.2021.2009293
Lucas G. Gago-Galvagno, S. E. Miller, M. C. De Grandis, Angel M. Elgier
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.
{"title":"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)","authors":"Lucas G. Gago-Galvagno, S. E. Miller, M. C. De Grandis, Angel M. Elgier","doi":"10.1080/02103702.2021.2009293","DOIUrl":"https://doi.org/10.1080/02103702.2021.2009293","url":null,"abstract":"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.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74537847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1080/02103702.2021.2015226
Susana Mendive, Daniela Aldoney, Mayra Mascareño, José Pezoa, Erika Hoff
ABSTRACT
This study determines (a) which factors of the parenting context, the child and their mothers are associated with environments that differ in their home literacy environment in a Chilean low-SES sample of 53-month-old children, and (b) whether reading comprehension at second and fourth grade is predicted by the socialization in the literacy environment. First, it found that the factors of maternal educational level and cognitions and the child’s task orientation and prosocial behaviour are related to the type of home literacy environment. Likewise, it found that the type of literacy environment predicts reading comprehension at age seven, with a major difference of one standard deviation between the two types of literacy environments. A similar distribution was found at age nine. This article discusses the implications of these results in informing early interventions in disadvantaged socioeconomic levels.
{"title":"Home language and literacy environments at the age of four: determinants and their relation to reading comprehension up to age nine (Ambientes de lenguaje y alfabetización inicial en el hogar a los cuatro años: determinantes y relación con comprensión lectora hasta los nueve años)","authors":"Susana Mendive, Daniela Aldoney, Mayra Mascareño, José Pezoa, Erika Hoff","doi":"10.1080/02103702.2021.2015226","DOIUrl":"https://doi.org/10.1080/02103702.2021.2015226","url":null,"abstract":"<p><b>ABSTRACT</b></p><p>This study determines (a) which factors of the parenting context, the child and their mothers are associated with environments that differ in their home literacy environment in a Chilean low-SES sample of 53-month-old children, and (b) whether reading comprehension at second and fourth grade is predicted by the socialization in the literacy environment. First, it found that the factors of maternal educational level and cognitions and the child’s task orientation and prosocial behaviour are related to the type of home literacy environment. Likewise, it found that the type of literacy environment predicts reading comprehension at age seven, with a major difference of one standard deviation between the two types of literacy environments. A similar distribution was found at age nine. This article discusses the implications of these results in informing early interventions in disadvantaged socioeconomic levels.</p>","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138518973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-21DOI: 10.1080/02103702.2021.1989648
M. Sartori, Olga Peralta
ABSTRACT Young children increasingly interact with technological devices, either as a form of entertainment or for educational purposes. This research sought to investigate the early symbolic understanding of an interactive, three-dimensional digital image presented on a tablet. Two studies were designed in which the children had to use the image as a source of information to solve a search task. The first study investigated the performance of children aged 30 and 36 months. We found that the children symbolically understood the image at 36 months, but not at 30. The second study investigated the impact of manipulation and instruction on the performance of 36-month-old children. The results showed that the manipulation of the image negatively impacted the understanding of it as a symbol, regardless of the instruction received. The results are interpreted in terms of the impact of manipulation, instruction and the three-dimensionality of the object on understanding it as a symbol. Possible implications in education are also discussed.
{"title":"Children’s symbolic understanding of a digital, three-dimensional, interactive image (La comprensión simbólica infantil de una imagen digital, tridimensional e interactiva)","authors":"M. Sartori, Olga Peralta","doi":"10.1080/02103702.2021.1989648","DOIUrl":"https://doi.org/10.1080/02103702.2021.1989648","url":null,"abstract":"ABSTRACT Young children increasingly interact with technological devices, either as a form of entertainment or for educational purposes. This research sought to investigate the early symbolic understanding of an interactive, three-dimensional digital image presented on a tablet. Two studies were designed in which the children had to use the image as a source of information to solve a search task. The first study investigated the performance of children aged 30 and 36 months. We found that the children symbolically understood the image at 36 months, but not at 30. The second study investigated the impact of manipulation and instruction on the performance of 36-month-old children. The results showed that the manipulation of the image negatively impacted the understanding of it as a symbol, regardless of the instruction received. The results are interpreted in terms of the impact of manipulation, instruction and the three-dimensionality of the object on understanding it as a symbol. Possible implications in education are also discussed.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79691821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-09DOI: 10.1080/02103702.2021.2009294
J. Serra, Sara Feijóo
ABSTRACT The use of the students’ first language (L1) in the foreign language class (FL) is a common but controversial issue that has received little attention. This might be more relevant in the case of Content and Language Integrated Learning (CLIL), since, under CLIL approaches, students need to acquire content through an FL that they have not mastered yet. The current paper aims at analysing teachers’ uses and perceptions of translanguaging in CLIL classrooms in a primary education context following a case study. Five CLIL primary education teachers from Catalonia participated in the study. They were voice-recorded for several sessions teaching a subject in CLIL with the same class and they also completed a questionnaire. The analysis showed that all the participants used their L1 for a number of purposes. Even though individual perceptions differed, in general, teachers were positive about using translanguaging. CLIL teachers would benefit both from reflecting on their own practices in terms of translanguaging uses and from formal instruction in the matter.
{"title":"Teacher translanguaging in CLIL primary education: do teachers’ perceptions match their real practices? (Translingüismo y aprendizaje integrado de contenidos y lengua extranjera (AICLE) en la educación primaria: percepciones y prácticas reales del profesorado)","authors":"J. Serra, Sara Feijóo","doi":"10.1080/02103702.2021.2009294","DOIUrl":"https://doi.org/10.1080/02103702.2021.2009294","url":null,"abstract":"ABSTRACT The use of the students’ first language (L1) in the foreign language class (FL) is a common but controversial issue that has received little attention. This might be more relevant in the case of Content and Language Integrated Learning (CLIL), since, under CLIL approaches, students need to acquire content through an FL that they have not mastered yet. The current paper aims at analysing teachers’ uses and perceptions of translanguaging in CLIL classrooms in a primary education context following a case study. Five CLIL primary education teachers from Catalonia participated in the study. They were voice-recorded for several sessions teaching a subject in CLIL with the same class and they also completed a questionnaire. The analysis showed that all the participants used their L1 for a number of purposes. Even though individual perceptions differed, in general, teachers were positive about using translanguaging. CLIL teachers would benefit both from reflecting on their own practices in terms of translanguaging uses and from formal instruction in the matter.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79743402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-17DOI: 10.1080/02103702.2021.2000127
P. D. Diago, D. F. Yáñez, David Arnau
ABSTRACT Patterning, as a component of early mathematic knowledge, is a common activity carried out at elementary levels in which children are not equally successful. This study aimed to measure different variables affecting performance on patterning tasks in early childhood. For this purpose, the success of Pre-K (N = 33), K (N = 31) and first-grade (N = 33) children when solving 14 repeating-pattern tasks, which varied in complexity, was analysed. The results revealed no significant differences between core-2 and core-4 length patterns, and greater success with patterns involving size. The study also introduces distractors, as a novel factor, in the patterning activities related to the presence of contradictory or surplus data. The impact of each factor and the relations between complexity and difficulty on the patterning tasks are discussed in order to contribute to the design of teaching itineraries.
{"title":"Relations between complexity and difficulty on repeating-pattern tasks in early childhood (Relaciones entre complejidad y dificultad en tareas con patrones reiterativos en la primera infancia)","authors":"P. D. Diago, D. F. Yáñez, David Arnau","doi":"10.1080/02103702.2021.2000127","DOIUrl":"https://doi.org/10.1080/02103702.2021.2000127","url":null,"abstract":"ABSTRACT Patterning, as a component of early mathematic knowledge, is a common activity carried out at elementary levels in which children are not equally successful. This study aimed to measure different variables affecting performance on patterning tasks in early childhood. For this purpose, the success of Pre-K (N = 33), K (N = 31) and first-grade (N = 33) children when solving 14 repeating-pattern tasks, which varied in complexity, was analysed. The results revealed no significant differences between core-2 and core-4 length patterns, and greater success with patterns involving size. The study also introduces distractors, as a novel factor, in the patterning activities related to the presence of contradictory or surplus data. The impact of each factor and the relations between complexity and difficulty on the patterning tasks are discussed in order to contribute to the design of teaching itineraries.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75650904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-06DOI: 10.1080/02103702.2021.2000128
Héctor M. Manrique, Yurena Hernández-Gálvez, Juan Hernández-Cabrera, C. J. Álvarez
ABSTRACT Fifty-one 23-to-55-month-old-infants faced two apparatuses that required the use of a rigid (box apparatus) or flexible (hose apparatus) stick-like tool to retrieve a toy stuck inside. Before attempting the extraction, however, they had to pick the only one tool (of three) on display that had the appropriate rigidity/flexibility to be effective. To inform their decisions, they could either manipulate the three tools themselves (haptic information) or observe the experimenter bending and unbending them for just five seconds each (visual information) before selection. Children found more difficulties in selecting appropriate flexible tools, as compared to rigid ones. Moreover, infants’ own haptic inspection of each tool did not significantly improve their selection accuracy, which indicates that observing the experimenter’s demonstration conveyed all the information required to make correct choices.
{"title":"Tool selection based on rigidity in young children: a comparative approach (Selección de herramientas en función de su rigidez con niños preescolares: un enfoque comparativo)","authors":"Héctor M. Manrique, Yurena Hernández-Gálvez, Juan Hernández-Cabrera, C. J. Álvarez","doi":"10.1080/02103702.2021.2000128","DOIUrl":"https://doi.org/10.1080/02103702.2021.2000128","url":null,"abstract":"ABSTRACT Fifty-one 23-to-55-month-old-infants faced two apparatuses that required the use of a rigid (box apparatus) or flexible (hose apparatus) stick-like tool to retrieve a toy stuck inside. Before attempting the extraction, however, they had to pick the only one tool (of three) on display that had the appropriate rigidity/flexibility to be effective. To inform their decisions, they could either manipulate the three tools themselves (haptic information) or observe the experimenter bending and unbending them for just five seconds each (visual information) before selection. Children found more difficulties in selecting appropriate flexible tools, as compared to rigid ones. Moreover, infants’ own haptic inspection of each tool did not significantly improve their selection accuracy, which indicates that observing the experimenter’s demonstration conveyed all the information required to make correct choices.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88763503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/02103702.2021.1996769
Alberto Hurtado, M. Aparici, Gregorio Marañón, Á. Brioso, José de Caldas, Raquel Cerdán, K. Colegrove, U. Fischer, S. García-Barros, Irene García-Molina, María Ángeles Gomariz-Vicente, Juan Carlos Osorio Gómez, Francisco Hernando Gómez-Torres, M. D. Dios, Fernando Guzmán-Simón, Andrea Hernández-Martínez, G. Ivinson, D. Martinez
Lucia Alcalá (California State University Fullerton) Paula Alonqueo (Universidad de La Frontera) Alejandra Andueza (Universidad Alberto Hurtado) Melina Aparici (Universitat Autònoma de Barcelona) David Arnau (Universitat de València) Josefina Arrúe (Consejo Nacional de Investigaciones Científicas y Técnicas) Raquel Ayuda (DELETREA) Antoni Badia (Universitat Oberta de Catalunya) Alicia Benarroch (Universidad de Granada) Julia Benassi (Universidad Nacional del Litoral) Ruth Berman (Tel Aviv University) Florentino Blanco (Universidad Autónoma de Madrid) María Blume (Pontificia Universidad Católica del Perú) Leticia Boada (Hospital General Universitario Gregorio Marañón) Ángeles Brioso (Universidad Nacional de Educación a Distancia) Bárbara Brizuela (Tufts University) Martina Cabra (Université de Neuchâtel) María-Luz Callejo (Universidad de Alicante) Emilia Campayo-Muñoz (Universitat Jaume I) Ricardo Canal-Bedia (Universidad de Salamanca) Jaime Andrés Carmona-Mesa (Universidad de Antioquia) Antonia Cascales (Universidad de Murcia) Claudia C. Castro (Universidad Distrital Francisco José de Caldas) Raquel Cerdán (Universitat de València) María Dolores Cervera (Centro de Investigación y de Estudios Avanzados) Kiyomi Colegrove (Texas State University San Marcos) Carmen Coloma (Universidad de Chile) Maricela Correa-Chávez (California State University, Long Beach) Ariel Cuadro (Universidad Católica del Uruguay) Paola Cúneo (Consejo Nacional de Investigaciones Científicas y Técnicas) Lourdes de León (CIESAS Casa Chata) Pascual Diago (Universitat de València) Petya Eckler (University of Strathclyde) JOURNAL FOR THE STUDY OF EDUCATION AND DEVELOPMENT / INFANCIA Y APRENDIZAJE 2022, VOL. 45, NO. 1, 244–246 https://doi.org/10.1080/02103702.2021.1996769
Lucia阿尔卡拉大学(California State University Fullerton) Paula Alonqueo(边界)亚历山德拉Andueza (Alberto Hurtado)大学Melina Aparici”(大学ònoma David Arnau(巴塞罗那)的瓦尔ència)约瑟芬Arrúe(国家科学和技术研究理事会)瑞秋帮助(DELETREA) Antoni Badia(大学Catalunya) Alicia Benarroch(格拉纳达大学沿海Julia Benassi(国立大学)露丝·伯曼(Tel Aviv)马德里自治大学大学白佛罗伦萨(maria Blume)(秘鲁天主教大学)莱蒂西亚Boada大学(General Hospital)葛Marañón)天使(国家远程教育大学)的芭芭拉维拉(Martina山羊(大学(Tufts University) Neuchâtel) María-Luz Callejo罗马涅(阿利坎特大学)Campayo-Muñoz (Ricardo Canal-Bedia哈乌梅一世)(Jaime andres Carmona-Mesa(萨拉曼卡大学)大学Antonia Cascales(穆尔西亚大学)Claudia C. Castro (Francisco jose de Caldas地区大学)Raquel cerdan(巴伦西亚大学)maria Dolores Cervera(研究和高级研究中心)Kiyomi Colegrove(德克萨斯州立大学圣马科斯)Carmen Coloma(智利大学)Maricela correa - chavez(加州州立大学)长滩Ariel表)(乌拉圭天主教大学)Paola Cúneo(国家科学和技术研究理事会)平人类学Lourdes leon(房子)Pascual Diago(大学瓦尔ència彼佳国际性(University of拉斯克)JOURNAL FOR THE STUDY of EDUCATION AND DEVELOPMENT /儿童学习在2022年,第45卷,不。1, 244 - 246 https://doi.org/10.1080/02103702.2021.1996769
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