Tareas matemáticas y estrategias didácticas en la educación parvularia

Esta comunicación corresponde a una investigación doctoral en curso, que busca indagar cómo se lleva a cabo el proceso de enseñanza de las matemáticas en las salas de párvulos chilenas, en términos de las tareas matemáticas y las estrategias didácticas que emplean en los momentos de instrucción matemática. Para ello se analizarán 36 vídeos de clases de 18 salas chilenas de prekínder, mediante el uso de técnicas cualitativas y cuantitativas, con el fin de caracterizar las tareas y estrategias que emplean las educadoras para promover el desarrollo de habilidades matemáticas en los niños

CREENCIAS Y PRÁCTICAS DE LITERACIDAD EN FAMILIAS CHILENAS CON DISTINTOS NIVELES EDUCATIVOS

El estudio describe las creencias y prácticas de literacidad de familias con distinta educación en Chile. Participaron 188 niños y niñas de kindergarten y sus familias. Los padres contestaron un cuestionario acerca de su nivel educacional, ciertas prácticas de literacidcd familiar, y sus creencias acerca del desarrollo de ésta. Los resultados muestran diferencias y similitudes con resultados de países desarrollados. Las principales diferencias se dan en la frecuencia de ciertas prácticas, las que ocurren con menor frecuencia en las familias chilenas, independientemente del nivel educacional. Las principales similitudes con los hallazgos de países desarrollados se dan en las asociaciones entre el nivel educacional de la familia y las variables de literacidad familiar

Apoyo académico en la educación superior: descripción de la experiencia y perfil de los alumnos que participan en el CARA UC

The paper reports on the work carried out by the Center to Support Academic Performance (CARA UC). The Center was created for students of the Pontifical Catholic University of Chile as an academic intervention alternative. The paper also describes the main features characterizing the population of students who used the service of their own accord in 2005 and 2006. Data show that the Center addresses a real need for academic support among students. Furthermore, it has become a space for the general integration and orientation of the students¿ university experience. This initiative can be said to respond to the challenge of developing and improving strategies and abilities needed for academic success in higher education.El artículo informa sobre el trabajo del Centro de Apoyo al Rendimiento Académico (CARA UC), para los alumnos de la Pontificia Universidad Católica de Chile, como alternativa de intervención académica con estudiantes universitarios. Además, se detallan las principales características de la población que ha participado de forma espontánea en los distintos servicios durante 2005 y 2006. Los datos indican que el Centro satisface una necesidad de apoyo académico real de los estudiantes y se constituye como un espacio de integración y orientación general respecto de la experiencia universitaria. Se puede afirmar que esta iniciativa responde al desafío de desarrollar y perfeccionar estrategias y habilidades necesarias para el éxito académico en la educación superior

Cross-Cultural Comparisons of Home Numeracy and Literacy Environments: Canada, Mexico, and Chile

Home numeracy and literacy environments are related to the development of children’s early academic skills. However, the home learning environments of preschool children have been mainly explored with children from North America, Europe, and Asia. In this study we assessed the home numeracy and literacy environments of three-to-five-year-old children from Mexico (n = 54) and Chile (n = 41) and compared the patterns of results to those of children from Canada (n = 42). Parents completed a questionnaire about their expectations for children’s academic performance prior to Grade 1 and the home numeracy and literacy activities they provide for their children. To analyze differences among countries in the home learning environments, we performed mixed and one-way ANOVAs (Analysis of Variance), followed-up by post-hoc comparisons. Mexican parents had higher expectations for children’s early skills than Chileans or Canadians. The frequency with which Mexican, Canadian, and Chilean parents reported home numeracy and literacy activities showed both similarities and differences. Our findings speak to the importance of developing culturally sensitive models of early home learning environments and illustrate the complexities of comparing home learning environments across countries

Cross-Cultural Comparisons of Home Numeracy and Literacy Environments: Canada, Mexico, and Chile

Home numeracy and literacy environments are related to the development of children’s early academic skills. However, the home learning environments of preschool children have been mainly explored with children from North America, Europe, and Asia. In this study we assessed the home numeracy and literacy environments of three-to-five-year-old children from Mexico (n = 54) and Chile (n = 41) and compared the patterns of results to those of children from Canada (n = 42). Parents completed a questionnaire about their expectations for children’s academic performance prior to Grade 1 and the home numeracy and literacy activities they provide for their children. To analyze differences among countries in the home learning environments, we performed mixed and one-way ANOVAs (Analysis of Variance), followed-up by post-hoc comparisons. Mexican parents had higher expectations for children’s early skills than Chileans or Canadians. The frequency with which Mexican, Canadian, and Chilean parents reported home numeracy and literacy activities showed both similarities and differences. Our findings speak to the importance of developing culturally sensitive models of early home learning environments and illustrate the complexities of comparing home learning environments across countries

Creencias y prácticas de literacidad en familias chilenas con distintos niveles educativos

Revista Latinoamericana de Psicología, vol. 39, No. 2, pp. 239-251El estudio describe las creencias y prácticas de literacidad de familias con distinta educación en Chile. Participaron 188 niños y niñas de kindergarten y sus familias. Los padres contestaron un cuestionario acerca de su nivel educacional, ciertas prácticas de literacidad familiar, y sus creencias acerca del desarrollo de ésta. Los resultados muestran diferencias y similitudes con resultados de países desarrollados. Las principales diferencias se dan en la frecuencia de ciertas prácticas, las que ocurren con menor frecuencia en las familias chilenas, independientemente del nivel educacional. Las principales similitudes con los hallazgos de países desarrollados se dan en las asociaciones entre el nivel educacional de la familia y las variables de literacidad familiar

Self-Concept Predicts Academic Achievement across Levels of the Achievement Distribution: Domain-Specificity for Math and Reading

This study examines whether self-concept of ability in math and reading predicts later math and reading attainment across different levels of achievement. Data from three large-scale longitudinal data sets, the ALSPAC, NICHD-SECCYD, and PSID-CDS, were used to answer this question by employing quantile regression analyses. After controlling for demographic variables, child characteristics, and early ability, the findings indicate that self-concept of ability in math and reading predicts later achievement in each respective domain across all quantile levels of achievement. These results were replicated across the three data sets representing different populations and provide robust evidence for the role of self-concept of ability in understanding achievement from early childhood to adolescence across the spectrum of performance (low to high)