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.

摘要

几项研究分析了参加幼儿教育中心对沟通、监管技能和社会情感发展的影响。这些教育机构的存在每年都在增加，部分原因是妇女进入劳动力市场。已经发现，婴儿教育可能会调节脆弱环境中的发展（通常与消极的认知结果相关），尽管结果是矛盾的。我们提出了一项研究，该研究评估了拉丁美洲 18 至 24 个月大的母婴对婴儿教育和社会脆弱性对执行功能 (EF) 和沟通技巧 (CS) 的影响。为了实现这些目标，幼儿完成了几项 EF 任务和早期社交沟通量表。父母完成了 INDEC 的社会经济水平量表。结果表明，社会脆弱性与 EF 和 CS 相关，日托出勤率与 CS 呈正相关，最后，日托对 EF 的贡献因 SES 而异。这些发现强调了考虑婴儿教育和社会经济地位以从生命的头几个月创造平等机会的重要性。