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

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

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

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’

ABSTRACT This study investigated differences between the ability to judge surface emotions and real emotions in pretend/deceptive situations. Using the scenario approach, our results showed that the ability to judge surface/real emotions is affected by pretend and deceptive situations in children aged 4–6 years. We found that in pretend situations, the accuracy of judging surface emotion was higher

(2022). Reviewers for 2021 / (Evaluadores del año 2021) Journal for the Study of Education and Development: Vol. 45, No. 1, pp. 244-246.

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

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

ABSTRACT Despite the important role assigned to analogical reasoning (AR) in cognition and language, the relationship between this ability and language skills in the emergent literacy period has not been sufficiently studied, especially in Spanish speakers. To explore this link, we examined two modalities of AR (verbal and non-verbal) as predictors of linguistic skills in Spanish-speaking preschoolers

ABSTRACT The goal of this study was to analyse changes in classroom interaction quality in 85 early childhood classrooms in vulnerable social contexts in Santiago de Chile which participated in the first year of a professional development programme. Classroom interaction quality was measured using the Classroom Assessment Scoring System (CLASS) at the beginning and end of the school year. Contingency

ABSTRACT In this article we aim to deepen our understanding of the content and nature of the early childhood teacher’s knowledge, focusing on those aspects which might promote students’ algebraic thinking. Approaching arithmetic from the viewpoint of algebra as an advanced perspective and considering the analytical model Mathematics Teachers’ Specialised Knowledge, we analyse the specialised knowledge

ABSTRACT In order to comfort others, children need to exhibit Theory of Mind (ToM) skills. The goal of the present study was to investigate the role of ToM in association with children’s spontaneous comforting behaviour in a laboratory task. Forty-seven children between 26 and 57 months of age completed three ToM tasks: diverse desires, diverse beliefs and belief-emotion. To evaluate comforting, we

ABSTRACT The purpose of this study was to investigate sub-lexical segmentation in Spanish-speaking children based on the perception of regular syllables (pseudomorphemes), as well as their association with a visual referent. Both of these skills are the precursors to learning morphology for language acquisition. Twenty-three 12-month-old children participated; they were evaluated with three experimental

ABSTRACT This article presents a STEAM education model based on the use of meaningful contexts for the integrated acquisition of key learning outcomes related to different subjects. The model combines inquiry and the use of socio-scientific issues to promote mathematics and science learning along with the development of critical thinking and the integration of cultural and fundamental values. The evaluation

ABSTRACT Since birth, infants develop the ability to perceive a wide range of intersensory relations among various kinds of amodal temporal information. This study addresses the development of the ability to perceive duration-based intersensory relations. Three groups of infants, four, seven and 10 months old, participated in two trials of an intersensory 5preference task that used two audiovisual

ABSTRACT The teaching of STEAM has been gaining ground in the world of education for some years now. This article presents two fundamental contributions to STEAM literature. The first contribution is the detailed description of a STEAM work experience with secondary school students using Project Based Learning, in which the disciplines of science and art are connected and integrated. To achieve this

ABSTRACT The concern with conflict in our schools has increased in recent years. For this reason, initiatives aimed at dealing with conflicts like educational mediation have emerged. The goal of this study is to evaluate the usefulness of the M-Educa programme in its student training phase via an evaluative study of the pre- and post-measures of the CUVE3-EP questionnaire on school violence administered

ABSTRACT The integrated STEAM approach arises when a contextualized problem’s resolution requires different contributions (views) from each discipline. In this descriptive article we discuss the views needed from chemistry, technology, design skills, mathematical modelling and the artistic support necessary for constructing a scientific model that explains the pH of the mouth when chewing gum. To do

ABSTRACT Grant funding is critical to building a sustained research career. Yet in this climate of academic performativity little is known about how individual academics make their contribution to knowledge fundable. This in-depth longitudinal case study explores an approach evolved by an experienced Canadian scientist whose work is recognized for both scholarly and societal impact. We demonstrate

ABSTRACT The emphasis on STEM disciplines in schools has caused advocates for art education to propose the addition of the arts to the study of science, technology, engineering and mathematics, transforming STEM into STEAM. However, it is important that the larger purposes of art and education that have traditionally been embraced by the liberal arts are not lost in STEAM education and that the arts

ABSTRACT Curriculum integration from a STEAM transdisciplinary perspective represents a profound challenge. This study delves into a transdisciplinary approach to primary education and the role of the arts through two STEAM projects in a programme for gifted students in Madrid (Spain). Participants include 111 students from eight groups (11–12 years old), five teachers and four external professionals

ABSTRACT The multidimensional character of competence development involves a profound methodological change in how the teaching process is conceived. An integrated STEAM education is one potentially useful methodological approach to assist in this matter. Using design research, an integrated STEAM approach was designed, implemented and assessed with 121 students in their sixth year of primary education

ABSTRACT While the acronym STEAM — Science, Technology, Engineering, Arts, Mathematics — has become a buzzword in educational settings, STEAM education is still at an early stage in its development. In fact, many consider the promotion of STEAM education as being based on relatively weak empirical grounds. This special issue responds to the need for additional evidence regarding STEAM’s validity and

ABSTRACT In this introduction to the special issue Child Language and Development Contexts we present the main aspects of the childhood development research field, where studies in the last decades have demonstrated the centrality of context in the configuration of childhood experiences, as well as its contribution to linguistic development. We identify the most relevant findings in these investigations

ABSTRACT This present research analyses the linguistic environmental setting in homes of children under the age of two years from different social groups and looks at the extent to which the speech from other children contributes to shaping that environment. The corpus includes recordings of spontaneous speech from middle-class households in residential urban areas, from lower socioeconomic classes

Abstract This paper provides the first evidence of maternal speech — motherese — in Wichi, an indigenous language with a complex morphology spoken in the Gran Chaco region of Argentina. The corpus consists of 22 hours of video recordings from the daily life of three children, starting from their one-morpheme utterance period (MLU = 1) to the onset of combining early morphemes (MLU = 2.30). Employing

ABSTRACT Previous research indicates that developmental contexts influence language development. These developmental contexts include bilingualism, which is the focus of the current paper. This study analyses the influence that the acquisition of a language, Catalan, has when the simultaneous acquisition of another similar language, Spanish, occurs. This influence is examined according to degree of

ABSTRACT We identify language and discourse skills in 54-month-old Spanish–English bilingual preschoolers and their English-speaking monolingual peers, using multiple measures. Forty-one Spanish–English bilingual and 25 English monolingual children, all US born, viewed an eight-minute wordless video. The bilingual children recounted the story once in English and once in Spanish, in counterbalanced

ABSTRACT Spontaneous verbal repetition is part of early adult–child conversational interchanges. However, most of the studies devoted to verbal repetition analyse child-produced and adult-produced repetition independently. The aim of this study is to analyse verbal repetition sequences that are extended by children and adults participating in turns. We carried out a longitudinal study of 17 parent–child

ABSTRACT This study’s objective is to analyse repair sequences for referring problems that occur in conversation with young children (two to three years old), which have shown how reference recognition unfolds along a collaborative process. The results reveal that caretakers frame varying repair questions and that the children locally answer the caretakers’ questions, tending to display specific responses

ABSTRACT Emerging audio technologies over the last decade have provided a new, unprecedented window into the everyday lives of infants and young children. These new approaches will allow us to begin to address longstanding questions about the nature of language experiences across languages, communities and situations and the role of these experiences in language development across contexts. Here, I

ABSTRACT Research shows that executive functions (EF) and fine motor skills (FMS) contribute to early academic skills, possibly in overlapping ways. We examine whether and how EF and FMS interact in the concurrent prediction of maths, reading and spelling skills at the start of kindergarten. Structural Equation Modelling (SEM) on data from 1248 five-year-olds supports a compensatory account of EF and

ABSTRACT The development of writing is pivotal in the educational and communicative growth from childhood to adulthood. This special issue harnesses studies that examine the development of text writing in different discourse genres and languages, showcasing a set of text-embedded features that function as the blueprint for children’s evolving writing ability. These studies focus on both word-level

ABSTRACT Mastering analytical writing involves the proficient use of varied later-acquired grammatical, lexical and discourse forms and functions. Developmental studies have identified specific linguistic features as diagnostic of increasing proficiency. This study examines how these features change throughout educational levels and before and after the implementation of a set of classroom activities

ABSTRACT This study sought to explore the advanced lexicon, one of the hallmarks of text quality. To this end, we analysed the advanced lexicon deployed in the production of two types of texts — a descriptive and an argumentative — by Hebrew-speaking school children. Our study had two goals, the first to trace the developmental path of the use of advanced lexicon in writing scholastic types of texts

ABSTRACT The purpose of this study is to analyse how vocabulary depth develops in the early years of primary school and to ascertain the effect it has on the quality of the texts produced by the students. A total of 332 Spanish students from the first to fourth grades participated by doing a synonyms/antonyms task to evaluate their vocabulary depth, along with several tasks in which they wrote descriptive

ABSTRACT Spelling errors are considered a paramount criterion in the evaluation of written texts. The present study aimed: (a) to describe the developmental path of spelling errors in expository texts written by Hebrew-speaking children from the second to fifth grades and (b) to reveal the predictive power of cognitive, linguistic and reading variables on spelling accuracy. To this end, each child

ABSTRACT Revisions in writing aim at text improvement. Literature has shown that revision activity differs between novice and experienced writers. Our ultimate goal is to understand how children and adolescents develop the capacity to shift perspectives from language producer to language recipient — a prerequisite ability to successful revision. In this study we analyse draft and final versions of

ABSTRACT Spelling is a language problem-space, not only a school subject. Successful spelling demands going beyond letter to sound mapping and gaining access to a full representation of the orthographic structure of words. We traced bilingual Catalan/Spanish speakers’ spelling performance in Catalan across elementary school in two tasks: isolated words to dictation and text-composing. Our first goal

ABSTRACT Writing difficulties have typically been investigated as the consequence of learning disabilities. However, several characteristics of texts and the underlying cognitive skills are often shared across these populations. Our aim was to investigate the writing and cognitive profile of children at risk of writing difficulties, regardless of whether they have concomitant diagnoses. Drawing from

(2021). Reviewers for 2020 / (Evaluadores del año 2020. Journal for the Study of Education and Development: Vol. 44, SPECIAL ISSUE: A MULTIDIMENSIONAL PERSPECTIVE ON WRITTEN LANGUAGE DEVELOPMENT / NÚMERO ESPECIAL: UNA PERSPECTIVA MULTIDIMENSIONAL DEL DESARROLLO DEL LENGUAJE ESCRITO, pp. 254-257.

ABSTRACT The article we are presenting studies five-year-old children’s interpretation of the gender messages included in feminist literature. The results collected here are part of a broader ethnographic study which consists of 200 hours of participant observation at different schools located in the Principality of Asturias. The data we present were collected at one of the schools via the three group

ABSTRACT This paper introduces a series of 12 papers written in memory of Professor Ángel Rivière Gómez on the twentieth anniversary of his death. These papers analyse monographically this author’s theoretical agenda on autism by reviewing the lines of research that he developed and by critically comparing his contributions with more recent knowledge.

ABSTRACT In this paper we revisit some ideas of the early work by Ángel Rivière that not only marked his later research but anticipated an approach that, in essence, is still valid and reflects current advances in our understanding of autism as a developmental condition primarily affecting social interaction and communication. More specifically we focus on how: (1) his insights on the possible alteration

ABSTRACT The ‘theory of mind’ construct is presented, pointing out its place in Rivière’s conceptual approaches to psychological development, and in particular to the way of understanding autism. Next, the evolution of the theory of mind is briefly analysed, finally pointing out some implications.

ABSTRACT Ángel Rivière’s concern for understanding autism ‘from within’ positioned him in different settings that converge in shared coordinates. Topics such as internal experience, future thinking and emotional world in people with autism comprised his intellectual, academic and clinical programme. In recent decades, the increase in publications and the significant interest of the scientific community

ABSTRACT The genesis of the communication continuum in autism constitutes a key element for understanding its development. Current prospective and longitudinal research studies face this challenge. However, it is suggested that in the construction of shared reference the path of child–object interactions must be analysed from a semiotic and dimensional perspective as of the first months of life. This

ABSTRACT Rivière proposed a taxonomy of psychological functions organized around a set of dimensions that qualify human development. Type 3 functions involve the inculturation of aspects defined in biology. Its alteration comprises the core of the cognitive phenotype in autism, and understanding its genesis allows for conceptualizing autism as the product of a process of adaptation to the physical

ABSTRACT The authors recount the years of collaboration with Angel Rivière between 1975 and 2000 around the issues of differential diagnosis of the different sub-types of severe language disorders and intervention methodologies. These exchanges encouraged a reflection about the models of language development and the ongoing validity of Angel Rivière’s thinking from an approach that tries to explain

ABSTRACT Ángel Rivière’s contributions to intervention in Autism Spectrum Disorder are of enormous depth and express a vision of intervention focused on promoting satisfactory and humanly significant internal experiences in people with autism, from a framework based on values. This perspective is a clear parallelism with the development that is unfolding in the field of intervention in autism, marked

ABSTRACT In this paper, we discuss the theoretical foundation and implementation of two alternative instructional courses that aimed to support the development of elementary school students’ early algebraic thinking. Both courses approached three basic algebra content strands: generalized arithmetic, functional thinking and modelling languages. The courses differed according to the characteristics

ABSTRACT In 1999 Ángel Rivière highlights the need to increase research on restricted and repetitive behaviours (RRB) in autism. These RRBs comprise the eighth dimension of his Autism Spectrum Inventory. This dimension was organized in a single axis, Flexibility, and linked the processes of Anticipation and Sense of the Activity. He linked these three dimensions with the executive dysfunction described

ABSTRACT Ángel Rivière developed a very personal way of presenting the complex challenges posed by the scientific definition and explanation of autism. His compact narrative, of great pregnancy, reproduced the hegemonic proposals of his time yet also provided original coordinates. Many of those ideas remain valid to date. However, others are challenged from different angles, even questioning whether

Abstract This study illustrates the potential offered by observational methodology for analysing spontaneous behaviours and interactions by students with autism spectrum disorder (ASD). We present a case study in which we observed, analysed and interpreted how an adolescent boy with ASD interacted both verbally and non-verbally with his physical education teacher and with different gym- and pool-based

ABSTRACT During the last decades of the twentieth century, Ángel Rivière was the top reference in Spain in the study of the development of autism. In this article, we review his contributions and critically analyse his proposal regarding the developmental course of the disorder. To this end, we have gathered the research accumulated over the last two decades, focusing primarily on the results from

ABSTRACT Joint attention has been a topic of great interest for decades in understanding autism and early communicative-social development. Rivière was aware of this fact and emphasized the importance of understanding how this competence develops, how it is expressed in autism, the consequences of this difficulty and the implications for detection, diagnosis and treatment. This article starts from

ABSTRACT This article presents a brief analysis of Angel Rivière’s relationship with the families of people with autism: in his professional practice in the diagnostic and advisory processes, his contribution to the understanding of the impact of autism on the family, his important role as a bridge between scientific research and clinical practice, and his support for the parents’ associative movements

ABSTRACT The gender gap in mathematics outcomes, where women are most affected, is well documented internationally and is particularly high in Chilean secondary education. This study explores the educational inclusion of girls in mathematics classrooms. The coding of videos from 79 school lessons, involving 2,295 students, allowed us to compare how and how much teachers interact with male and female

ABSTRACT In 1968, the Australian anthropologist W. E. H. Stanner famously articulated that the nation’s history had been wracked by a ‘great Australian silence’ with regard to the recognition of Indigenous experience. Australia’s sense of its past, he argued, its very collective memory, had been built on a state of forgetting. Beyond that disciplinary silence, however, important historical ‘noise’

ABSTRACT This paper explores the ways in which memorial museums open opportunities for a critical understanding of violent pasts. We build off the concept of ‘popular uses of the past’ to discuss the importance of including ethical reflection in history education. Next, we present an original rendering of the ways in which violence is often normalized in school history textbooks and derive analytical