are used to measure process quality. The psychometric characteristics of the three scales are established, and high reliability and adequate validity are observed. The global quality process for the classrooms under study is less than good; process quality based on the direct interaction of adults with children in the classroom is better when compared with quality related to the experiences that children have with learning materials, equipment and space. The associations between child development outcomes and childcare quality are examined. Vocabulary, social development and adaptive behaviour show a strong and positive association with ECERS. Hierarchical regression analyses show that preschool quality has a significant and persistent effect in the variation of child outcomes (5%). These effects are maintained three years later, when children are in primary school (8%).

RESUMENEste artículo demuestra efectos del Programa Talentos UdeC. sobre el desarrollo cognitivo y socioemocional de alumnos que asisten al menos tres años. Se comparan indicadores de desarrollo de 73 alumnos (38 en el tratamiento y 37 en el control), evaluados el 2004. El 2010 se midió vocabulario, comprensión lectora, habilidad para resolver problemas matemáticos y rendimiento académico (promedio de notas de enseñanza media, NEM y resultados de pruebas de ingreso a la universidad, PSU), como indicadores de desarrollo cognitivo. Para el desarrollo socioemocional se usaron cinco tests (motivación personal, adaptación social, responsabilidad social, conducta prosocial y comportamiento social general). Utilizando técnicas de regresión discontinua, fueron encontradas diferencias significativas a favor del grupo participante en el Programa (tratamiento), en todos los indicadores cognitivos. No fueron detectadas, sin embargo, diferencias en desarrollo socio-emocional atribuibles a las participación en la intervención. Se concluye que el programa es más eficiente en lo cognitivo.Palabras clave: programa talentos, desarrollo cognitivo, desarrollo socio-emocional, regresión por discontinuidad. ABSTRACTThis paper focuses on demonstrating the impact of the UdeC Talent Program on cognitive and socioemotional development of at least three-year group of participant students. To this goal, there were compared development indicators of 73 students (38 treatments versus 37 controls), in 2004. In 2010, vocabulary, reading comprehension, ability for solving math problems, and academic outcomes (grades overall average at high-school (NEM), and the standardized testing battery for accessing to University, (PSU), were considered as cognitive indicators. Five tests were applied to evaluate the socioemotional development (personal motivation, social adjusting, social responsibility, prosocial behavior, and an overall social behavior scale). By applying discontinuity regression modeling, significant differences were found in favor of the Program participants (treatments), in almost all the cognitive * Este estudio exhibe resultados del Proyecto Fondecyt N° 1100260 2010.

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Diferencias en el desarrollo cognitivo y socioemocional según sexo * Cognitive and Social-emotional Development Differences according to Sex Diferenças no desenvolvimento cognitivo e socioemocional segundo o gênero

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