Overview of Early Childhood Education (Chile)

Narea, Marigen; Godoy, Felipe

doi:10.5040/9781350996526.0011

Cited by 2 publications

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“…Furthermore, deficient teacher performance has been reported (Ministerio de Educación de Chile, 2014, 2015). However, there is evidence of its positive impact on cognitive development in the short term (Narea et al, 2020), as well as on academic achievement in the long term (Cortázar, 2015; Cortázar et al, 2020; Silva, 2018). In recent years, the importance of early childhood education has been recognized in public policy (Narea & Godoy, 2020; OECD, 2020; Silva, 2018), although annual public spending per child and enrolment in Chile are still under the average of the OECD countries (OECD, 2020).…”

Section: Early Childhood Education In Chilementioning

confidence: 99%

“…However, there is evidence of its positive impact on cognitive development in the short term (Narea et al, 2020), as well as on academic achievement in the long term (Cortázar, 2015; Cortázar et al, 2020; Silva, 2018). In recent years, the importance of early childhood education has been recognized in public policy (Narea & Godoy, 2020; OECD, 2020; Silva, 2018), although annual public spending per child and enrolment in Chile are still under the average of the OECD countries (OECD, 2020). Some tensions that still persist are ‘schoolification’ and the rigidity of the curricular approaches to class work (Silva, 2018).…”

Section: Early Childhood Education In Chilementioning

confidence: 99%

“…Sin embargo, existe evidencia de su impacto positivo en el desarrollo cognitivo en el corto plazo (Narea et al, 2020), así como en logros académicos a largo plazo (Cortázar, 2015; Cortázar et al, 2020; Silva, 2018). En los últimos años, se ha reconocido la importancia de la educación en primera infancia a nivel de política pública (Narea & Godoy, 2020; OECD, 2020; Silva, 2018), aunque el gasto público anual por niño y la matrícula siguen siendo menores al promedio de los países de la OECD (2020). Algunas tensiones que persisten son la escolarización y la rigidez que tienen las orientaciones curriculares para el trabajo en aula (Silva, 2018).…”

Section: La Educación Infantil En Chileunclassified

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Change in early childhood classroom interaction quality after a professional development programme (Cambio en la calidad de las interacciones pedagógicas en Educación Infantil tras un programa de desarrollo profesional)

Torres

Narea

Mendive

2022

Journal for the Study of Education and Development: Infancia y

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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 tables were built in the experimental and control groups and subsequently analysed with the chi-square and odds ratio. Results show that most classrooms maintained low quality levels, even after having received the intervention. A significant decrease in quality level of emotional support was also observed in the control group. These results have important implications for quality evaluation policy and practices and for the design and implementation of professional development programmes in early childhood education. RESUMENEste estudio tuvo como objetivo analizar el cambio en el nivel de calidad de interacciones en 85 aulas de nivel parvulario de contextos vulnerables de Santiago de Chile, participantes en el primer año de intervención de un programa de desarrollo profesional docente. La calidad de las interacciones fue medida utilizando el Classroom Assessment Scoring System (CLASS), a principio y a finales del año escolar. Se construyeron tablas de contingencia en el grupo control y experimental, que fueron analizadas utilizando chi-cuadrado y odds ratio. Los resultados arrojan que la mayoría de las aulas se mantuvieron en un bajo nivel de calidad, incluso aquellas que recibieron la intervención. Además, se observó una disminución significativa de calidad en apoyo emocional en el grupo control. Estos resultados tienen implicancias importantes para políticas y prácticas en la evaluación de calidad y en el diseño e implementación de programas de desarrollo profesional docente en Educación Infantil.

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Section: Early Childhood Education In Chilementioning

confidence: 99%

Section: Early Childhood Education In Chilementioning

confidence: 99%

Section: La Educación Infantil En Chileunclassified

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Change in early childhood classroom interaction quality after a professional development programme (Cambio en la calidad de las interacciones pedagógicas en Educación Infantil tras un programa de desarrollo profesional)

Torres

Narea

Mendive

2022

Journal for the Study of Education and Development: Infancia y

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“…Currently, enrollment of children under the age of 3 in center-based care in Chile is lower than the enrollment of children between the ages of 3 and 5. In 2018, with a national enrollment rate of 54.8% among children of preschool age, only 20% of children under 2 years of age attended center-based care (Narea & Godoy, 2020).…”

Section: Introductionmentioning

confidence: 99%

The impact of time of entrance to center-based care on children’s general, language, and behavioral development

Narea

Cumsille

Allel

2022

International Journal of Behavioral Development

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There are contrasting results of the association between center-based care attendance and child development, mainly related to how the time of entry and permanence in the program relates to developmental outcomes. Using latent class analysis in a nationally representative sample of Chilean children between 6 and 35 months old ( n = 3,992), and controlling for the child’s age, maternal education, mother’s marital status, and household income, we identify three different timings of entrance in center-based care programs. The three timings of entrance were defined as early-entry (16%), those children who are more likely to enter before they are 6 months old; middle-entry (16%), those who are more likely to enter when they are between 6 and 18 months old; and late-entry (68%), those children with a low probability of enrollment any time before they are 35 months old. We found that children from the early- and middle-entry classes had higher language development when compared with children from the late-entry class. Still, only those from the middle-entry class showed higher general development in the Battelle test. In contrast, children in the early- and middle-entry classes presented higher scores in the Child Behavior Checklist’s externalizing behavior scale than children in the late-entry class. Our findings highlight the existence of a likely linkage between the timing of entry to center-based care and child development. It is essential to understand the potential advantages of center-based care in younger children, especially in enhancing their vocabulary and general development, and the potential negative association of early-entry with problematic behavior.

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Overview of Early Childhood Education (Chile)

Cited by 2 publications

References 0 publications

Change in early childhood classroom interaction quality after a professional development programme (Cambio en la calidad de las interacciones pedagógicas en Educación Infantil tras un programa de desarrollo profesional)

Change in early childhood classroom interaction quality after a professional development programme (Cambio en la calidad de las interacciones pedagógicas en Educación Infantil tras un programa de desarrollo profesional)

The impact of time of entrance to center-based care on children’s general, language, and behavioral development

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