Browsing by Author "Aldoney, Daniela"
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Item Adapting to Adversity: Effects of COVID-19 on Parenting in Chile(2022) Perez Ewert, J. Carola; Aldoney, Daniela; Vivanco-Carlevari, Anastassia; Coo, Soledad; Guzmán, Eugenio J.; Silva, Jaime R.The pandemic outbreak in March 2020 and its associated sanitary regulations and restrictions triggered an abrupt and significant change for society in general and for families’ organization in particular. In Chile, the Santiago Metropolitan District was under a strict lockdown that involved the closure of the entire educational system. From a systemic-family stress perspective, the impact of these changes might have consequences not only for each individual family member, but for the parental dynamic and, consequently, for children’s well-being. This paper presents the results of a followup study showing changes in self-reported parental depression and the perceived home organization of mothers and fathers assessed at three different moments: before the pandemic, at the initial outbreak, and after 1 month of strict lockdown. Relevant moderators were explored using linear mixed models to understand the within-subject changes in mothers’ and fathers’ self-reports across the different assessment times. Financial strain, personality traits of self-criticism and dependency, previous parent– child quality interaction, recent major stressful events, and number of children are highlighted as relevant factors that moderate changes in home chaos and parental mental health perception. Significant risks and protective factors are described for fathers and mothers. The use of pre-pandemic measures as baseline levels enabled the identification of personal and family characteristics that were related to better outcomes. The results help increase our understanding of the sanitary regulations’ impacts on the family system and identify vulnerability indicators that should be considered.Item Cognitive Stimulation at Home and in Child Care and Children’sPreacademic Skills in Two-Parent Families(2020) Cabrera, Natasha J.; Moon, Ui Jeong; Fagan, Jay; West, Jerry; Aldoney, DanielaThis paper used the Early Childhood Longitudinal Study-Birth Cohort (N = 1,258) to examine the influence of hilevels of cognitive stimulation from mothers, fathers, and childcare providers at 24 months and children’s pre-academic skills at 48 and 60 months in two parent families. Results from path analysis showed direct positive effects of fathers’ early cognitive stimulation on early reading and math skills at 48 and 60 months. There were also two moderated effects: The effects of high levels of maternal stimulation at 24 months on early math and reading skills at 48 months were largest for children also receiving high levels of cognitive stimulation from their childcare providers. Implications for including fathers in studies of the home cognitive stimulation and strengthening the parent-childcare connection are discussed.Item Cultural Adaptation of the Spanish Version of the Perceptions of Play Scale(2019) Coo, Soledad; Aldoney, Daniela; Mira, Andrea; López, MauricioObjective Play is crucial for healthy child development; yet, the time dedicated to free play during the pre-school years has decreased in both school and home environments. Parental beliefs influence the activities in which children engage in daily life; therefore, exploring these beliefs is a first step to understand possible reasons for the decreased frequency of free play. Instruments developed for this purpose are scarce and, to date, none of them is available in Spanish. We adapted and assessed the psychometric properties of the Perceptions of Play Scale (PPS) and developed the Spanish version of the instrument (i.e., PPS-S). Method We followed Beaton and colleagues’ Guidelines for the cross-cultural adaptation of self-report measures, which describes two stages, namely translation and adaptation of the instrument, and assessment of its psychometric properties. During the first stage, a panel of 5 experts developed the preliminary version of the PPS-S. This version of the scale was piloted in a sample of 28 early childhood educators and parents of preschool children, whose feedback informed the development of the final version of the instrument. During the second stage, 452 parents of pre-school children completed the PPS-S to assess its psychometric properties. Results An Exploratory Factor analysis showed high to excellent reliabilities for the three PPS-S subscales and the complete questionnaire. The PPS-S is a valuable, culturally sensitive tool for exploring parental beliefs about three aspects of play (i.e., frequency, playful character, and academic contribution) and could contribute to studies to promote this activity in Chilean children.Item Family Risk and Externalizing Problems in Chilean Children: Mediation by Harsh Parenting and Emotional Support(2020) Ugarte, Elisa; Narea, Marigen; Aldoney, Daniela; Weissman, David G.; Hastings, Paul D.Latent class analysis and multigroup mediation were used with 8,860 families in Chile to identify risk groups varying in socioeconomic status, family structure, and maternal depression, to determine whether profiles differed in children’s development of externalizing problems (EP) from 35 to 61 months, and maternal parenting that predicted EP. Four groups were identified: one no-risk profile and three risk profiles, impoverished and undereducated, depressed and impoverished, and father-absent and impoverished. All classes differed in EP. Maternal emotional support and harsh parenting were differentially associated with the development of EP across the three risk groups, relative to the low-risk group. Thus, specific constellations of adversities differentially predicted children’s EP and socialization processes mediating links between risk and EP. Implications are discussed.Item Fatherhood in America: the context, practice, and gaps in responsible fatherhood programs(2017) Karberg, Elizabeth; Aldoney, Daniela; Cabrera, NatashaOver the last 40 years, father involvement, broadly defined, among resident and nonresident fathers has increased as women's labor force par-ticipation increased and men's roles in the home shifted from being the sole breadwinner to include sharing daily care of the child with the mother (Bianchi, 2000; Cabrera, 2010). Consequently, more men today than in recent decades are hands-on involved in the care of their children (Bianchi, 2011). However, increasing numbers of nonresident fathers—fathers who do not reside with their children ...Publication Fathering inthe Chilean context :(2022) Aldoney, Daniela; García Valdés, María Ignacia; Panesso, CarolinaWe examined father involvement in two groups of two-parent Chilean families with children aged from 2 to 7 years, one prior to the pandemic (N = 115) and the second during the pandemic (N = 103). We first presented a description of fathering in the Chilean context and then examined potential predictors of fathers’ cognitive and affective involvement. Data showed that during the pandemic fathers reported significantly higher levels of depressive symptoms compared to before the pandemic. However, levels of cognitive and affective involvement did not vary across studies. Parental stress predicted cognitive and affective involvement in pre-pandemic fathers. Number of children and educational level were related only to cognitive involvement. The implications of these findings for intervention and future research are discussed.Item Home Language and Literacy Environments and Early Literacy Trajectories of Low-Socioeconomic Status Chilean Children(2020) Mendive, Susana; Mascareño Lara, Mayra; Aldoney, Daniela; Pérez, Carola; Pezoa, José P.This study used Latent Class Analysis to identify groups of children exposed to similar Home Language and Literacy Environments (HLLE) and explored whether belonging to a given HLLE group was related to children’s language and early literacy growth from prekindergarten to kindergarten. Participants were 1,425 Chilean mothers and their children (Mage = 52.52 months at baseline) from low-socioeconomic status households. Four HLLE groups were identified, which were associated with different trajectories of language and early literacy development. Children from groups whose mothers either read and talk about past events with them or teach them letters in addition to reading and talking about past events, showed higher relative vocabulary and letter knowledge. Implications for research and interventions are discussedPublication Home language and literacy environments at the age of four:determinants and their relation to reading comprehensionup to age nine(2022) Mendive, Susana; Aldoney, Daniela; Mascareño, Mayra; Pezoa, José; Hoff, ErikaThis 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 maternal educational level and cognitions and the child’s task orientation and prosocial behaviour are related to the type of home literacy environment. Likewise, it found that the type of literacy environment predicts reading comprehension at age seven, with a major difference of one standard deviation between the two types of literacy environments. A similar distribution was found at age nine. This article discusses the implications of these results in informing early interventions in disadvantaged socioeconomic levels.Item Mothers, fathers and educators’ beliefs about play in Chilean preschool children(2022) Aldoney, Daniela; Coo, Soledad; Mira, Andrea; Valdivia, María JosefinaRobust data exist on the relation between play and children’s positive development. Yet, the time children devote to play has decreased in the last decades. Guided by the premise that adults’ beliefs about play are related to the way in which adults promote it, we asked 380 mothers, 89 fathers, and 83 early childhood educators in Santiago, Chile, about their beliefs about play and its relation to academic learning. Results showed similarities and differences in the value given to free and structured play and electronic activities by the three groups of participants. Participants differed in the academic value of play by socioeconomic status but agreed on the value of play in children’s academic skills. Fathers valued electronic activities more than mothers and early childhood educators. Data from this study may inform interventions and curriculum to foster play as an essential tool for child development in Chile.Item Online intervention to prevent postnatal depression and anxiety in Chilean new mothers: Protocol for a feasibility trial(2022) Pérez Ewert, J. Carola; Aldoney, Daniela; García, María I.; Olhaberry, Marcia; Fernández, Olga; Alamo, Nicolle; Franco, Pamela; Pérez, Francisca; Fisher, Jane; Rowe, Heather; Coo, SoledadSymptoms of postpartum depression and anxiety in new mothers are prevalent and negatively impact maternal emotional wellbeing and infant development. Barriers to accessing treatment prevent women from receiving mental health care, a situation that has worsened due to the COVID-19 pandemic. mHealth interventions hold the potential to support women during the transition to parenthood despite these barriers and to promote the use of preventive interventions. This study uses a mixed methods design to assess the feasibility and preliminary effectiveness of a psychoeducational, guided mHealth intervention to prevent postpartum mental health difficulties in women who receive care in primary health centers in Chile. The study will contribute to evidence-based research on the effectiveness of mHealth interventions for new mothers from an under-studied cultural background. The findings will also enable the development of a larger randomized controlled trial to assess the effectiveness of the intervention, which, if effective, could significantly contribute to the emotional wellbeing of women and their families.Publication Paternal and maternal predictors of affective and cognitive involvement of three-year-old Chilean children in Chile(2023) Aldoney, Daniela; Prieto Tagle, María FernandaMaternal and paternal involvement are an important predictor of child development. In the current study, we describe the cognitive and affective involvement of parents with their three-year-old children in a sample of 115 Chilean parents of medium/low socioeconomic status. Additionally, we analysed differences in the level of involvement of mothers and fathers and examined the relationship between depressive symptoms, parental stress, number of children, level of parental education, gender of the child and parental involvement. We performed a descriptive, correlational and regression analysis. The results revealed that mothers and fathers report higher levels of affective than cognitive involvement. When comparing mothers and fathers, mothers reported higher levels of cognitive and affective involvement. Paternal stress and depressive symptoms were negatively associated with cognitive and affective involvement with their children. In mothers, more children and stress were associated with lower levels of cognitive involvement with their children.Item Raising American Citizens: Socialization Goals of Low-Income Immigrant Latino Mothers and Fathers of Young Children(2016) Aldoney, Daniela; Cabrera, NatashaBased on ecocultural theory, this study utilizes focus group interviews to explore the ways Latino immigrant mothers and fathers transmit the values and beliefs they wish their young children to internalize. Findings suggest that parents purposely “pick and choose” values they deem “Latino,” such as the importance of family and values they deem “American,” such as independence, to pass on to their children. Parents recognized three main barriers that might stand in their way of teaching their children to adapt to two cultural groups: balancing work and family, low self-esteem, and lack of good parental role models. However, they also pointed out two sources of strength that can help them overcome these barriers: optimism and motivation. This study provides a basis for generating hypotheses to be tested with larger datasets and informs the development of theory and culturally sensitive interventions and measures to evaluate Latino parenting.Item The Magic of Play: Low-income Mothers' and Fathers' Playfulness and Children's Emotion Regulation and Vocabulary Skills(2017) Cabrera, Natasha J.; Karberg, Elizabeth; Malin, Jenessa L.; Aldoney, DanielaUsing data from a diverse sample of low‐income families who participated in the Early Head Start Research Evaluation Project (n = 73), we explored the association between mothers’ and fathers’ playfulness with toddlers, toddler's affect during play, and children's language and emotion regulation at prekindergarten. There were two main findings. First, fathers’ playfulness in toddlerhood was associated with children's vocabulary skills in prekindergarten whereas mothers’ playfulness was related to children's emotion regulation. Cross‐parental effects were found only for mothers. The association between mothers’ playfulness and children's vocabulary and emotion regulation was strengthened when fathers engaged in more pretend play and when children were affectively positive during the play. These findings show that playfulness is an important source of variation in the vocabulary and emotion regulation of children growing up in low‐income families. They also point to domain‐specific ways that mothers and fathers promote children's regulatory and vocabulary skills, and highlight the importance of children's positive engagement in play.Publication Trajectories of Parental Daily Stress: An Ecological Momentary Assessment Study during the COVID-19 Lockdown(2023) Aldoney, Daniela; Coo, Soledad; Pérez, J. Carola; Muñoz-Najar, Andrés; González, Constanza; Montemurro, Manuel; Tapia, Leonel; Gana, Sofía; Silva, Luz María; Panesso, Carolina; Silva, JaimeThe COVID-19 pandemic was a source of significant stress due to health and safety concerns and measures to control the virus’ spread, such as mobility restrictions. This measure was especially demanding for parents with school aged children, who had to find new work–family balance as their children participate in online education while attempting to work remotely. To evaluate parents’ stress trajectories during the pandemic, we conducted Ecological Momentary Assessments (EMAs) during lockdown for 29 days in 68 families in Santiago, Chile. In addition, we evaluated the role of educational level and income, co-parenting, and number of children in parents’ stress trajectories. Our results showed that during the first weeks of lockdown expected protective factors (i.e., income and co-parental support) were not able to influence parents’ daily stress management. Moreover, parents with higher educational levels reported worse stress adaptation than less educated parents. On the other hand, co-parental conflict was significantly associated with parent’s stress. Our study captured an acute response to COVID-19 related challenges. This study contributes to understanding how parents adjust to stress during adverse circumstances such as the COVID-19 pandemic.Publication Trajectories of parental daily stress: an ecological momentary assessment study during the COVID-19 lockdown(2023) Aldoney, Daniela; Coo, Soledad; Pérez Ewert, Janet Carola; Muñoz-Najar Pacheco, Andrés Omar; Montemurro Garcia, Manuel Fernelly; Tapia Aróstica, Leonel; Silva, Jaime; Gonzalez-Mathiesen, Constanza; Silva, Luz María; Gana Gajardo, Sofia; Panesso, CarolinaThe COVID-19 pandemic was a source of significant stress due to health and safety concerns and measures to control the virus’ spread, such as mobility restrictions. This measure was especially demanding for parents with school aged children, who had to find new work–family balance as their children participate in online education while attempting to work remotely. To evaluate parents’ stress trajectories during the pandemic, we conducted Ecological Momentary Assessments (EMAs) during lockdown for 29 days in 68 families in Santiago, Chile. In addition, we evaluated the role of educational level and income, co-parenting, and number of children in parents’ stress trajectories. Our results showed that during the first weeks of lockdown expected protective factors (i.e., incomeand co-parental support) were not able to influence parents’ daily stress management. Moreover, parents with higher educational levels reported worse stress adaptation than less educated parents. On the other hand, co-parental conflict was significantly associated with parent’s stress. Our study captured an acute response to COVID-19 related challenges. This study contributes to understanding how parents adjust to stress during adverse circumstances such as the COVID-19 pandemic.Publication What research is important today in human development, learning and education? JSED Editors’ reflections and research calls(2023) Bautista, Alfredo; Cerdán, Raquel; García-Carrión, Rocío; Salsa, Analía M.; Aldoney, Daniela; Cabedo-Mas, Alberto; Campos, Ruth; Clarà, Marc; Gámez-Guadix, Manuel; Ilari, Beatriz; Kammerer, Yvonne; Macedo-Rouet, Mônica; Mendive, Susana; Múñez, David; Saux, Gastón I.; Sun, He; Sun, Jin; Ventura, Ana Clara; Yang, Weipeng; Khalfaoui, Andrea; Noguera,, Ivana R.; Máñez, Ignacio; Yeung, Jerry‘In your opinion, what are some important research questions, problems or challenges that scholars in your field of specialization should address in the coming years? What types of studies should be conducted to move your field further? Please justify’. This prompt was posed by the incoming Editor of JSED to the new team of Deputy and Associate Editors in the journal’s three thematic areas (human development, learning and education), who were invited to co-author this Editorial. We briefly describe the history of JSED, present the composition of its new Editorial Board, highlight modifications recently introduced in our aims and scope and inform readers about our vision, goals and strategies for the upcoming years. The next section presents the Editors’ individual responses to the above-mentioned prompt, in the spirit of sharing perspectives with our scientific community. Finally, we identify common topics that emerged within the three thematic areas and encourage authors to send us high-quality manuscripts that fill the identified research gaps. JSED aims to foster a paradigm of ‘glocalization’ in development, learning and education research.