Browsing by Author "Quiroz Saavedra, Rodrigo"

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    Effects of an Early Childhood Training Program on Vulnerable Children’s Outcomes: An Exploratory Study
    (2021) Quiroz Saavedra, Rodrigo; Bigras, N.; Lehrer, J.; Brunson, L.; Dion, J.
    This exploratory study assessed the effect of an innovative early childhood training approach on the development of children attending an early childhood education and care drop-in centre called Halte-garderie du Cœur offered by a general and vocational college. The direct beneficiaries of the services were children aged four months to five years, who had either experienced maltreatment or were from recently immigrated refugee families. This article presents a mixed methods exploratory and comparative evaluation study based on multiple data sources, including standardized developmental scales measuring child development, data from structured questionnaires with parents and program staff, and interviews with parents and staff. Participants included two cohorts of children and their parents, involving a total of 25 children, 16 parents, and four professionals. The results show that a significant proportion of children attending Halte-garderie du Coeur made gains in their emotional, affective, and social development between the start and end of each of two 12-week sessions. The effects seen in children were consistent with those set out in the program theory. To explain these results, we hypothesize that the training program helped students to develop specific skills that allowed them to positively influence children’s development particularly for children from vulnerable families
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    Evaluación exploratoria de la participación de estudiantes universitarios en Clase Invertida en modalidad en línea.
    (2022) Quiroz Saavedra, Rodrigo; Ramirez Fuentes, Tiare Alejandra; GURRUCHAGA COSTA, JOSE FRANCISCO; Reyes Reyes, Fernando Teddy; Marchant, Nicolás
    La metodología Aula Invertida está siendo cada vez más utilizada en la educación superior para enfrentar los desafíos de la formación remota en contextos de pandemia, así como para mejorar los resultados de aprendizaje de los estudiantes. Sin embargo, la evidencia empírica sobre la relación entre esta metodología y la participación estudiantil es aún limitada e inconsistente. Este estudio indagó los efectos de la implementación de la metodología Aula Invertida en línea, desde la perspectiva de estudiantes universitarios de cuarto año de la carrera de psicología. El diseño de investigación fue comparativo, razón por la cual se aplicó una encuesta antes y después del uso de Aula Invertida en un curso troncal de la formación en psicología social-comunitaria. La encuesta fue elaborada para indagar específicamente sobre el uso de Tecnologías de la Información y la Comunicación, la gestión del tiempo, la colaboración entre pares y la participación en las actividades. Los resultados muestran que los estudiantes redujeron el uso de plataformas basadas en la nube durante el semestre, que valoran el uso de las Tecnologías de la Información y Comunicación en el curso evaluado, y que valoran la colaboración entre pares durante las actividades implementadas. Las conclusiones del estudio resaltan la relevancia de privilegiar el uso de ciertos recursos digitales en la formación de los estudiantes, al mismo tiempo que la necesidad de prestar mayor atención en este tipo de investigaciones a la influencia del equipo docente en la participación estudiantil.
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    Évaluation de programme dans le domaine de la petite enfance
    (2021) Quiroz Saavedra, Rodrigo; Bigras, Nathalie; Brunson, Liesette
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    The Intersectoral Cascade: a Case Study on Perceived Conflict in Implementing Child Development Systems
    (2022) Quiroz Saavedra, Rodrigo; Alfaro, Jaime; Rodríguez-Rivas, Matías; Lastra, Valentina
    This article presents a case study on perceived conflict and its outcomes on implementing a system of programs and services for child development support. A multi-level collaboration model is used to deeply examine aspects of conflicts perceived by professionals responsible for implementing the system at the national, state, and local levels. This research adopted a single case approach with qualitative methods using semi-structured interviews and exploratory thematic analysis. A total of 29 professionals working at social development and health ministries, state departments, and one municipality participated in this study. The results show that professionals perceive one main unresolved conflict at each of the ecological levels. These conflicts are related to an informalized collaboration agreement between the Ministry of Social Development and the Ministry of Education, an interrupted resource flow from the national level to local level, and an unmanageable internal pressure at the state level. Furthermore, the compensatory strategies they use to deal with these conflicts are ineffective and lead to negative implementation outcomes. We suggest that future research should explore systemic conflict for the collaboration processes among the professionals to improve, thus increasing the quality of system implementation

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