Person: Aldoney, Daniela
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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.Publication 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.