Examinando por Autor "Caffarena-Barcenilla, Carolina"

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  • Miniatura
    Ítem
    Early childhood education in times of pandemic: the lived experience of children in Latin American countries
    (Universidad Pedagógica Nacional, 2025) Fermín-González, Marlene; Caffarena-Barcenilla, Carolina; Barco, Blanca; Echenique-Arguinzones, Ada
    This research is framed within this context, emphasizing the concept of childhood as a social construct, historically and geographically redefined. The daily experiences and relationships of children worldwide have been significantly affected by the Pandemic. It is essential to understand these transformations through the voices of children. The primary aim of this research was to interpret the educational experiences of young children in Latin America during the Covid-19 health emergency. Data was collected through four strategies based on the mosaic approach: face-to-face interviews, virtual interviews, audio recordings, and drawings, involving a total of 46 children from 7 countries: Chile, Venezuela, Ecuador, Peru, Costa Rica, Brazil, and Argentina. The results show that during the pandemic, there were limitations on play, communication was primarily directed by teachers in virtual settings, children expressed a need for contact with peers, family mediation was crucial for learning, movement was restricted, and here was a greater emphasis on content of the didactic processes. This study aims to contribute to the positioning of participatory research with children as a necessary paradigm for addressing issues that concern them.
  • Miniatura
    Ítem
    The influence of temperament and sex on inhibitory control games: reward strategies
    (Springer, 2023-05-17) Caffarena-Barcenilla, Carolina; Rojas-Barahona, Cristian
    Early childhood is a key period for the development of self-regulation skills. Inhibitory control is one of the self-regulation skills that are necessary in academic and social contexts to achieve better results. Studies have shown that older children’s inhibitory control improves when a reward is presented. However, types of rewards and individual differences have never been fully investigated in a controlled situation. 149 children aged 4 to 5 years from a low socioeconomical background were assessed to measure inhibitory control (IC) in two different conditions embedded in a tablet game: IC with a predictive reward and IC with a non-predictive reward. Additionally, a measure reported by parents on their children’s temperament was analysed. Results showed that (1) inhibition was higher in the predictive condition, (2) girls performed better than boys in both inhibition games, and (3) boys, whose temperament is characterised by a higher level of sociability had a better performance in the non-predictive reward condition. Moreover, boys whose temperament is characterised by a high energy level have poorer performance in the same task. In educational terms, having more background in the subject of rewards can allow more appropriate planning according to the objective, temperament characteristics and sex of the children. La primera infancia es un periodo clave para el desarrollo de las habilidades de autorregulación. El control inhibitorio es una de las habilidades de autorregulación necesarias en contextos académicos y sociales para obtener mejores resultados. Los estudios han demostrado que el control inhibitorio de los niños mayores mejora cuando se les presenta una recompensa. Sin embargo, los tipos de recompensa y las diferencias individuales nunca se han investigado a fondo en una situación controlada. Se evaluó a 149 niños de entre 4 y 5 años procedentes de un entorno socioeconómico bajo para medir el control inhibitorio (CI) en dos condiciones diferentes integradas en un juego de tableta: CI con una recompensa predictiva y CI con una recompensa no predictiva. Además, se analizó una medida informada por los padres sobre el temperamento de sus hijos. Los resultados mostraron que (1) la inhibición fue mayor en la condición predictiva, (2) las niñas rindieron mejor que los niños en ambos juegos de inhibición, y (3) los niños, cuyo temperamento se caracteriza por un mayor nivel de sociabilidad tuvieron un mejor rendimiento en la condición de recompensa no predictiva. Por otra parte, los chicos cuyo temperamento se caracteriza por un alto nivel de energía tienen un peor rendimiento en la misma tarea. En términos educativos, disponer de más antecedentes en el tema de las recompensas puede permitir una planificación más adecuada según el objetivo, las características del temperamento y el sexo de los niños.