Browsing by Author "Soto Ramírez, Pamela Eliana"

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    Developmental Losses in Young Children from Pre-Primary Program Closures During the COVID-19 Pandemic
    (2022) Abufhele, Alejandra; Bravo, David; López-Bóo, Florencia; Soto Ramírez, Pamela Eliana
    The learning and developmental losses from pre-primary program closures due to COVID-19 may be unprecedented. These disruptions early in life can be long-lasting. Although there is evidence about the effects of school closures on older children, there is currently no evidence on such losses for children in their early years. This paper is among the first to quantify the actual impact of pandemic-related closures on child development, in this case for a sample of young children in Chile, where school and childcare closures lasted for about a year.We use a unique dataset collected face-to-face in December 2020, which includes child development indicators for general development, language development, social-emotional development, and executive function. We find adverse impacts on children in 2020 compared to children interviewed in 2017 in most development areas. In particular, nine months after the start of the pandemic, we find a loss in language development of 0.25 SDs
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    Early home learning environment profiles and their contribution to child development in Chile
    (ELSEVIER SCIENCE INC, 2022) Soto Ramírez, Pamela Eliana; Jiang, Hui; Strasser Salinas, Katherine; Chaparro-Moreno, Leydi Johana; Justice, Laura M.
    The home learning environment (HLE) is a significant factor in children's development. This study uses the Chilean Early Childhood Longitudinal Survey of children 6 months to 5 years old (n = 12,898) to address the role of the home learning environment. Factor scores from factor analysis were used in latent profile analysis to identify HLE profiles and predict children's general development, language and socio-emotional outcomes. Four home learning environment profiles were revealed: a low-interaction and low-resources group (Inattentive), a high-interaction and high-resources group (Nurturing), an average-interaction but low-resources group (Warm), and a low-interaction and high-resources group (Instructional). Very high and very low profiles yielded different child development results, but in mixed profiles, vulnerabilities in one dimension seemed to be compensated by strengths in another. Controlling for pretest scores and demographics, the profiles predicted a small portion of variance in children's development skills two years later.
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    Exploring the nature of associations between educators' knowledge and their emergent literacy classroom practices
    (Springer, 2020) Piasta, Shayne B.; Soto Ramírez, Pamela Eliana; Farley, Kristin S.; Justice, Laura M.; Park, Somin
    Educators' content knowledge is considered a key determinant of classroom practices and thus children's learning. In this study, we examine the nature of associations between early childhood educators' literacy content knowledge and their classroom emergent literacy practices. Specifically, we apply generalized additive modeling to consider three hypotheses regarding the functional form of these associations: (1) educators' content knowledge must reach a threshold before demonstrating associations with practice, (2) educators' knowledge is associated with practice until reaching a plateau, or (3) educators' knowledge is linearly associated with practice. We measured educators' (n = 437) content knowledge using an adaptation of the Moats (1994) knowledge survey, observed their classroom practices in the fall and spring of one academic year, and applied standardized coding schemes to code the latter with respect to the quality and quantity of emergent literacy practices. In general, results indicated positive, linear associations between educators' knowledge and classroom practices. We discuss findings relative to prior work and conjectures concerning these associations as characterized by thresholds or plateaus. We also discuss implications for future research, preservice educator preparation, and inservice professional development.