Studies on childhood poverty and self-regulatory development

LIPINA, S.J.; SEGRETIN, M.S.; RUETTI, E.; PRATS, L.; FRACCHIA, C.; SMULSKI, M.C.; PIETTO, M.; JAUME, L.; GIOVANNETTI, F.; LOPEZ-ROSENFELD, MATÍAS; RAMÍREZ, V.A.; NACHON, J.I.; MANCINI, N.

Washington DC

Congreso; Global convergence on the science of learning.; 2018

National Science Fundation

CHILDHOOD POVERTY, EMOTIONAL, COGNITIVE, AND ACADEMIC DEVELOPMENTGeneral aims. Analyze how childhood poverty is associated with the performance on tasks demanding cognitive control and emotional memory, at the neural, cognitive and behavioral levels, in samples of Argentinean preschool- and school-aged children. The experimental approaches are based on a conceptualization of child development that considers the existence of multiple dynamic systems at different levels of organization and development contexts. Associative analyses include the application of mixed and multivariate models, which simultaneously take into account information from individual children (e.g., cortisol, EEG/ERP, individual trajectories of executive and academic performances, temperament), their families (e.g., maternal mental health, SES, community resources and stressors, family developmental expectations) and their communities (e.g., cultural norms, customs and traditions, threat stereotypes). The same conceptual and analytical approaches are being applied to databases from other projects (e.g., Young Lives).DESIGN, IMPLEMENTATION AND EVALUATION OF INTERVENTIONSGeneral aims. Optimize the cognitive control and academic performance of preschool- and school age children living in poverty. The intervention strategies include: (a) exercising or cognitive training through the performance on manual and computerized tasks with demands of cognitive control (attention, inhibitory control, working memory, self-monitoring and planning); (b) executive training through school activities designed with teachers; and (c) cognitive training through play activities for preschool children and mothers.DESIGN OF METHODS FOR POLICY EVALUATIONGeneral aims. Design methods of analysis of developmental trajectories of cognitive and emotional processes before, during and after interventions, based on the consideration of multiple levels of organization (e.g., cognitive development, temperament, home learning stimulation), to identify developmental and learning risks and opportunities of children and their contexts to inform policy and adjust interventions.