Studies on childhood poverty and self-regulatory development

LIPINA, SEBASTIÁN JAVIER; SEGRETIN, MARÍA SOLEDAD; RUETTI, ELIANA; PRATS, LUCÍA; FRACCHIA, CAROLINA; SMULSKI, MARIANA; PIETTO, MARCOS LUIS; JAUME, LUIS; GIOVANETTI, FEDERICO; LÓPEZ-ROSENFELD, MATÍAS; RAMÍREZ, VERÓNICA ANDREA; NACHON, JUAN IGNACIO; MANCINI, NATALIA

Washington DC

Congreso; Global convergence on the science of learning; 2018

National Science Fundation

CHILDHOOD POVERTY, EMOTIONAL, COGNITIVE, AND ACADEMIC DEVELOPMENT. General aims. Analyze how childhood poverty is associated with the performance on tasks demanding cognitive control and emotionalmemory, at the neural, cognitive and behavioral levels, in samples of Argentinean preschool- and school-aged children. The experimentalapproaches are based on a conceptualization of child development that considers the existence of multiple dynamic systems at differentlevels of organization and development contexts. Associative analyses include the application of mixed and multivariate models, whichsimultaneously take into account information from individual children (e.g., cortisol, EEG/ERP, individual trajectories of executive andacademic performances, temperament), their families (e.g., maternal mental health, SES, community resources and stressors, familydevelopmental expectations) and their communities (e.g., cultural norms, customs and traditions, threat stereotypes). The same conceptualand 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 academicperformance of preschool- and school age children living inpoverty. The intervention strategies include: (a) exercising orcognitive training through the performance on manual andcomputerized tasks with demands of cognitive control (attention,inhibitory control, working memory, self-monitoring and planning);(b) executive training through school activities designed withteachers; and (c) cognitive training through play activities forpreschool children and mothers.DESIGN OF METHODS FOR POLICY EVALUATIONGeneral aims. Design methods of analysis of developmental trajectoriesof cognitive and emotional processes before, during and afterinterventions, based on the consideration of multiple levels oforganization (e.g., cognitive development, temperament, home learningstimulation), to identify developmental and learning risks andopportunities of children and their contexts to inform policy and adjustinterventions.