Browsing by Author "Alamos Valenzuela, Pilar María"

Now showing 1 - 6 of 6
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    A conceptual model to understand and address racial disparities in exclusionary discipline through teacher-child relationships
    (Elsevier Science Inc., 2023) Alamos Valenzuela, Pilar María; Williford, Amanda P.
    Young children in the United States, particularly Black boys, are being suspended and expelled from early childhood education programs and primary schools at alarming rates. Teachers describe children's "disruptive" or "challenging" behavior as the most common reason for suspending or expelling a child. For this reason, common efforts to reduce exclusionary discipline target teacher behavior to change child behavior (e.g., improve use of evidence-based practices) or child behavior directly (e.g., learn self-regulation skills). In this paper, we argue that improving the quality of the teacher-child relationship is an alternative mechanism for addressing exclusionary discipline and mitigating racial disparities in the early childhood years. We propose and provide support for a transactional, relational model to account for exclusionary discipline. The proposed conceptual model intentionally names how teachers' racial bias and children's stereotype threat, resulting from racialized classroom experiences, exacerbate coercive teacher-child interaction cycles for Black children. We apply this model to review and evaluate select teacher-child relationship interventions to identify opportunities and challenges these interventions present to reduce exclusionary discipline and mitigate racial discipline disparities. We end the paper with recommendations for future research to advance relationship-based solutions to the exclusion crisis in early childhood education.
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    El rol de los docentes en el aprendizaje socioemocional de sus estudiantes: La perspectiva del apego escolar
    (CEPPE, 2016) Berger Silva, Christian; Alamos Valenzuela, Pilar María; Milicic, Neva; Manzi, Jorge; García, María Rosa
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    Emotional schemas in relation to educators’ social and emotional competencies to promote student SEL
    (Elsevier, 2024) Jennings, Patricia A.; Alamos Valenzuela, Pilar María; Baelen, Rebecca N.; Jeon, Lieny; Nicholas-Hoff, Pamela Y.
    A rapidly growing body of research is examining the social and emotional competencies (SEC) educators need to effectively fulfill their professional roles (see Lozano-Peña et al., 2021 for a recent review). The prosocial classroom model highlights the importance of educators’ SECs as they relate to their capacity to maintain well- being by successfully coping with the challenges of emotion-laden social interactions in the classroom, building positive relationships with students, managing classrooms effectively, and providing proficient social-emotional learning (SEL) instruction (see Figure 1; Jennings & Greenberg, 2009). These elements foster a classroom environment that supports social-emotional growth and optimal student learning outcomes. Since the publication of the Jennings and Greenberg (2009) article, research has been expanding to identify specific SECs and how they relate to educators’ well-being and job performance. In this paper, we situate the construct of emotional schemas as one construct related to educators’ SEC and relevant to understanding classrooms as developmental contexts for educators and students.
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    Emotional Schemas: Critical Elements of Educators’ Social and Emotional Competencies to Promote Student SEL
    (2024) Jennings, Patricia A.; Alamos Valenzuela, Pilar María; Baelen, Rebecca N.; Jeon, Lieny; Nicholas-Hoff, Pamela Yvette
    The prosocial classroom model emphasizes the importance of educators' social and emotional competencies (SEC) in relation to their capacity to cultivate and maintain socially and emotionally supportive environments and effectively promote students’ social and emotional learning (SEL). Beyond direct SEL instruction, educators must intentionally model SEL skills in their interactions with students while also promoting prosocial interactions among students. Furthermore, the social and emotional demands of the classroom may provoke high levels of occupational stress that may interfere with these learning processes. Given these demands, educators may need additional support to perform this role and limited research has explored the various facets of SEC required to do so. Leveraging insights regarding emotional schemas drawn from the metacognitive and meta-emotion literatures, this article seeks to address this gap. Identifying the construct of emotional schemas and its role in classroom interactions and applying it to educational contexts may lead to valuable new innovations to support educator SEC and student SEL. We describe emotional schemas and how they develop during socialization. We address dimensions of adaptability and variation across cultures. We discuss the potential impact of educators’ emotional schemas may have on stress and educators’ capacity to model and instruct SEL in the classroom context. We review evidence demonstrating the promise of several related intervention strategies that may support educators’ SEC and SEL instruction. We conclude by examining the potential impact the understanding of educators’ emotional schemas may have on both practice and policy, and by proposing recommendations for future research.
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    Jugar y crecer: Un juego para cada día
    (Penguin Random House Grupo Editorial Chile, 2012) Milicic Muller, Neva; Alamos Valenzuela, Pilar María; Pacheco Matte, Luz María
    Un libro para entretener a sus hijos y estimularlos a la vez. En una época cargada de juegos electrónicos y de un sobreconsumo de horas de televisión, donde el tiempo para desarrollar la imaginación y la creatividad en los niños escasea, este libro pretende mostrarles a los padres y educadores cómo recuperar, a través del juego, ese espacio perdido y la real importancia que estos tienen para el aprendizaje y el desarrollo psicológico. Lanas, botones, cajas vacías, música y calcetines pueden bastar para estimular a los hijos y enseñarles, de manera divertida, a soñar e improvisar. Se revelan así más de cien juegos agrupados especialmente, por expertas profesionales, para compartir con los niños en cada etapa de su desarrollo, explicando las habilidades que se adquieren en cada una de las actividades ya sean cognitivas, motoras y socioemocionales. Organizado por edades (2 a 4 años, 5 a 7 años, 8 a 10 años) y para distintas ocasiones ("Al aire libre", "Cumpleaños", "Estoy enfermo", "Voy de viaje" y "Está lloviendo") Jugar y crecer. Un juego para cada día es una invitación a validar el derecho de los niños a divertirse y a rescatar aquellas clásicas entretenciones de antaño.
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    Rendimiento académico y las dimensiones personal y contextual del aprendizaje socioemocional : evidencias de su asociación en estudiantes chilenos
    (2014) Berger Silva, Christian; Alamos Valenzuela, Pilar María; Milicic, Neva; Alcalay S., Lidia
    This study supports the growing empirical evidence regarding the relationship between the socioemotional dimension and academic achievement. Through correlation and regression analyses the associations between individual (self-steem and socioemotional well-being) and contextual ( perception of the school social climate) features of socioemotional learning and academic success in Chilean elementary students were tested. Socioemotional well-being and perception of school social climate with regards to peer relations and places at school were significantly related to improvements in academic achievement. Results are discussed in terms of their implications for educational practice and future research.