Browsing by Author "Narea, Marigen"

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    A mediation analysis to disentangle relations between maternal education and early child development
    (2022) Telias, Amanda; Narea, Marigen; Abufhele, Alejandra
    Maternal education is associated with early child outcomes. However, the several mechanisms that may explain this relationship remain underexplored. Using data from 1,097 children aged 12-15 months in Chile, we estimate the maternal education gap across child cognitive and language outcomes. Following a bioecological perspective, we explore potential pathways by which maternal education might influence child development, such as child characteristics, the quantity and quality of mother-child interactions, and the availability of home stimulation. We found an average maternal education gap between children with mothers with the lowest and the highest educational levels of 0.36, 0.31, and 0.25 standard deviation in child cognition, expressive language, and receptive language, respectively. The mediational analysis showed that maternal stress and depression and the quality of the home environment mediated the relation between maternal education and child language and cognitive development.
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    Enriching cross-sectoral collaboration to foster inclusive cultures in schools: a Model to address the needs of diverse Chilean Students
    (2024) Vidal, Veronica; Mendive, Susana; Gómez Zaccarelli, Florencia; Pozo-Tapia, Francisca; Narea, Marigen; Wachholtz, Daniela; Melo, Carolina
    Inclusive education involves the interaction of diverse actors from different societal sectors, such as education, health, and policy. Inclusion laws and regulations in Chile are relatively new and have been taken as a regional model. However, the efforts to implement them have revealed some structural difficulties that must be discussed. This conceptual analysis article aims to provide insights to enrich cross-sectoral collaboration to foster inclusive cultures in Chilean schools. Considering the OECD Analytical Framework, which describes a systemic approach, we provide definitions for the critical components of the model and discuss the advances and challenges of current Chilean public policies in this field -including the Chile Crece Contigo and the School Integration Programs (SIP)-, the Chilean education system functioning, the social contexts, and students' needs and supports based on the available evidence. Building from inclusive education literature and previous experiences, we delve into the model to address the needs of students with disabilities, social and cultural disadvantages, students belonging to the indigenous population, and students with a low socioeconomic level to propose action guidelines with a particular focus on integrating inclusive practices at the school level.
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    Impact in the school system of a strategy for identifying and selecting academically talented students: the experience of Program PENTA-UC
    (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2008) Arancibia, Violeta; Lissi, Maria Rosa; Narea, Marigen
    The study explores the consequences, for participating schools, of the implementation of a system for the identification and selection of academically talented students, in the context of an extracurricular enrichment program operating at Pontificia Universidad Catolica de Chile. The participants were 73 students, 50 teachers, and seven members of the school administration, in seven schools. Data were collected through interviews and focus groups. The results indicated that the identification and selection processes have mostly positive effects on teachers and students. Some potentially negative effects were also detected for the classmates of the talented students, which relate mainly to the manner in which information was handled. Possible implications of these findings for this program for talented children and other similar programs are discussed.
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    Mental Health in Indigenous Children and Adolescents: The Contribution of Cultural Backgroud
    (2023) Caqueo-Urizar, Alejandra; Mena-Chamorro, Patricio; Urzua, Alfonso; Munoz-Henriquez, Wilson; Flores, Jerome; Narea, Marigen; Irarrazaval, Matias
    The purpose of this study is to describe and compare the prevalence of mental health problems in Aymara and non-Aymara children and adolescent. The study sample comprised 1839 students from 8 to 19 years, from educational institutions of Northern Chile. Forty-nine percent of students identified with the Aymara ethnic group. The Child and Adolescent Evaluation System was used to evaluate internal and external problems. In Elementary school, Aymara students showed significantly lower scores in externalized problems and in high school, there were significantly lower scores in interiorized, exteriorized and other problems than Non-Aymara students. It seems that the legacy of the Aymara culture has favored the development of protective factors in relation to the mental health of these students. In a context of growing recognition and appreciation of this culture, greater involvement with Aymara culture could promote better mental health of school children.
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    The Covid-19 Pandemic and Maternal Mental Health: A Longitudinal Study of Chilean and Foreign-Born Mothers
    (2022) Abufhele, Alejandra; Narea, Marigen; Telias, Amanda
    Objectives: We explore the effects of the pandemic on stress, depressive symptoms and parenting practices of mothers with children aged between 24- and 30-months, residents in Santiago, Chile, and the differences between foreign-born and native-born mothers.Methods: Using data from the longitudinal project Mil Primeros Dias and lagged-dependent models, we analyzed parental stress, depressive symptoms and parenting practices for native-born and foreign-born mothers. Lagged-dependent model allows us to take advantage of the longitudinal data by controlling for the previous score and baseline individual characteristics.Results: After 8 months of the pandemic, mothers of young children have more depressive symptoms, are more stressed, and show more hostility towards their children. Foreign-born mothers had 0.29 and 0.22 standard deviations (SD) more than native-born mothers in the parental distress and difficult child scales from the Parental Stress Index (PSI), respectively, and 0.17 SD more in the hostile-reactive parental behavior dimension.Conclusion: Findings suggest the need to implement policies and programs that prevent mental health deterioration for mothers, especially migrant mothers, to improve women's psychological condition and child wellness.
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    The Effect of COVID-19 Lockdowns on Maternal Mental Health and Parenting Practices Moderated by Urban Green Space
    (SAGE PUBLICATIONS INC, 2022) Narea, Marigen; Asahi, Kenzo; Abufhele, Alejandra; Telias, Amanda; Gildemeister, Damian; Alarcon, Samanta; CEDEUS (Chile)
    Stress generates difficulties in parenting, which affects child development. We aimed to understand the impact of COVID-19 lockdowns on maternal mental health and parenting practices. We also explored to what extent green space is a protective factor in the aforementioned relationship. We explored heterogeneous lockdown effects using longitudinal georeferenced data for 985 families (mothers and 24- to 30-month-olds) and exploiting localized lockdowns in Chile. Controlling for observed and unobserved fixed characteristics, on average, we did not find an association between lockdown duration and maternal mental health or parenting practices. However, the previous nonsignificant association is heterogeneous across access to green space. Although lockdown duration increased dysfunctional interactions with children for mothers with little access to green space, we did not see the previous effect on mothers who live close to green space. Mothers who do not comply with the lockdown mandate are the ones who drive this heterogeneous effect.
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    The impact of time of entrance to center-based care on children's general, language, and behavioral development
    (SAGE PUBLICATIONS LTD, 2022) Narea, Marigen; Cumsille, Patricio; Allel, Kasim
    There are contrasting results of the association between center-based care attendance and child development, mainly related to how the time of entry and permanence in the program relates to developmental outcomes. Using latent class analysis in a nationally representative sample of Chilean children between 6 and 35 months old (n = 3,992), and controlling for the child's age, maternal education, mother's marital status, and household income, we identify three different timings of entrance in center-based care programs. The three timings of entrance were defined as early-entry (16%), those children who are more likely to enter before they are 6 months old; middle-entry (16%), those who are more likely to enter when they are between 6 and 18 months old; and late-entry (68%), those children with a low probability of enrollment any time before they are 35 months old. We found that children from the early- and middle-entry classes had higher language development when compared with children from the late-entry class. Still, only those from the middle-entry class showed higher general development in the Battelle test. In contrast, children in the early- and middle-entry classes presented higher scores in the Child Behavior Checklist's externalizing behavior scale than children in the late-entry class. Our findings highlight the existence of a likely linkage between the timing of entry to center-based care and child development. It is essential to understand the potential advantages of center-based care in younger children, especially in enhancing their vocabulary and general development, and the potential negative association of early-entry with problematic behavior.
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    Understanding the Relationship between Preschool Teachers' Well-Being, Interaction Quality and Students' Well-Being
    (2022) Narea, Marigen; Trevino, Ernesto; Caqueo-Urizar, Alejandra; Miranda, Catalina; Gutierrez-Rioseco, Javiera
    A substantial body of research shows that teacher-student interactions have a significant impact on student outcomes. However, to our knowledge, less is known about the association between teachers' and students' well-being and the implications for teacher-child interactions, particularly in the preschool context. Research Findings. Using ordinary least squares regression, we investigated the association between affective balance and burnout among 28 preschool teachers and the emotional and behavioral problems of 593 students between three and four years old. We found that teacher affective balance-not teacher burnout-was associated with fewer emotional and behavioral problems in children. Furthermore, the different domains of interaction quality affected children's well-being in different ways. Practice or Policy. In initial teacher training and continuing professional development, teachers should be provided with support and strategies to help them manage their mental health and children well-being. Some interventions which have shown encouraging results are discussed.