David Prei
Biographic Data
| ID | 1696674 |
|---|---|
| NAME | David Prei |
| GIVEN NAMES | David |
| FAMILY NAME | Prei |
| SIGNATURE | PREI D |
| AFFILIATIONS | Pontificia Universidad Católica de Chile |
| ORCID | 0000-0002-4646-5060 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Does Pretend Play Predict Later Creativity Development? Exploring Creative Trajectories from Pre-Kindergarten Through First Grade
Creativity is widely recognized as a core skill for the twenty-first century, yet its early developmental pathways remain insufficiently understood. This longitudinal study examined trajectories of creativity in a sample of 230 children aged 4–7, assessed across five waves from pre-kindergarten to first grade. Using group-based trajectory modeling, we identified three distinct patterns: “Accelerated Growth” (22.3%), “Gradual Growth” (72.6%), and …
Efficacy and perception of feasibility of structured games for achieving curriculum learning goals in pre-kindergarten and kindergarten low-income classrooms
The psychology of schooling and cultural learning
Through a personal account of my experiences with the work of the Laboratory of Comparative Human Cognition (LCHC), I reflect on the contributions that cultural psychology has made to our understanding of the psychological consequences of schooling and literacy. Placing special attention on the contributions of Michael Cole, I argue that the impact of schooling and literacy on human development must be distinguished from the process of cultural l…
Manifesto for new directions in developmental science
Although developmental science has always been evolving, these times of fast-paced and profound social and scientific changes easily lead to disorienting fragmentation rather than coherent scientific advances. What directions should developmental science pursue to meaningfully address real-world problems that impact human development throughout the lifespan? What conceptual or policy shifts are needed to steer the field in these directions? The p…
Metacognition, Self-Regulation, and Autonomy Support in the Chilean Mathematics Classroom
This paper presents the results of an observational study developed on lessons taught by 128 teachers for a national teaching assessment program in Chile and whose practice was identified as outstanding. Specifically, we studied which strategies teachers used to promote students' self-regulation and autonomy during segments involving teacher-led public talk, student-led public talk, shared engagement, and private work. Additionally, we examined w…
Child and Adolescent Development in Latin America
Psicología cultural
Para responder esta pregunta es necesario tener presente que la psicologia academica ha estado marca-da desde sus inicios por la influencia de Darwin (1871): fue Darwin quien hizo conceptualmente posible el establecimiento de la psicologia como disciplina cien-tifica al ubicar a nuestra especie dentro de la historia natural. La psicologia ha descansado sobre los hombros de Darwin desde su fundacion y ha tendido a adoptar supuestos relevantes del …
No prominent works on this page.
Psicología cultural
Para responder esta pregunta es necesario tener presente que la psicologia academica ha estado marca-da desde sus inicios por la influencia de Darwin (1871): fue Darwin quien hizo conceptualmente posible el establecimiento de la psicologia como disciplina cien-tifica al ubicar a nuestra especie dentro de la historia natural. La psicologia ha descansado sobre los hombros de Darwin desde su fundacion y ha tendido a adoptar supuestos relevantes del …
Child and Adolescent Development in Latin America
Metacognition, Self-Regulation, and Autonomy Support in the Chilean Mathematics Classroom
This paper presents the results of an observational study developed on lessons taught by 128 teachers for a national teaching assessment program in Chile and whose practice was identified as outstanding. Specifically, we studied which strategies teachers used to promote students' self-regulation and autonomy during segments involving teacher-led public talk, student-led public talk, shared engagement, and private work. Additionally, we examined w…
The psychology of schooling and cultural learning
Through a personal account of my experiences with the work of the Laboratory of Comparative Human Cognition (LCHC), I reflect on the contributions that cultural psychology has made to our understanding of the psychological consequences of schooling and literacy. Placing special attention on the contributions of Michael Cole, I argue that the impact of schooling and literacy on human development must be distinguished from the process of cultural l…
Manifesto for new directions in developmental science
Although developmental science has always been evolving, these times of fast-paced and profound social and scientific changes easily lead to disorienting fragmentation rather than coherent scientific advances. What directions should developmental science pursue to meaningfully address real-world problems that impact human development throughout the lifespan? What conceptual or policy shifts are needed to steer the field in these directions? The p…
Efficacy and perception of feasibility of structured games for achieving curriculum learning goals in pre-kindergarten and kindergarten low-income classrooms
Does Pretend Play Predict Later Creativity Development? Exploring Creative Trajectories from Pre-Kindergarten Through First Grade
Creativity is widely recognized as a core skill for the twenty-first century, yet its early developmental pathways remain insufficiently understood. This longitudinal study examined trajectories of creativity in a sample of 230 children aged 4–7, assessed across five waves from pre-kindergarten to first grade. Using group-based trajectory modeling, we identified three distinct patterns: “Accelerated Growth” (22.3%), “Gradual Growth” (72.6%), and …
Psychology (5 works) · Cognition (3 works) · Early Childhood Education and Development (3 works) · Pedagogy (3 works) · Political science (3 works) · Sociology (3 works) · Computer Science (2 works) · Cultural Differences and Values (2 works) · Developmental psychology (2 works) · Epistemology (2 works)