Ana Moreno-Núñez
Biographic Data
| ID | 4096037 |
|---|---|
| NAME | Ana Moreno-Núñez |
| GIVEN NAMES | Ana |
| FAMILY NAME | Moreno-Núñez |
| SIGNATURE | MORENO-NÚÑEZ A |
| AFFILIATIONS | Universidad Autónoma de Madrid |
| ORCID | 0000-0002-0397-2513 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Little voices, rising conversations: A study of group interactions in nursery classrooms
This study examines the verbal participation of two-year-old children during structured group activities in Spanish nursery schools, with a particular focus on the characteristics of Child-Directed Speech (CDS). The sample comprised 208 children and 31 teachers across 21 classrooms in Madrid and Toledo. The study analyzes how children's verbal participation, as well as teachers' individual and group CDS, relate to group size, vocabulary level and…
Music-based teaching strategies: A systematic review of their use in early childhood education / Estrategias pedagógicas musicales: una revisión sistemática sobre su uso en educación infantil
The use of musical elements in early childhood education plays a key role in structuring interactions and pedagogical activities. However, their study has been fragmented, especially in the first cycle of early childhood education (ages 0–3). This paper presents a systematic literature review (2000–24) following PRISMA 2020, analysing music-based teaching strategies, the predominant methodological approaches found in the literature and their impl…
From rhythms to meaning: Longitudinal evidence on multimodal precursors of early gestures and language development
Gesture and speech are integrated in adult communication, and growing evidence suggests that their coordination begins early in infancy. However, the developmental processes through which motor and vocal behaviors evolve into communicative acts remain insufficiently understood. This longitudinal study examines the frequency and developmental trajectories of spontaneous movements, rhythmic movements, and gestures-produced both independently and in…
How teachers emphasize their speech: Gestures and self-repetitions during group interaction with toddlers
When interacting with young children, adults often self-repeat their own utterances that vary in sequences of adjacent utterances called variation sets (VS) (Küntay and Slobin Citation1996). These repetitions benefit children’s linguistic development because they emphasize form and meaning. This paper analyzes the use of VS during group interaction and from a multimodal point of view. Sixteen teachers were video-recorded during interaction with t…
Putting multiparty interactions back into multimodal language development studies: A commentary on Karadöller, Sümer, and Özyürek
Karadöller, Sümer, and Özyürek review a significant body of research underscoring the need to approach early communication as an integrated multimodal system shaped by developmental and interactional dynamics. However, most studies focus on dyadic interactions, overlooking the impact of multiparty communicative contexts not only in Indigenous and low-SES communities but also in daycare settings. Drawing on data from 98 children, we illustrate how…
Gross motor teaching in preschool education: Where, what and how do Singapore educators teach? (Enseñanza de la motricidad gruesa en educación infantil: ¿dónde, qué y cómo enseñan las maestras en Sing…
Fostering the development of gross motor (GM) skills is important in itself and beneficial for the holistic development of children. While early childhood curriculum frameworks for GM teaching have been recently articulated, there is limited research on actual pedagogical practices. This study explored GM teaching practices in Singapore Kindergarten 1 classrooms (4–5 years), focusing on where (indoors vs outdoors), what (types of GM skills) and h…
Getting away from the point: The emergence of ostensive gestures and their functions
Within developmental psychology, pointing gestures have received a great deal of attention, while ostensive gestures have been overlooked in terms of their emergence and intentionality. In a longitudinal and micro-genetic study with six children at 9, 11, and 13 months of age, we codified gesture production of children within second-by-second data frames. We identified 480 instances of gestures and categorised whether they were of ostensive, oste…
Arts-related pedagogies in preschool education: An Asian perspective
The Rhythmic, Sonorous and Melodic Components of Adult-Child-Object Interactions Between 2 and 6 Months Old
The Rhythmic, Sonorous and Melodic Components of Adult-Child-Object Interactions Between 2 and 6 Months Old
Arts-related pedagogies in preschool education: An Asian perspective
Gross motor teaching in preschool education: Where, what and how do Singapore educators teach? (Enseñanza de la motricidad gruesa en educación infantil: ¿dónde, qué y cómo enseñan las maestras en Sing…
Fostering the development of gross motor (GM) skills is important in itself and beneficial for the holistic development of children. While early childhood curriculum frameworks for GM teaching have been recently articulated, there is limited research on actual pedagogical practices. This study explored GM teaching practices in Singapore Kindergarten 1 classrooms (4–5 years), focusing on where (indoors vs outdoors), what (types of GM skills) and h…
Getting away from the point: The emergence of ostensive gestures and their functions
Within developmental psychology, pointing gestures have received a great deal of attention, while ostensive gestures have been overlooked in terms of their emergence and intentionality. In a longitudinal and micro-genetic study with six children at 9, 11, and 13 months of age, we codified gesture production of children within second-by-second data frames. We identified 480 instances of gestures and categorised whether they were of ostensive, oste…
How teachers emphasize their speech: Gestures and self-repetitions during group interaction with toddlers
When interacting with young children, adults often self-repeat their own utterances that vary in sequences of adjacent utterances called variation sets (VS) (Küntay and Slobin Citation1996). These repetitions benefit children’s linguistic development because they emphasize form and meaning. This paper analyzes the use of VS during group interaction and from a multimodal point of view. Sixteen teachers were video-recorded during interaction with t…
Putting multiparty interactions back into multimodal language development studies: A commentary on Karadöller, Sümer, and Özyürek
Karadöller, Sümer, and Özyürek review a significant body of research underscoring the need to approach early communication as an integrated multimodal system shaped by developmental and interactional dynamics. However, most studies focus on dyadic interactions, overlooking the impact of multiparty communicative contexts not only in Indigenous and low-SES communities but also in daycare settings. Drawing on data from 98 children, we illustrate how…
Little voices, rising conversations: A study of group interactions in nursery classrooms
This study examines the verbal participation of two-year-old children during structured group activities in Spanish nursery schools, with a particular focus on the characteristics of Child-Directed Speech (CDS). The sample comprised 208 children and 31 teachers across 21 classrooms in Madrid and Toledo. The study analyzes how children's verbal participation, as well as teachers' individual and group CDS, relate to group size, vocabulary level and…
Music-based teaching strategies: A systematic review of their use in early childhood education / Estrategias pedagógicas musicales: una revisión sistemática sobre su uso en educación infantil
The use of musical elements in early childhood education plays a key role in structuring interactions and pedagogical activities. However, their study has been fragmented, especially in the first cycle of early childhood education (ages 0–3). This paper presents a systematic literature review (2000–24) following PRISMA 2020, analysing music-based teaching strategies, the predominant methodological approaches found in the literature and their impl…
From rhythms to meaning: Longitudinal evidence on multimodal precursors of early gestures and language development
Gesture and speech are integrated in adult communication, and growing evidence suggests that their coordination begins early in infancy. However, the developmental processes through which motor and vocal behaviors evolve into communicative acts remain insufficiently understood. This longitudinal study examines the frequency and developmental trajectories of spontaneous movements, rhythmic movements, and gestures-produced both independently and in…
Psychology (6 works) · Communication (4 works) · Gesture (4 works) · Hearing Impairment and Communication (4 works) · Linguistics (4 works) · Early childhood education (3 works) · Philosophy (3 works) · Art (2 works) · Child and Animal Learning Development (2 works) · Cognitive science (2 works)