Vanessa N Bermúdez
Biographic Data
| ID | 4860898 |
|---|---|
| NAME | Vanessa N Bermúdez |
| GIVEN NAMES | Vanessa N |
| FAMILY NAME | Bermúdez |
| SIGNATURE | BERMUDEZ V N |
| AFFILIATIONS | University of California, Irvine |
| ORCID | 0000-0002-4825-1955 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Sustaining Latine Families’ Cultural Values Through Technology Mediation Practices
Designing culturally situated playful environments for early STEM learning with a Latine community
Children from underserved, minoritized, and immigrant families have less access to early out-of-school STEM learning opportunities. Playful Learning Landscapes increase the accessibility of early STEM learning in everyday public spaces (e.g., bus stops, grocery stores) by merging principles of guided play and STEM learning goals with local community's values. We used community-based design research to (1) identify Latine families’ funds of knowle…
Quality of early childcare and education predicts high school STEM achievement for students from low-income backgrounds
High-quality early childcare and education (ECE) has demonstrated long-term associations with positive educational and life outcomes and can be particularly impactful for children from low-income backgrounds. This study extends the literature on the long-term associations between high-quality caregiver sensitivity and responsiveness and cognitive stimulation (i.e., caregiving quality) in ECE settings and success in science, technology, engineerin…
Evidence-based designs for physically active and playful math learning
In this article, we demonstrate how playful learning serves to provide optimal learning opportunities through teacher-guided play. First, we describe the theoretical design principles that can be leveraged to support mathematical learning for students that have been underserved. Then, we provide concrete examples of evidence-based games that can be directly applied by teachers within their classrooms and beyond the classrooms into the schoolyard.…
Designing culturally situated playful environments for early STEM learning with a Latine community
Children from underserved, minoritized, and immigrant families have less access to early out-of-school STEM learning opportunities. Playful Learning Landscapes increase the accessibility of early STEM learning in everyday public spaces (e.g., bus stops, grocery stores) by merging principles of guided play and STEM learning goals with local community's values. We used community-based design research to (1) identify Latine families’ funds of knowle…
Quality of early childcare and education predicts high school STEM achievement for students from low-income backgrounds
High-quality early childcare and education (ECE) has demonstrated long-term associations with positive educational and life outcomes and can be particularly impactful for children from low-income backgrounds. This study extends the literature on the long-term associations between high-quality caregiver sensitivity and responsiveness and cognitive stimulation (i.e., caregiving quality) in ECE settings and success in science, technology, engineerin…
Evidence-based designs for physically active and playful math learning
In this article, we demonstrate how playful learning serves to provide optimal learning opportunities through teacher-guided play. First, we describe the theoretical design principles that can be leveraged to support mathematical learning for students that have been underserved. Then, we provide concrete examples of evidence-based games that can be directly applied by teachers within their classrooms and beyond the classrooms into the schoolyard.…
Designing culturally situated playful environments for early STEM learning with a Latine community
Children from underserved, minoritized, and immigrant families have less access to early out-of-school STEM learning opportunities. Playful Learning Landscapes increase the accessibility of early STEM learning in everyday public spaces (e.g., bus stops, grocery stores) by merging principles of guided play and STEM learning goals with local community's values. We used community-based design research to (1) identify Latine families’ funds of knowle…
Quality of early childcare and education predicts high school STEM achievement for students from low-income backgrounds
High-quality early childcare and education (ECE) has demonstrated long-term associations with positive educational and life outcomes and can be particularly impactful for children from low-income backgrounds. This study extends the literature on the long-term associations between high-quality caregiver sensitivity and responsiveness and cognitive stimulation (i.e., caregiving quality) in ECE settings and success in science, technology, engineerin…
Evidence-based designs for physically active and playful math learning
In this article, we demonstrate how playful learning serves to provide optimal learning opportunities through teacher-guided play. First, we describe the theoretical design principles that can be leveraged to support mathematical learning for students that have been underserved. Then, we provide concrete examples of evidence-based games that can be directly applied by teachers within their classrooms and beyond the classrooms into the schoolyard.…
Sustaining Latine Families’ Cultural Values Through Technology Mediation Practices
Psychology (4 works) · Artificial Intelligence (2 works) · Child Development and Digital Technology (2 works) · Computer Science (2 works) · Early Childhood Education and Development (2 works) · Medicine (2 works) · Pedagogy (2 works) · Political science (2 works) · Academic achievement (1 works) · Active learning (machine learning (1 works)