Marigen Narea
Dados Biográficos
| ID | 4599413 |
|---|---|
| NOME | Marigen Narea |
| PRENOMES | Marigen |
| SOBRENOME | Narea |
| ASSINATURA | NAREA M |
| AFILIAÇÕES | Pontificia Universidad Católica de Chile |
| ORCID | 0000-0001-7780-7425 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 18 |
| TOTAL DE CITAÇÕES | 4 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2016 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Prenatal and Early Childhood Ambient Heat Exposure and Developmental Outcomes
Translation and Psychometric Validation of the Teachers’ Beliefs and Intentions Questionnaire (TBIQ) in Chilean Early Childhood Education
The Teachers’ Beliefs and Intentions Questionnaire (TBIQ) assesses educators’ beliefs and intentions regarding the importance of sensitive interactions with young children. Understanding these beliefs is particularly relevant in contemporary educational contexts where teacher–child interactions are viewed as central to children’s learning and development. Despite its use in several countries, there is no validated Spanish version available. This …
Conducting parenting research in Chile
Most research on parenting and child development has been based on studies conducted in the minority world. Although there have been efforts to diversify samples and methods, a more inclusive knowledge base is needed to understand parenting from a cultural perspective. Yet, studying parenting in majority world countries presents several methodological challenges. In this article, we aim to contribute to the discussion on diversity in human develo…
Early Childhood Education Quality for Toddlers
Despite extensive research on early childhood education (ECE) quality at the preschool level, toddler settings remain comparatively understudied, particularly in Chile and Latin America. Research suggests that quality ECE strengthens child development, while low-quality services can be harmful. ECE quality comprises structural features like ratios and classroom resources, and process features related to interactions within classrooms. This study …
Maternal Characteristics and Home Environment as Early Childhood Predictors of Elementary School Children’s Executive Functions in Chile
Childcare Center Attendance During the Covid-19 Pandemic
The Covid-19 pandemic underscored the significance of early childhood education and care (ECEC) for children's development. We investigated the impact of attendance at ECEC programs following a closure period due to the pandemic. We used linear regression with a lagged dependent variable to examine assessments of children's cognitive and receptive language based on a sample of Chilean children (N = 809; age = 41.3 months in 2021). Results show th…
Unequal effects of the Covid-19 pandemic on researchers
The adverse impacts of the COVID-19 pandemic on scientific work and outputs have been a growing global concern after significant and varied effects have been reported in the United States and Europe. Looking to gain insight into the impact of the pandemic in Latin America, we designed and administered an anonymous online survey to researchers based in Chile or Colombia. The survey was implemented in July–August 2020, as the continent was declared…
Change in early childhood classroom interaction quality after a professional development programme ( Cambio en la calidad de las interacciones pedagógicas en Educación Infantil tras un programa de des…
The goal of this study was to analyse changes in classroom interaction quality in 85 early childhood classrooms in vulnerable social contexts in Santiago de Chile which participated in the first year of a professional development programme. Classroom interaction quality was measured using the Classroom Assessment Scoring System (CLASS) at the beginning and end of the school year. Contingency tables were built in the experimental and control group…
The impact of time of entrance to center-based care on children’s general, language, and behavioral development
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 i…
A mediation analysis to disentangle relations between maternal education and early child development
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 characteris…
Mental Health in Indigenous Children and Adolescents
Assessment of Early Childhood Mental Health in Immigrant and Local Children in Chile
Little is known about mental health during early childhood and differences in mental health problems between migrant and local preschool children in Chile. This research aimed to study the early mental health of children and disparities in mental health indicators between immigrant and local children in the context of a middle-income country. Parents and teachers assessed immigrant (n = 120) and non-immigrant (n = 383) children between 3 and 4 ye…
Family Risk and Externalizing Problems in Chilean Children
Latent class analysis and multigroup mediation were used with 8,860 families in Chile to identify risk groups varying in socioeconomic status, family structure, and maternal depression, to determine whether profiles differed in children’s development of externalizing problems (EP) from 35 to 61 months, and maternal parenting that predicted EP. Four groups were identified: one no-risk profile and three risk profiles, impoverished and undereducated…
Understanding the Relationship between Preschool Teachers’ Well-Being, Interaction Quality and Students’ Well-Being
Centre-based care is a significant predictor of lower body mass index in early childhood
BACKGROUND: The prevalence of childhood overweight has increased by approximately 50% in the past three decades, becoming a major public health concern worldwide. In Chile, an upper middle-income country, about 38% of children between two and four years of age are overweight, almost double the average in Latin America and the Caribbean. Various environmental and individual factors, and their interactions, affect childhood weight. Emerging evidenc…
Mental Health in Immigrant Children and Adolescents in Northern Chile Mental Health in Immigrant Children and Adolescents
Maternal and non-maternal care in infancy and later child cognitive, language and motor development in Chile
Research on Child and Adolescent Development and Public Policy in Latin America
This commentary discusses the implication of child and adolescent development research for public policy in Latin America. As illustrated by the articles in this special issue, even though the research of child and adolescent development in Latin America is making significant progress, still more research is needed. Developmental research in the region faces the challenge of uncovering the mechanisms that affect child development in a context of …
Maternal and non-maternal care in infancy and later child cognitive, language and motor development in Chile
Childcare Center Attendance During the Covid-19 Pandemic
The Covid-19 pandemic underscored the significance of early childhood education and care (ECEC) for children's development. We investigated the impact of attendance at ECEC programs following a closure period due to the pandemic. We used linear regression with a lagged dependent variable to examine assessments of children's cognitive and receptive language based on a sample of Chilean children (N = 809; age = 41.3 months in 2021). Results show th…
Understanding the Relationship between Preschool Teachers’ Well-Being, Interaction Quality and Students’ Well-Being
Research on Child and Adolescent Development and Public Policy in Latin America
This commentary discusses the implication of child and adolescent development research for public policy in Latin America. As illustrated by the articles in this special issue, even though the research of child and adolescent development in Latin America is making significant progress, still more research is needed. Developmental research in the region faces the challenge of uncovering the mechanisms that affect child development in a context of …
Maternal and non-maternal care in infancy and later child cognitive, language and motor development in Chile
Centre-based care is a significant predictor of lower body mass index in early childhood
BACKGROUND: The prevalence of childhood overweight has increased by approximately 50% in the past three decades, becoming a major public health concern worldwide. In Chile, an upper middle-income country, about 38% of children between two and four years of age are overweight, almost double the average in Latin America and the Caribbean. Various environmental and individual factors, and their interactions, affect childhood weight. Emerging evidenc…
Mental Health in Immigrant Children and Adolescents in Northern Chile Mental Health in Immigrant Children and Adolescents
Family Risk and Externalizing Problems in Chilean Children
Latent class analysis and multigroup mediation were used with 8,860 families in Chile to identify risk groups varying in socioeconomic status, family structure, and maternal depression, to determine whether profiles differed in children’s development of externalizing problems (EP) from 35 to 61 months, and maternal parenting that predicted EP. Four groups were identified: one no-risk profile and three risk profiles, impoverished and undereducated…
Understanding the Relationship between Preschool Teachers’ Well-Being, Interaction Quality and Students’ Well-Being
Change in early childhood classroom interaction quality after a professional development programme ( Cambio en la calidad de las interacciones pedagógicas en Educación Infantil tras un programa de des…
The goal of this study was to analyse changes in classroom interaction quality in 85 early childhood classrooms in vulnerable social contexts in Santiago de Chile which participated in the first year of a professional development programme. Classroom interaction quality was measured using the Classroom Assessment Scoring System (CLASS) at the beginning and end of the school year. Contingency tables were built in the experimental and control group…
The impact of time of entrance to center-based care on children’s general, language, and behavioral development
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 i…
A mediation analysis to disentangle relations between maternal education and early child development
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 characteris…
Mental Health in Indigenous Children and Adolescents
Assessment of Early Childhood Mental Health in Immigrant and Local Children in Chile
Little is known about mental health during early childhood and differences in mental health problems between migrant and local preschool children in Chile. This research aimed to study the early mental health of children and disparities in mental health indicators between immigrant and local children in the context of a middle-income country. Parents and teachers assessed immigrant (n = 120) and non-immigrant (n = 383) children between 3 and 4 ye…
Unequal effects of the Covid-19 pandemic on researchers
The adverse impacts of the COVID-19 pandemic on scientific work and outputs have been a growing global concern after significant and varied effects have been reported in the United States and Europe. Looking to gain insight into the impact of the pandemic in Latin America, we designed and administered an anonymous online survey to researchers based in Chile or Colombia. The survey was implemented in July–August 2020, as the continent was declared…
Early Childhood Education Quality for Toddlers
Despite extensive research on early childhood education (ECE) quality at the preschool level, toddler settings remain comparatively understudied, particularly in Chile and Latin America. Research suggests that quality ECE strengthens child development, while low-quality services can be harmful. ECE quality comprises structural features like ratios and classroom resources, and process features related to interactions within classrooms. This study …
Maternal Characteristics and Home Environment as Early Childhood Predictors of Elementary School Children’s Executive Functions in Chile
Childcare Center Attendance During the Covid-19 Pandemic
The Covid-19 pandemic underscored the significance of early childhood education and care (ECEC) for children's development. We investigated the impact of attendance at ECEC programs following a closure period due to the pandemic. We used linear regression with a lagged dependent variable to examine assessments of children's cognitive and receptive language based on a sample of Chilean children (N = 809; age = 41.3 months in 2021). Results show th…
Prenatal and Early Childhood Ambient Heat Exposure and Developmental Outcomes
Translation and Psychometric Validation of the Teachers’ Beliefs and Intentions Questionnaire (TBIQ) in Chilean Early Childhood Education
The Teachers’ Beliefs and Intentions Questionnaire (TBIQ) assesses educators’ beliefs and intentions regarding the importance of sensitive interactions with young children. Understanding these beliefs is particularly relevant in contemporary educational contexts where teacher–child interactions are viewed as central to children’s learning and development. Despite its use in several countries, there is no validated Spanish version available. This …
Conducting parenting research in Chile
Most research on parenting and child development has been based on studies conducted in the minority world. Although there have been efforts to diversify samples and methods, a more inclusive knowledge base is needed to understand parenting from a cultural perspective. Yet, studying parenting in majority world countries presents several methodological challenges. In this article, we aim to contribute to the discussion on diversity in human develo…
Psychology (16 obras) · Developmental psychology (15 obras) · Early Childhood Education and Development (11 obras) · Early childhood (10 obras) · Child and Adolescent Psychosocial and Emotional Development (8 obras) · Medicine (7 obras) · Child development (5 obras) · Context (archaeology (5 obras) · Early childhood education (5 obras) · Political science (5 obras)