“Do you know what it is…?” Explanations of child tutors about non familiar vocabulary. A study with children from marginalized urban populations of Argentina

filed under a- Edición 2017, Volumen 36, N 2.

Florencia Alam, Maia J. Migdalek,  Alejandra Stein y Celia R. Rosemberg Consejo Nacional de Investigaciones Científicas y Técnicas, Argentina   María Laura Ramírez Universidad de Buenos Aires, Argentina   Abstract This study analyzes literacy situations between dyads of 12-year-olds attending primary school and 5-year-old kindergarten children generated in the framework of the “De niño a niño”… Read more »

Emergent Literacy Knowledge and Classroom Practices for its promotion: a Study with Preschool Education Teachers in Costa Rica

filed under a- Edición 2017, Volumen 36, N 2.

L. Diego Conejo Universidad de Costa Rica, Costa Rica University of Missouri, USA. Ana M. Carmiol Universidad de Costa Rica, Costa Rica Abstract Teachers’ conceptions and knowledge affect their practices, and teachers’ practices influence preschoolers’ early literacy development. This study explores how much teachers value classroom practices previously proven to be effective in promoting early… Read more »

Reading Fast is not always the same as Understanding: Examining the Relationship Between Speed and Comprehension

filed under a- Edición 2017, Volumen 36, N 2.

Gabriela Silva-Maceda Silvia Romero-Contreras Universidad Autónoma de San Luis Potosí, México. Abstract A change in the way Reading is evaluated in Mexico in primary education has been the introduction of measuring reading speed in students. This has direct implications in the teaching of reading. The objective of this study was to examine the relationship between… Read more »

Teacher-Student Interactions and Child Abuse: Microgenetic Analysis from a Sociocultural Perspective

filed under a- Edición 2017, Volumen 36, N 2.

María Natalia Rodríguez García Julián David Torres Moreno Mónica Roncancio Moreno   Pontificia Universidad Javeriana, Colombia   Abstract This research aims to characterize connotations regarding child abuse from teacher-student interactions and relationships that occur inside a first grade classroom, located in a public school in the city of Bogotá. Theoretically, we support our work on… Read more »

Parental Belief Systems and Cultural Orientation in Children in Temporary Care: a Case Study in a State-Run Village in Costa Rica

filed under a- Edición 2017, Volumen 36, N 2.

Esteban Durán-Delgado Universidad de Costa Rica, Costa Rica Mariano Rosabal-Coto Instituto de Investigaciones Psicológicas, Universidad de Costa Rica, Costa Rica   Abstract This paper discusses the findings of the study “Characterization of Parenting Style among Children in a Permanent-Care State-Run Village: Parental Belief Systems and Cultural Orientation” (Duran-Delgado, 2012). The cultural specificity of parenting, in a… Read more »

Adaptation and Dimensionality of the DOCS Scale in the Costa Rican Organizational Context: An Application of the Cognitive Interview and of Confirmatory Factor Analysis

filed under a- Edición 2017, Volumen 36, N 2.

Tomás Vargas-Halabí Universidad de Costa Rica, Costa Rica Ronald Mora-Esquivel Instituto Tecnológico de Costa Rica, Costa Rica   Abstract The present study aims to present the Cognitive Interview as a useful pre-test tool for adapting the Denison Organizational Culture Survey (DOCS) to the Costa Rican business context, it was previously adapted in Valencia, Spain by… Read more »