Browsing by Autor "Carolina Maldonado‐Carreño"

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Child Care and the Development of Behavior Problems Among Economically Disadvantaged Children in Middle Childhood
(Wiley, 2010) Elizabeth Votruba‐Drzal; Rebekah Levine Coley; Carolina Maldonado‐Carreño; Christine P. Li‐Grining; P. Lindsay Chase‐Lansdale
Research examining the longer term influences of child care on children's development has expanded in recent years, but few studies have considered low-income children's experiences in community care arrangements. Using data from the Three-City Study (N=349), the present investigation examines the influences of child care quality, extent and type on low-income children's development of behavior problems during middle childhood (7-11 years old). Higher levels of child care quality were linked to moderate reductions in externalizing behavior problems. High-quality child care was especially protective against the development of behavior problems for boys and African American children. Child care type and the extent of care that children experienced were generally unrelated to behavior problems in middle childhood.
Good will hunting: social integration of students receiving forgivable loans for college education in contexts of high inequality
(Routledge, 2019) Javier Corredor; María José Álvarez‐Rivadulla; Carolina Maldonado‐Carreño
This article explores the black box of college adaptation and social integration of low SES students entering higher education under a forgivable loans program. It does so by studying a context of extreme educational and economic inequality. The magnitude of this study offers an unprecedented window to observe interactions between different social classes in college. Drawing on two different fieldworks, this study is based on 19 focal groups in 8 cities and 12 universities, and in an in-depth study of one elite university. Results show that low SES students actively mobilize different types of personal resources to integrate to the college environment, but they face strong objective and symbolic barriers. Results show also that regular students, on occasion, act as cultural guides for low SES students, helping them in the process of college adaption, and that colleges’ characteristics and diversity influence beneficiaries’ social integration and well-being.
Measuring the quality of early childhood education: Associations with children’s development from a national study with the IMCEIC tool in Colombia
(Wiley, 2021) Carolina Maldonado‐Carreño; Hirokazu Yoshikawa; Eduardo Escallón; Liliana A. Ponguta; Ana María Nieto; Sharon Lynn Kagan; Catalina Rey‐Guerra; Juan Camilo Cristancho; Angy Mateus; Luz Ángela
National-level monitoring of quality of early childhood education (ECE) is key to achieving inclusive and equitable education. Most countries report structural quality while process characteristics are rarely observed at the national level. This study examined the associations between ECE and children's development in a middle-income country using data from a nationally representative sample of public centers serving Colombian children (N = 3163; M = 4.3 years, 50% girls; 42% Mestizo, 16% White, 15% Afro-Colombian, 4% Indigenous, 23% not reported). Descriptive findings evidenced low to moderate quality. Multilevel models showed several positive associations between structural and process quality and child outcomes. Results have implications for the existing literature and highlight the feasibility of quality monitoring in low- and middle-income countries.
Teacher Perspectives on the Usefulness of a Formative Assessment Tool to Support Their Implementation of Learning Through Play
(Taylor & Francis, 2024) Angela Pyle; Jennifer M. Zosh; Nikhit D’Sa; Carolina Maldonado‐Carreño; Eduardo Escallón; Martin Ariapa; Mauro Giacomazzi; Kazi Ferdous Pavel; Samantha Schriger; Sue Robson
Teacher–Child Relationships and the Development of Academic and Behavioral Skills During Elementary School: A Within- and Between-Child Analysis
(Wiley, 2011) Carolina Maldonado‐Carreño; Elizabeth Votruba‐Drzal
Despite recent growth in research highlighting the potential of teacher-child relationships to promote children's development during the early years of school, questions remain about the importance of these relationships across elementary school. Using data from the NICHD Study of Early Child Care (N = 1,364), this study examines between- and within-child associations between teacher-child relationship quality and children's academic achievement and behavior problems from kindergarten (ages 4-6 years) through 5th grade (ages 9-11 years). Results suggest that increases in teacher-child relationship quality are associated with improvements in teacher-reported academic skills and reductions in behavior problems consistently throughout elementary school. As children progressed from kindergarten through fifth grade, the importance of teacher-child relationship quality is unchanging.