This dissertation examined the associations between parenting processes, childcare experiences, contextual factors (ethnicity, socioeconomic status [SES]) and preschool children’s... Show moreThis dissertation examined the associations between parenting processes, childcare experiences, contextual factors (ethnicity, socioeconomic status [SES]) and preschool children’s socioemotional adjustment and cognitive development in Chile. After the general introduction in Chapter 1, Chapter 2 gives a historical review of child-rearing and education in Chile. Chapter 3 showed that the quality of the home environment predicted children’s receptive and expressive vocabulary after taking ethnicity, SES, and parental caregiver status into account. Furthermore, it was found that the quality of the home environment mediated the relation between SES and receptive and expressive vocabulary, which is in agreement with the Family Investment Model. Chapter 4 revealed that maternal supportive discipline both predicted school readiness and mediated the relation between SES and school readiness, in accordance with the Family Stress Model. Chapter 5 demonstrated that the quality of the home environment and child executive functions were positively associated with language ability, and that quantity of childcare was inversely related to language ability. No predictors of socioemotional adjustment emerged. The average quality of preschools was inadequate and did not predict child outcomes. Chapter 6 integrates the findings of this dissertation discussing theoretical implications, limitations, directions for future research, and implications for policy and practice. Show less
In this thesis, we aimed to investigate the role of cognitive flexibility in children’s potential for learning, assessed under dynamic testing conditions. In early dynamic testing literature,... Show moreIn this thesis, we aimed to investigate the role of cognitive flexibility in children’s potential for learning, assessed under dynamic testing conditions. In early dynamic testing literature, a flexibile use of information is essential in children’s ability to learn from instruction, and in bridging the gap between taught skills and new, but related task demands. We hoped to increase our understanding of the cognitive processes involved in children’s potential for learning and in the ability to transfer that which has been learned to new tasks and situations in a flexible way. In doing so, we aimed to provide suggestions for creating a better match between children’s individual pattern of abilities and the way they are taught. Show less
