Asistencia a jardín maternal, educación materna y habilidades lingüísticas tempranas en niños y niñas argentinos

• Autores: Resches, Mariela, Querejeta, Maira, Laguens, Ana, Aquino, Camila, Kohan-Cortada, Ana , De Grandis, María Carolina
• Formato: artículo
• Fecha de Publicación: 2024
• Institución: Pontificia Universidad Católica del Perú
• Repositorio: PUCP-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.pucp.edu.pe:20.500.14657/200730
• Enlace del recurso: https://revistas.pucp.edu.pe/index.php/psicologia/article/view/29133/26554; https://repositorio.pucp.edu.pe/index/handle/123456789/200730; https://doi.org/10.18800/psico.202402.019
• Nivel de acceso: acceso abierto
• Materia: Language development; Early child care education; Maternal education; Infancy; Parental report; Développement du langage; Éducation précoce; Éducation maternelle; Petite enfance; Rapport parental; Desenvolvimento da linguagem; Educação precoce; Escolaridade materna; Primeira infância; Relatório parental; Desarrollo del lenguaje; Educación temprana; Educación materna; Primera infancia; Informe parental; https://purl.org/pe-repo/ocde/ford#5.01.00

The impact of Early Child Care attendance on the first language skills of 725 boys and girls from 16 to 30 months living in Buenos Aires and its periphery is analyzed. The fathers and/or mothers filled in the regional adaptation of the Mac Arthur-Bates Communicative Development Inventory and an ad hoc sociodemographic questionnaire. Results indicated significant differences in favor of the children who attended Early Child Care centers, although only after two years old. Early Child Care attendance had a compensating effect for children of mothers with a lower educational level. These data speak in favor of the need to promote public policies that guarantee access to quality educational services for early childhood.