%0 Journal Article
%T Qu谷 Efecto Tiene Asistir a Sala Cuna y Jard赤n Infantil Desde los Tres Meses Hasta los Cuatro A os de Edad?: Estudio Longitudinal en la Junta Nacional de Jardines Infantiles What Is the Effect of Attending Nursery School Between Three Months and Four Years of Age?: A Longitudinal Study in the National Preschool Association
%A Ximena Seguel
%A Marta Edwards
%A Marta Hurtado
%A Javiera Baˋados
%J Psykhe (Santiago)
%D 2012
%I Pontificia Universidad Cat車lica de Chile
%X Este estudio longitudinal cuasi-experimental con grupo de comparaci車n examin車 el efecto de asistir desde 1 a 4 a os de edad a jardines de la Junta Nacional de Jardines Infantiles (JUNJI) de Chile sobre el desarrollo/aprendizaje de los p芍rvulos y el efecto diferencial de asistir a partir de los 3 a os. El muestreo fue biet芍pico (41 jardines y 427 ni os al inicio) y estratificado por regi車n del pa赤s. El grupo de comparaci車n, con caracter赤sticas socioecon車micas similares (184 ni os al inicio), no asist赤a a sala cuna. Los ni os fueron evaluados anualmente con el Inventario de Desarrollo Battelle. Tambi谷n se recogieron variables familiares y educativas con entrevistas semi-estructuradas y pautas de observaci車n. Comparaciones usando Propensity Score Matching y an芍lisis de M赤nimos Cuadrados Ordinarios arrojaron que alrededor del 80% de los ni os cursa un desarrollo normal, independientemente de que asistan a los jardines infantiles JUNJI o permanezcan en sus casas. Asistir desde los 3 a os tendr赤a un efecto positivo en el desarrollo infantil. La calidad de las pr芍cticas pedag車gicas en lactantes y la actitud did芍ctica familiar explicar赤an mayormente el desarrollo de los p芍rvulos. This quasi-experimental longitudinal study with comparison group examined the effect on the learning and developmental levels of infants attending the National Preschool Association (JUNJI) nursery schools in Chile (between 3 months and 4 years of age) and the differential effect of attending them from 3 years of age onward. A two-stage (41 nurseries and 427 children at the beginning) and stratified sample by region was used. The comparison group, with similar socioeconomic characteristics (184 children at the beginning), did not attend a nursery school. Children were assessed yearly with the Battelle Developmental Inventory. Family and educational variables were collected using semi-structured interviews and an observational guideline. Comparisons using Propensity Score Matching and Least Squares analysis showed that nearly 80% of the children were learning and developing according to their age, regardless of whether they were attending a JUNJI nursery school or staying at home. Attending from 3 years of age onwards is likely to have positive effects on infant development. The quality of pedagogical practices in babies and family educational attitudes are the most probable explanations for children development.
%K aprendizaje
%K educaci車n
%K infancia
%K sala cuna
%K longitudinal
%K learning
%K education
%K infancy
%K nursery
%K longitudinal
%U http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-22282012000200008