Thirty percent of elementary schools that serve underprivileged students in a Texas school district are considered low-performing according to state standards in the 2016 2017 school year. Little is known about the perspectives on the support teachers need while teaching students with high social-emotional and academic needs. The purpose of this general qualitative study was to examine perspectives on principal support for teachers who teach these populations. Data were collected through interviewing 9 teachers, 3 principals, 3 counselors, 3 instructional coaches, and 1 district academic leader. Social cognitive theory, role theory, and cognitive evaluation theory constituted the conceptual framework. Individual interviews were conducted, transcribed, and coded. Teachers’ top 5 supports were “follow through with school systems,” “trust in teachers by the principal,” “teacher collaboration with the principal,” “principal stands up for teachers,” and “principal has a lending ear.” Principals identified “budget for human resources,” “follow through with school systems,” “teacher collaboration with the principal,” “professional development opportunities,” and “planning time,” “trust in teachers from principal,” and “leading by example” were tied in the fifth ranking. School and district personnel identified “professional development opportunities,” “follow through with school systems,” “budget for human resources,” “principal has a lending ear” and “lead by example” were tied in 4th, and “principal is visible” was fifth on their list. These findings contribute to positive social change by informing the education field about positive support systems that ultimately enhance learning of students with high social-emotional and academic needs.

Mental illness affects more women than men in the United States. Poor mental health in reproductive-age women has negative implications on population health. The purpose of this quantitative, correlational study was to examine the relationship between household structure and frequency of mental distress, with consideration of the mediation social-emotional support provides for reproductive-age women. The social ecological model was the theoretical framework for this research, in which frequency of mental distress related to the individual-level of the human-environment interaction construct. Household structure and social-emotional support were examined at the relationship-level. Pearson's correlation coefficient and linear regression were used to conduct a cross-sectional analysis of the 2010 Behavioral Risk Factor Surveillance System data set with a total sample size of 65,269 women, 18-44 years old. The confounding variables, health care access, race, income, marital status, number of children in the household, and pregnancy status, were included in the analysis. Although social-emotional support significantly influenced both household structure and frequency of mental distress, significance was not found between household structure and frequency of mental distress indicating that mediation does not exist. This study provides researchers and practitioners information about household structure that should be considered when designing innovative, nonprofessional support programs at the community-level. Positive social change implications include an understanding of the relationship between complex variables associated with social-emotional support, which could improve community support programs focused on mental health wellness of reproductive-age women.

The purpose of this study was to identify school-based practices that lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth endorse as ways for high schools to provide social, emotional, and academic support to LGBTQ youth. A diverse sample of LGBTQ high school students (N = 18) from one large urban school district in a southeastern state participated in individual semi-structured interviews and/or small group brainstorming sessions. Eleven individual interviews were conducted to gather detailed accounts of a) supportive behaviors and policies that youth had experienced in their schools, as well as b) supportive behaviors and policies that were suggested as desired supports that had not actually been experienced. Participants' sentiments were coded based on the source of support (i.e., teachers, school mental health providers, administrators, policies, resources), nature of support (i.e., proactive, reactive), and social context of the support (i.e., impacting single students through one-on-one setting, impacting more than one student or groups of students). Three brainstorming sessions that included a total of 13 students were conducted to gather additional ideas from youth on ways for schools and school staff to provide support. Frequency counts of individual interview data indicated that teachers provided more experienced and desired supports than any other school-based source of support. Of the desired supports that participants had not actually experienced, Proactive Supports Impacting Groups were the most frequently described Support Type for teachers, school mental health providers, and administrators. Content Themes emerged within Support Types (e.g., Proactive Support Impacting Individuals, Reactive Support Impacting Groups) capture sentiments that were shared across multiple participants' responses. Data from interviews and brainstorming sessions were also analyzed together through a constant-comparative reduction process, resulting in 162 Specific Educator Behaviors/Policies corresponding to 8 Big Ideas of school-based supports for LGBTQ high school students: (1) Using Respectful Language and Interactions with Students; (2) Providing Comfort, Assistance, and Advice Matched to Student Needs; (3) Facilitating Connections with Community Supports; (4) Providing LGBTQ-Related Materials and Information; (5) Allowing and Supporting School-Based GSA and Pride Activities; (6) Addressing Professional Development, Human Resources, and School Culture Related Issues; (7) Implementing Policies that Address Bullying and Harassment of LGBTQ Students; and (8) Implementing Policies that Respectfully Account for Students' Diversity.) Pragmatic implications for teachers, school mental health providers, and administrators are discussed.

Many positive outcomes have been documented for children with hearing loss utilizing current treatment approaches such as early identification and intervention, including appropriately fit sensory devices and communication modes that focus on listening and spoken language. However, challenges related to social-emotional development have been widely observed. The development of communication skills in children with hearing loss is impacted by many factors, including the degree of hearing loss, the child's age at onset and identification, the presence of other disabilities, and when the child receives intervention. While there are a variety of therapeutic options available for children with hearing loss to develop communication skills, listening and spoken language is of particular interest to parents with normal hearing. In addition to affecting social competence and participation, problems with social-emotional development are linked to poor academic performance. This study examined the social-emotional development of a small group of young children who communicated using listening and spoken language as measured by parent and caregiver report. Three psychosocial scales were used to evaluate the children's social-emotional development in comparison to peers. These results were analyzed within the context of other demographic variables. One of the five children was identified as facing problems with social-emotional development.

Prof. Dr. med. J.M. FEGERT, ärztlicher Direktor an der Universität Ulm Kinder- Jugendpsychiatrie/ Psychotherapie, referierte auf dem Kongress am 18.04.2013 in Rheine zum Thema: „Auswirkungen traumatischer Erfahrungen – Folgen aus kinder- u. jugendpsychiatrischer und neurobiologischer Sicht“. Auf der einen Seite wurde deutlich, dass neurobiologische Erkenntnisse immer mehr pädagogische Relevanz besitzen, da Befunde belegen, dass das menschliche Gehirn wesentlich durch die Erfahrungen strukturiert wird, die ein Individuum während seiner Hirnentwicklung durchlebt. Auf der anderen Seite fügte Prof. Dr. med. FEGERT an, dass die Disziplin der Neurowissenschaften ebenso kritisch diskutiert werden kann. Das Gebiet der Kindheitsforschung setzt sich aus verschiedenen Fachrichtungen zusammen. Die Entwicklungspsychologie beschäftigt sich u.a. mit der frühen Eltern-Kind-Interaktion- respektive Kommunikation. Mehrere Autoren verweisen auf das präventive Potential konstruktiver Eltern-Kind-Dialoge. Hierbei stellt eine feinfühlige Interaktion bzw. Kommunikation zwischen den primären Bezugspersonen und dem Säugling ein bedeutsames Fundament für die kindliche Entwicklung im Allgemeinen sowie insbesondere für die Ausbildung sozial-emotionaler Fähigkeiten dar. Videogestützte Interventionen betonen vor allem die Bedeutung der Eltern-Kind-Interaktion für die kindliche Entwicklung im sozial-emotionalen Bereich. Zahlreiche Erkenntnisse des „kompetenten Säuglings“ konnten mithilfe von Videodokumentation gewonnen werden. Von der Holländerin Maria AARTS entwickelt, findet diese Methode heutzutage Verwendung als Videocoaching für Professionelle oder als Videoberatung für verschiedene Adressatengruppen. Die vorliegende Arbeit möchte die Bedeutung der Eltern-Kind-Interaktion für die sozial-emotionale Entwicklung unter Einbezug neurobiologischer Erkenntnisse aufzeigen und in einem weiteren Schritt präventive Unterstützungsmöglichkeiten für das Vorschulkind mit einem speziellen Bedürfnis mittels der videobasierten Kommunikationsmethode „Marte Meo“ darlegen. Inwieweit besitzen die frühen Interaktionen zwischen dem Elternteil und dem Kind unter Einbezug der neurobiologischen Erkenntnisse und in Verbindung mit der Marte Meo Methode einen Beitrag für die Ausbildung sozial-emotionaler Fähigkeiten sowie für die Entwicklung des kindlichen Gehirns? Die Ausarbeitung setzt sich zum Ziel, über den Weg der Rezeption von den Erkenntnissen der Neurowissenschaften zu profitieren, um einen gemeinsamen Dialog entstehen zu lassen. Dafür wird vor allem nach Analogien innerhalb der Disziplin der Erziehungswissenschaft, respektive der Entwicklungspsychologie sowie Kleinkindforschung, und der Fachrichtung der Neurowissenschaften gesucht. Grundlegend ist dabei mittels der Kommunikationsmethode „Marte Meo“ den Fokus auf sozial-emotionale Handlungskompetenzen innerhalb der Eltern-Kind-Interaktion zu setzen. Demnach soll der Heranwachsende kein „neuronengesteuerter Bioautomat“ sein, dessen Gehirn nach einem festgeschriebenen biologischen Programm arbeitet. Ferner wird „Das Kind mit einem speziellen Bedürfnis“ im darauffolgenden Kapitel beschrieben. Die Bedeutung einer konstruktiven Eltern-Kind-Interaktion erfährt in diesem Absatz eine Betrachtung. Des Weiteren unterstützen Einzelergebnisse neurowissenschaftlicher Forschungen sowie Modelle über Prozesse des Lernens oder der Emotionsentstehung, die Vorgehensweise dieser Ausarbeitung. Im Vordergrund steht des Weiteren die Bedeutung der primären Bezugspersonen für die Ausbildung sozial-emotionaler Fähigkeiten. Im darauffolgenden Absatz werden schließlich ausgewählte „Marte Meo“ Elemente in Verbindung mit den neurobiologischen Erkenntnissen und der sozial-emotionalen Entwicklung eines Kindes in Zusammenhang gebracht. Aus diesem können Implikationen für das pädagogische Arbeitsfeld gewonnen werden. Im Anschluss erfolgt eine Betrachtung von vier Experteninterviews zur Gewinnung von Kontextwissen. Abschließend werden die gewonnen Erkenntnisse zusammengefasst sowie kritisch unter Einbezug der Experteninterviews diskutiert.

abstract: The purpose of this exploratory study was to determine which social-emotional skills may predict postsecondary enrollment for students with disabilities. Students with disabilities are less likely to enroll in any form of postsecondary education and in turn experience poorer post-education outcomes than their general education peers. Using data from the second National Longitudinal Transition Study (NLTS2), a classification tree analysis was conducted on teacher-rated social-emotional behaviors in an attempt to determine which social-emotional skills were the strongest predictors of postsecondary enrollment. Items assessing social-emotional skills were selected from the second wave of teacher surveys based on their alignment with the broad taxonomy of social-emotional skills created by Caldarella and Merrell. The results of the classification tree analysis showed that one of the selected social-emotional items, teacher rated ability to follow directions, was the most significant predictor of postsecondary enrollment for students with disabilities. In general, the results suggest that compliance and, to a lesser extent, peer-relations skills, in addition to family income, predict postsecondary enrollment for students with high-incidence disabilities. This finding suggests that social-emotional skills play an important role in postsecondary enrollment for SWD, providing support for the use of social-emotional skills interventions in improving postsecondary enrollment rates and potentially post-educational outcomes for SWD. / Dissertation/Thesis / Ph.D. Educational Psychology 2011

Esta tese se compõe de três ensaios que conjuntamente pretendem explorar o papel da família no desenvolvimento humano, destacando especialmente sua função de cuidado na primeira infância e sua influência na formação das habilidades cognitivas e socioemocionais. A hipótese geral parte da premissa que a família é o espaço social com maior influência no desenvolvimento infantil e que determina inclusive os efeitos que outros espaços de educação e cuidado como a creche podem ter nos resultados das crianças. A família representa uma rede de cuidados e afetos, mas também pode constituir um lugar de privações para o bem-estar humano. As características das famílias tanto estruturais como de dinâmicas internas definem os fatores de proteção e os fatores de risco para o desenvolvimento infantil. Nesse sentido, no primeiro ensaio realiza-se uma discussão teórica a partir de abordagens da psicologia e da neurociência sobre como as experiências na família e nos períodos sensíveis da infância determinam resultados das crianças, definindo, por exemplo, o desenvolvimento do cérebro e da personalidade. Nessa linha, apresentam-se as práticas parentais positivas e os estilos parentais participativos como referências para ambientes adequados e de estímulo. O ensaio também analisa o conceito de resiliência e que permite identificar fatores que explicam por que algumas crianças que ainda expostas a ambientes adversos podem atingir boas competências e desempenho. De igual forma, o ensaio discute sobre as habilidades cognitivas e não cognitivas e o papel central das emoções no desenvolvimento humano. No segundo ensaio, avalia-se o desenvolvimento infantil do Chile contemplando diferentes dimensões das crianças, como a cognitiva, socioemocional e motricidade. Considera-se também, ao mesmo tempo, a influência de fatores familiares sobre o nível de desenvolvimento atingido pelas crianças. Para esse objetivo aplica-se o modelo “Multiple Indicator Multiple Causes – MIMIC” que faz parte dos Modelos de Equações Estruturais (SEM). Neste artigo, também se operacionaliza parte da concepção da Abordagem das Capacitações fundamentada por Amartya Sen e Martha Nussbaum ao considerar as oportunidades das crianças atingirem seu desenvolvimento de acordo às condições impostas por suas famílias, seja por suas características estruturais ou socioeconômicas como a renda ou por dinâmicas interna da família associadas ao grau de sensibilidade, práticas de envolvimento parental e exercício de práticas de disciplina. Por fim, no terceiro ensaio avaliam-se os efeitos da creche no desenvolvimento cognitivo e socioemocional das crianças chilenas de 4 a 5 anos, condicionado às características da família, como o status socioeconômico, o grau de sensibilidade materna e as práticas de envolvimento parental. Os resultados mostram que a maior exposição à creche tem maiores benefícios nas habilidades cognitivas de crianças de baixo status socioeconômico do que nas crianças de famílias de maior status. No entanto, há evidências de efeitos negativos da creche sobre os resultados das crianças quando o grau de sensibilidade e envolvimento parental é baixo. Desta forma, este ensaio contribui ao entendimento da importância do engajamento parental para que programas de cuidado à infância como a creche tenham maior sucesso e possam cooperar no desenvolvimento infantil. / This thesis consists of three essays that together aim to explore the role of family in human development, focusing on its care function during the early childhood and its influence on the formation of cognitive and socio-emotional skills. The general hypothesis consists that family is the social space with most influence on child development and it even could determine the effects that other social spaces like the daycare may have on child outcomes. Family is a network of care and affection, but it can also be a place of deprivation for human well-being. The structural characteristics of family as well as internal dynamics define protective and risk factors on child development. In the first essay, a theoretical discussion is done from the approach of psychology and neuroscience, and it explains how experiences in families during sensitive periods in childhood determine child outcomes, defining, for example, brain development and personality. In that sense, positive parenting practices and authoritative parenting style are indicated as references of suitable environments that encourage child development. The essay examines the concept of resilience and through this is possible to identify factors to explain why some children exposed to adverse environments can achieve good performance and skills. Also, the essay discusses about cognitive and non-cognitive skills and the central role of emotions in human development. In the second essay is evaluated the child development in Chile. This analysis includes different dimensions of children, such as cognitive, social-emotional and motor skills and considering at the same time, the influence of family factors on the level of development achieved by the children. For this objective, it is applied the model "Multiple Indicator Multiple Causes - MIMIC" which is part of the Structural Equation Modeling (SEM). In this paper also is used the Capability Approach founded by Amartya Sen and Martha Nussbaum considering the real opportunities of children to achievement their development according the conditions imposed by their families, either by their structural or socioeconomic characteristics such as income or by family internal dynamics associated with the degree of sensitivity, parenting practices and practices of discipline. Finally, the third essay evaluates the effects of daycare on cognitive and socio-emotional development of Chilean children of 4-5 years conditioning to family characteristics, such as socioeconomic status, degree of maternal sensitivity and parental involvement practices. The results showed that more exposure to daycare has more benefits in cognitive skills of children of low socioeconomic status than in children from families of higher status. However, there are evidences of negative effects of daycare on children's outcomes when the degree of sensitivity and parental involvement is low. Thus, this paper contributes understanding the importance of parental involvement for that child care programs like daycare have greater success and these can cooperate in the child development.

Esta tese se compõe de três ensaios que conjuntamente pretendem explorar o papel da família no desenvolvimento humano, destacando especialmente sua função de cuidado na primeira infância e sua influência na formação das habilidades cognitivas e socioemocionais. A hipótese geral parte da premissa que a família é o espaço social com maior influência no desenvolvimento infantil e que determina inclusive os efeitos que outros espaços de educação e cuidado como a creche podem ter nos resultados das crianças. A família representa uma rede de cuidados e afetos, mas também pode constituir um lugar de privações para o bem-estar humano. As características das famílias tanto estruturais como de dinâmicas internas definem os fatores de proteção e os fatores de risco para o desenvolvimento infantil. Nesse sentido, no primeiro ensaio realiza-se uma discussão teórica a partir de abordagens da psicologia e da neurociência sobre como as experiências na família e nos períodos sensíveis da infância determinam resultados das crianças, definindo, por exemplo, o desenvolvimento do cérebro e da personalidade. Nessa linha, apresentam-se as práticas parentais positivas e os estilos parentais participativos como referências para ambientes adequados e de estímulo. O ensaio também analisa o conceito de resiliência e que permite identificar fatores que explicam por que algumas crianças que ainda expostas a ambientes adversos podem atingir boas competências e desempenho. De igual forma, o ensaio discute sobre as habilidades cognitivas e não cognitivas e o papel central das emoções no desenvolvimento humano. No segundo ensaio, avalia-se o desenvolvimento infantil do Chile contemplando diferentes dimensões das crianças, como a cognitiva, socioemocional e motricidade. Considera-se também, ao mesmo tempo, a influência de fatores familiares sobre o nível de desenvolvimento atingido pelas crianças. Para esse objetivo aplica-se o modelo “Multiple Indicator Multiple Causes – MIMIC” que faz parte dos Modelos de Equações Estruturais (SEM). Neste artigo, também se operacionaliza parte da concepção da Abordagem das Capacitações fundamentada por Amartya Sen e Martha Nussbaum ao considerar as oportunidades das crianças atingirem seu desenvolvimento de acordo às condições impostas por suas famílias, seja por suas características estruturais ou socioeconômicas como a renda ou por dinâmicas interna da família associadas ao grau de sensibilidade, práticas de envolvimento parental e exercício de práticas de disciplina. Por fim, no terceiro ensaio avaliam-se os efeitos da creche no desenvolvimento cognitivo e socioemocional das crianças chilenas de 4 a 5 anos, condicionado às características da família, como o status socioeconômico, o grau de sensibilidade materna e as práticas de envolvimento parental. Os resultados mostram que a maior exposição à creche tem maiores benefícios nas habilidades cognitivas de crianças de baixo status socioeconômico do que nas crianças de famílias de maior status. No entanto, há evidências de efeitos negativos da creche sobre os resultados das crianças quando o grau de sensibilidade e envolvimento parental é baixo. Desta forma, este ensaio contribui ao entendimento da importância do engajamento parental para que programas de cuidado à infância como a creche tenham maior sucesso e possam cooperar no desenvolvimento infantil. / This thesis consists of three essays that together aim to explore the role of family in human development, focusing on its care function during the early childhood and its influence on the formation of cognitive and socio-emotional skills. The general hypothesis consists that family is the social space with most influence on child development and it even could determine the effects that other social spaces like the daycare may have on child outcomes. Family is a network of care and affection, but it can also be a place of deprivation for human well-being. The structural characteristics of family as well as internal dynamics define protective and risk factors on child development. In the first essay, a theoretical discussion is done from the approach of psychology and neuroscience, and it explains how experiences in families during sensitive periods in childhood determine child outcomes, defining, for example, brain development and personality. In that sense, positive parenting practices and authoritative parenting style are indicated as references of suitable environments that encourage child development. The essay examines the concept of resilience and through this is possible to identify factors to explain why some children exposed to adverse environments can achieve good performance and skills. Also, the essay discusses about cognitive and non-cognitive skills and the central role of emotions in human development. In the second essay is evaluated the child development in Chile. This analysis includes different dimensions of children, such as cognitive, social-emotional and motor skills and considering at the same time, the influence of family factors on the level of development achieved by the children. For this objective, it is applied the model "Multiple Indicator Multiple Causes - MIMIC" which is part of the Structural Equation Modeling (SEM). In this paper also is used the Capability Approach founded by Amartya Sen and Martha Nussbaum considering the real opportunities of children to achievement their development according the conditions imposed by their families, either by their structural or socioeconomic characteristics such as income or by family internal dynamics associated with the degree of sensitivity, parenting practices and practices of discipline. Finally, the third essay evaluates the effects of daycare on cognitive and socio-emotional development of Chilean children of 4-5 years conditioning to family characteristics, such as socioeconomic status, degree of maternal sensitivity and parental involvement practices. The results showed that more exposure to daycare has more benefits in cognitive skills of children of low socioeconomic status than in children from families of higher status. However, there are evidences of negative effects of daycare on children's outcomes when the degree of sensitivity and parental involvement is low. Thus, this paper contributes understanding the importance of parental involvement for that child care programs like daycare have greater success and these can cooperate in the child development.

Esta tese se compõe de três ensaios que conjuntamente pretendem explorar o papel da família no desenvolvimento humano, destacando especialmente sua função de cuidado na primeira infância e sua influência na formação das habilidades cognitivas e socioemocionais. A hipótese geral parte da premissa que a família é o espaço social com maior influência no desenvolvimento infantil e que determina inclusive os efeitos que outros espaços de educação e cuidado como a creche podem ter nos resultados das crianças. A família representa uma rede de cuidados e afetos, mas também pode constituir um lugar de privações para o bem-estar humano. As características das famílias tanto estruturais como de dinâmicas internas definem os fatores de proteção e os fatores de risco para o desenvolvimento infantil. Nesse sentido, no primeiro ensaio realiza-se uma discussão teórica a partir de abordagens da psicologia e da neurociência sobre como as experiências na família e nos períodos sensíveis da infância determinam resultados das crianças, definindo, por exemplo, o desenvolvimento do cérebro e da personalidade. Nessa linha, apresentam-se as práticas parentais positivas e os estilos parentais participativos como referências para ambientes adequados e de estímulo. O ensaio também analisa o conceito de resiliência e que permite identificar fatores que explicam por que algumas crianças que ainda expostas a ambientes adversos podem atingir boas competências e desempenho. De igual forma, o ensaio discute sobre as habilidades cognitivas e não cognitivas e o papel central das emoções no desenvolvimento humano. No segundo ensaio, avalia-se o desenvolvimento infantil do Chile contemplando diferentes dimensões das crianças, como a cognitiva, socioemocional e motricidade. Considera-se também, ao mesmo tempo, a influência de fatores familiares sobre o nível de desenvolvimento atingido pelas crianças. Para esse objetivo aplica-se o modelo “Multiple Indicator Multiple Causes – MIMIC” que faz parte dos Modelos de Equações Estruturais (SEM). Neste artigo, também se operacionaliza parte da concepção da Abordagem das Capacitações fundamentada por Amartya Sen e Martha Nussbaum ao considerar as oportunidades das crianças atingirem seu desenvolvimento de acordo às condições impostas por suas famílias, seja por suas características estruturais ou socioeconômicas como a renda ou por dinâmicas interna da família associadas ao grau de sensibilidade, práticas de envolvimento parental e exercício de práticas de disciplina. Por fim, no terceiro ensaio avaliam-se os efeitos da creche no desenvolvimento cognitivo e socioemocional das crianças chilenas de 4 a 5 anos, condicionado às características da família, como o status socioeconômico, o grau de sensibilidade materna e as práticas de envolvimento parental. Os resultados mostram que a maior exposição à creche tem maiores benefícios nas habilidades cognitivas de crianças de baixo status socioeconômico do que nas crianças de famílias de maior status. No entanto, há evidências de efeitos negativos da creche sobre os resultados das crianças quando o grau de sensibilidade e envolvimento parental é baixo. Desta forma, este ensaio contribui ao entendimento da importância do engajamento parental para que programas de cuidado à infância como a creche tenham maior sucesso e possam cooperar no desenvolvimento infantil. / This thesis consists of three essays that together aim to explore the role of family in human development, focusing on its care function during the early childhood and its influence on the formation of cognitive and socio-emotional skills. The general hypothesis consists that family is the social space with most influence on child development and it even could determine the effects that other social spaces like the daycare may have on child outcomes. Family is a network of care and affection, but it can also be a place of deprivation for human well-being. The structural characteristics of family as well as internal dynamics define protective and risk factors on child development. In the first essay, a theoretical discussion is done from the approach of psychology and neuroscience, and it explains how experiences in families during sensitive periods in childhood determine child outcomes, defining, for example, brain development and personality. In that sense, positive parenting practices and authoritative parenting style are indicated as references of suitable environments that encourage child development. The essay examines the concept of resilience and through this is possible to identify factors to explain why some children exposed to adverse environments can achieve good performance and skills. Also, the essay discusses about cognitive and non-cognitive skills and the central role of emotions in human development. In the second essay is evaluated the child development in Chile. This analysis includes different dimensions of children, such as cognitive, social-emotional and motor skills and considering at the same time, the influence of family factors on the level of development achieved by the children. For this objective, it is applied the model "Multiple Indicator Multiple Causes - MIMIC" which is part of the Structural Equation Modeling (SEM). In this paper also is used the Capability Approach founded by Amartya Sen and Martha Nussbaum considering the real opportunities of children to achievement their development according the conditions imposed by their families, either by their structural or socioeconomic characteristics such as income or by family internal dynamics associated with the degree of sensitivity, parenting practices and practices of discipline. Finally, the third essay evaluates the effects of daycare on cognitive and socio-emotional development of Chilean children of 4-5 years conditioning to family characteristics, such as socioeconomic status, degree of maternal sensitivity and parental involvement practices. The results showed that more exposure to daycare has more benefits in cognitive skills of children of low socioeconomic status than in children from families of higher status. However, there are evidences of negative effects of daycare on children's outcomes when the degree of sensitivity and parental involvement is low. Thus, this paper contributes understanding the importance of parental involvement for that child care programs like daycare have greater success and these can cooperate in the child development.

The Early Childhood Educators’ Knowledge of Self-Regulation Skills Questionnaire (ECESRQ) was devised to measure current teacher knowledge and implementation of pedagogical tools that enhance self-regulatory skills in the early childhood classroom. The purpose of the first phase of this study was to conduct test validation on the ECESRQ. The purpose of the second phase of this study was to (a) assess if teacher knowledge of self-regulation skills predicted teachers’ attitudes and beliefs in the classroom, and if (b) the results from the ECESRQ predicted knowledge of instruction of self-regulation skills. To address the first phase of the study an exploratory factor analysis was conducted on the Likert Style items in the ECESRQ. Three factors were extracted and named as teacher attitudes and beliefs (factor 1), children’s behavior (factor 2), and child behavior (factor 3). Cronbach’s Alpha was reported as high for factor 1 (.718), moderate for factor 2 (.552) and factor 3 (.529), suggesting that the survey demonstrated high to moderate estimates of internal consistency. To address the two questions in the second phase of the study, linear regression and multiple regression analysis were conducted. It was found that teacher attitudes and beliefs (represented by the three factors found in phase one) did not significantly predict teacher knowledge where factor 1 was the dependent variable (R2=.003, F(1, 172)=.503, pR2=.010, F(1, 172)= 1.732, pR2=.007, F(1, 172)=1.221, p However, in the second equation, predicting knowledge of instruction, both variables (age and factor 2) were significant in predicting knowledge of instruction accounting for 7% of the variance in the model. Overall, the results suggest a discrepancy between teachers’ attitudes and beliefs and reported classroom management implementation. This indicates that teachers believe children are capable of internal control, yet implement external over internal control in the classroom. Possibilities for this phenomenon are discussed and implications for future research are presented in the discussion of this study.