Adverse childhood experiences have relevant consequences on children's mental health, and confinement during the pandemic brought high adaptive demands to the child population. The aim of this research was to describe the impact of confinement measures on the socioemotional development of children based on a systematic review of publications from 2020-2023. The total sample consisted of 90 scientific articles that met all the eligibility criteria. A Thematic Analysis was performed which generated codes that were systematically grouped into negative impacts, positive impacts, risk factors, protective factors, and assessment techniques. There were negative impacts such as the presence of various symptoms, changes in sleeping and eating habits along with delay in various areas of development, which were associated with risk factors such as: restrictions in mobility, changes in routines, social inequality, difficulties in accessing medical care, and problems in the mental health of parents or caregivers. However, there were also positive repercussions on socioemotional development, such as the strengthening of family and school bonds, associated with protective factors such as: favorable family dynamics, social support, adaptation of school practices, maintenance of physical activity, reduction of screen time, and the mental health of the child's parents or caregivers, which were associated with risk factors such as: restrictions in mobility, changes in routines, social inequality, difficulties in accessing medical care, and problems in the mental health of parents or caregivers.
Venezuelan migration is the largest migratory flow of this century in South America and represents a new phenomenon for Peru. It is estimated that of the approximately 1.1 million Venezuelan migrants living in the city of Lima, 19% studied education. This study, which employed purposive sampling and semi-structured qualitative narrative interviews analyzed using deductive thematic analysis, identifies the characteristics of the moral identity of 11 Venezuelan elementary school teachers—2 men and 9 women—who have migrated from Venezuela and currently live and work as teachers in Peru. The results indicate that the migration process had little impact on their moral identity. A significant proportion of the teachers do not demonstrate a central focus on their current moral identity or in their narratives about their identity prior to migration; that is, moral identity does not occupy a central place in how they define themselves. Instead, these teachers’ identities primarily include social or prosocial characteristics linked to their social and professional networks, which were not affected by the migration process. The study’s findings are discussed with an emphasis on the characteristics of this group of teachers’ identities, their experiences as migrants in Peru, and the importance of moral development in the teaching profession.
This study explores maternal sensitivity narratives in the everyday lives of mothers of children diagnosed with Autism Spectrum Disorder (ASD), aged between 3 and 6 years. Using life history interviews and reflexive thematic analysis, two main themes emerged in relation to maternal sensitivity. The first focuses on how mothers interpret their children's cues, reporting a consistent and diverse responsiveness to their children’s needs, beyond differences in verbal and non-verbal communication. The second theme highlights the central role of pursuing developmental achievements, which appears as a key element in how mothers interpret, respond, relate, and assume their caregiving role—emphasizing stimulation, development, skills, and improvement. The study discusses underlying processes and implications of these findings, underscoring the value of recognizing mothers’ experiences, the importance of neurodiversity, and the need to foster care practices within clinical and academic settings.
A través de un estudio cualitativo con 34 entrevistas, se analizó la construcción de ciudadanía, la apropiación del espacio público y el sentido de comunidad en hombres y mujeres que han tenido contacto con los servicios del Proyecto Legado Especial (PEL) y/o los Juegos Panamericanos Lima 2019. Se consideraron tres ámbitos en los que se intervino el espacio público para adecuarlo al evento deportivo y a los servicios del PEL. Se constató que el sentimiento de satisfacción y orgullo por la nueva infraestructura va acompañado de la percepción de lejanía y dificultades de acceso. Aunque se reconoce que es más fácil practicar ciertos deportes, éstos estarían sujetos a la capacidad de pago. Se concluye que el impacto potencial de la propuesta del PEL en la construcción de un sentido de comunidad y en la promoción del ejercicio ciudadano a su alrededor requiere de una mayor integración de los servicios a las comunidades aledañas, tomando en cuenta sus condiciones y necesidades, para favorecer la apropiación del espacio y su articulación con la comunidad.
This study explores the pragmatic features of child-directed speech (CDS) produced by older siblings and by mothers or fathers during play with four-year-old Spanish-speaking children from Spain. A total of 2,753 utterances (863 from siblings, 1,890 from adults) were analyzed from semi-structured play sessions in the FernAguado corpus (CHILDES). Utterances were coded according to their pragmatic function (comments, action requests, verbal response requests, or indeterminate) and classified as belonging to either the real or fictional plane of interaction. Analyses focused on the real plane of interaction and revealed that, while both interlocutor groups used all pragmatic functions, clear differences emerged: adults produced significantly more verbal response requests, whereas siblings used a higher proportion of action requests. Comments were employed with similar frequency by both groups. These findings suggest that adult CDS prioritizes verbal engagement and the scaffolding of fictional scenarios, while sibling CDS emphasizes the direction of actions during shared play. The implications of these results are discussed in relation to the potential influence of sibling speech on language development, particularly in contexts where children frequently interact with older siblings.
