Academic data

<ul>

<li>Licenciada en Psicología, Universidad de la República, Uruguay.</li>

<li>Licenciada en Ciencias de la Comunicación, Universidad de la República, Uruguay.</li>

<li>Máster en Investigación aplicada a la Educación, Universidad de Valladolid, España.</li>

<li>Doctoranda en Psicología - Universidad del País Vasco (UPV/EHU)</li>

</ul>

CV summary

Bachelor's degree in Psychology and Bachelor's degree in Communication Sciences, Universidad de la República (Uruguay). Master's Degree in Applied Research in Education, University of Valladolid (Spain). Doctoral fellow of the National Agency of Research and Innovation of Uruguay. At Universidad de la República (Uruguay), I am part of a research group on Developmental assessment. I carry out my doctoral training at University of the Basque Country (UPV/EHU, Doctoral Program in Psychology), integrating both the research line at Universidad de la República and Haezi research group at UPV/EHU.

Research lines

I am interested in studying the psychological and environmental processes involved in school readiness and school transition. At undergraduate and graduate level, I worked on the characterization of self-projection in early childhood, in particular the processes of future thinking and episodic foresight in preschool children, as a factor of school readiness at the child level. More recently, in the context of my PhD studies, my aims are: a. To track the interaction between family environmental factors, parenting practices and cognitive components of school readiness, by merging child development data collected in the educational sector (School readiness Child Development Inventory), and households (Nutrition, Child Development and Health Survey, National Institute of Statistics, Ministry of Social Development in Uruguay), favoring a multidimensional, multi-informant and longitudinal approach b. To conduct initial validation of a scale to assess the quality of the family environment in the Uruguayan context, focusing on the stimulation of child development and school transition practices in the homes of children between 3 and 6 years of age, as reported by their caregivers.