Entrega 1: Base de datos Individual

Nombre: Maria Fernanda Tellez

Puntaje: Cada elemento de la tabla tendrá 1 punto, salvo el apartado de Razones, que tendrá 2
puntos. Puntaje Total: 90 puntos.

1. Realizar la búsqueda de artículos en Wos, Scopus o Google Scholar

2. Seleccionar 10 artículos
3. Completar la base de datos con los siguientes datos de cada artículo:

Cita DOI Título Autores Año Abstract Si/ Razones

No
Ouyang, X., 10.10 Preschool Ouyang, 2023 With schools closed due No A pesar de que es
Zhang, X., 07/ children's XZ Zhang, to the COVID-19, many interesante evaluar
Zhang, Q., s1214 screen time X ; Zhang, children have been el efecto que tienen
Gong, X., & 4- during the QS ; Gong, exposed to media las pantallas en el
Zhang, R. 023- COVID-19 X ; Zhang, devices for learning and bienestar de los
(2023). 04783 pandemic: RH entertainment, raising preescolares, el
Preschool -y associations concerns over excessive artículo no cumple
children’s with family screen time for young con el criterio de
screen time characteristics children. The current inclusión de ser
during the and children's study examined how Chileno. Además,
COVID-19 anxiety/withdra preschoolers' screen tampoco habla
pandemic: wal and time was associated demasiado sobre el
associations approaches to with their family bienestar
with family learning characteristics and socioemocional.
characteristi anxiety/withdrawal and
cs and approaches to learning
children’s during the COVID-19
anxiety/with pandemic. Participants
drawal and were 764 caregivers of
approaches 3- to 6-year-old children
to learning. (mean age = 59.07
Current months, SD = 12.28
Psychology, months; 403 boys and
1-15. 361 girls) from nine
preschools in Wuhan,
China, where the
pandemic started. The
effects of family
characteristics on
children's screen time
during the pandemic
outbreak and the
associations between
screen time and
children's
anxiety/withdrawal and
approaches to learning
were examined using
 path analysis. The
results showed that
children who spent
more time on interactive
screen use (e.g., playing
with tablets) showed
higher levels of
anxiety/withdrawal and
fewer positive learning
behaviors.
Unexpectedly, children
who spent more time on
noninteractive screen
use (e.g., watching TV)
showed lower levels of
anxiety/withdrawal.
Additionally, children's
screen time was related
to family characteristics:
children living in more
chaotic families with
fewer screen time
restrictions spent more
time on screen use after
the pandemic outbreak.
The findings suggest
that young children's
frequent use of
interactive screens, such
as tablets and
smartphones, might be
harmful to their learning
and wellbeing during
the pandemic. To
mitigate the potential
negative effects, it is
essential to manage the
screen time of
preschoolers by
establishing rules for
their interactive screen
use and improving the
household routines
related to the overall
screen use.
Wong, R. S., 10.33 Using Latent Wong, RS ; 2022 Rising income No A pesar de que es
Tung, K. T., 90/ Class Analysis Tung, inequality is strongly interesante evaluar
Rao, N., ijerph to Examine KTS ; Rao, linked to health el efecto que tuvo la
Chan, K. L., 19137 Health N ; Chan, disparities, particularly pandemia en la salud
Fu, K. W., 893 Disparities KL ; Fu, in regions where uneven de preescolares, el
Yam, J. among Young KW ; Yam, distribution of wealth artículo no cumple
C., ... & Ip, Children in JC ; Tso, and income has long con el criterio de
P. (2022). Socially WWY; been a concern. Despite inclusión de ser
Using Latent Disadvantaged Wong, emerging evidence of Chileno. Además,
Class Families during WHS; Lum, COVID-19-related tiene un foco en el
Analysis to the COVID-19 TYS ; health inequalities for bienestar en cuanto a
Examine Pandemic Wong, ICK adults, limited evidence evaluar la salud de
Health is available for children los preescolares,
Disparities and their parents. This pero no lo integra
among study aimed to explore completamente con
Young subtypes of families of el bienestar
Children in preschoolers living in socioemocional.
Socially the disadvantaged
Disadvantag neighborhoods of Hong
ed Families Kong based on patterns
during the of family hardship and
COVID-19 to compare their
Pandemic. patterns of parenting
International behavior, lifestyle
Journal of practices, and wellbeing
Environmen during the COVID-19
tal Research pandemic. Data were
and Public collected from 1338
Health, preschoolers and their
19(13), parents during March to
7893. June 2020. Latent class
analysis was performed
based on 11
socioeconomic and
disease indicators.
Multivariate logistic
regressions were used to
examine associations
between identified
classes and variables of
interest during the
COVID-19 pandemic.
Four classes of family
hardship were
identified. Class 1
(45.7%) had the lowest
disease and financial
burden. Class 2 (14.0%)
had the highest financial
burden. Class 3 (5.9%)
had the highest disease
burden. Class 4 (34.5%)
had low family income
but did not receive
government welfare
assistance. Class 1 (low
hardship) had lower
risks of child
maltreatment and
adjustment problems
than Class 2 (poverty)
and Class 3 (poor
health). However,
 children in Class 1 (low
hardship) had higher
odds of suffering
psychological
aggression and poorer
physical wellbeing than
those in Class 4 (low
income), even after
adjusting for child age
and gender. The
findings emphasize the
need to adopt flexible
intervention strategies
in the time of large
disease outbreaks to
address diverse
problems and concerns
among socially
disadvantaged families.
Fitzpatrick, 10.33 Is the Caroline 2022 Individual differences in No A pesar de que es
C., Harvey, 89/ Association Fitzpatrick effortful control, a interesante evaluar
E., Cristini, fpsyg. Between Early Elizabeth component of el efecto que tienen
E., Laurent, 2022. Childhood Harvey temperament, reflecting las pantallas en el
A., Lemelin, 91883 Screen Media Emma the ability to use bienestar de los
J. P., & 4 Use and Cristini attention and other preescolares, el
Garon- Effortful Angelique cognitive processes to artículo no cumple
Carrier, G. Control Laurent self-regulate emotion con el criterio de
(2022). Is Bidirectional? A Jean-Pascal and behavior, contribute inclusión de ser
the Prospective Lemelin to child academic Chileno. Además,
association Study During Gabrielle adjustment, social tampoco se habla a
between the COVID-19 Garon- competence, and cabalidad sobre el
early Pandemic Carrier wellbeing. Research has bienestar
childhood linked excessive screen socioemocional de
screen time in early childhood los preescolares.
media use to reduced self-
and effortful regulation ability.
control Furthermore, research
bidirectional suggests that parents are
?A more likely to use
prospective screens with children
study during who have more
the COVID- challenging
19 temperaments, such as
pandemic. low levels of effortful
Frontiers in control. Since screen
psychology, time by children
13, 918834. between the ages of 0
and 18 has increased
during the COVID-19
pandemic, it remains
timely to investigate the
developmental pattern
of association between
child screen media use
 and effortful control.
We hypothesize that
higher levels of screen
media intake at age 3.5
will be associated with
lower effortful control
at age 4.5 and that lower
effortful control at 3.5
will contribute to more
screen media intake at
age 4.5. This study
draws on participants
followed longitudinally
over the span of 2-years
for an investigation of
Canadian preschoolers'
screen media use during
the pandemic (N = 316,
Wave 1). A follow-up
with this sample was
completed in 2021 (N =
265, Wave 2). Analyses
using a cross-lagged
panel model revealed
stability in child screen
time and effortful
control between the
ages of 3.5 and 4.5.
Child screen time at age
3.5 significantly
contributed to decreased
effortful control scores
at the age of 4.5,
whereas effortful
control at age 3.5 did
not contribute to screen
time at age 4.5. Our
results partially
confirmed our
hypothesis and
indicated that higher
levels of screen time
intake were detrimental
to the development of
effortful control. These
results suggest that
screen media use, an
exceedingly frequent
activity, may play an
enduring role in
development by shaping
young children's
temperaments.
Alabduljabb 10.33 Leveraging IoT 2023 Separation anxiety No Evalúa la ansiedad
ar, R., & 90/ to Address Reham disorder (SAD) is a por separación en
Alsakran, R. electr Separation Alabduljabb prevalent psychological niños considerando
(2023). onics Anxiety in ar disorder among el factor de encierro
Leveraging 12163 Preschoolers: A Raseel preschoolers, durante la pandemia.
IoT to 479 Techno- Alsakran characterized by A pesar de que la
Address Psychological excessive fear or ansiedad es un factor
Separation Approach anxiety related to importante dentro de
Anxiety in separation from a la evaluación de
Preschoolers primary attachment bienestar
: A Techno- figure. The COVID-19 socioemocional, el
Psychologic pandemic likely paper no habla de
al Approach. exacerbated the problem Chile y no pone
Electronics, due to the transition to como variable
12(16), online schooling. While general el bienestar
3479. some attention has been socioemocional.
given to treating SAD,
most current solutions
are non-technical and
based on behavior
analytic research which
can be costly and time-
consuming. Mediated
social touch, which uses
technology to simulate
physical touch and
deliver it remotely, has
been extensively studied
for its potential to
promote wellbeing,
enhance social
connectedness, and
improve affective
experiences in various
contexts. However, no
research has focused on
the use of such
technology to manage
SAD in preschoolers.
To address this gap, this
work presents the
design, development,
and evaluation of a
novel mediated social
touch system aimed at
managing separation
anxiety in preschoolers.
Specifically, the study
investigates the
effectiveness of using
IoT in huggable
interfaces and game-
based applications in
improving children's
emotional state and
 adaptation to the
kindergarten
environment. Through
experiments conducted
on a sample of nearly 30
preschoolers, the results
have shown that the
system is effective in
helping preschoolers
adapt to kindergarten,
with the best results
achieved when using the
huggable interface and
the developed game
together. The
implications of this
study may be beneficial
to parents, educators,
and mental health
professionals who work
with preschoolers who
experience SAD.

Cordovil, URI: Effects of the Rita 2021 Problem Statement:The No No entra porque es
R., Ribeiro, COVID-19 Cordovil COVID-19 pandemic un estudio en
L., Moreira, http:// pandemic on Luís led to significant Portugal. A pesar de
M., Pombo, hdl.ha preschool Ribeiro changes in the life esto, la información
A., ndle.n children and Mariana routines of preschool que entrega puede
Rodrigues, et/20. preschools in Moreira children, both during ser interesante
L. P., Luz, 500.1 Portugal. André lockdown and post- porque evalúa
C., ... & 1960/ Pombo lockdown periods. rutinas y eso
Lopes, F. 3010 Luis Paulo Approach:An online conforma un factor
(2021). ISSN: Rodrigues survey completed by relevante dentro del
Effects of Carlos Luz parents, in-loco bienestar
the COVID- 22478 Guida assessment scales filled socioemocional.
19 pandemic 051 Veiga in by a researcher and
on preschool 2247 Frederico semi-structured
children and - Lopes interviews with
preschools 806X preschool teachers were
in Portugal. (onlin used to investigate the
e) effects of the
adjustments, which
occurred in preschool
children’s lives, in the
lockdown and post
lockdown
periods.Purpose:To
characterize the levels
of physical activity that
Portuguese children had
during the lockdown
period and to
understand what
changed in their school
routines in the post-
lockdown period,
regarding the
organization of school
spaces and
routines.Results:Parents
reported that children
aged 3 to 5 spent most
of their time during
lockdown undertaking
sedentary activities
(72% of their daily
activities). In the post-
lockdown period,results
indicate that in June
there was an increase in
the number of
preschools with a poor
quality of environment
compared to the pre-
pandemic period
(October/November).Ta
king into account the
measures implemented
in preschools to prevent
the COVID-19
transmission,teachers
were of the opinion that
limiting the number of
children sharing
material was the worst
measure imposed, since
it hampered children’s
socialization.
Conversely, increasing
the use of the outdoor
space was deemed
positive because it
improved children’s
happiness and action
possibilities
outside.Conclusions:
TheCOVID-
19pandemic has had a
clear impact on
Portuguese children’s
overall levels of
physical activity during
lockdown. In some
schools, the
implementation of
health guidelines has
also led to further
 negative effects on
children’s play
opportunities. However,
many schools seem to
be successful in finding
strategies to ensure a
healthy balance between
promoting children’s
physical activity and
ensuring risk control.

Barnett, W. https:/ Seven Impacts W. Steven 2021 Early learning No Los hallazgos
S., & Jung, / of the Pandemic Barnett experiences at home and sugieren que la
K. (2021). www. on Young Kwanghee in classrooms build the pandemia ha
Seven wisht Children and Jung foundations for resultado en una
impacts of v.com their Parents: children’s later success pérdida significativa
the /wp- Initial Findings in school and life. The de oportunidades de
pandemic on conte from NEIERs pandemic has upended aprendizaje para los
young nt/ December 2020 homelife and preschool niños en edad
children and uploa Preschool programs, making it preescolar. La
their ds/ Learning more challenging for participación en
parents: 2021/ Activities both parents and programas
Initial 02/ Survey communities to provide preescolares
findings NIEE optimal learning disminuyó
from R_Se experiences for young considerablemente
NEIERs ven_I children. These changes desde los niveles
December mpact are likely to have previos a la
2020 s_of_t important consequences pandemia, y se
preschool he_Pa for young children’s observó una
learning ndemi learning and disminución en el
activities c_on_ development (social, apoyo de los padres
survey. Youn emotional, and physical para el aprendizaje
National g_Chi as well as cognitive) and en el hogar.
Institute for ldren mental health. To learn También se
Early _and_ about the pandemic’s informaron tasas
Education their_ impacts on young inusualmente altas
Research. Paren children’s learning and de problemas de
ts.pdf development NIEER salud mental y
developed a parent emocional en los
survey regarding niños. El artículo no
children’s home está enfocado en
learning activities and Chile.
preschool participation
during the pandemic.
The first survey was
conducted in Spring
2020.1 We followed
this up with a second
survey in December
2020 with a national
survey of parents of
children ages 3 to 5 and
not yet in kindergarten.
 As with the first survey,
the second includes
some questions from
previous national
surveys such as the
National Household
Education Survey to
compare current
circumstances with
those prior to the
pandemic. It also
included a standardized
measure of children’s
social and emotional
development and well-
being. Overall, we
found the pandemic
resulted in significant
loss of important
learning opportunities
for young children
through the fall into
December. Participation
in preschool programs
declined sharply from
pre-pandemic levels.
Although most who
attended preschool
programs did so in-
person, this was not true
for young children in
poverty who had less
than 1/3 the access to
in-person education of
children in higher
income families. Parent
support for learning
through booking
reading and teaching
basic skills also
declined sharply. So
children lost learning
opportunities both at
home and in preschool
programs. Not
surprisingly, parents
reported unusually high
rates of social-emotional
or mental health
problems for their
young children
Linnavalli, https:/ Impact of Tanja 2021 In the spring of 2020, as Si A pesar de que el
T., & / COVID-19 Linnavalli a result of the lockdown artículo no habla del
Kalland, M. doi.or Restrictions on Mirjam caused by the COVID- caso particular de
(2021). g/ the Social- Kalland 19 pandemic, many chile, si se realiza
Impact of 10.33 Emotional children dropped out of una descripción
COVID-19 90/ Wellbeing of daycare and early exhaustiva
restrictions educs Preschool education in Finland, relacionada el
on the ci110 Children and and parents had to bienestar
social- 80435 Their Families balance work and socioemocional de
emotional childcare for months. los preescolares
wellbeing of The wellbeing of finlandeses durante
preschool families during the la pandemia. El
children and lockdown has been contexto finlandes
their studied to some extent, en muy diferente al
families. but few studies have de chile, pero en
Education focused on children cualquier caso puede
Sciences, under school age. In ser interesante
11(8), 435. May 2020, we sent a revisar el artículo e
survey to the 82 incluirlo para
families originally comprender las
recruited in our study on variables
supporting social- socioemocionales
emotional development que se estudian,
in early childhood
education units, which
had been interrupted by
the pandemic. Twenty
families responded to
questionnaires about the
impacts of the lockdown
on the wellbeing of the
children and their
parents. Parents
reported a decline in
children’s prosocial
behavior compared to
the time before the
pandemic and assessed
that the children who
stayed at home were
lonelier than children
who remained in
daycare. Otherwise,
being at home or in care
was not associated with
children’s physical or
mental wellbeing.
Parents had experienced
increased mental strain
and increased problems
in marital relationships
and the disruption of
children’s participation
in daycare was
associated with
deterioration in the
parent–child
 relationship. Due to the
small sample size, these
results should be
interpreted with caution.
Aguilar- https:/ Associations Nicolas 2021 Background: There is Si Evalúa una
Farias, N., / Between Aguilar- limited evidence about dimensión
Toledo- doi.or Movement Farias emotional and importante del
Vargas, M., g/ Behaviors and Marcelo behavioral responses in bienestar
Miranda- 10.33 Emotional Toledo- toddlers and socioemocional (la
Marquez, S., 89/ Changes in Vargas preschoolers during the capacidad de
Cortinez- fped.2 Toddlers and Sebastian novel coronavirus movilidad y
O'Ryan, A., 021.6 Preschoolers Miranda- (COVID-19) pandemic, movimiento) en
Martino- 67362 During Early Marquez particularly in Latin niños Chilenos
Fuentealba, Stages of the Andrea America. durante la pandemia.
P., Cristi- COVID-19 Cortinez- Además, considera
Montero, C., Pandemic in O'Ryan Objective: To assess los cambios
... & Okely, Chile Pia associations between emocionales que
A. D. Martino- changes in movement vivieron los niños de
(2021). Fuentealba behaviors (physical igual forma. Cumple
Associations Carlos activity, screen time and con todos los
between Cristi- sleeping) and emotional criterios.
movement Montero changes in toddlers and
behaviors Fernando preschoolers during
and Rodriguez- early stages of the
emotional Rodriguez pandemic in Chile.
changes in Paula
toddlers and Guarda- Methods: A cross-
preschoolers Saavedra sectional study
during early Borja Del conducted from March
stages of the Pozo Cruz 30th to April 27th,
COVID-19 Anthony D. 2020. Main caregivers
pandemic in Okely of 1- to 5-year-old
Chile. children living in Chile
Frontiers in answered an online
Pediatrics, survey that included
892. questions about
sociodemographic
characteristics, changes
in the child's emotions
and behaviors,
movement behaviors
and caregivers' stress
during the pandemic.
Multiple linear
regressions were used to
assess the association
between different
factors and emotional
changes in toddlers and
preschoolers.

Results: In total, 1727

caregivers provided
complete data on
 emotional changes for
children aged 2.9 ± 1.36
years old, 47.9% girls.
A large proportion of
toddlers and
preschoolers in Chile
experienced emotional
and behavioral changes.
Most caregivers
reported that children
“were more
affectionate” (78.9%),
“more restless”
(65.1%), and ‘more
frustrated' (54.1%)
compared with pre-
pandemic times. Apart
from changes in
movement behaviors,
factors such as child
age, caregivers' age and
stress, and residential
area (urban/rural) were
consistently associated
with changes in
emotions and behaviors.

Conclusion: The
pandemic substantially
affected the emotions
and behaviors of
toddlers and
preschoolers in Chile.
The findings suggest
that supportive actions
for caregivers may have
a positive impact not
only on adults but also
on children. Mental
health promotion
programs should
consider multilevel
approaches in which the
promotion of movement
behaviors and support
for caregivers should be
essential pieces for
future responses.

Santa-Cruz, https:/ How did the Santa-Cruz, 2022 This study investigated Si El artículo investiga
C., / pandemic affect Catalina the repercussions of cómo la pandemia
Espinoza, psycn the socio- Espinoza, coronavirus disease afectó el bienestar
V., Donoso, et.apa emotional well- Victoria (COVID-19) and the socioemocional de
J., Rosas, R., .org/ being of Donoso, subsequent quarantine los escolares
& Badillo, doi/ Chilean Javiera on the emotional well- chilenos, lo que es
D. (2022). 10.10 schoolchildren? Rosas, being of children in relevante para la
How did the 37/ A longitudinal Ricardo their initial years of revisión sistemática.
pandemic spq00 study. Badillo, formal schooling, with
affect the 00493 Dominic particular emphasis on
socio- children with special
emotional educational needs
well-being (SEN) and children
of Chilean from high and low
schoolchildr socioeconomic statuses
en? A (SES). This longitudinal
longitudinal study employed the
study. Child Behavior
School Checklist for ages 6–18
Psychology, (CBCL) completed by
37(1), 85– the students’ guardians
96. at least once during
2018–2019 and again
during 2020. The results
showed differences in
internalizing and
externalizing problems
after 8 months of
quarantine and a
significant increase in
students fitting clinical
or borderline categories
given by the CBCL
itself. The results are
described in detail for
four groups considering
the combination of SEN
and SES characteristics,
showing the importance
of their intersectionality,
especially between low
SES and SEN.
(PsycInfo Database
Record (c) 2022 APA,
all rights reserved)
Abufhele, https:/ Developmental Alejandra 2022 The learning and Si El artículo examina
A., Bravo, / Losses in Abufhele developmental losses las pérdidas en el
D., López dx.doi Young Children David from pre-primary desarrollo de niños
Bóo, F., & .org/ from Pre- Bravo program closures due to pequeños debido al
Soto- 10.21 Primary Florencia COVID-19 may be cierre de programas
Ramirez, P. 39/ Program López Bóo unprecedented. These preescolares durante
(2022). ssrn.4 Closures During Pamela disruptions early in life la pandemia de la
Developmen 11473 the COVID-19 Soto- can be long-lasting. COVID-19, lo que
tal losses in 9 Pandemic Ramirez Although there is es relevante para la
young evidence about the revisión sistemática.
children effects of school Esto nos da luces
from pre- closures on older sobre la evolución
primary children, there is que tuvo el bienestar
program currently no evidence socioemocional en
closures on such losses for preescolares en
during the children in their early Chile.
COVID-19 years. This paper is
pandemic. among the first to
quantify the actual
impact of pandemic-
related closures on child
development, in this
case for a sample of
young children in Chile,
where school and
childcare closures lasted
for about a year.We use
a unique dataset
collected face-to-face in
December 2020, which
includes child
development indicators
for general
development, language
development, social-
emotional development,
and executive function.
We find adverse
impacts on children in
2020 compared to
children interviewed in
2017 in most
development areas. In
particular, nine months
after the start of the
pandemic, we found a
loss in language
development of 0.25
SDs.