Planta ordinaria
Álamos, Pilar
Profesora Asistente
Su trabajo se enfoca en los tipos de interacción y vínculo profesor-alumno que importan para el desarrollo socio-emocional de niños y niñas en educación inicial. Se interesa por evaluar y mejorar intervenciones y prácticas docentes que promuevan el bienestar socioemocional en contextos educativos.
Principales áreas de estudio:Vínculo Profesor-Alumno; Desarrollo Socio-Emocional; Socialización de Emociones.
Educación
| Título profesional | Institución que lo otorga | Año |
|---|---|---|
| Doctorado en Educación, Psicología del Desarrollo Aplicada | University of Virginia | 2019 |
| Magíster en Psicología Educacional | Pontificia Universidad Católica de Chile | 2013 |
| Psicóloga | Pontificia Universidad Católica de Chile | 2011 |
Publicaciones
| Autor | Año | Título | Revista | Volumen | Páginas | DOI |
|---|---|---|---|---|---|---|
| Alamos, P., Williford, A. P., Partee, A. M., & Lachman, G. | 2023 | Teacher and child factors associated with emotion talk between teachers and preschoolers displaying elevated externalizing behaviors | Early Education and Development | 34(5) | 1075-1092 | Ir al artículolaunch |
| Taylor, M., Alamos, P., LoCasale-Crouch, J., Turnbull, K., & Howes, C. | 2023 | Examining children’s individualized peer engagement in pre-kindergarten classrooms: Relations with classroom-level teacher-child interaction quality. | Early Childhood Research Quarterly | 63 | 331-344 | Ir al artículolaunch |
| Alamos, P., Corbin, C. M., Klotz, M., Lowenstein, A. E., Downer, J. T., & Brown, J. L. | 2022 | Bidirectional associations among teachers’ burnout and classroom relational climate across an academic year. | Journal of School Psychology | 95 | 43-57 | Ir al artículolaunch |
| Alamos, P., Williford, A. P., Downer, J. T., & Turnbull, K. L. P. | 2022 | How does inhibitory control predict emotion regulation in preschool? The role of individual children’s interactions with teachers and peers | Developmental Psychology | 58(11) | 2049–2063. | Ir al artículolaunch |
| Partee, A. M., Alamos, P., Williford, A. P., & Downer, J. T. | 2022 | Preschool children’s observed interactions with teachers: Implications for understanding teacher-child relationships | School Mental Health | 14 | 967–983 | Ir al artículolaunch |
| Alamos, P. & Williford, A. P. | 2020 | Teacher-child emotion talk in preschool children displaying elevated externalizing behaviors | Journal of Applied Developmental Psychology | 67 | 101107 | Ir al artículolaunch |
| Corbin, C. M., Alamos, P., Lowenstein, A., E., Downer, J. T., & Brown, J. L. | 2019 | The role of teacher-student relationships in predicting teachers’ personal accomplishment and emotional exhaustion | Journal of School Psychology | 77 | 1-12 | Ir al artículolaunch |
| Alamos, P. & Williford, A. P. | 2019 | Exploring dyadic teacher-child interactions, emotional security and task engagement in preschool children displaying disruptive behaviors | Social Development | 29 | 339–355 | Ir al artículolaunch |
| Alamos, P., Williford, A.P., & LoCasale-Crouch, J. | 2018 | Understanding Banking Time implementation in a sample of preschool children who display early disruptive behavior | School Mental Health | 10 | 437–449 | Ir al artículolaunch |
| Autor | Año | Título de capítulo | Editores | Título de libro | Páginas | Editorial | DOI / URL |
|---|---|---|---|---|---|---|---|
| Alamos, P., Conway, J., Richardson, T., & Williford, A. P. | 2023 | Using measurement and continuous improvement to support SEL at the classroom, school, district, and state levels | S. Rimm-Kaufman, M. J. Strambler., & K. Schonert-Reichl | Social and emotional learning in action: Creating systemic change in schools | 259-280 | Guilford | Ir a artículo launch |
| Bulotsky-Shearer, R. J., Alamos, P., Futterer, J., & Bailey, J. | 2022 | A developmental framework for SEL assessments: Context, culture, and equity | M. Brenneman., S. Rikoon., & J. Burrus | Assessing competencies for social and emotional learning: Conceptualization, development, and applications | 28–42 | Routledge | Ir a artículolaunch |
| Berger, C., Alamos, P. & Milicic, N. | 2016 | El rol de los docentes en el aprendizaje socioemocional de sus estudiantes: La perspectiva del apego escolar | J. Manzi y M. R. García | Abriendo las puertas del aula: Transformación de las prácticas docentes | 383–411 | Ediciones UC |
| Año/s | Tipo | Nombre | Rol |
|---|---|---|---|
| 2023–2025 | Collaborative for Academic, Social, and Emotional Learning (CASEL) seed grant | Socialización de emociones en educación parvularia. | Investigadora Principal |
Compromiso
Impacto
2021 – 2023: Collaborative for Academic, Social, and Emotional Learning (CASEL) Weissberg Scholar
2021 – actualidad: Miembro comité editorial del Journal of Applied Developmental Psychology
2018 – actualidad: Revisora de artículos en revistas: Child Development, Developmental Psychology, Early Childhood Research Quarterly, Child & Youth Care Forum, Social Development, Early Education and Development, School Mental Health, Journal of Applied Developmental Psychology, Journal of Research in Childhood Education, Early Child Development and Care, Teaching and Teacher Education, Attachment and Human Development, Prevention Science, Journal of School Psychology, Journal for the Study of Education and Development, Psykhe
2020 – Actualidad: Revisora para conferencias: Society for Research on Educational Effectiveness (SREE), SEL Exchange, National Research Conference in Early Childhood (NRCEC), American Education Research Association (AERA)
