Líneas de investigación

Social and cognitive development in childhood: 

• Child-centered approach in education: impact on child development
• The role of testimony during childhood
• Racial awareness development and sorting abilities
• Early mathematical reasoning

 

Proyectos de investigación financiados (últimos 10 años)

 

2022-2025. El contexto educativo como optimizador del desarrollo en la niñez: un estudio longitudinal sobre funciones ejecutivas, creatividad y calidad de vida en escuelas alternativas (The role of educational context in enhancing development during childhood: a longitudinal study of executive functions, creativity and quality of life in alternative schools). P.I.: Silvia Guerrero y Mª Jesús Pardo. Supported by grant from the Spanish Ministry of Economy (PID2021-125363NB-I00).

2021. La educación alternativa en España y su impacto en el desarrollo del niño (Alternative education in Spain and its impact on Child Development). P.I.: Silvia Guerrero. Supported by grant from the Provincial Council of Toledo (Ref. 10488).

2016-2020. Aprender a través del testimonio durante la niñez. El papel del maestro e Internet como fuentes de información (Children’s social learning through testimony. Schoolteacher’ and Internet as sources of information). P.I.: Silvia Guerrero. Supported by grant from the Spanish Ministry of Economy (PSI2016-76399).

2013-2015. ¿Cuánto cuenta la opinión de la mayoría? Estudio con niños españoles y norteamericanos en tres ámbitos de conocimiento: vocabulario, moral y número (Whose opinion counts? A study with Spanish and U.S. children in three domains of knowledge: Vocabulary, morality and number). P.I.: Ileana Enesco. Supported by grant from the Spanish Ministry of Economy (PSI2012-31477).

 

Publicaciones destacadas (últimos 10 años)

Guerrero, S., Valenciano, J., & Rodríguez, A. (2024). Unveiling alternative schools: A systematic review of cognitive and social-emotional development in different educational approaches. Children and Youth Services Review, 107480. https://doi.org/10.1016/j.childyouth.2024.107480

Guerrero, S., Núñez, M., y Corbacho, C. (2023) Shaping executive function in pre-school: The role of early educational practice, Cognitive Development, 67, 101344. https://doi.org/10.1016/j.cogdev.2023.101344

Varea, E., Enesco, I., Guerrero, S. & Barrios, P. (2022) Myths of popular psychology among university students and teachers: Does training in psychology reduce belief in myths? Accepted, Teaching of Psychology. doi: 10.1177/00986283221129

Enesco, I., Sebastián-Enesco, C., Guerrero, S., Varea, E., & Barrios, P. (2022). A digital generation in scrutiny. Children’s ideas about the internet and the online information. Journal for the Study of Education and Development, 1-28. doi: 10.1080/02103702.2022.2096294

Guerrero, S., Sebastián-Enesco, C., Morales, I., Varea, E., & Enesco, I. (2020). (In) sensitivity to accuracy? Children’s and adults’ decisions about who to trust: the teacher or the Internet. Frontiers in Psychology, 11, 551131. doi: 10.3389/fpsyg.2020.551131

Gómezescobar, A., Guerrero, S. & Fernández-Cézar, R. (2020). How Long Is It? Difficulties with Conventional Ruler Use in Children Aged 5 to 8. Early Childhood Education Journal, 1-9. doi: 10.1007/s10643-020-01030-y

Lam, V. & Guerrero, S. (2020). Animals, Superman, Fairy and God: Children’s Attributions of Nonhuman Agent Beliefs in Madrid and London. Journal of Cognition and Culture, 20(1-2), 66-87. doi: 10.1163/15685373-12340074

Sebastián‐Enesco, C., Guerrero, S., & Enesco, I. (2019). What makes children defy their peers? Chinese and Spanish preschoolers' decisions to trust (or not) peer consensus. Social Development (online version). doi:10.1111/sode.12416

Guerrero, S., Sebastián-Enesco, C., Pérez, N., & Enesco, I. (2019) Myths in science: Children trust but do not retain their teacher's information. Journal of Applied Developmental Psychology 62, 116-121. doi:10.1016/j.appdev.2019.02.007

Gómez-Escobar, A., Fernández-Cézar, R., & Guerrero, S. (2018). Numbers and Space Intervals in Length Measurements in the Spanish Context: Proposals for the Transition to Measuring with the Ruler. International Journal of Science and Mathematics Education, 16, 1375–1386. doi: 10.1007/s10763-017-9835-1

Guerrero, S., Cascado, C., Sausa, M., & Enesco, I. (2017). My teacher is wrong: Preschoolers’ opposition to non-conventional statements. Early Childhood Research Quarterly, 39, 1-13.

Guerrero, S., Elenbaas, L., Enesco, I., & Killen, M. (2017). Preschoolers’ trust in social consensus varies by context: conventional vs. moral domains. Anales de Psicología/Annals of Psychology, 33(1), 142-151.

Gómezescobar, A., Fernández-Cézar, R., & Guerrero, S. (2017). Numbers and Space Intervals in Length Measurements in the Spanish Context: Proposals for the Transition to Measuring with the Ruler. International Journal of Science and Mathematics Education, 1-12.

Enesco, I., Sebastián-Enesco, C., Guerrero, S., Quan, S., & Garijo, S. (2016). What makes children defy majorities? The role of dissenters in Chinese and Spanish preschoolers’ social judgments. Frontiers in Psychology, 7, 1695.