<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982018000200064</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Sensibilidad y mentalización de las educadoras de párvulos. Predictores del lenguaje infantil a los 30 meses]]></article-title>
<article-title xml:lang="en"><![CDATA[Awareness and mentalization among pre-school teachers. Child language predictors at 30 months]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cuellar Escobar]]></surname>
<given-names><![CDATA[María del Pilar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Farkas Klein]]></surname>
<given-names><![CDATA[Chamarrita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Chile Escuela de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Chile Escuela de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>40</volume>
<numero>160</numero>
<fpage>64</fpage>
<lpage>82</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982018000200064&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982018000200064&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982018000200064&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El personal educativo (PE) es una figura que provee soporte físico y emocional al niño, y su interacción contribuye al desarrollo del lenguaje. A su vez, se ha demostrado que la mentalización y sensibilidad del adulto son competencias que influyen en el desarrollo infantil. El objetivo de este estudio fue identificar la asociación de la sensibilidad y mentalización del PE sobre el desarrollo del lenguaje de los niños a los 12 y 30 meses, controlando la sensibilidad y mentalización del apoderado. La muestra estuvo compuesta por 78 diadas PE-niño que asistían a centros de educación inicial de Santiago de Chile. Los resultados mostraron una asociación entre la escala de sensibilidad &#8220;interacción lúdica&#8221; del PE y el lenguaje expresivo de los niños a los 12 meses, lo cual predijo un mayor lenguaje a los 30 meses. No se observaron asociaciones entre mentalización y lenguaje a los 12 meses; únicamente efectos predictivos a los 30 meses.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Teaching staff (TS) provide children with physical and emotional support, and their interaction contributes to language development. In turn, it has been proved the adult awareness and mentalization are competences that influence children&#8217;s development. This study identifies the connection between awareness and mentalization among TS on the development of children&#8217;s language at 12 and 30 months, controlling the awareness and mentalization levels of the teacher in charge. The sample consisted of 78 TS-child pairs at basic education institutions in Santiago de Chile. The results showed an association between the &#8220;playful interaction&#8221; awareness scale of TS and the expressive language of children at 12 months, which predicted greater language ability at 30 months. No associations were observed between mentalization and language at 12 months; only predictive effects at 30 months.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Infancia temprana]]></kwd>
<kwd lng="es"><![CDATA[Educación preescolar]]></kwd>
<kwd lng="es"><![CDATA[Competencias de educadoras]]></kwd>
<kwd lng="es"><![CDATA[Sensibilidad]]></kwd>
<kwd lng="es"><![CDATA[Mentalización]]></kwd>
<kwd lng="es"><![CDATA[Lenguaje infantil]]></kwd>
<kwd lng="en"><![CDATA[Early childhood]]></kwd>
<kwd lng="en"><![CDATA[Pre-school education]]></kwd>
<kwd lng="en"><![CDATA[Teachers&#8217; competences]]></kwd>
<kwd lng="en"><![CDATA[Awareness]]></kwd>
<kwd lng="en"><![CDATA[Mentalization]]></kwd>
<kwd lng="en"><![CDATA[Child language]]></kwd>
</kwd-group>
</article-meta>
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