Position/Status
Research Associate
E-mail Address
mb773@cam.ac.uk
Phone
+ 44 (0) 1223767560
Qualifications
- PhD in Developmental Psychology and Education (Universidad Autónoma de Madrid)
- MAS Psychological Development Learning and Education (Universidad Autónoma de Madrid)
- BA (Hons) Psychology (Universidad de Chile)
Membership of Professional Bodies/Associations
- European Association for Research in Learning and Instruction
- European Association of Developmental Psychology
- International Society for Gestures Studies
- Society for Research in Child Development
Profile
Marisol is a developmental and educational psychologist. Her PhD is concerned with the role of pre-verbal communicative tools in the early emergence of self-regulatory skills supervised by Prof. Cintia Rodriguez at the Universidad Autónoma de Madrid. Before that she obtained a Masters of Advanced Studies in Psychological Development Learning and Education at Universidad Autónoma de Madrid and a BA in Psychology at Universidad de Chile where she also worked as an Associate Lecturer. Marisol first worked in the Faculty as a visiting scholar in 2009 and in 2011 with a fellowship sponsored by UNESCO. Alongside her research activities Marisol collaborates with the LEGO Foundation as an educational psychology consultant.
Academic Area/Links
- Psychology and Education Academic Group
- Desarrollo Temprano y Educación (Universidad Autónoma de Madrid)
- Equipo de Psicología y Educación (Universidad de Chile)
- Future Research leaders ESRC Fellowship
Research Topics
- Early development of self-regulation executive functioning and metacognition
- The role of verbal and nonverbal communicative tools in cognitive development
- Scaffolding strategies and early cognitive development
Early years learning and instruction with a focus on the 0-3 age group - Play and learning in educational and home settings
- Literacy and narrative skills in primary school children
Current Research Project(s)
- Play Learning and Narrative Skills (PLaNS): 'The role of constructional and socio-dramatic play in the development of metacognition and narrative skills in primary-aged children' began on March 2013. This two-year project is sponsored by the LEGO Foundation. The project will be examining the potential contribution of playful approaches to supporting 5-10 year old children's fictional and non-fictional narrative skills and the mediating role of metacognitive abilities in this domain.
Teaching
Principal and Recent Publications
Rodríguez C. Moreno-Núñez A. Basilio M. & Sosa N. (in press). Ostensive gestures come first. Their role in the beginning of the shared reference. Semiotic Development: Special Issue. Cognitive Development.
Whitebread D. Jameson H. & Basilio M. (2015). Play beyond the Foundation Stage: play self-regulation and narrative skills. In J. Moyles (Ed.) The Excellence of Play 4th Ed. Maidenhead: Open University Press.
Pino-Pasternak D. Basilio M. & Whitebread D. (2014) Interventions and classroom contexts that promote Self-Regulated Learning: Examples from two intervention studies in UK primary classrooms. Psyke.
Kuvalja M. Basilio M. Verma M. & Whitebread D. (2013). Self-directed language and private gestures in the early emergence of self regulation: current research issues. Hellenic Journal of Psychology 10 168-192.
Whitebread D. & Basilio M. (2013). Play culture and creativity. In D. Gauntlett & B. Stjerne-Thomsen (Eds.) Cultures of Creativity. Billund Denmark: The LEGO Foundation.
Whitebread D. Basilio M. Kuvalja M. and Verma M. (2012). The importance of play: a report on the value of children’s play with a series of policy recommendations. Brussels Belgium: Toys Industries for Europe.
Whitebread D. and Basilio M. (2012) The emergence and early development of self-regulation in young children. Profesorado: Journal of Curriculum and Teacher Education Monograph issue: Learn to learn. Teaching and evaluation of self-regulated learning 16(1)15-34.
Basilio M. and Rodríguez C. (2011) Usos Gestos y Vocalizaciones Privadas: De La Interacción Social a La Autorregulación. (Private uses gestures and vocalisations: From social interaction to self-regulation) Infancia y Aprendizaje 34 181–194.