Cintia Rodríguez Garrido is a full professor at the Universidad Autónoma de Madrid (UAM), Spain. She studied and worked as assistant in the Developmental Psychology Department at the Geneva School, as part of the team led by Bärbel Inhelder. She is currently a member of the Board of Directors of the Jean Piaget Society, president of the Psychology Section of the Ateneo de Madrid, and Co-Editor in Chief of the EJPE journal. She leads the research group DETEDUCA (UAM). She has developed the Pragmatics of the Object approach in early development.
Pedro Palacios is a retired professor from Universidad Autónoma de Aguascalientes, Mexico. He has a PhD in developmental psychology, learning and education from the Universidad Autónoma de Madrid (UAM), Spain. He is the leader of the academic body “Psychological Development, Culture and Health” and has been part of the DETEDUCA research group at the UAM since its creation in 2011. He received the Desirable Profile Recognition by the Program for Professional Teacher Development and is a member of the National System of Researchers.
Iván Moreno Llanos is a psychologist and researcher at the Universidad Autónoma de Madrid (UAM), Spain, where he got his master’s degree in psychology of education. His current line of research focuses on the origin and early development of the executive functions from a socio-cultural, semiotic and mediated perspective. He is interested in the first goals that children set for themselves, and the means they employ to overcome their difficulties and achieve their goals in early-years schools.
Irene Guevara de Haro is a psychologist and researcher at the Universidad Autónoma de Madrid (UAM), Spain. She has a degree in psychology from the Universidad Central de Venezuela and a master’s degree in educational psychology (UAM). With experience in clinical practice with Autism Spectrum Disorders, she has participated in several competitive research projects and co-authored articles on early development. Her current research focuses on the origins of intentional action and communication through gesture development in early-years schools.