Daniela Salinas serves as Lecturer for the department of Child and Family Studies at The University of Tennessee, Knoxville. She specializes on social and emotional development in early childhood, developmental theories, parenting practices, and diverse cultural backgrounds. Her research has been focused on parent-child interactions, cross-cultural differences on children's social support networks and social capital, gender segregation, parent-child relationships and their influence on children's peer relationships, and bilingualism and its effects on children’s brain development. Before she joined UTK, she served as a practitioner social worker in Chile, where she acquired experience on casework, social service administration, foster care, court system and child protection, child/adolescent counseling, child welfare, and community development. She is fluent in English and Spanish.
- Patterns of caregiver-child social exchanges in public spaces.
- The effects of mobile usage on caregiver-child social interactions.
- The interaction differences of immigrant and non-immigrant children in the classroom setting.
- The role of culture in child development and child rearing practices.
- Interactional styles between parents and children, and the father involvement in their young children development.
- 2016 Ph. D., Child and Family Studies, University of Tennessee, Knoxville, USA
- 2013 M. S., Child and Family Studies, University of Tennessee, Knoxville, USA
- 2004 B. A. – Social Work - Universidad Tecnológica de Chile, Santiago, Chile
Fouts, H. N., Bader, L.R., Neitzel, C. L., Salinas, D. A. (2020). Ethnicity as a predictor of gender segregation among young children in an informal urban settlement in Kenya. Social Development.
Salinas, D., Fouts, H.N., Neitzel, C.L., Bates-Freddi, D.R. (2019) Young Children’s Social Networks in an Informal Urban Settlement in Kenya. Journal of Cross-Cultural Psychology, 50 (5), 639-658
Salinas, D. & Neitzel, C. (2017). The role of children’s levels of responsiveness and resistance on the relations between maternal interaction behaviors and children’s interaction behaviors with peers at school. Journal of Research in Childhood Education.