Elena has vast experience in managing and conducting large-scale educational research and data analyses, with a particular focus on mathematical development. Her PhD was a large-scale longitudinal study that examined the domain-specific and domain-general cognitive influences on young children’s numeracy skills and mathematical attainment. Currently, Elena works as a research associate in The Liverpool Early Number Skills project (www.ljmu.ac.uk/lens), a broader large-scale project examining the influence of the home learning environment, language and cognitive abilities on children's early literacy and numeracy development. Elena has also worked as a Psychology lecturer and as a policy support officer providing independent scientific advice and support to EU education policy. She can efficiently liaise with educational settings and with national and international organisations, and has experience disseminating study results to academic and non-academic audiences.
Soto Calvo E, Simmons FR, Adams AM, Francis H, Patel H, Giofre D. 2020. Identifying the preschool home learning experiences that predict early number skills: Evidence from a longitudinal study Early Childhood Research Quarterly, 53 :314-328 DOI Author Url Publisher Url Public Url
Beecher CC, Van Pay CK. 2020. Investigation of the effectiveness of a community-based parent education program to engage families in increasing language interactions with their children Early Childhood Research Quarterly, 53 :453-463 DOI
Soto-Calvo E, Simmons FR, Adams AM, Francis HN, Giofré D. 2019. Pre-Schoolers’ Home Numeracy and Home Literacy Experiences and Their Relationships with Early Number Skills: Evidence from a UK Study Early Education and Development, DOI Author Url Publisher Url Public Url
Gatersleben B, Jackson T, Meadows J, Soto E, Yan YL. 2018. Leisure, materialism, well-being and the environment EUROPEAN REVIEW OF APPLIED PSYCHOLOGY-REVUE EUROPEENNE DE PSYCHOLOGIE APPLIQUEE, 68 :131-139 DOI Author Url
Soto Calvo E, Simmons FR, Willis C, Adams A. 2015. Identifying the cognitive predictors of early counting and calculation skills: Evidence from a longitudinal study. Journal of Experimental Child Psychology, 140 :16-37 DOI Author Url Publisher Url Public Url
Isac MM, Dinis Mota Da Costa P, Araujo L, Soto Calvo E, Albergaria-Almeida P. 2015. Teaching Practices in Primary and Secondary Schools in Europe: Insights from Large-Scale Assessments in Education Teaching Practices in Primary and Secondary Schools in Europe: Insights from Large-Scale Assessments in Education :1-217 DOI