ABSTRACT
Purpose
The objective of this study was analyzed the neuropsychological functions of students from a public school in Brazil, enrolled in the 1st and 2nd year of Elementary School at the time of the reopening of schools during the COVID-19 pandemic and to access the influence of family and contextual information on the performance of these skills.
Methods
117 students participated in the study, as well as their parents or guardians. The children were evaluated in person using the Brief Child Neuropsychological Assessment Instrument (NEUPSILIN-Inf). The parents/guardians answered remotely the Inventory of Resources of the Family Environment and questions about socioeconomic classification and maternal education.
Results
The data showed a high prevalence of children who had problems or deficits in the functions of orientation, memory, language, visuospatial skills, arithmetic skills and verbal fluency. Furthermore, predictable activities that signal some degree of stability in family life are predictors of children's performance in orientation skills and resources that promote proximal processes significantly reflect on language performance. The results suggest that children included in families with a household income below one Brazilian minimum monthly salary presented poorer inhibitory control performances.
Conclusion
The impact of changes in neuropsychological skills in children's learning were presented and discussed, highlighting the need for immediate and targeted intervention of these functions. Contextual factors that influenced the performance of neuropsychological skills were also considered.
Social Isolation; Flexibility; Return to School; Children; Elementary School; Cognition; Family Environment