What do children know upon entry to pre-school in Rio de Janeiro?

O que as crianças sabem ao ingressarem na pré-escola na cidade do Rio de Janeiro?

¿Qué saben los niños al entrar para preescolar en Río de Janeiro?

Tiago Lisboa Bartholo Mariane Campelo Koslinski Marcio da Costa Thais Barcellos About the authors

Abstract

The paper discusses the need for studies with longitudinal design and a baseline for construction of value added models to assess the impact of policies and school practices in pre-school and in the first years of primary school. The objective was to identify family factors or previous experience in a crèche that are correlated with the starting point in pre-school. The multivariate regression models suggest that a) age is a key factor to explain children’s cognitive development when they start compulsory education; b) educational level of parents/guardians is the most significant factor for family characteristics; c) the home learning environment indicator suggests a positive association with the cognitive test, even after control of socio-economic level and age variables.

Early childhood education; Longitudinal studies; Educational opportunities; Educational inequality/disadvantage

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