La relación entre el desarrollo cognitivo y los indicadores de comportamiento y el desarrollo personal, social y emocional en la Educación Preescolar

Santos, Karina Porciuncula de Almeida Rodrigues; Bartholo, Tiago Lisboa; Koslinski, Mariane Campelo

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ARTICLE • Ensaio: aval. pol. públ. educ. 30 (115) • Apr-Jun 2022 • https://doi.org/10.1590/S0104-403620220003003358 copiar

La relación entre el desarrollo cognitivo y los indicadores de comportamiento y el desarrollo personal, social y emocional en la Educación Preescolar

Autoría SCIMAGO INSTITUTIONS RANKINGS

Resumen

El artículo investiga el potencial de un cuestionario respondido por maestros sobre el comportamiento y las habilidades socioemocionales de los niños matriculados en preescolar - inicio de la escolarización obligatoria en Brasil. Con base en este instrumento, describe el desarrollo de indicadores de inatención, hiperactividad-impulsividad y el desarrollo personal, social y emocional. Utiliza modelos de regresión lineal multivariante para identificar factores asociados con el desarrollo cognitivo de los niños matriculados en preescolar. Los resultados sugieren que los niños más desatentos tienden a tener un menor logro cognitivo, especialmente en el lenguaje. Los coeficientes estimados en el modelo multivariado sugieren que el Desarrollo Personal, Social y Emocional tiene un tamaño de efecto de moderado a alto para el lenguaje y las matemáticas. Se presentan las implicaciones de los resultados para las políticas educativas.

Habilidades Socioemocionales; Desarrollo Cognitivo; Preescolar; Comportamiento; Factores Asociados

Adjusting to the School Environment
Comfortable	Investigates the extent to which the child feels comfortable when separated from their main guardian and the child’s skill in dealing with transitions between environments and activities during the day
Independence	Explores how dependent the child is on adults or other children, such as in daily activities like getting dressed or going to the bathroom
Personal Development
Self-confidence	Measures the child’s desire to take part in group activities and related skills
Concentration on teacher-directed activities	Calculates concentration on teacher-led activities, meaning whether the child is able to maintain concentration, rather than being distracted by other activities
Actions	This item looks into a child’s impulsiveness. Do they act without thinking of the possible consequences, for self or others? Do they show appropriate behavior and good interaction with others?
Social
Relationships to peers	Measures the child’s skill in communicating, making friends, or perceiving other children’s feelings
Relationship to adults	Measures the child’s skill in approaching and communicating with adults while interacting in an appropriate and confident manner
Social rules	Investigates the extent to which the child manages to obey rules and not distract their colleagues
Cultural awareness	Seeks to examine the extent to which the child understands that other people may have different ways of life and that this is something to be respected
Communication	Checks whether the child is able to communicate fluently and coherently, listen to what others have to say, respond appropriately, and know how to alternate the act of speaking within a conversation

Variables	Type	Description	Source
Dependent Variables
Language – Wave 1	Continuous	Measurement of Language in Wave 1	Longitudinal Study
Mathematics – Wave 1	Continuous	Measurement of Mathematics in Wave 1	Longitudinal Study
Explanatory Variables
Sex	Dichotomic	Shows the sex of the child (0 = girl, 1 = boy)	SGA/SME
Age	Discrete	Shows the age of the child in months	SGA/SME
Ethnicity	Dichotomic	Shows the child’s ethnicity, as declared by parents or guardians (0 = Nonwhite, 1 = White)	SGA/SME
NSE	Continuous	This is an indicator calculated based on possession of assets in the household, level of schooling of the people responsible, and participation in income transfer plans.	SGA/SME and Longitudinal Study
Inattention	Continuous	Indicator prepared based on factorial analysis – Factor 1 (items A to I)	Longitudinal Study
Hyperactivity/Impulsivity	Continuous	Indicator prepared based on factorial analysis – Factor 2 (items J to R)	Longitudinal Study
PSED	Continuous	Indicator prepared based on factorial analysis	Longitudinal Study

Variable	Mean	Standard Deviation	Min	Max
Language – Wave 1	-0.30	-0.98	-4.8	2.7
Mathematics – Wave 1	-2.82	1.32	-8.06	2.05
Sex	0.54	-	-	-
Age	4.43	0.33	3.92	5.89
Ethnicity	0.36	-	-	-
Social and Economic Status - SES	0.35	1.50	-3.30	4.24
Inattention	0.00	1.00	-1.33	2.96
Hyperactivity/Impulsivity	0.00	1.00	-1.25	2.53
PSED	0.00	1.00	-3.37	2.01

	Language Wave 1	Mathematics Wave 1	Inattention	Hyperactivity/Impulsivity	PSED
Language Wave 1	1	-	-	-
Mathematics Wave 1	0,574 ^**	1	-	-
Inattention	-0,333 ^**	-0,287 ^**	1	-
Hyperactivity/Impulsivity	-0,118 ^*	-0,70	0,607 ^**	1
PSED	0,394 ^**	0,274 ^**	-0,730 ^**	-0,437 ^**	1

	Inattention	Hyperactivity/Impulsivity	PSED	Sex	Ethnicity	Age	SES
Inattention	1	.597 ^**	-.724 ^**	.214 ^**	.006	-.123 ^**	-.070
Hyperactivity/Impulsivity	-	1	-.428 ^**	.229 ^**	.031	.028	-.036
PSED	-	-	1	-.283 ^**	-.013	.113 ^**	.061
Sex	-	-	-	1	-	-	-
Ethnicity	-	-	-	-	1	-	-
Age	-	-	-	-	-	1	-
SES	-	-	-	-	-	-	1

	Model 1	Model 2	Model 3	Model 4	Model 5
Age	0.298**	0.259**	0.298**	0.250**	0.251**
Sex (male)	-0.107	-0.055	-0.083	-0.064	-0.013
Ethnicity	0.048	0.045	0.050	0.042	0.051
SES	0.260**	0.246**	0.256**	0.246**	0.234**
Inattention	-	-0.262**	-	-0.314**	-
Hyperactivity/Impulsivity	-	-	-0.102**	0.087	-
PSED	-	-	-	-	0.323**
R2	0.165	0.230	0.175	0.234	0.259
N	424	424	424	424	424

	Model 1	Model 2	Model 3	Model 4	Model 5
Age	0.276**	0.245**	0.276**	0.231**	0.247**
Sex (male)	-0.032	0.009	-0.024	-0.007	0.027
Ethnicity	0.040	0.038	0.041	0.034	0.042
SES	0.251**	0.240**	0.251**	0.240**	0.235**
Inattention	-	-0.207**	-	-0.297**	-
Hyperactivity/Impulsivity	-	-	-0.031	0.148*	-
PSED	-	-	-	-	0.201**
R2	0.137	0.177	0.138	0.190	0.173
N	424	424	424	424	424

	Model 2		Model 3		Model 5

	Language	Mathematics	Language	Mathematics	Language	Mathematics
Inattention	-0.606**	-0.474**	-	-	-	-
Hyperactivity/Impulsivity	-	-	-0.228**	-0.069	-	-
PSED	-	-	-	-	0.761**	0.459**

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[1] Information about the authors

Karina Porciuncula de Almeida Rodrigues Santos: PhD Researcher in Education in the Graduate Studies Program in Education at Universidade Federal do Rio de Janeiro. Contact: karina.ifcs@gmail.com

Tiago Lisboa Bartholo: PhD in Education. Professor in the Graduate Program in Education at Universidade Federal do Rio de Janeiro. Contact: tiagobartholo@gmail.com

Mariane Campelo Koslinski: PhD in Sociology. Professor in the Graduate Program in Education at Universidade Federal do Rio de Janeiro. Contact: mckoslinski@gmail.com