The use of cognitive instruments for research in early childhood education: constraints and possibilities in the Brazilian context 1 1 Apoio: Inter-American Development Bank (IADB) Instituto Alfa e Beto (IAB) Fundação Carlos Chagas Filho de Amparo à Pesquisa do Estado do Rio de Janeiro (FAPERJ) 2 2 References correction and bibliographic normalization services: Andressa Picosque (Tikinet) – revisao@tikinet.com.br. 3 3 Copy Editor: José Pereira de Queiroz – ze.pereira.queiroz@gmail.com 4 4 Responsible Editor: Profa. Dra. Helena Maria Sant'Ana Sampaio Andery - https://orcid.org/0000-0002-1759-4875, hsampaio@unicamp.br

O uso de instrumentos cognitivos para pesquisa na educação infantil: limites e possibilidades no contexto brasileiro

Tiago Lisboa Bartholo Mariane Campelo Koslinski Márcio da Costa Peter Tymms Christine Merrell Thaís Mendonça Barcellos About the authors

Abstract

This paper discusses the adaptation of the iPIPS assessment for use in research with Brazilian children between the ages of four and seven. It debates the importance of having a baseline measure to assess early childhood education policy as well as the advantages of collecting high-quality information about children’s development. Not knowing how children are progressing could harm disadvantaged children and increase school inequality. The data used in the analysis was based on the pre-test of the iPIPS 2016 for mathematics and language in a total of 560 cases collected in three Brazilian cities. The preliminary analyses indicate that the items of both tests present adequate behavior, suggesting the theoretical adequacy of the items and a good adaptation and application protocol.

Keywords
monitoring; childhood education; assessment; literacy

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