School readiness assessments in South Africa still predominantly focus on the assessment of cognitive skills. The Emotional Social Screening Tool for School Readiness (E3SR) was developed to bridge the perceived gap in assessing emotional-social skills as a domain of school readiness. An emerging body of research reports exists on the psychometric properties and factor structure of the E3SR. An initial validation study recommended a 6-factor solution instead of the theoretical 9-factor model that was proposed in the development of the E3SR. The E3SR (Revised) was also reduced in length. We report here on a pilot study of which the aim was to establish the reliability and construct validity of the E3SR (Revised). A cross-sectional survey design was used to gather data from 9 pre-schools in Cape Town, South Africa. Pre-school teachers (n = 24) constituted the respondent group who completed the E3SR (Revised) screening questionnaires on Grade R learners (n = 394). Analysis was conducted on 321 completed screening questionnaires. With the data analysis we aimed to: a) summarise sample characteristics of teachers and children; b) establish reliability estimates; and c) establish construct validity and confirming the factor structure. Ethics clearance was given by the Humanities and Social Science Research Ethics Committee (HSSREC) of the University of the Western Cape. The study adhered to stipulated ethics requirements. Data failed to show multivariate normality; however, this violation of normality was expected and was theoretically supported. The sample size (n = 321) was sufficient for factor analysis of a 36-item scale. All subscales showed excellent reliability: Cronbach's alphas ranged between .939 and .971. CFA results demonstrated a good model fit. The E3SR (Revised) was found to be reliable and valid for use. The use of a rigorous methodological process including the decision-making matrix represent good research practice that can be used in instrument development across cultures.

RESUMO O propósito deste artigo é apresentar algumas reflexões sobre conceitos e campos de atuação da gestão da educação e da implementação de políticas que permitam delimitar o campo da gestão educacional e escolar e oferecer possibilidades para que se possa estabelecer parâmetros e indicadores para monitorar e avaliar a educação infantil. A argumentação caminhará no sentido de delimitar alguns conceitos, distinguir campos de atuação na gestão educacional, problematizar concepções e decisões tomadas no âmbito das políticas para a educação infantil e apresentar o monitoramento e a avaliação como ferramentas importantes para subsidiar a gestão educacional e a gestão das instituições de educação infantil com dados que sejam relevantes para o aprimoramento da qualidade da oferta educativa em creches e pré-escolas, partindo do pressuposto de que não há política municipal de educação infantil que atenda às crianças de forma qualificada, sem que a gestão educacional e a gestão da instituição educativa sejam imbuídas de mecanismos de acompanhamento das ações de avaliação do processo e dos resultados obtidos. Nessa perspectiva, um dos grandes desafios a ser enfrentado é a tradução das políticas formuladas em práticas e ações e o desenvolvimento de processos de acompanhamento e avaliação que garantam o acesso e a oferta de uma educação infantil qualificada. préescolas, préescolas pré escolas, escolas pré-escolas qualificada obtidos perspectiva

ABSTRACT The purpose of this article is to present some reflections on concepts and fields of action of education management and the implementation of policies that allow delimiting the field of educational and school management and offer possibilities for establishing parameters and indicators to monitor and evaluate early childhood education. The argumentation will go towards delimiting some concepts, distinguishing fields of action in educational management, problematizing conceptions and decisions taken within the scope of policies for early childhood education and presenting monitoring and evaluation as important tools to subsidize the educational management and management of early childhood education institutions with data that are relevant to the improvement of the quality of educational provision in kindergartens and preschools, assuming that there is no municipal policy of early childhood education that meets children in a qualified way, without educational management and the management of the educational institution being imbued with mechanisms to monitor the actions of evaluation of the process and the results obtained. From this perspective, one of the major challenges to be faced is the translation of the policies formulated into practices and actions and the development of monitoring and evaluation processes that guarantee access to and the provision of qualified early childhood education. preschools way obtained perspective

ABSTRACT Introduction: In Cuba there are few tests for the evaluation of comprehensive development in early childhood that have been validated by experts and statistical analysis. Objective: To evaluate the psychometric properties of Pre-Academic Battery, revised version, in a preschool population from Cienfuegos province, Cuba, in order to determine its validity. Methods: A cross-sectional descriptive study was carried out. The battery was applied to 300 preschoolers ranging four and six years old, in the 2018-2019 academic year, from three educational institutions in Cienfuegos province. Results: The item analysis showed that, out of 199 items, 61 had high quality, 132 had good quality, and 6 had regular quality. Cronbach's alpha gave adequate values (α = 0,85). The analysis revealed that the tasks were grouped into three factors: executive skills, memory skills and linguistic skills. Conclusions: The Pre-Academic Battery, revised version, is a quick and easy to apply test, which has adequate psychometric properties to evaluate neurocognitive development in preschoolers.

RESUMEN Introducción: En Cuba existen pocas pruebas para la evaluación del desarrollo integral en la primera infancia que hayan sido validadas por expertos y análisis estadísticos. Objetivo: Evaluar las propiedades psicométricas de la Batería Pre-Académica, versión revisada, en una población preescolar de la provincia de Cienfuegos, Cuba, para determinar su validez. Métodos: Se realizó un estudio descriptivo transversal. La batería fue aplicada a 300 preescolares entre cuatro y seis años, en el curso 2018-2019, provenientes de tres instituciones educativas de la provincia de Cienfuegos. Resultados: El análisis de ítems mostró que, de 199 ítems, 61 tuvieron una alta calidad, 132 una buena calidad y 6 una calidad regular. El alfa de Cronbach arrojó valores adecuados (α = 0,85). El análisis reveló que las tareas se agrupaban en tres de factores: habilidades ejecutivas, habilidades de memoria y habilidades lingüísticas. Conclusiones: La Batería Pre-Académica, versión revisada, es una prueba rápida y fácil de aplicar, que presenta propiedades psicométricas adecuadas para evaluar el desarrollo neurocognitivo en preescolares.

Resumo Introdução: Embora a utilização de Marcadores de Consumo Alimentar esteja prevista na atenção primária à saúde, seu uso pelas equipes de saúde bucal ainda é incipiente. Objetivo: Analisar a associação do consumo de alimentos cariogênicos, avaliado através de marcadores do consumo alimentar, com a ocorrência de cárie dentária não tratada em pré-escolares. Método: Envolveu 432 crianças (18-36 meses) em uma amostra representativa dos Centros Municipais de Educação Infantil (São José dos Pinhais-PR). Os pais/responsáveis responderam um questionário socioeconômico e demográfico, e as crianças foram avaliadas por examinadora calibrada (Kappa=0,80). O consumo de alimentos cariogênicos foi mensurado através do instrumento Marcadores de Consumo Alimentar (Ministério da Saúde; Brasil). O escore de consumo de alimentos cariogênicos (EAC) foi obtido pela soma de relatos de consumo de alimentos com açúcar livre. Resultados: A prevalência de cárie dentária não tratada foi 21% (IC95% 17–24). Na regressão múltipla de Poisson com variância robusta, a maior prevalência de cárie dentária não tratada foi associada ao maior EAC (RPa=1,16; IC95% 1,01–1,34; p=0,035), a maior idade das crianças (RPa=1,05; IC95% 1.01–1.10; p=0,021) e inversamente a maior escolaridade dos responsáveis (RPa=0,62; IC95% 0,42–0,92; p=0,017). Conclusão: O consumo de alimentos cariogênicos, medido através do Marcadores de Consumo Alimentar, foi associado com uma maior prevalência de cárie dentária não tratada em pré-escolares. Introdução incipiente Objetivo alimentar préescolares. préescolares pré escolares. escolares pré-escolares Método 43 1836 18 36 (18-3 meses São PinhaisPR. PinhaisPR Pinhais PR . Pinhais-PR) paisresponsáveis pais demográfico Kappa=0,80. Kappa080 Kappa Kappa=0,80 0 80 (Kappa=0,80) Ministério Saúde Brasil. Brasil Brasil) (EAC livre Resultados 21 IC95 IC (IC95 17–24. 1724 17–24 17 24 17–24) robusta RPa=1,16 RPa116 RPa 1 16 (RPa=1,16 1,01–1,34 101134 01 34 p=0,035, p0035 p p=0,035 , 035 p=0,035) RPa=1,05 RPa105 05 (RPa=1,05 1.01–1.10 101110 10 p=0,021 p0021 021 RPa=0,62 RPa062 62 (RPa=0,62 0,42–0,92 042092 42 92 p=0,017. p0017 p=0,017 017 p=0,017) Conclusão 4 183 3 (18- Pinhais-PR Kappa08 Kappa=0,8 8 (Kappa=0,80 2 IC9 (IC9 172 17–2 RPa=1,1 RPa11 (RPa=1,1 1,01–1,3 10113 p003 p=0,03 03 RPa=1,0 RPa10 (RPa=1,0 1.01–1.1 10111 p=0,02 p002 02 RPa=0,6 RPa06 6 (RPa=0,6 0,42–0,9 04209 9 p001 p=0,01 (18 Kappa0 Kappa=0, (Kappa=0,8 (IC 17– RPa=1, RPa1 (RPa=1, 1,01–1, 1011 p00 p=0,0 1.01–1. RPa=0, RPa0 (RPa=0, 0,42–0, 0420 (1 Kappa=0 (Kappa=0, RPa=1 (RPa=1 1,01–1 101 p0 p=0, 1.01–1 RPa=0 (RPa=0 0,42–0 042 ( Kappa= (Kappa=0 RPa= (RPa= 1,01– p=0 1.01– 0,42– 04 (Kappa= (RPa 1,01 p= 1.01 0,42 (Kappa 1,0 1.0 0,4 1, 1. 0,

Abstract Background: Although the use of Food Consumption Markers is foreseen in primary health care, their use by oral health teams is still incipient. Objective: The objective of this study was to investigate the association of cariogenic food consumption, measured through the food consumption markers, with the occurrence of untreated dental caries in preschoolers. Method: The study included 432 children (aged 18–36 months) in a representative sample of the Municipal Centers for Early Childhood Education (São José dos Pinhais, Pr). The parents/guardians answered a socioeconomic and demographic questionnaire, and the children were examined by a calibrated examiner (kappa=0.80). Cariogenic food consumption was measured using the Food Consumption Markers instrument (Ministry of Health, Brazil). The score of consumption of cariogenic foods was obtained by the sum of reports of consumption of foods with free sugar (SCF). Results: The prevalence of untreated dental caries was 21% (95%CI 17–24). In the multiple Poisson regression with robust variance, the higher prevalence of untreated dental caries was associated with the higher SCF (RPa=1.16; 95%CI 1.01–1.34; p=0.035), with the older age of the children (PRa=1.05; 95%CI 1.01–1.10; p=0.021), and inversely to the higher guardians’ education (PRa=0.62; 95%CI: 0.42–0.92; p=0.017). Conclusion: Cariogenic food consumption, measured through the Food Consumption Markers instrument, was associated with a higher prevalence of untreated dental caries in preschoolers. Background care incipient Objective markers preschoolers Method 43 aged 1836 18 36 18–3 months São Pinhais Pr. Pr . Pr) parentsguardians parents guardians questionnaire kappa=0.80. kappa080 kappa kappa=0.80 0 80 (kappa=0.80) Ministry Health Brazil. Brazil Brazil) SCF. (SCF) Results 21 95CI CI 95 17–24. 1724 17–24 17 24 17–24) variance RPa=1.16 RPa116 RPa 1 16 (RPa=1.16 1.01–1.34 101134 01 34 p=0.035, p0035 p p=0.035 , 035 p=0.035) PRa=1.05 PRa105 PRa 05 (PRa=1.05 1.01–1.10 101110 10 p=0.021, p0021 p=0.021 021 p=0.021) PRa=0.62 PRa062 62 (PRa=0.62 0.42–0.92 042092 42 92 p=0.017. p0017 p=0.017 017 p=0.017) Conclusion 4 183 3 18– kappa08 kappa=0.8 8 (kappa=0.80 (SCF 2 9 172 17–2 RPa=1.1 RPa11 (RPa=1.1 1.01–1.3 10113 p003 p=0.03 03 PRa=1.0 PRa10 (PRa=1.0 1.01–1.1 10111 p002 p=0.02 02 PRa=0.6 PRa06 6 (PRa=0.6 0.42–0.9 04209 p001 p=0.01 kappa0 kappa=0. (kappa=0.8 17– RPa=1. RPa1 (RPa=1. 1.01–1. 1011 p00 p=0.0 PRa=1. PRa1 (PRa=1. PRa=0. PRa0 (PRa=0. 0.42–0. 0420 kappa=0 (kappa=0. RPa=1 (RPa=1 1.01–1 101 p0 p=0. PRa=1 (PRa=1 PRa=0 (PRa=0 0.42–0 042 kappa= (kappa=0 RPa= (RPa= 1.01– p=0 PRa= (PRa= 0.42– 04 (kappa= (RPa 1.01 p= (PRa 0.42 (kappa 1.0 0.4 1. 0.

BACKGROUND: Language discussions have historically focused on the power dynamics between dominant and indigenous languages. This has generated discontent and contention on which language should rule the educational sector. The national language policy of South Africa mandates the use of all languages in the educational system. Even though there are 12 recognised languages, English is preferred in education circles. This ignores the research that demonstrates the advantages of speaking one's native language, especially in the early years of schooling AIM: This study was conducted to determine how preschool practitioners assist the language development of learners in multilingual classrooms SETTING: Six early childhood education (ECE) practitioners from three preschools in Mamelodi township, South Africa were selected, based on choosing English as the language of communication, in multilingual classrooms in peri-urban areas METHODS: A qualitative approach and a case study research design were employed. It focused on purposive sampling of practitioners from three preschools in Mamelodi where the medium of communication was English. Interviews, observations, casual conversations and document and visual data analysis were data collection tools. A questionnaire was used to gather the geographical information of the participants. A fusion of the Bakhtinian philosophy of dialogism and social justice theory underpinned the study RESULTS: The results showed that despite English in their schools as a medium of instruction, practitioners used predominating home languages to assure understanding. This translanguaging approach was commonly used in every school. Learning in a single language was challenging because of diverse languages, hence the use of English First Additional Language CONCLUSION: To promote language acquisition in multilingual preschools, translanguaging ought to be promoted CONTRIBUTION: This study proposes that early childhood teacher preparation programs ought to promote multilingualism by employing translanguaging strategies as a study unit

ABSTRACT Purposes: to characterize the family and school contexts of children enrolled in nursery schools, preschools, or kindergartens in 2020, during the COVID-19 pandemic, and verify the effects of deprivation of school physical space on their development, in the perception of families regarding cognitive-linguistic, socioemotional, and motor aspects. Methods: the sample comprised 139 families of children aged 1 year to 5 years and 11 months, living in the state of São Paulo, Brazil, who answered an online questionnaire on the characterization of the family and school contexts and the impacts on cognitive-linguistic, socioemotional, and motor aspects. The study used the chi-square, Kruskal-Wallis, and Mann-Whitney statistical tests, with the significance set at p-values ≤ 5%. Results: older children were associated with being transferred to other schools (p = 0.0192) and greater socioemotional impairment (p = 0.0011). Smaller children felt fewer positive effects on the cognitive-linguistic aspect (p = 0.0137). The absence from the school environment and the overall effects of the pandemic negatively influenced them (p = 0.0404; p = 0.0134). Conclusion: the mean age of the parents/guardians was 36 years, with a Bachelor’s degree, and working from home. The children enrolled in public or private schools had online activities. All children were exposed to screens, most of them for 4 or more hours per day. The socioemotional aspect was the most impaired one, followed by the cognitive-linguistic aspect. The negative effects outweighed the positive ones. Purposes preschools 2020 COVID19 COVID 19 COVID-1 development cognitivelinguistic, cognitivelinguistic cognitive linguistic, linguistic aspects Methods 13 months Paulo Brazil chisquare, chisquare chi square, square chi-square KruskalWallis, KruskalWallis Kruskal Wallis, Wallis Kruskal-Wallis MannWhitney Mann Whitney tests pvalues values 5% Results 0.0192 00192 0 0192 0.0011. 00011 0.0011 . 0011 0.0011) 0.0137. 00137 0.0137 0137 0.0137) 0.0404 00404 0404 0.0134. 00134 0.0134 0134 0.0134) Conclusion parentsguardians parents guardians 3 Bachelors Bachelor s degree home activities screens day one ones 202 COVID1 COVID- 0.019 0019 019 0001 0.001 001 0013 0.013 013 0.040 0040 040 20 0.01 01 000 0.00 00 0.04 004 04 2 0.0 0.

RESUMO Objetivos: caracterizar o contexto familiar e escolar de crianças matriculadas em pré-escolas durante a pandemia de COVID-19 em 2020 e verificar os efeitos da privação do ambiente físico escolar no desenvolvimento infantil, na percepção dos familiares, em relação aos aspectos cognitivo-linguísticos, socioemocionais e motores. Métodos: participaram 139 familiares de crianças com idade entre um e cinco anos e 11 meses, residentes no estado de São Paulo, que responderam um questionário online sobre a caracterização do contexto familiar e escolar e impacto nos aspectos cognitivo-linguístico, socioemocional e motor. Utilizaram-se os testes estatísticos Qui-quadrado, Kruskal-Wallis e Mann-Whitney, com valores significantes para p≤5%. Resultados: para as crianças maiores, houve associação entre aumento de mudança de escola (p=0,0192) e maior prejuízo no aspecto socioemocional (p=0,0011). No aspecto cognitivo-linguístico, as crianças menores sentiram menos efeitos positivos (p=0,0137). A ausência do ambiente escolar e os efeitos gerais da pandemia influenciaram negativamente (p=0,0404; p=0,0134). Conclusão: os familiares apresentavam em média 36 anos, nível superior de instrução e atividades laborais remotas. As crianças, matriculadas em escolas públicas ou privadas, recebiam atividades online. Todas as crianças foram expostas a telas e a maioria por quatro horas ou mais. O aspecto socioemocional foi mais prejudicado, seguido do cognitivo-linguístico. Os efeitos negativos superaram os positivos. Objetivos préescolas pré COVID19 COVID 19 COVID-1 202 infantil cognitivolinguísticos, cognitivolinguísticos cognitivo linguísticos, linguísticos cognitivo-linguísticos motores Métodos 13 1 meses Paulo cognitivolinguístico, cognitivolinguístico linguístico, linguístico cognitivo-linguístico motor Utilizaramse Utilizaram se Quiquadrado, Quiquadrado Qui quadrado, quadrado Qui-quadrado KruskalWallis Kruskal Wallis MannWhitney, MannWhitney Mann Whitney, Whitney Mann-Whitney p5 p 5 p≤5% Resultados maiores p=0,0192 p00192 0 0192 (p=0,0192 p=0,0011. p00011 p=0,0011 . 0011 (p=0,0011) p=0,0137. p00137 p=0,0137 0137 (p=0,0137) p=0,0404 p00404 0404 (p=0,0404 p=0,0134. p00134 p=0,0134 0134 p=0,0134) Conclusão 3 remotas privadas prejudicado cognitivolinguístico. linguístico. COVID1 COVID- 20 p≤5 p=0,019 p0019 019 (p=0,019 p0001 p=0,001 001 (p=0,0011 p0013 p=0,013 013 (p=0,0137 p=0,040 p0040 040 (p=0,040 2 p≤ p=0,01 p001 01 (p=0,01 p000 p=0,00 00 (p=0,001 (p=0,013 p=0,04 p004 04 (p=0,04 p=0,0 p00 (p=0,0 (p=0,00 p=0, p0 (p=0, p=0 (p=0 p= (p= (p

RESUMEN: Este texto tiene como objetivo analizar el proceso de constitución profesional de las coordinadoras pedagógicas de guarderías infantiles e instituciones preescolares, a partir de las experiencias sociales por ellas vividas en el contexto de la Educación Infantil. El artículo conceptualmente se ancla en las Pedagogías de la Infancia y de la Educación Infantil (FERNANDES; CAMPOS, 2015; ROCHA, 2001; SILVA, 2008; entre otros), articuladas a la sociología de la experiencia, formulada por François Dubet (1996). Del punto de vista metodológico, el material empírico fue producido por medio del análisis documental y entrevistas con seis coordinadoras pedagógicas de Turmalina, ciudad situada en la parte septentrional del estado de Minas Gerais, Brasil y, consecutivamente, fue sometido al análisis de contenido (BARDIN, 1977). Los análisis de este material permitieron verificar que ellas actúan a partir de diferentes lógicas de acción para constituirse en profesionales, lo que incide en el proceso de construcción de sus profesionalidades. El estudio pone en evidencia la emergencia de un estatuto epistemológico que defina las funciones debidas a la coordinación pedagógica de guarderías e instituciones preescolares, teniendo en vista las especificidades socio políticas y pedagógicas de la Educación Infantil. RESUMEN preescolares FERNANDES (FERNANDES CAMPOS 2015 ROCHA 2001 SILVA 2008 otros, otros , otros) experiencia 1996. 1996 . (1996) metodológico Turmalina Gerais consecutivamente BARDIN, BARDIN (BARDIN 1977. 1977 1977) profesionales profesionalidades 201 200 199 (1996 197 20 19 (199 2 1 (19 (1 (

ABSTRACT: This text aims to analyze the process of professional constitution of the pedagogical coordinators of daycare centers and preschools, based on the social experiences they have lived in Early Childhood Education. The article is conceptually based on the Pedagogies of Childhood and Early Childhood Education (FERNANDES; CAMPOS, 2015; ROCHA, 2001; SILVA, 2008; among others), articulated with the sociology of experience, formulated by François Dubet (1996). From the methodological point of view, the empirical material was produced through document analysis and interviews with six pedagogical coordinators from Turmalina, a city situated in the northern of the State of Minas Gerais, Brazil, and, consecutively, was submitted to content analysis (BARDIN, 1977). The analyzes of this material allowed to verify that they act from different logic of action to become professionals, which affects the construction process of their professionalities. The study highlights the emergence of an epistemological statute that defines the roles due to the pedagogical coordination of daycare centers and preschools, considering the sociopolitical and pedagogical specificities of Early Childhood Education. ABSTRACT preschools FERNANDES (FERNANDES CAMPOS 2015 ROCHA 2001 SILVA 2008 others, others , others) experience 1996. 1996 . (1996) view Turmalina Gerais Brazil consecutively BARDIN, BARDIN (BARDIN 1977. 1977 1977) professionals professionalities 201 200 199 (1996 197 20 19 (199 2 1 (19 (1 (

RESUMO: Este texto objetiva analisar o processo de constituição profissional das coordenadoras pedagógicas de creches e pré-escolas, a partir das experiências sociais por elas vividas no contexto da Educação Infantil. O artigo ancora-se conceitualmente nas Pedagogias da Infância e da Educação Infantil (FERNANDES; CAMPOS, 2015; ROCHA, 2001; SILVA, 2008; entre outros), articuladas à sociologia da experiência, formulada por François Dubet (1996). Do ponto de vista metodológico, o material empírico foi produzido por meio de análise documental e entrevistas com seis coordenadoras pedagógicas de Turmalina, cidade situada na porção setentrional do estado de Minas Gerais e, consecutivamente, foi submetido à análise de conteúdo (BARDIN, 1977). As análises desse material permitiram verificar que elas atuam a partir de diferentes lógicas de ação para se constituírem profissionais, o que incide no processo de construção de suas profissionalidades. O estudo evidencia a emergência de um estatuto epistemológico que defina as funções devidas à coordenação pedagógica de creches e pré-escolas, tendo em vista as especificidades sociopolíticas e pedagógicas da Educação Infantil. RESUMO préescolas, préescolas pré escolas, escolas pré-escolas ancorase ancora FERNANDES (FERNANDES CAMPOS 2015 ROCHA 2001 SILVA 2008 outros, outros , outros) experiência 1996. 1996 . (1996) metodológico Turmalina consecutivamente BARDIN, BARDIN (BARDIN 1977. 1977 1977) profissionais profissionalidades 201 200 199 (1996 197 20 19 (199 2 1 (19 (1 (

ABSTRACT Purpose: to investigate preschoolers’ cognitive-linguistic performance in different educational settings. Methods: thirty-nine children aged 4:0 to 5:11 years, enrolled in two private preschools from different Brazilian regions, were assessed with the Protocol for the Early Identification of Reading Problems, in the version adapted to preschool - which includes the following tests: alphabet knowledge; metaphonological skills; phonological working memory; rapid automatized naming; silent word reading; and hearing sentence comprehension based on figures. The groups were compared with the Mann-Whitney statistical test, and significant differences were set at p < 0.05. Results: as expected, data revealed different performances between preschoolers from the two schools. The worse results in both were related to rhyme production and rhyme identification, which reveals that phonological awareness is probably not being stimulated in these groups. Participants performed as expected or “under attention” in the other skills. Conclusion: the performances of preschoolers from both schools were identified and classified, revealing differences in cognitive-linguistic performances between the different educational settings. These results ratify the importance of a teaching approach that helps develop cognitive-linguistic skills, early in preschool. Purpose cognitivelinguistic cognitive linguistic settings Methods thirtynine thirty nine 40 4 0 4: 511 5 11 5:1 years regions Problems tests knowledge skills memory naming reading figures MannWhitney Mann Whitney test 005 05 0.05 Results identification under attention Conclusion classified 51 1 5: 00 0.0 0.

RESUMO Objetivo: investigar o desempenho cognitivo-linguístico de pré-escolares em diferentes contextos educacionais. Métodos: participaram do estudo 39 crianças, com idades entre 4:0 e 5:11 anos, matriculadas na pré-escola de duas escolas particulares, localizadas em diferentes regiões brasileiras. Os pré-escolares foram avaliados por meio do Protocolo de Identificação Precoce de Problemas de Leitura - IPPL, na versão adaptada para a Educação Infantil, que inclui provas de: conhecimento do alfabeto; habilidades metafonológicas; memória operacional fonológica; nomeação automática rápida; leitura silenciosa de palavras e compreensão auditiva de sentenças a partir de figuras. Os grupos foram comparados por meio do teste estatístico Mann-Whitney, considerando-se significativas diferenças com p<0,05. Resultados: como esperado, os dados revelaram diferenças de desempenho entre os pré-escolares das duas escolas. Verificou-se que os piores resultados, em ambas as escolas, foram relacionados às habilidades de produção de rima e identificação de rima, o que revela que a consciência fonológica não deve estar sendo estimulada nesses grupos. Nas demais habilidades os participantes apresentaram desempenhos dentro do esperado ou sob atenção. Conclusão: foi possível identificar e classificar o desempenho dos pré-escolares de ambas as escolas, havendo diferenças no desempenho cognitivo-linguístico em diferentes contextos educacionais. Tais resultados ratificam a importância de uma abordagem de ensino que promova o desenvolvimento de habilidades cognitivo-linguísticas desde a Educação Infantil. Objetivo cognitivolinguístico cognitivo linguístico préescolares pré escolares educacionais Métodos 3 crianças 40 4 0 4: 511 5 11 5:1 anos préescola escola particulares brasileiras IPPL Infantil alfabeto metafonológicas rápida figuras MannWhitney, MannWhitney Mann Whitney, Whitney Mann-Whitney considerandose considerando se p005 p 05 p<0,05 Resultados Verificouse Verificou atenção Conclusão cognitivolinguísticas linguísticas 51 1 5: p00 p<0,0 p0 p<0, p<0 p<

BACKGROUND: While there is now considerable evidence in support of a relationship between executive function (EF) and academic success, these findings almost uniformly derive from Western and high-income countries. Yet, recent findings from low- to -middle-income countries have suggested that patterns of EF and academic skills differ in these contexts, but there is little clarity on the extent, direction and nature of their association AIM: This study aimed to investigate the contribution of EF to pre-academic skills in a sample of preschool children (N = 124; Mage = 50.91 months; 45% female SETTING: Two preschools were recruited from an urban setting in a community with both formal and informal housing, overcrowding, high levels of crime and violence, and poor service delivery. Three preschools were recruited from rural communities with household plots, a slow rate of infrastructure development, reliance on open fires for cooking, limited access to running water and rudimentary sanitation METHODS: Pre-academic skills were assessed using the Herbst Early Childhood Development Criteria test, and EF was assessed using the Early Years Toolbox RESULTS: Although EF scores appeared high and pre-academic skills were low (in norm comparisons), EF inhibition (ß = 0.23, p = 0.001) and working memory (ß = 0.25, p < 0.001) nevertheless showed strong prediction of pre-academic skills while shifting was not significant CONCLUSION: While EF is an important predictor of pre-academic skills even in this low- and middle-income country context, factors in addition to EF may be equally important targets to foster school readiness in these settings CONTRIBUTION: The current study represents a first step towards an understanding of the current strengths that can be leveraged, and opportunities for additional development, in the service of preparing all children for the demands of school

BACKGROUND: South Africa is beset with violent, antisocial practices and ways of life hindering peaceful co-existence and participatory democracy. This makes a targeted early education programme to develop a socially responsible generation imperative. AIM: Based on a larger research project, this study aimed to highlight the value of participatory action research in determining the outcomes of an early childhood development (ECD) Integral Education (IE) and Ubuntu approach for incorporation in the education and training of practitioners. SETTING: Three ECD practitioners were selected to participate in this study, which was located in a township in the south of Durban in three preschools (urban, semi-urban and rural. METHODS: Lewin's PAR method was used to explore, develop and evaluate an intervention for change. Data were collected through focus group and participant interviews, observations and journal entries and then analysed thematically. RESULTS: The findings revealed that, personally and professionally, the practitioners experienced positive changes through adopting an integral approach that included becoming more introspective and reflective in their practice. CONCLUSION: Educating and training early childhood practitioners to develop the appropriate knowledge, skills, attitudes and values to adopt and implement an ECD IE and Ubuntu approach are essential for developing a new generation of socially responsible citizens for participatory democracy in South Africa. CONTRIBUTION: The findings highlighted key components of an ECD IE practitioner training programme based on the integrality of the mind, body, heart, spirit and community. Thus, the development of a caring, compassionate and humane society in democratic South Africa can be enabled.

Resumen: Este artículo discute la evaluación en el ámbito de la Educación Infantil brasileña, proponiendo un diálogo con las experiencias de Italia y Portugal. Se trata de un estudio bibliográfico basado en la presentación y discusión de publicaciones académicas y documentos gubernamentales sobre las experiencias de estos países y sobre la trayectoria reciente del tema en Brasil. Los procesos portugués e italiano prevén y materializan una nueva cultura evaluativa de la oferta educativa en el ámbito institucional, habiéndose guiado por diferentes demandas y por sus propias especificidades. Sin embargo, comparten principios comunes, entre ellos: la participación democrática; la negociación; el potencial formativo, así como la intención principal relacionada con la mejora de la calidad educativa. Conocer y comprender tal cambio de paradigma es de interés para el desarrollo de la investigación académica y para la implementación de procesos de evaluación en redes e instituciones públicas y privadas. Estas experiencias contribuyen a la promoción del debate y propuestas de políticas públicas de evaluación y la implementación de prácticas de evaluación, orientadas a enriquecer la oferta formativa de los niños pequeños en las guarderías e instituciones preescolares. Resumen brasileña Portugal Brasil institucional especificidades embargo comunes ellos democrática negociación formativo privadas preescolares

Abstract: This article discusses the evaluation in the Brazilian Early Childhood Education, through a dialogue with the Italian and the Portuguese experiences. It is a bibliographical study based on the presentation and discussion of academic publications and official documents on those countries’ experiences and on the recent trajectory of this theme in Brazil. The Portuguese and the Italian trajectories envision and develop a new evaluative culture of educational offer in an institutional level, guided by specific demands and their own particularities. Still, they share mutual principles, among which: democratic participation; negotiation; training potential; and the basic intent of improving educational quality. Knowing and understanding such paradigm shift matters for the development of academic research and for the implementation of evaluation pathways in public and private institutions and networks. Said experiences contribute to promote debates, to propose public policies for the evaluation and to establish evaluative practices, which aim at raising the educational offer to toddlers in nursery schools and preschools. Abstract Education countries Brazil level particularities Still principles participation negotiation potential quality networks debates practices preschools

Resumo: O presente artigo discute a avaliação no contexto da educação infantil brasileira, propondo um diálogo com as experiências da Itália e de Portugal. Constitui-se num estudo bibliográfico elaborado com base na apresentação e discussão de publicações acadêmicas e de documentos governamentais sobre as experiências desses países e sobre a trajetória recente do tema no Brasil. Os processos português e italiano vislumbram e concretizam uma nova cultura avaliativa da oferta educativa em âmbito institucional, guiados por demandas distintas e por especificidades próprias. Entretanto, compartilham princípios comuns, entre os quais: a participação democrática; a negociação; o potencial formativo; e a intencionalidade principal relativa à melhoria da qualidade educativa. Conhecer e compreender tal mudança de paradigma interessa para o desenvolvimento de pesquisas acadêmicas e para a implementação de percursos de avaliação em redes e instituições públicas e privadas. As referidas experiências contribuem para o fomento ao debate, com proposições de políticas públicas de avaliação e com a efetivação de práticas avaliativas, voltadas ao soerguimento da oferta formativa para as crianças pequenas em creches e pré-escolas. Resumo brasileira Portugal Constituise Constitui se Brasil institucional próprias Entretanto comuns quais democrática negociação formativo privadas debate avaliativas préescolas. préescolas pré escolas. escolas pré-escolas

Resumen La investigación que se presenta buscó identificar el estilo de afrontamiento a emergencias masivas en el ámbito educativo; en particular con personal docente que se desempeña en la etapa preescolar, dado que son figuras centrales en el desarrollo integral de niños y niñas entre 0 a 6 años. Se utilizó un método mixto, que estuvo compuesto por la aplicación de la Escala de Afrontamiento a Riesgos Extremos y por entrevistas en profundidad. En la aplicación de la escala participaron 25 personas y 4 en la entrevista en profundidad. Los criterios de inclusión fueron: poseer el título profesional de educación de niñas y niños, participar en el estudio de forma voluntaria y contar con autorización de quien dirige la corporación educacional. Los resultados arrojados develaron un estilo de afrontamiento activo en la mayoría de las personas participantes (64%), caracterizado por un abordaje proactivo de situaciones emergentes, autorregulación y una tendencia a buscar apoyo en el entorno. En el análisis de contenido, las respuestas de afrontamiento se presentaron en dos categorías: emociones y acciones. Se concluyó que existe un estilo de afrontamiento predominantemente activo en las personas participantes, al apreciarse que un componente esencial es la búsqueda de asistencia de terceras partes para afrontar situaciones críticas; por otro lado, emergió de la falta de preparación formal en estrategias de afrontamiento de emergencias desde la perspectiva afectiva, ligado a la contención y manejo de emociones.

Abstract This study analyzes coping mechanisms that preschool teachers required to deal with massive emergencies at school, since they play a key role in the comprehensive development of children ages 0-6 years of age. The study uses a combined methodology that includes assessement based on the Extreme Risks Coping Scale and complemented with in-depth interviews. A group of twenty-five teachers were included in the assessment scale and four teachers interviewed. Study inclusion criteria included being a preschool education graduate, willingness to participate in the study and receiving authorization from their school principal or educational institution authorities. Based on the results, the majority of the participants (64%) possessed an active coping style, characterized by a proactive approach to developing situations as well as self-control and a tendency to seek outside support. When analyzing the results, coping mechanisms organized under two categories: emotions and actions. It was concluded that the study participants possessed a predominantly active coping style when facing critical situations, since they were willing to search for outside support is an essential component for the aforementioned coping style. However, it should be noted that absence of formal training regarding the emotional component of emergency coping strategies was also prevalent, specifically, with regards to containment and management of emotions.

Resumen Esta investigación se encuentra orientada al análisis de la relación que existe entre el desarrollo infantil y el rendimiento académico de alumnos de preescolar de Jardines adscritos a la Zona Escolar No. 04, de Acapulco, Gro. Lo anterior tuvo como propósito identificar si el uso de un instrumento de tamizaje (Evaluación del Desarrollo Infantil, EDI) y sus resultados guardaban relación con el nivel de aprendizajes y conocimientos que los estudiantes mostraban desde la perspectiva de las educadoras que los atendían. Asimismo, se buscó reconocer qué factores inciden tanto en el desarrollo infantil como en el rendimiento académico y si la primera es uno de los factores relacionados con la segunda a fin de comprender la importancia del desarrollo infantil para propiciar el rendimiento académico. Para ello se utilizó un estudio mixto con predominancia cualitativa con el cual se esperaba reconstruir el fenómeno de estudio desde la mirada de uno de sus actores. De esta manera se identificó que el desarrollo infantil es un factor implícito en el rendimiento académico, siendo importante destacar el rol que juegan los padres, las familias y las educadoras en este nivel educativo en su estimulación.

Abstract This research analyzes the relationship between child development and academic performance of preschoolers in school district 04 in Acapulco, Mexico. The purpose was to identify whether using a screening instrument (Child Development Assessment, CDA) and its results were related to the level of learning and knowledge that the students showed from the perspective of the educators who attended them. Likewise, it seeks to recognize which factors influence both child development and academic performance, and if the former is related to the latter to understand the importance of child development to promote academic performance. With this aim, its design is a mixed study with qualitative predominance pointing to reconstruct the phenomenon of study from the perspective of one of its actors. In this way, it identified that child development is an implicit factor in academic performance and that it is important to highlight the role that parents, families, and educators play at this educational level in their stimulation.

The present investigation reflect on the impacts of permanent Fundeb in the evaluation of the offer of early childhood education and discuss guidelines that can subsidize quality parameters in this first stage of basic education. For this aim, we analyze data from the School Census of Basic Education of the National Institute of Educational Studies and Research Anísio Teixeira (Inep) and the Demographic Census of the Brazilian Institute of Geography and Statistics (IBGE) from which we discuss how far is the “wishfull thinking” of early childhood education. We demonstrate that children's access to day care and preschools needs to be more equitable, public investment must be oriented to public networks and evaluation of the allocation of resources is presented as a fundamental mechanism for reducing inequality. Finally, the findings point to reinforcing the concept of Student Quality Cost (CAQ) where it is necessary to dimension the necessary inputs to provide access for all children to day care centers and preschools to a quality education.

A presente investigação se propõe a refletir sobre os impactos do Fundeb permanente na avaliação da oferta da educação infantil e a discutir diretrizes que podem subsidiar parâmetros de qualidade nessa primeira etapa da educação básica. Para tanto, são analisados dados do Censo Escolar da Educação Básica do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep) e do Censo Demográfico do Instituto Brasileiro de Geografia e Estatística (IBGE) de onde discutimos o desafio de analisar o quão distante está o wishfull thinking da educação infantil. Demonstramos que o acesso das crianças às creches e pré-escolas precisa ser mais equitativo, o investimento público direcionado às redes públicas e que a avaliação da alocação de recursos se apresenta como mecanismo fundamental para a redução da desigualdade. Por fim, os achados sinalizam para reforçar o conceito do Custo Aluno Qualidade (CAQ) onde é preciso dimensionar os insumos necessários para prover o acesso de todas as crianças às creches e pré-escolas a uma educação de qualidade.

Abstract: This study evaluated the association between socioeconomic factors and stages of dental caries in children one to five years of age. A cross-sectional study was conducted involving 759 children enrolled in preschools in Diamantina, Brazil. The parents/caregivers filled out a form addressing socioeconomic factors. Add to the end of this sentence: and categorized in caries free (code 0 and 1), no obvious decay (code 2 and 3) and obvious decay (code 4, 5 and 6). Statistical analysis was performed using the Mann-Whitney test and multinomial regression. The prevalence of “no obvious decay” was higher among children from families with a larger number of income-dependent individuals (OR: 2.47; 95%CI: 1.41–4.31). The higher prevalence of “obvious decay” was associated with the child's age (OR: 1.36; 95%CI: 1.16–1.58), attending a public preschool (OR: 2.38; 95%CI: 1.31–4.34), a larger number of income-dependent individuals (four to five individuals: OR: 1.71; 95%CI: 1.09–2.74; more than five individuals: OR: 3.41; 95%CI: 1.95–5.94), no access to a dentist (OR: 2.14; 95%CI: 1.48-3.09), and lower income (OR: 1.72; 95%CI: 1.19–-2.49). It was concluded that the variable of a larger number of income-dependent individuals was associated with both no obvious decay and obvious decay. Child's age, type of preschool, access to a dentist, and income were associated with obvious decay.