Resumo

ALMEIDA, Ágata et al. Early childhood education and cognitive and socio-emotional performance. Rev. psicopedag. [online]. 2018, vol.35, n.108, pp. 281-295. ISSN 0103-8486.

The study investigated the relationship between schooling time (in months) and performance on cognitive measures and socio-emotional skills (SES). Participants were 125 children (M=5.57, SD=0.53), 55 of Pre-II and 70 of 1^st grade from public schools, assessed at non-verbal reasoning, vocabulary, attention and executive functions. Parents completed an information questionnaire and the SDQ, used as SES index. There was great variability in schooling time. Effect of school level, but not socioeconomic variables, was found on children's performance. Only three significant correlations were found between schooling time and performance, and 2 of them showed that children with higher schooling time have worse outcomes. The quality of Early Childhood Education is discussed as an explanatory element of findings. Our data reinforce the discussion that school curricula should be based on scientific evidence.

Palavras-chave : Development; Socio-Emotional Skills; Education; Cognition.

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