Qualidade da educação e desenvolvimento de crianças pré-escolares

• Ano de defesa: 2019
• Autor(a) principal: Mariano, Marilia [UNIFESP]
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Quality Of Early Childhood Education; Mental Health; Teachers; Preschoolers; School Readiness; Qualidade Da Educação Infantil; Saúde Mental; Professores; Pré-Escolares; Prontidão Escolar
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=8249852; https://repositorio.unifesp.br/handle/11600/59577

Objective: this research had the objective of investigating and associating the quality indicators of child education with the academic development and internalizing and externalizing behavioral problems in preschool children, in a representative sample of children between 4 and 5 years old in public schools of a city of the metropolitan region of São Paulo. Method: it is an epidemiological research in which the sample was randomized for the transversal evaluation of 722 children in 23 schools. In the statistical analysis, several techniques were used: (1) psychometric properties (construct validity) in order to verify the quality of the instruments in the sample; (2) multinomial regression - to verify the associations between variables; (3) latent class analysis - to verify profiles of child development. Results: they were presented in four articles, of which 1 and 3 demonstrated the adequate psychometric properties of instruments to evaluate the quality of education, early child development, and school readiness. These analyses are relevante because they were inexistent among the Brazilian population. Based on these analyses, we concluded that both instruments can be used for the Brazilian population. Article 2 systematically revised the literature on school readiness in order to clarify indicators that compose the construct. It seems that school readiness is composed of two factors: academical aspects (language and logical-mathematical thinking) and behavioral (such as social-emotional skills, externalizing and internalizing symptoms, pro-academic behaviors). In article 4 we identified 4 profiles of school readiness, with 58% of the children from the sample being considered “ready”. Another result indicates that the quality of education is a factor of protection to child development, indicating that schools with adequate quality can produce better academical and behavioral development in children. Conclusions: facing the evidence that the quality of education seems to be a factor of protection to the full development of preschool children, the proposition of interventions that leverage the development in schools is highlighted. The data of this study can be useful to the construction of interventions in this area, as well as helping professionals, researchers and educational management in the evaluation of the quality of education and children’s repertoire, especially because it seems that the promotion of quality schools can decrease familial and socioeconomic risk factors, generating academical, social and health success.