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

Bartholo, Tiago Lisboa; Koslinski, Mariane Campelo; Costa, Márcio da; Tymms, Peter; Merrell, Christine; Barcellos, Thaís Mendonça

Tiago Lisboa Bartholo Corresponding author: Ricardo Scucuglia Rodrigues da Silva- Unesp (Education) - Rua Cristóvão Colombo, 2265, São José do Rio Preto, SP, Brazil, 15054-000

Federal University of Rio de Janeiro – UFRJ, Rio de Janeiro, RJ, Brazil. https://orcid.org/0000-0002-2400-8707, tiagobartholo@gmail.com

http://orcid.org/0000-0002-2400-8707

Mariane Campelo Koslinski

Federal University of Rio de Janeiro – UFRJ, Rio de Janeiro, RJ, Brazil. https://orcid.org/0000-0002-9644-5041, mckoslinski@gmail.com

http://orcid.org/0000-0002-9644-5041

Márcio da Costa

Federal University of Rio de Janeiro – UFRJ, Rio de Janeiro, RJ, Brazil. https://orcid.org/0000-0002-5235-9782, marcioc@pobox.com

http://orcid.org/0000-0002-5235-9782

Peter Tymms

Durham University – DU, Durham, DUR, United Kingdom. https://orcid.org/0000-0002-7170-2566, p.b.tymms@dur.ac.uk

http://orcid.org/0000-0002-7170-2566

Christine Merrell

Durham University – DU, Durham, DUR, United Kingdom. https://orcid.org/0000-0002-7170-2566, p.b.tymms@dur.ac.uk

http://orcid.org/0000-0001-5757-6252

Thaís Mendonça Barcellos

IDados, Rio de Janeiro, RJ, Brazil. https://orcid.org/0000-0002-7827-7400, thais@idados.id

http://orcid.org/0000-0002-7827-7400

Corresponding author: Ricardo Scucuglia Rodrigues da Silva- Unesp (Education) - Rua Cristóvão Colombo, 2265, São José do Rio Preto, SP, Brazil, 15054-000

City	Use of the software	Total applications
Rio de Janeiro municipal public system	Yes	399
Rio de Janeiro private school	No	17
Juiz de Fora municipal public system	Yes	92
Petrolina municipal public system	No	52

		First Year Preschool	Second Year Preschool	First Year Primary School
Advanced	Able to do harder formal sums	0,0%	1,4%	5,0%
	Abel to do complex mental arithmetic
	Able to count coins
	Fourth rung
Simple formal arithmetic	Identifies three-digit numbers	1,2%	6,1%	24,6%
	Able to do formal sums
	Able to identify coins
	Able to count on
	Able to use simple fractions
	Third rung
Simple formal arithmetic	Identifies two-digit numbers	21,6%	41,4%	54,7%
	Able to do harder informal sums
	Can do simple formal sums
	Second rung
Informal arithmetic	Identifies numbers 6 to 10	65,4%	42,9%	15,1%
	Able to do simple informal sums
	Knows words such as “most” and “more”.
	First rung
Ground level	Identifies numbers 1 to 5	11,7%	8,2%	0,6%
	Counting a few objects by rote
	Knows what “how many” means

Variable	Type	Description
Dependent Variables
Mathematics score (PIPS)	Continuous	Mathematics score estimated using PIPS instrument
Language score (PIPS)	Continuous	Language score estimated using PIPS instrument
Mathematics score (Rio)	Continuous	Mathematics score in Rio de Janeiro’s Local Assessment
Language score (Rio)	Continuous	Language score in Rio de Janeiro’s Local Assessment
Independent variables
Color White	Dummy	Indicate if Pupil is white (1=yes/0=no)
Conditional cash transfer	Dummy	Indicate if Pupil’s family/household receives conditional cash transfer (1=yes/0=no)
Sex – Boy	Dummy	Indicates if Pupil is a boy (1=yes/0=no)
Age	Numeric	Pupil’s age (months)
Parental Education
Elementary education	Dummy	Indicates the parents have at most complete elementary education (1=yes/0=no)
Secondary education	Dummy	Indicates that at least one of the parents completed secondary education (1=yes/0=no)
Higher Education	Dummy	Indicates that at least one of the parents completed higher education (1=yes/0=no)

	Obs	Min	Max	Mean	Std Dev
Mathematics score (IPIPS)	140	-2,82	6,27	1,00	1,61
Language score (IPIPS)	140	-2,74	4,42	0,93	1,17
Mathematics score (Rio)	123	83,66	236,52	189,17	39,99
Language score (Rio)	126	51,23	237,41	189,61	38,10
Color White	133	0	1	0,444	0,499
Conditional cash transfer	137	0	1	0,256	0,438
Sex – Boy	140	0	1	0,486	0,502
Age
Parental Education	119	%
Elementary Education		51,26
Secondary Education		39,50
Higher Education		9,24

		Language (PIPS)	Mathematics (PIPS)	Language (Rio)	Mathematics (Rio)
Language (PIPS)	Pearson correlation	1	,719^**	,422^**	,423^**
	Sig.		,000	,000	,000
	N	118	118	118	118
Mathematics (PIPS)	Pearson correlation	,719^**	1	,329^**	,471^**
	Sig.	,000		,000	,000
	N	118	118	118	118
Language (Rio)	Pearson correlation	,422^**	,329^**	1	,597^**
	Sig.	,000	,000		,000
	N	118	118	118	118
Mathematics (Rio)	Pearson correlation	,423^**	,471^**	,597^**	1
	Sig.	,000	,000	,000
	N	118	118	118	118

	Language (Rio)		Language (PIPS)
	(1)		(1)
Constant	154,834		-6,467
	[62,755]^ significant at 5%		[1,869]^* ***** significant at 1%
Parental Education
Secondary Education	8,028		0,335
	[7,151]		[0,213]
Higher Education	30,894		1,534
	[11,961] ^ significant at 5%		[0,356] ^* ***** significant at 1%
Color (white)	-8,397		-0,354
	[6,773]		[0,202] ^* * significant at 10%
Conditional Cash Transfer	-5,879		-0,262
	[7,437]		[0,222]
Sex	-3,584		-0,104
	[6,694]		[0,199]
Age	0,456		0,088
	[0,723]		[0,022]^* ***** significant at 1%
N	103	103	103
R2	0,089		0,279

	Mathematics (Rio)	Mathematics (PIPS)
	(1)	(1)
Constant	107,788	-9,649
	[77,677]	[2,907]^* ***** significant at 1%
Parental Education
Secondary Education	18,539	0,564
	[7,984]^ significant at 5%	[0,299]^* * significant at 10%
Higher Education	41,618	2,572
	[14,489]^* ***** significant at 1%	[0,542]^* ***** significant at 1%
Color (white)	-7,24	-0,402
	[7,686]	[0,288]^* * significant at 10%
Conditional Cash Transfer	-7,039	-0,016
	[8,374]	[0,313]
Sex	-16,097	-0,136
	[7,503]^* ***** significant at 1%	[0,281]
Age	1,004	0,122
	[0,897]	[0,034]^* ***** significant at 1%
N	101	101
R2	0,166	0,261

[1] Corresponding author: Ricardo Scucuglia Rodrigues da Silva- Unesp (Education) - Rua Cristóvão Colombo, 2265, São José do Rio Preto, SP, Brazil, 15054-000

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

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