A research into a system, related to psycholinguistics, which is to be applied to a CEAPE program for preschool-age children is described. The choice fell upon spacial representation through linguistic and pictorial systems. A cross-section of ages was studied (from 3 to 6). Sample children came from 3 groups: those from a CEAPE program, a control group of children not covered by CEAPE and a high level socio-economic group from the city of S. Paulo, Brazil. The differentiating power of the items was studied in the 3 groups. With regard to socio-economic-cultural level and stimulation, significant differences in linguistic understanding to the advantage of the high level socio-economic-cultural group were observed Percentages of categories in which all subjects, answered correcty were respectively: 41.7% (S. Paulo), 30.6% (CEAPE) and 25.0% (non-CEAPE). Ninety-five percent of the members of the 3 groups gave correct answers to 50.0% (S. Paulo), 47.2% (CEAPE) and 36.1% (non-CEAPE) of the items, respectively.
Preschool, child; Child development; CEAPE