ABSTRACT
In this study, the Environment Characterization Inventory for Early Education (INCA-EI) psychometric properties and the effect of socioeconomic context and type of institution on the quality of environments were assessed. One hundred forty-two early education classrooms were evaluated. The analysis of Unidimensionality for the Structure Dimension and the CFA for the Process Dimension showed a good fit of the items to the Structure sub-dimensions (p > .05; CFI > .90; RMSEA < .08) and validated the organization of three correlated factors in the Process sub-dimensions (χ2=323.82; RMSEA=.06; CFI=.96; TLI=.96). The instrument presents good internal consistency values (α=.88; ω=.93) and moderate to considerable agreements in most scores in the inter-rater reliability analysis (ICC=.80). Differences are presented between the quality of the environment of schools and kindergartens and Institutions of different socioeconomic contexts. The results show that INCA-EI is a valid and reliable instrument for evaluating environments in early education, which can be used for research purposes and monitoring of public policies.
Neste estudo, foram avaliadas as propriedades psicométricas do Inventário de Caracterização de Ambientes para a Educação Inicial (INCA-EI) e o efeito do contexto socioeconômico e do tipo de instituição na qualidade dos ambientes. Foram avaliadas 142 salas de aula de educação inicial. A análise da Unidimensionalidade para a Dimensão Estrutura e a AFC para a Dimensão Processo mostraram um bom ajuste dos itens às subdimensões da Estrutura (p>.05; CFI >.90; RMSEA<.08), validando a organização de três fatores correlacionados nas subdimensões do Processo (χ2=323.82; RMSEA=.06; CFI=.96; TLI=.96). O instrumento apresenta bons valores de consistência interna (α =.88; ω =.93) e acordos moderados e consideráveis na maioria das pontuações no acordo entre juízes (ICC=.80). São apresentadas diferenças entre a qualidade do ambiente de escolas entre jardins e instituições de diferentes contextos socioeconômicos. Os resultados mostram que o INCA-EI constitui um instrumento válido e confiável para avaliação de ambientes na educação inicial, que pode ser utilizado para fins de pesquisa e monitoramento de políticas públicas.
En este estudio se evaluaron las propiedades psicométricas del Inventario de Caracterización de Ambientes para Educación Inicial (INCA-EI), y el efecto del contexto socioeconómico y tipo de institución en la calidad de ambientes. Fueron evaluadas 142 aulas de educación inicial. El análisis de Unidimensionalidad para la Dimensión Estructura y el AFC para Dimensión Proceso mostró buen ajuste de los ítems a las subdimensiones de Estructura (p>.05; CFI >.90; RMSEA<.08), validando la organización de tres factores correlacionados en las subdimensiones de Proceso (χ2=323.82; RMSEA=.06; CFI=.96; TLI=.96). El instrumento presenta buenos valores de consistencia interna (α =.88; ω =.93), y acuerdos moderados y considerables en la mayoría de puntuaciones en el acuerdo interjueces (CCI=.80). Se presentan diferencias entre la calidad de ambiente de Escuelas y Jardines e Instituciones de diferentes contextos socioeconómicos. Los resultados muestran que el INCA-EI constituye un instrumento válido y confiable para la evaluación de ambientes en educación inicial, que puede ser utilizado con fines investigativos y monitoreo de políticas públicas.
Subject(s)
Humans , Child, Preschool , Psychometrics , Schools , Child Rearing , Data Analysis , Public Policy , Reproducibility of Results , Education , Equipment and Supplies , Latin AmericaABSTRACT
Se ha destacado que uno de los aspectos más relevantes para el desempeño académico (DA) de los niños es el AC (autocontrol), definido como la capacidad para modular la cognición, la emoción y el comportamiento. El objetivo de este trabajo es analizar las relaciones entre el AC en el dominio escolar e interpersonal informado por el/la niño/a, sus familiares y docentes; las calificaciones escolares en matemática y prácticas del lenguaje y el desempeño en tareas estandarizadas de comprensión lectora y cálculo aritmético, en 69 niños/as de entre 8 y 12 años de edad. Sólo se encontraron asociaciones entre el AC escolar reportado por el/la docente y el desempeño en la prueba estandarizada de cálculo aritmético. El AC se asoció a las calificaciones académicas en prácticas del lenguaje sólo en 5° grado. Se discuten posibles explicaciones de los resultados y direcciones futuras
It has been highlighted that one of the most relevant aspects related to children's performance in school is self-control, defined as the ability to modulate cognition, emotion and behavior. In this article we analyzed the relationships between self-control in the interpersonal and schoolwork domain reported by the child, their parents and teachers and academic achievement in terms of report card grades in mathematics and language and performance in standardized tasks of reading comprehension and arithmetic calculation, in 69 children between 8 and 12 years of age. We found associations between the self-control in schoolwork domain reported by the teacher and performance in the standardized arithmetic calculation task. Self-control was associated with report card grades in language learning. Possible explanations for this pattern of results and future directions are discussed
Subject(s)
Humans , Child , Self-Control/psychology , Comprehension , Family Relations , Academic Performance , Language , Mathematics/educationABSTRACT
Abstract Episodic foresight (EF) refers to the ability to anticipate future states of the self. Despite almost two decades of research, no studies explored how family context variables relate to the development of this ability. The objectives of this study were to explore the association of socioeconomic status (SES), parental consideration of future consequences (CFC), and family environment quality on the development of episodic foresight and to compare the magnitude of the effects of these same variables on delay of gratification and planning. Sixty-four dyads composed by 4-year-old Uruguayan children and their main caregiver participated in the study. Children were administered experiments on episodic foresight, delay of gratification, planning, and receptive language. Parents reported socioeconomic status, family environment, and their consideration of future consequences. Even though parents' limit setting was associated to higher EF in children and parental CFC-I was a predictor in multiple regression analysis, these effects ceased to be significant when controlled by child's receptive language and caregiver education, being these the main predictors of EF. Results also indicate that SES significantly distinguishes the performance in future-oriented skills and language, being the magnitude of the effect higher for EF in comparison with planning and delay of gratification. This study supports that EF is related to SES to a greater extent than other variables traditionally assessed in studies of poverty and child development. We discuss implications of low SES and language skills in the light of EF development and immediate-oriented behavior in contexts of deprivation. (AU)
Subject(s)
Humans , Male , Female , Child, Preschool , Social Class , Time , Child Development , Cognition , Family Relations , UruguayABSTRACT
Abstract Aim The Social Competence and Behavior Evaluation Scale (SCBE-30) is a 30-item questionnaire designed to assess preschoolers' behavioral problems (externalizing and internalizing) and social competence. It is widely used in the developmental research. This study aims to contribute to the adaptation and validation of the Portuguese version of the teachers' short form of the SCBE-30 (Psychol. Assess. 8:369777, 1996). Method Participants were 361 children from 3 to 6 years old whose preschool teachers completed the SCBE-30. For external validation purposes children completed arithmetic and theory of mind tasks, and parents completed a socio-demographic questionnaire. Results Confirmatory factor analysis did not confirm the 10-item-subscale solution of the original SCBE-30 version. Instead, a five-item-subscale was found as a better solution. Discussion The reduced 15-item version replicates the three-factor structure, shows good psychometric properties and meets external validation criteria. Further research should focus on the invariance of the factor structure of the SCBE-30 between cultures. (AU)
Subject(s)
Humans , Male , Female , Child, Preschool , Child Behavior Disorders , Reproducibility of Results , Social Skills , Surveys and Questionnaires , Factor Analysis, Statistical , Portugal , PsychometricsABSTRACT
Diversos investigadores han intentado explicar desde inicios de la psicología, la experiencia temporal y su influencia en las cogniciones, emociones y comportamientos. Tratándose de una de las dimensiones más complejas e influyentes de la psique, ha sido abordado desde diferentes concepciones y sin contar con referentes comunes. Este artículo intenta contribuir a la sistematización de la psicología del tiempo ampliando un modelo de cuatro niveles, profundizando en la percepción del tiempo vital o tiempo III. Se han seleccionado trabajos relevantes en la historia de la psicología o con cierto índice de citación. Se ofrece un modelo explicativo del Tiempo III, que incorpora discusión y debate y pretende integrar diversos modelos existentes en la literatura.
Pesquisadores têm tentado explicar, desde o início da psicologia, a experiência temporal das pessoas e sua influência nas cognições, emoções e comportamentos. Trata-se de uma das dimensões mais complexas e influentes da psique, que tem sido abordada a partir de concepções diferentes e sem uma estrutura consensual. Este artigo tem o objetivo de contribuir na sistematização da psicologia do tempo, ampliando um modelo de quatro níveis, aprofundando na percepção do tempo vital ou tempo III. Trabalhos incluídos foram selecionados segundo a sua importância na historia da psicologia ou índice de citação. Sugere-se um modelo explicativo do Tempo III, que inclui discussão e debate e visa integrar os diferentes modelos existentes na literatura.
Since the beginning of psychology researchers have tried to explain the subjective experience of time on cognitions, emotions and behavior. As it is one of the most complex and influential dimensions of the mind, it has been approached from different conceptions without a common consensual framework. This article attempts to contribute to the systematization of the psychology of time expanding a fourfold model, which emphasizes life-time perception or Time III. Publications were selected that were either relevant in the history of psychology or had a good citation index. An explanatory model of Time III is proposed that incorporates discussion and debate and which intends to integrate various existing models encountered in the literature.