Medindo a categorização em crianças em idade pré-escolar: novo kit de ferramentas, novos discussões
DOI:
https://doi.org/10.36311/jhgd.v33.14750Palavras-chave:
Categorização, crianças pré-escolares, Crescimento e desenvolvimento; postura; coluna; exercício; dança., medição, iferenças sexuais, situação socioeconômicaResumo
Introdução: embora nos últimos anos tenha havido pesquisas consideráveis sobre a categorização infantil, seu desenvolvimento durante o período pré-escolar atraiu muito menos interesse e inovação.
Objetivo: este artigo documenta o desenvolvimento de um novo kit de ferramentas válido e confiável para medir a categorização em crianças, projetado para permitir diferenciação refinada por meio de quatro tarefas curtas.
Método: o artigo descreve como um estudo piloto com 55 crianças reduziu variáveis de confusão, descartou várias explicações para variações de desempenho e permitiu refinamentos de procedimentos. Em seguida, documenta um estudo realizado com 190 crianças de 30 a 60 meses.
Resultados: este mecanismo de teste mais sofisticado desafia as normas de desenvolvimento previamente aceitas e sugere que o sexo e o status socioeconômico (e sua interação) influenciam as habilidades de categorização em pré-escolares.
Conclusão: os resultados indicam que a capacidade de categorização dos pré-escolares varia acentuadamente, com implicações na sua capacidade de acesso à educação formal.
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