The use of cognitive instruments for research in early childhood education: constraints and possibilities in the Brazilian context

Abstract

This paper discusses the adaptation of the iPIPS assessment for use in research with Brazilian children between the ages of four and seven. It debates the importance of having a baseline measure to assess early childhood education policy as well as the advantages of collecting high-quality information about children’s development. Not knowing how children are progressing could harm disadvantaged children and increase school inequality. The data used in the analysis was based on the pre-test of the iPIPS 2016 for mathematics and language in a total of 560 cases collected in three Brazilian cities. The preliminary analyses indicate that the items of both tests present adequate behavior, suggesting the theoretical adequacy of the items and a good adaptation and application protocol.

The relationship between cognitive development, behavior indicators, and Personal, Social, and Emotional Development in Pre-school

“…The present study only used data from the first wave of data collected between To measure cognitive development, this study used the PIPS instrument, adapted to Portuguese (BARTHOLO et al, 2020a). PIPS is a methodology that uses an adaptive test with stopping rules to collect information on the development of language and mathematical skills (BARTHOLO et al, 2020b).…”

“…The study presents a probabilistic sample (with the school as its main unit) from a total of 46 schools and 132 class groups in the municipal Education system in the city of Rio de Janeiro. The study used an adaptation of the International Performance Indicators for Primary School (PIPS) instrument 2 for the collection of data about the children's cognitive development (BARTHOLO et al, 2020a). The analyses uses data on the children's cognitive development collected in the first wave of the longitudinal study, when the children were in their first year of pre-school.…”

Desenvolvimento de instrumento de avaliação das aprendizagens na Educação Infantil

“…Exemplos desses instrumentos, já amplamente utilizados e reconhecidos, são o International Development and Early Learning Assessment (Pisani et al, 2015), o International Performance Indicators for Primary School (Tymms, 1999a(Tymms, , 1999b e o Measure of Development and Early Learning (UNICEF, 2017). Embora esses instrumentos já tenham sido traduzidos e adaptados ao contexto brasileiro (Bartholo et al, 2020;Shavitt et al, 2022), verifica-se que seu formato de aplicação, ou seja as atividades realizadas com as crianças e os tipos de dados que eles fornecem não dialogam com uma concepção de aprendizagem baseada no brincar e nas interações, tampouco com a natureza das aprendizagens previstas curricularmente para a Educação Infantil no Brasil, conforme a BNCC. Nesse sentido, esses instrumentos são pouco próximos das práticas realizadas nas unidades educacionais.…”