Resumo

BARTHOLO, Tiago Lisboa; KOSLINSKI, Mariane Campelo; COSTA, Marcio da  e  BARCELLOS, Thais. What do children know upon entry to pre-school in Rio de Janeiro?. Ensaio: aval. pol. públ. educ. [online]. 2020, vol.28, n.107, pp.292-313.  Epub 23-Mar-2020. ISSN 1809-4465.  https://doi.org/10.1590/s0104-40362019002702071.

The paper discusses the need for studies with longitudinal design and a baseline for construction of value added models to assess the impact of policies and school practices in pre-school and in the first years of primary school. The objective was to identify family factors or previous experience in a crèche that are correlated with the starting point in pre-school. The multivariate regression models suggest that a) age is a key factor to explain children’s cognitive development when they start compulsory education; b) educational level of parents/guardians is the most significant factor for family characteristics; c) the home learning environment indicator suggests a positive association with the cognitive test, even after control of socio-economic level and age variables.

Palavras-chave : Early childhood education; Longitudinal studies; Educational opportunities; Educational inequality/disadvantage.

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