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Assessing Cognitive Development through Maternal Report: Validity Evidence from the Dimensional Inventory for Child Development Assessment
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de Mendonça Filho, Euclides José; da Silva, Mônia Aparecida; Koziol, Natalie; Hawley, Leslie; Bandeira, Denise Ruschel – European Journal of Developmental Psychology, 2022
Substantial evidence endorses the early assessment of cognitive development to promote children's developmental health and well-being. Especially in the Brazilian context, there is a paucity of standardized screening and assessment tools with normative data to evaluate young children. This study provided initial reliability and validity evidence…
Descriptors: Mother Attitudes, Cognitive Development, Item Analysis, Reliability
The Role of Motor Competence and Body Mass Index in Children's Activity Levels in Physical Education Classes
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Spessato, Barbara Coiro; Gabbard, Carl; Valentini, Nadia C. – Journal of Teaching in Physical Education, 2013
Our goal was to investigate the role of body mass index (BMI) and motor competence (MC) in children's physical activity (PA) levels during physical education (PE) classes. We assessed PA levels of 5-to-10-year old children ("n" = 264) with pedometers in four PE classes. MC was assessed using the TGMD-2 and BMI values were classified…
Descriptors: Foreign Countries, Psychomotor Skills, Physical Activities, Physical Activity Level
Young Brazilian and Norwegian Children’s Concepts of Strategies and Goals for Emotion Regulation
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Vikan, Arne; Karstad, Silja Berg; Dias, Maria – Journal of Early Childhood Research, 2013
Four-hundred-and-eighty children in the age groups of four and six years, 240 each from Brazil and Norway, were asked how their feelings of anger, sadness and fear were reduced in a recollected episode, to propose emotion regulation strategies for protagonists and to envisage the result of regulation strategies. A majority of even the youngest…
Descriptors: Emotional Response, Self Control, Foreign Countries, Age Differences
The Development of Everyday Mathematics in Brazilian Children with Limited Formal Education.
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Guberman, Steven R. – Child Development, 1996
Studied the sociocultural context in which Brazilian children acquire and use everyday mathematics in terms of currency use. Participants were 105 children, ages 4 to 11, and their parents. Found decreased use of currency with increasing age. Children also used currency to aid their problem solving and progressed from global estimates to the…
Descriptors: Academic Achievement, Adolescents, Age Differences, Cognitive Development