International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología)
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¿Cómo han afrontado las familias de estudiantes de educación primaria las tareas escolares en el confinamiento de covid-19?
Get PDFDuring the period from March, April and May 2020, many labour and training sectors were paralyzed as a result of the COVID-19 pandemic, being forced to carry out their activities online and therefore the Spanish education system had to exercise the teaching-learning process in a new scenario. In order to understand the perceptions of family members of Primary Education students, in private-concerted centers, this study disseminated a questionnaire during the month of March 2020. The results of theanalysis of the datacollected show that most families of the sample analyzed consider that the task load should vary according to the subjects, showing mostly patience in the resolution of doubts and developing good planning to continue the educational development of the coursefrom home, manifestation that the time spent performing the tasks was extensive.Durante el periodo comprendido entre los meses de marzo, abril y mayo de 2020, muchos sectores laborales y formativos se vieron paralizados a consecuencia de la pandemia ocasionada por el COVID-19, viéndose obligados a realizar sus actividades de forma online y por ello, el sistema educativo español tuvo que ejercer el proceso de enseñanza-aprendizaje en un nuevo escenario. Con la finalidad de conocer las percepciones de los familiares de estudiantes de Educación Primaria, en centros privados-concertados, el presente estudio difundió un cuestionario durante el mes de marzo de 2020. Los resultados del análisis de los datos recogidos presentan que la mayoría de las familias de la muestra analizada consideran que la carga de tareas debería variar según las asignaturas, mostrando en su mayoría paciencia en la resolución de dudas y desarrollando una buena planificación para continuar con el desarrollo educativo del curso desde el hogar, manifestando que el tiempo empleado en la realización de las tareas era extenso
Las actividades de la vida diaria en personas mayores durante el confinamiento
Get PDFThe state of alarm declared by the Spanish Government during the COVID-19 pandemic has greatly affected the state and activities of daily living of a particularly vulnerable population, the elderly. The aim of this study is to explore the impact of the pandemic on the elderly in terms of their activities of daily living and their relationship with emotional state. An exploratory, descriptive and exploratory study was carried out with a single mean time (cross-sectional). Data collection was carried out by means of online surveys aimed at people over 50 years of age in Spain, which included the assessment of sociodemographic data, together with specific aspects of the pandemic and a scale on activities of daily living carried out ad-hoc based on validated instruments. The results show that ADLs have been affected during confinement in middle-aged and elderly people, especially ADLs. A relationship was found between maintaining ADLs and a better mood, as well as a relationship between age and maintaining these activities.El estado de alarma declarado por el Gobierno de España durante la pandemia de la COVID-19, ha afectado en gran medida al estado y a las actividades de la vida diaria de una población especialmente vulnerable son las personas mayores. El objetivo de este estudio es explorar el impacto de la pandemia en las personas mayores en cuanto a sus actividades de la vida diaria y su relación con el estado emocional. Se realizó un estudio de tipo expostfacto, con finalidad descriptiva y exploratoria, con un único tiempo de media (transversal). La recogida de datos se realizó mediante encuestas online destinadas a personas mayores de 50 años españolas, donde se incluyó la valoración de sociodemográficos, junto con aspectos específicos de la pandemia y una escala sobre actividades de la vida diaria realizada ad-hoc basada en instrumentos validados. Los resultados ponen de manifiesto que las AVD se han visto afectadas durante el confinamiento en personas de mediana y avanzada edad, especialmente las ABVD. Se ha encontrado una relación entre mantener las ABVD y un mejor estado anímico, así como una relación entre edad y mantener ese tipo de actividades
Influencia de la metodología constructivista sobre la motivación en la etapa de educación infantil
Get PDFMotivation plays an important role in Early Childhood Education. As far as motivation is concerned, it is a construct that is of vital importance in the child’s development. Therefore, the main objective of this study is to test the effect of two different teaching methodologies on the degree of motivation in Early Childhood Education. The methodology used in this research is framed within the quasi-experimental designs, of a quantitative nature, with a pre-test - post-test procedure with a non-equivalent control group. An ad hoc instrument was designed to assess the initial level of motivation of students and to analyze motivation at the end of an intervention. The instrument was applied to a sample of 73 students of 4 and 5 years of age from a public school in the Region of Murcia. The initial differences between the groups were studied and nonparametric statistics were applied, calculating the effect sizes to establish the differences between the two groups. The results show that the total motivation of the students who formed the experimental classrooms and worked with a constructivist methodology, increases considerably after the application of the activities, obtaining the most significant values in intrinsic motivation. The results show that students’ motivation is higher when they work with experimental, experiential and manipulative activities applied on the basis of a constructivist methodology. La motivación tiene un peso importante en Educación Infantil. Esta es un constructo que tiene vital importancia en el desarrollo del niño. Por ello, el objetivo principal de estudio es comprobar el efecto de dos metodologías de enseñanza distintas en el grado de motivación en Educación Infantil. La metodología empleada en esta investigación se enmarca dentro de de los diseños cuasi-experimentales, de carácter cuantitativo, con un procedimiento pre-test – post-test con un grupo de control no equivalente. Se ha diseñado un instrumento adhoc que evalúa el nivel de motivación inicial de los estudiantes y se analiza la motivación al final de una intervención. El instrumento se ha aplicado a una muestra de 73 alumnos de 4 y 5 años de un colegio público de la Región de Murcia. Se estudiaron las diferencias iniciales entre los grupo y se aplicó estadística no paramétrica, calculando los tamaños del efecto para establecer las diferencias entre los dos grupos. Los resultados muestran que la motivación total de los alumnos que formaban las aulas experimentales y trabajaron con una metodología constructivista, aumenta considerablemente tras la aplicación de las actividades, obteniendo los valores más significativos en la motivación intrínseca. Los resultados permiten demostrar que la motivación de los alumnos es mayor cuando estos trabajan con actividades experimentales, vivenciales y manipulativas aplicadas en base a una metodología constructivista
Los docentes que creen en la inclusión educativa ¿tienen una actitud favorable hacia el alumnado de altas capacidades?
Get PDFA commitment to inclusive education means promoting quality education for all learners. Teachers’ beliefs and attitudes towards inclusion are a factor that can influence the quality of the educational response that learners receive. In the case of gifted and talented students, this relationship has been extensively tested in national and international studies, and it has even been observed that teachers who are more committed to the concept of inclusion do not always have favourable attitudes towards these students (McCoach and Siegle, 2007; Tirri, Tallent-Runnels, Adams, Yuen and Lau (2002). The aim of this study was to test the relationship between teachers’ attitudes towards inclusion and towards students with high abilities and their education. A total of 203 active teachers (56 men and 147 women) from different educational levels, aged between 22 and 74 years, 48.53 (15.5) years, answered two questionnaires: the Questionnaire of teachers’ perceptions about inclusion (Cardona, Gómez-Canet & González-Sánchez, 2000) and Opinions about students with high abilities and their education (Original by Gagné & Nadeau (1991, and adapted by Tourón, Fernández & Reyero, 2002). It was found that younger and better-trained teachers show more favourable attitudes towards inclusion. However, these characteristics do not always coincide when we assess their attitudes towards gifted students.Apostar por la inclusión educativa supone promover una educación de calidad para todo el alumnado. Las creencias y actitudes del profesorado hacia la inclusión constituyen un factor que puede influir sobre la calidad de la respuesta educativa que reciben los alumnos. En el caso de las Altas Capacidades, esta relación se ha visto ampliamente probada en estudios nacionales e internacionales, incluso se observa que el profesorado más comprometido con el concepto de inclusión no siempre tiene actitudes favorables hacia este alumnado (McCoach y Siegle, 2007; Tirri, Tallent-Runnels, Adams, Yuen y Lau (2002). El objetivo de este estudio ha sido comprobar qué relación existe entre las actitudes del profesorado hacia la inclusión educativa y hacia los alumnos/as con altas capacidades y su educación. Participaron 203 profesores/as en activo (56 hombres y 147 mujeres) de distintos niveles educativos, con edades entre los 22 y los 74 años, 48.53 (15.5) años, los cuales respondieron dos cuestionarios: Cuestionario de percepciones del profesorado acerca de la inclusión (Cardona, Gómez-Canet y González-Sánchez, 2000) y Opiniones sobre los alumnos con altas capacidades y su educación (Original de Gagné & Nadeau (1991, adaptado por Tourón, Fernández y Reyero, 2002). Se comprobó que los docentes de menoredad ylos mejor formados muestran actitudes másfavorables hacialainclusión, sin embargo, estas características no siempre coinciden cuando valoramos sus actitudes hacia el alumnado de altas capacidades.
Análisis preliminar de las propiedades psicométricas de un instrumento para evaluar las actitudes hacia la sexualidad de las personas con discapacidad física (ASEX-PDF)
Get PDFPeople with physical disabilities (PPD) do not necessarily have to be less sexually active than people without disabilities. However, they experience poorer sexual health due, on the one hand, to the frequent belief that not having a body with a normative functionality may interfere with their sexual behaviour and reproductive function, and, on the other hand, to the rejection and/or denial of their sexuality that they perceive from their more or less close environment. Likewise, it has been proven that the family and the professionals who are in contact with the PPD are the main agents of training, so that their attitudes towards sexuality in this group will condition their sexual development and the experience they have of it. Therefore, the aim of this work has been to construct and validate an instrument to assess attitudes towards sexuality of people with physical disabilities (ASEX-PDF) in the Spanish context. There were 554 participants (41.3% men and 58.7% women) aged between 20 and 92 years, of whom 100 were professionals in contact with this group and 454 belonged to the general population. The Exploratory Factor Analysis (EFA) yielded a onefactor structure, which was verified and corrected through the Confirmatory Factor Analysis (CFA), showing good goodness-of-fit indices. The internal consistency of the total scale was .79 (Cronbach’s ) and .89 (ordinal Ω). Correlations with a related scale were also significant and in the expected direction. In conclusion, the ASEX-PDF is presented as a valid and reliable instrument that can be useful in exploring attitudes towards sexuality in PPD.La salud sexual de las personas con discapacidad física (PDF) no sólo se ve influenciada por las limitaciones derivadas de la propia discapacidad sobre todo a la hora de iniciar contactos sino también, y sobre todo, por la estigmatización social. Creencias como que poseer un cuerpo con una funcionalidad no normativa puede interferir en la conducta sexual y en su función reproductiva son muestras de ello. Así mismo, se ha comprobado que la familia y los profesionales que se proporcionan apoyos a las PDF son el principal agente de formación, por lo que sus actitudes hacia la sexualidad de este colectivo van a condicionar su desarrollo sexual y la vivencia que hagan de la misma. Dada la importancia de estas actitudes y la escasez de instrumentos fiables dirigidos a evaluarlas, el objetivo de este trabajo ha sido construir y validar un instrumento de evaluación de las actitudes hacia la sexualidad de las personas con discapacidad física (ASEX-PDF). Para ello, se contó con 554 participantes (41.3% hombres y 58.7% mujeres) con edades comprendidas entre 20 y 92 años, de los cuales 100 eran profesionales que trabajan con este colectivo y 454 pertenecían a la población general. El Análisis Factorial Exploratorio extrajo una estructura unifactorial, que fue verificada y corregida a través del Análisis FactorialConfirmatorio, mostrando unos buenos índices de bondad de ajuste. La consistencia interna de la escala total fue de .79 ( de Cronbach) y de .89 ( ordinal). Así mismo, las correlaciones con una escala afín resultaron significativas y en la dirección esperada. En conclusión, la ASEX-PDF se presenta como un instrumento válido y fiable que puede resultar útil en la exploración de las actitudes hacia la sexualidad de las PDF
La comprensión de la persuasión en niños y niñas de 6 a 12 años
Get PDFThe present work has as a general objective the study of how children understand the communicative act of persuasion (one in which it is interpreted that a person wants to get something from another) and how this understanding is related to important variables of psychological development. From this general objective two specific objectives are derived. The first consists of analyzing the ability to understand persuasión in primary school children based on making mentalistic inferences about the persuader’s cognitive perspective (their mental state of belief, their motivation/attitude, and their intention trying to persuade), as well as making mentalistic inferences about both the cognitive and emotional perspective of the persuaded person (his mental state of belief and his emotional state, both caused by the words of the persuader). The second specific objective is to examine how these attributions that children make are related to linguistic ability and Theory of mind. For this, 103 children from 6 to 12 years old have been administered an assessment task of the understanding of persuasion, the PPVT-III test to obtain the level of child language development, and a set of assessment tasks of different mentalistic abilities. The results indicate that the child s level of linguistic development is related to the inference of the persuader s intention, as well as to the explicit references to the state of belief and emotion that the persuaded person develops. On the other hand, the results have also shown that the most sophisticated mentalistic inference skills are related to the attribution of the intention to the persuader and to the explicit reference to the emotional state of the persuaded person.El presente trabajo tiene como objetivo general el estudio de cómo los niños/as comprenden el acto comunicativo de persuasión (aquel en el que se interpreta que una persona quiere conseguir algo de otra) y cómo esta comprensión se relaciona con importantes variables del desarrollo psicológico. A partir de este objetivo general se derivan dos objetivos específicos. El primero consiste en analizar la capacidad de comprensión de la persuasión en niños/as de Educación Primaria en función de la realización de inferencias mentalistas acerca de la perspectiva cognitiva del persuasor (su estado mental de creencia, su motivación/actitud, y su intención al intentar persuadir), así como de la realización de inferencias mentalistas acerca de la perspectiva tanto cognitiva como emocional de la persona persuadida (su estado mental de creencia y su estado emocional, ambos causados por las palabras del persuasor). El segundo objetivo específico consiste en examinar cómo estas atribuciones que hacen los niños se relacionan con la habilidad lingüística y la Teoría de la Mente. Para ello, se han administrado a 103 niños/as de 6 a 12 años una tarea de evaluación de la comprensión de una persuasión, el test PPVT-III para obtener el nivel de desarrollo lingüístico infantil, y un conjunto de tareas de evaluación de distintas habilidades mentalistas. Los resultados indican que el nivel de desarrollo lingüístico infantil se relaciona con la inferencia de la intención del persuasor, así como con las referencias explícitas al estado de creencia y emoción que desarrolla la persona persuadida. Por otra parte, los resultados también han puesto en evidencia que las habilidades de inferencia mentalista más sofisticadas están relacionadas con la atribución de la intención al persuasor y con la referencia explícita al estado emocional de la persona persuadid
Actitudes ante la muerte y su relación con las redes de apoyo social en adultos mayores de Campeche, México
Get PDFThe objective was to analyze the relationship between social support networks and the attitudes towards death of older adults from two populations with different demographic density. A correlational study was carried out, with a non-experimental, cross-sectional design, with a quantitative approach. 400 older adults from 60 to 75 years old participated, from two locations of the state of Campeche, México; Escarcega and San Francisco de Campeche. A non-probability sampling for convenience was used. The instruments used were the following: 1) Scale of social support networks for older adults, showing the social and informal support networks, the type of support, the degree of satisfaction. 2) Scale of Anxiety Before Death. 3) Revised Scale of Depression before death. 4) Scale of obsession with death. 5) Collett-Lester’s Fear of Death Scale. The results showed that older adults with higher levels of social support networks, present more favorable attitudes towards death, as they are more satisfied with the emotional, instrumental, material and informational support they received. In conclusion, there is a relationship between the variables analyzed, such that a higher level of social support networks, there will be more favorable attitudes towards death, and vice versa.El objetivo fue analizar la relación entre las redes de apoyo social y las actitudes ante la muerte de los adultos mayores de dos poblaciones con diferente densidad demográfica. Se realizó un estudio correlacional, con un diseño no experimental, transversal, con un enfoque cuantitativo. Participaron 400 adultos mayores de 60 a 75 años de dos localidades del Estado de Campeche, Escárcega y San Francisco de Campeche. Se utilizó un tipo de muestreo no probabilístico por conveniencia. Los instrumentos utilizados fueron los siguientes: 1) Escala de Redes de Apoyo Social para Adultos Mayores, que muestra las redes de apoyo social e informal, el tipo de apoyo, el grado de satisfacción. 2) Escala de Ansiedad Ante la Muerte. 3) Escala Revisada de Depresión ante la muerte. 4) Escala de Obsesión ante la muerte. 5) Escala de Miedo a la muerte de Collett-Lester. Los resultados evidenciaron que los adultos mayores con niveles más altos de redes de apoyo social presentan actitudes más favorables ante la muerte, pues están más satisfechos con el apoyo emocional, instrumental, material e informativo que reciben. En conclusión, existe una relación entre las variables analizadas, de tal forma que, a mayor nivel de redes de apoyo social, habrá actitudes más favorables ante la muerte, y viceversa
A utilização de tecnologias de suporte ao ensino a distância: perspetivas dos professores
Get PDFBearing in mind the social isolation caused by the covid pandemic 19, teaching and learning was only possible, through the distance learning format, using computers, smartphones, tablets, television, internet and digital platforms. Face-to-face teaching has been replaced by distance learning, forcing schools to rethink new ways of curricular, pedagogical and administrative organization, with the aim of being able to continue the teaching and learning process with all students. In this article, we present the results of a study that had as main objective to know the perspectives of teachers of pre-school education and of the 1st cycle of basic education, on how learning was monitored and evaluated during distance education. For this, two surveys were carried out by questionnaire, one for teachers of pre-school education and another for teachers of the 1st cycle of basic education. The data were collected, through the Google forms platform, from (n = 245) teachers from the same educational levels and we used the descriptive and inferential statistical treatment, using the SPSS software for their analysis. The results show that the majority of teachers: i) used videos, games, records and digital platforms (facebook, whatsap, classroom,) to the adopted manual; ii) communicated regularly and accompanied students throughout the teaching process. distance with the exception of students with no educational resources at the level of Information and Communication Technologies (digital). In the evaluation, the evaluative evidence was diversified since the individual work; files; questionnaires; Photos; videos; portfolio; Essay / compositions / critical reflection and others. Teachers and students adapted to work methodologies, to mediate teaching and learning, through the development of digital skills.Tendo presente o isolamento social provocada pela pandemia covid 19, ensinar e aprender só foi possível, através do formato ensino a distância, utilizando os computadores, smarphones, tablets, televisão, internet e plataformas digitais. O ensino presencial foi substituído pela modalidade de ensino a distância, obrigando as escolas a repensarem novos modos de organização curricular, pedagógica e administrativa, com o objetivo de poderem dar continuidade ao processo de ensino e de aprendizagem, junto de todos os alunos. Neste artigo, apresentamos os resultados de um estudo que teve como objetivo principal conhecer as perspetivas de professores da educação pré-escolar e do 1.º ciclo do ensino básico, sobre como foram monitorizadas e avaliadas as aprendizagens, durante a educação a distância. Para isso, foram realizados dois inquéritos por questionário, um para os professores da educação pré-escolar e outro para os professores do 1.º ciclo do ensino básico. Os dados foram recolhidos, através da plataforma Google forms, junto de (n=245) professores dos mesmos níveis de ensino e utilizamos o tratamento estatístico descritivo e inferencial, usando-se o software SPSS para a sua análise. Os resultados apontam que a maioria dos profesores: i) recorreram, ao manual adopado, vídeos, jogos, fichas e às plataformas digitais (facebook, whatsap, classroom,);ii) comunicou regularmente e acompanhou os alunos em todo o processo do ensino a distância com exceção dos alunos com ausência de recursos educativos a nível das Tecnologias Informação e Comunicação (digitais). Na avaliação as evidências avaliativas foram diversificada desde o trabalho individual; fichas; questionários; fotos; vídeos; portefólio; Ensaio/composições /reflexão crítica e outros. Os professores e alunos adaptaram-se a metodologias de trabalho, para mediar o ensino e aprendizagem, através do desenvolvimento de competências digitais
Paradigmas educativos para una metodología global en la enseñanza
Get PDFAs teachers we find students with different characteristics: late incorporation of students, coming from unstructured families where standards are scarce, with deficiencies in work and study habits, students with Specific Needs of Educational Support (NEAE). All this can create in the classroom a lack of coexistence, empathy and group cohesion.This study is based mainly on three types of paradigms: the behaviorist, the cognitive-humanist and the cognitive-sociocultural. The implementation of this proposal is not a specific dynamic, since we believe that this type of solution would be less effective since there is no persistence in time or on the students, but we opt for an annual or quarterly pedagogical method. The objective of this study is to make a first approach to carry out in future investigations the proposed method, developing the work of behavior modification, group cohesion, the total development of the capacities of the students, encourage a pleasant atmosphere in the classroom to motivate students, as well as the creation of a close and trusting relationship between the teacher and his or her class. It is an ethnographic research focused on first-semester primary school teachers. According to the results, in the class there are closed groups with some connection through a partner, in addition, there are students who are rejected because of their way of bonding or because of their disability. Since it is necessary to work on this methodology at all levels of education, the data show that future primary school teachers present and experience this situation. Among teachers and students we believe that improving teaching using a methodology that offers follow-up not only at the level of knowledge but of group cohesion and well-being in the classroom.Como docentes nos encontramos con alumnos con diferentes características: incorporación tardía de alumnos, provenientes de familias desestructuradas donde escasean normas, con carencias en hábitos de trabajo y de estudio, alumnos con Necesidades Específicas de Apoyo Educativo (NEAE). Todo ello puede crear en el aula una falta de convivencia, de empatía y de cohesión de grupo. Este estudio se fundamenta principalmente en tres tipos de paradigmas: el conductista, el cognitivo-humanista y el cognitivo-sociocultural. La realización de esta propuesta no es una dinámica puntual, ya que pensamos que este tipo de solución sería menos efectiva puesto que no hay una persistencia en el tiempo ni sobre los alumnos, sino que optamos por un método pedagógico anual o trimestral. El objetivo de este estudio es elaborar una propuesta desarrollando el trabajo de modificación de conducta, la cohesión grupal, el incremento total de las capacidades del alumnado, fomentar un ambiente agradable en la clase para motivar a los estudiantes, así como la creación de una relación cercana y de confianza entre el profesor y su clase y realizar una primera aproximación para llevar a cabo en futuras investigaciones el método propuesto. Es una investigación etnográfica centrada en los alumnos de primer cuatrimestre de magisterio de educación primaria. Según resultados, en la clase se presentan grupos cerrados con alguna conexión a través de algún compañero, además, hay alumnos que son rechazados por su forma de vincularse o por su discapacidad. Siendo necesario trabajar esta metodología en todos los niveles educativos, vista los datos nos indican que los futuros profesores de primaria presentan y viven esta situación. Entre docentes y discentes consideramos mejorar la enseñanza utilizando una metodología que ofrezca seguimiento no solo a nivel de conocimientos sino de cohesión de grupo y de bienestar en el aula
O desenvolvimento da competência bilingue de crianças em idade pré-escolar
Get PDFThe linguistic and cultural environment is crucial for the development of a language, particularly for the bilingual child. If the context is favorable to bilingualism, the acquisition of another language becomes a positive skill in the child’s life. For children who start school learning in their country of origin or whose parents have Portuguese as their familiar language, terms such as “above, full, beside, many, far”, among others, designated by basic concepts, are naturally acquired . In bilingual children whose languageisless widelyspoken, in thecase of thisstudy, Portuguese, theremay bea deficit in understanding these concepts, which may eventually compromise the process of future learning. The inclusion of children in a society different from theirs means that they have to adapt to social and linguistic changes and the familiar language can be changed to the official language of the country. Taking these experiences into account, this study is developed with preschool-age children who live in a linguistic community where they are exposed to Portuguese and French from an early age. It aims to assess the understanding of basic concepts in Portuguese, in children aged between four and five years, through the application of the Boehm Pre-School Basic Concepts Test 3 (BTCB). Theevaluation process is developed with two groups A and B and has three stages: 1st - pre-test – assessment of the understanding of 26 concepts following the indications of the BTCB for groups A and B; 2nd - children’s games – implementation in group A; 3rd - post-test - application of the BTBC to groups A and B regarding questions not achieved in the pre- test. After data analysis, an informative set was created on the conceptual skills of children, cognitive development and the role of variables in understanding the concepts. O ambiente linguístico e cultural é determinante para o desenvolvimento de uma língua, particularmente para a criança bilingue. Se o contexto é favorável ao bilinguismo, a aquisição de uma outra língua torna-se uma competência positiva na vida da criança. Para as crianças que iniciam a aprendizagem escolar no seu país de origem ou cujos pais têm como línguafamiliar o português, termos como “em cima, cheio, ao lado, muitos, longe”, entre outros, designados por conceitos básicos, são adquiridos naturalmente. Nas crianças bilingues em que uma língua é menos falada, no caso do presente estudo, o português, pode surgir um défice de compreensão destes conceitos, o qual, eventualmente, pode comprometer o processo de aprendizagem futura. A inclusão de crianças numa sociedade distinta da sua, leva a que estas tenham de se adaptar a modificações sociais e linguísticas e a língua familiar podeviraser trocada pelalíngua oficial do país. Tendo emcontaestasvivências,esteestudo desenvolve-se com crianças em idade pré-escolar que vivem numa comunidade linguística onde estão expostas ao português e francês desde cedo. Tem como objetivo avaliar a compreensão de conceitos básicos em português, em crianças com idades compreendidas entre os quatro e os cinco anos, através da aplicação do Teste de Conceitos Básicos de Boehm Pré-Escolar 3 (BTCB). O processo avaliativo desenvolve- secom dois grupos AeBe tem três momentos: 1.º- pré-teste – avaliação dacompreensão de 26 conceitos seguindo as indicações do BTCB aos grupos A e B; 2.º- jogos infantis – implementação no grupo A; 3.º- pós-teste - aplicação do BTBC aos grupos A e B relativamente às questões não conseguidas no pré-teste. Após a análise de dados, constituiu-se um conjunto informativo sobre as competências conceptuais das crianças, o desenvolvimento cognitivo e o papel das variáveis na compreensão dos conceitos