Abstract
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.
Highlights
It is widely recognized that children’s early development and their progress during the first years of school are crucial for their later success (Peisner-Feinberg et al, 2001; Sammons et al, 2008; Sylva, Melhuish, & Sammons, 2010; Sylva et al, 2006; Tymms, Jones, Albone, & Henderson, 2009)
The instrumento Perfomance Indicator for Primary Schools (iPIPS) instrument (International Performance Indicators in Primary Schools; www.ipips.org) is an international assessment of children starting school which can be repeated at the end of the first school year. iPIPS has the potential to fill an important gap in providing comparative information about children’s progress in the first year of school around the world
It debates the importance of having a baseline measure to assess early childhood education policy as well as the advantages of collecting highquality information about children’s development and skills on entry to school with the ability to predict later literacy and mathematics outcomes (Jordan, Glutting, & Ramineni, 2010; Schneider et al, 2017; Tymms, Merrell, & Henderson, 1997; Tymms, Merrell, & Jones, 2004)
Summary
It is widely recognized that children’s early development and their progress during the first years of school are crucial for their later success (Peisner-Feinberg et al, 2001; Sammons et al, 2008; Sylva, Melhuish, & Sammons, 2010; Sylva et al, 2006; Tymms, Jones, Albone, & Henderson, 2009). This paper discusses the adaptation of the iPIPS assessment for use 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 highquality information about children’s development and skills on entry to school with the ability to predict later literacy and mathematics outcomes (Jordan, Glutting, & Ramineni, 2010; Schneider et al, 2017; Tymms, Merrell, & Henderson, 1997; Tymms, Merrell, & Jones, 2004). IPIPS Brazil can make a significant contribution to policymakers and practitioners by associating measures about children’s development (cognitive and motor skills) with preschool/primary education policies and teachers’ practice Such a contribution becomes more pressing in the face of the almost complete universalization of attendance in elementary school and the shift in the discussion about access to school for effective learning or teaching quality provided by schools (Bonamino & Oliveira, 2013).
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