Early Elementary School Years Research Articles

One, two, three

Over the last few years, there have been many discussions about teacher training, especially in regards to further education. Thus, this article presents partial data from the project “Creation of children's literature stories for the teaching of Mathematics”. It also presents an analysis of continuing educations for teachers from the early years of Elementary School. Our goal was to identify the knowledge of teachers from the early years of Elementary School in the process of creating stories for teaching the decimal numeral system. We used the Design Experiment methodology, and the theoretical framework used for the analysis was the Mathematics Teacher’s Specialised Knowledge - MTSK. In general, we identified that the training process for creating stories promotes teacher reflection, especially concerning the domain of Pedagogical Content Knowledge - PCK.

Disaggregating the between-person and within-person associations between peer acceptance and academic achievement in early elementary school

We examined the between-person and within-person associations between peer acceptance and academic achievement in early elementary school years. Drawing on a sample of 784 academically at-risk students, the random intercept cross-lagged panel model was implemented to disaggregate the between- and within-person associations between peer acceptance and academic achievement from Grades 1 to 3. Academic achievement was measured using standardized achievement tests and teacher reports. Peer acceptance was measured using sociometric ratings. Positive associations between peer acceptance and academic achievement were found at the between-person level. At the within-person level, peer acceptance was not associated with standardized achievement test scores, and it was negatively predicted by teacher-reported academic achievement. These findings reveal the heterogeneous associations between peer relation and academic achievement at different levels of analyses and highlight the importance of disaggregating the between- and within-person associations for a better understanding of the nature of this developmental relation.

Self-regulatory processes in early childhood as predictors of Hispanic children's BMI z-scores during the elementary school years: Differences by acculturation and gender

Over the last decade, longitudinal research has shown that children's general, top-down self-regulation during early childhood is negatively associated with children's weight status in elementary school. The samples in these previous studies have been primarily White, and no study to date has examined this issue in a sample of Hispanic children from low-income families—a population at high risk for childhood obesity. The present study followed 130 Hispanic children over a time period of three to just under five years, examining the degree to which multiple measures of general, top-down self-regulation, along with a measure of appetite regulation (eating in the absence of hunger), predicted children's BMI z-scores in the early elementary school years. Results showed that children's ability to delay gratification in the preschool years was negatively associated with later BMI z-scores and that children's eating in the absence of hunger was positively associated. In separate models by gender, these relationships were significant only for girls. Moreover, analyses run separately for children of mothers low or high on acculturation showed that the relationship between delay of gratification and later BMI z-scores was significant only for children whose mothers were low on acculturation. Possible socialization and environmental factors contributing to these findings are considered.

Evaluación del aprendizaje y educación remota

O artigo tem como objetivo identificar e analisar o papel da avaliação da aprendizagem durante o ensino remoto na visão dos professores dos anos iniciais do ensino fundamental da Rede Municipal de Ensino de Corumbá (MS) no contexto da pandemia de covid-19. Os resultados obtidos por meio de formulário eletrônico enviado para os 410 professores atuantes nessa etapa indicaram que os docentes defendem uma perspectiva formativa e diagnóstica, porém as práticas de avaliação são contraditórias. A avaliação, que tem assumido um papel burocrático, mostra-se ineficaz para os professores e com empobrecimento dos processos de formação humana, pois não possibilita a apropriação crítica e consciente dos saberes sistematizados.

Socio-ecological sustainability and school garden in the early years of elementary school: a systematic literature review

Other transgressive learning about sustainability needs to be part of the lives of students in the early years of elementary school, as they are responsible for seeking and achieving a sustainable future. However, the focus on socio-ecological sustainability does not seem to be present at this level of education as the literature has addressed. Therefore, the objective is to review articles from journals that address the relationships on socio-ecological sustainability and school garden in the early years of elementary school, published from 2016 to 2021. Based on the ideas of Okoli and Schabram (2010), they used if, in the research, the SciELO and Google Scholar databases and 10 papers were chosen, which were read in full for analysis and discussion. The results show a limited focus on how the teaching of socio-ecological sustainability and school garden has been carried out in elementary school, that is, interdisciplinarity is not widespread and the approach to this sustainability, through the use of the school garden, is non-existent in classroom. It was noticed in the articles that the school garden is insufficiently used in teaching, despite its relevance in teaching-learning, as well as the sustainability addressed in schools involves only the economic dimension when it is essential to connect the social and ecological approach.

A EDUCAÇÃO CIENTÍFICA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL: OLHARES E REFLEXÕES SOBRE O LETRAMENTO CIENTÍFICO

National legislation and specialized literature present Scientific Literacy (LC) as a relevant movement in contemporary scientific education. In this regard, this work aims to analyze whether the LC process of students in the years started in elementary school, based on scientific initiation projects, and to evaluate the conceptions of five teachers, active in the early years of elementary school. The adopted method was the qualitative-exploratory, and the data collection was consolidated through the search for theoretical references and the realization of a semi-structured questionnaire. The data were obtained from the content analysis, according to Bardin (2010). It was possible to verify that the LC has been developed in the early years of elementary school, focused exclusively on scientific initiation projects, originating from themes offered by teachers. It was also concluded that the educators do not express clarity in understanding the breadth of terms that involve scientific research, especially about LC. It is conjectured that this result may be linked to the superficiality of this theme in national and regional curricular documents, or to the plurality of conceptual approaches explored in specialized literature, in which different theorists apply different nomenclatures to classify the processes that permeate scientific education, which can lead to misinterpretations by teachers. Keywords: Science education, Elementary School, Teacher Training, Scientific Literacy.

Motor Competence and Health-related Fitness of School-Age Children: A Two-Year Latent Transition Analysis.

The aims of this study were twofold: 1) to identify latent physical performance profiles of motor competence (MC) and cardiorespiratory (CF) and muscular fitness (MF) among school-age children and 2) explore transition probabilities in physical performance profiles over a 2-yr period. The present sample comprised 1148 (583 girls, 565 boys) elementary school students (baseline Mage = 11.27 ± 0.32), and data were collected annually (equal intervals) over a period of 2 yr which resulted in a total of three measurements. The measures used were the throwing-catching combination test, 5-leaps and two-legged jumps from side-to-side test (MC), 20-meter shuttle run test (CF), and curl-up and push-up tests (MF). Latent transition analysis was used to identify and track physical performance profiles derived from the measurements of MC, CF, and MF scores. The key findings were: 1) three physical performance profiles were identified: (a) low (28% of the sample; lowest level in each category), (b) moderate (43% of the sample; higher MC, CF, and MF than low), (c) high (29% of the sample; highest MF); 2) the number of physical performance profiles and probability to belong to a given profile were stable across time; 3) the highest transition probability was found in the high group, where some students had transitioned to the moderate group at T2; and 4) girls were most likely to belong to the low group. Results demonstrated that children's physical performance profiles are stable from late childhood to early adolescence. This study suggests that the early elementary school years are essential for the development of children's MC and health-related fitness.

Develop a yoga-based educational package and determine its effectiveness on behavioral and emotional disorders in children

Background: Behavioral disorders in children and adolescents are common and debilitating problems and are usually seen for the first time in the early years of elementary school. Therefore, the present study aimed to develop a yoga-based educational package and determine its effectiveness on behavioral and emotional disorders in children. has taken.Methods: The first step was to develop a training package with a qualitative method and the second step was a quasi-experimental method (pre-test-post-test with a control group). The statistical population of the study was in the first step of all professors and experts in the field of child psychology and mindfulness, physical education, and yoga in 1398-1397 that 7 of these experts were selected by judgment and the content validity of the educational package were confirmed. The statistical population of the research in the second step is the 10-7-year-old female children of the Welfare Organization of Tehran in 1398-1397. Welfare girl children aged 7-10 years were selected by available sampling method based on entry and exit criteria. Ackenbach (1991) questionnaire was used to collect information and a yoga-based mindfulness training package (researcher-made) was used for teaching. Data were analyzed by multivariate analysis of covariance.Results: The mindfulness training package had a significant effect on three dependent variables of anxiety, depression, and aggression (p <0.001). The coefficient of effectiveness in reducing anxiety was 83%, depression was 42.3%, and aggression was 82.7%.Conclusion: The results of the present study support the hypothesis that a yoga-based mindfulness training package is effective in reducing the symptoms of emotional behavioral disorders in children.

A dimensão interdisciplinar na construção da Educação Ambiental: Uma proposta de sequência didática

A Educação Ambiental tem como objetivo a sensibilização e conscientização ambiental. Este cenário socioeducacional, portanto, motiva à investigação de implicações decorrentes da relação entre as identidades espaciais locais e o processo de alfabetização científica sobre o Ensino de Ciências, que objetiva a construção do pensamento científico, tendo como princípio fundante a construção de habilidades e conceitos preliminares em período escolar dos Anos Iniciais do Ensino Fundamental. Dessa forma, o objetivo neste estudo é propor uma sequência didática para desenvolver a Educação Ambiental de maneira interdisciplinar. A presente pesquisa, trata de uma pesquisa-ação, com abordagem qualitativa, tendo como público alvo professores e estudantes do sexto e sétimo ano de uma Escola Pública, do município de Santa Maria, Rio Grande do Sul, Brasil. A proposta resultou em um importante recurso para os processos de ensino e de aprendizagem, pois visou articular os saberes curriculares da escola com a Educação Ambiental de uma maneira diferenciada e instigante e tem potencial para ser aplicada em diferentes contextos escolares, tendo sempre em mente que as disciplinas dialogam constantemente com as outras áreas do conhecimento, e, por meio de ações concretas, o aprendizado do aluno é favorecido.

Formação continuada de docentes para autoria baseada no modelo TPACK e na abordagem construcionista, contextualizada e significativa

Este estudo buscou analisar como docentes do Ensino Fundamental podem utilizar uma ferramenta de autoria em sua prática pautando-se na abordagem Construcionista, Contextualizada e Significativa, considerando os saberes do modelo TPACK, relativo a base de conhecimentos tecnológicos, pedagógicos e de conteúdos do professor. [...] Os dados emergiram da observação de fóruns, materiais didáticos produzidos e questionário de autoavaliação. Observou-se a apropriação satisfatória da ferramenta de autoria por oito docentes; seis materiais criados incluíram a abordagem satisfatoriamente. Duas propostas não contemplaram conhecimentos pedagógicos do modelo TPACK. Evidenciou-se a importância da centralidade do estudante no processo de planejamento da prática e observou-se que a abordagem Construcionista, Contextualizada e Significativa tem potencial para promover a aprendizagem conforme o modelo TPACK, porém este carece de considerar a abordagem para que a integração dos seus saberes se realize plenamente. Palavras-chave: Formação Docente; Anos Iniciais do Ensino Fundamental; TPACK; Abordagem CCS; Tecnologias na educação.

A study on scientific literacy in the training and practice of teachers in the early years of elementary school

This research aimed to investigate approaches to scientific literacy in the initial and continuing education of teachers and its manifestation in the practice of teachers in the early years of elementary school. The methodology consisted of a survey of works defended between 2014 and 2018 published in the catalog of theses and dissertations on Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) and on Biblioteca Digital de Teses e Dissertações (BDTD). Thesis/dissertation were collected, selected, and organized in accordance with specific research criteria. Five monographs were included on the study and were analyzed with the technique of content analysis. The five selected monographs highlighted the importance of scientific literacy in the initial and continuing education of teachers of initial years from elementary school. In the defined period that this survey was carried out, it was found a reduced number of monographs covering the scientific literacy and its relationship with the teacher’s education and with the teacher’s performance on the initial years of elementary school. Therefore, there is a need of more studies focusing on the scientific literacy theme, so the scientific literacy may become a reality at classrooms, and consequently contribute to generate a solid foundation in the scientific education of students and teachers. In conclusion, there is a great need of reformulating the bachelor’s in education programs, through the elaboration of purposes that may potentially contribute to the scientific education of teachers, extensive to their continuing education and with related research, aiming to improve their performance at classrooms, which will directly result in the scientific literacy of their students.

A História da Matemática em livros didáticos dos anos iniciais do Ensino Fundamental

A presente pesquisa integra o conjunto de estudos voltados para o âmbito da Educação Matemática. Seu objetivo foi analisar a abordagem da História da Matemática em livros didáticos dos anos iniciais do Ensino Fundamental. Adotou-se três coleções de livros didáticos de Matemática (Vem Voar, Ligamundo e Ápis) do 1º ao 5º ano, aprovadas pelo Programa Nacional do Livro e do Material Didático 2019. Para analisar e discutir os resultados, adotou-se os três polos (Pré-análise, Exploração do Material e Tratamento dos resultados obtidos e interpretação) da análise do conteúdo proposta por Bardin (1977). Os resultados sinalizam para um pouco tratamento dado à História da Matemática na referida etapa do ensino. Dentre os conteúdos propostos para o processo de ensino e de aprendizagem da matemática do 1º ao 5º ano do Ensino Fundamental, verificou-se que, nos livros didáticos analisados, a ênfase da História da Matemática está centrada na discussão sobre os sistemas de numeração (maia, romano e egípcio).

Perspective taking as a mechanism for children\u2019s developing preferences for equitable distributions

How do young children develop a concept of equity? Infants prefer dividing resources equally and expect others to make such distributions. Between the ages of 3–8, children begin to exhibit preferences to avoid inequitable outcomes in their distributions, dividing resources unequally if the result of that distribution is a more equitable outcome. Four studies investigated children’s developing preferences for generating equitable distributions, focusing on the mechanisms for this development. Children were presented with two characters with different amount of resources, and then a third character who will distribute more resources to them. Three- to 8-year-olds were asked whether the third character should give an equal number of resources to the recipients, preserving the inequity, or an unequal number to them, creating an equitable outcome. Starting at age 7, children showed a preference for equitable distributions (Study 1, N = 144). Studies 2a (N = 72) and 2b (N = 48) suggest that this development is independent of children’s numerical competence. When asked to take the perspective of the recipient with fewer resources, 3- to 6-year-olds were more likely to make an equitable distribution (Study 3, N = 122). These data suggest that social perspective taking underlies children’s prosocial actions, and supports the hypothesis that their spontaneous capacity to take others’ perspectives develops during the early elementary-school years.

The Teaching of Natural Sciences in the Early Years of Elementary School to Educate a Scientifically Literate Individual

Background: One of the challenges in pedagogical practice in science in the initial years of elementary school (EF) is focused on developing objects of knowledge with an emphasis on scientific literacy. Objective: To investigate how the pedagogical practices of teachers of the 1st and 2nd grades of the elementary school contribute to promoting access and the development of scientific knowledge to educate a scientifically literate individual. Design: Ethnographic case study, through triangulation of data in a qualitative research perspective. Setting and Participants: Seven basic education women teachers who work in three different schools in the municipality of Vera Cruz/RS participated. Data collection: Observation and description in a logbook, questionnaires and interviews with teachers, as well as one student’s notebook and the official school document (Pedagogical Political Project). Results: The promotion of subsidies for access and mediation of scientific knowledge in teaching actions, although a significant portion of teachers has little corroborated the education of a scientifically literate individual. Conclusions: There must be actions aimed at continuing teacher education to favour significant school environment changes.

Cracking the code of place value: The relationship between place and value takes years to master.

Place value, which underlies the meanings of multidigits, encompasses the principle of position and base-10 rules. To understand 65, one needs to know that the digits 6 and 5 occupy different positions and thus represent ordered values of different magnitudes (i.e., the principle of position) and that the value of each position is determined by base-10 rules (i.e., the rightmost position is 100, followed by 101, 102, etc.). Without the principle of position, children cannot construct meanings for multidigits. Previous studies have shown that children do not know the exact value of digit positions until the early elementary school years, but less is known about the acquisition of positional knowledge for multidigits. To study when and how children construct a relationship between position and value, we explore when children begin to know that the leftmost digit represents the largest value and whether such knowledge relates to learning number names. Children ages 4 to 7 years, from primarily Caucasian, middle-class families were asked to compare different pairs of multidigits. Some comparisons (e.g., 12 vs. 21) required knowledge of positional property, and some did not (e.g., 35 vs. 36). We found that as a group, 6-year-old children could recruit positional knowledge to compare multidigits. We also found that children who knew the number names of both multidigits in a comparison pair were above chance on multidigit comparison. Our results shed light on the developmental steps toward acquiring place-value notation and highlight a role of learning number names for learning positional property of the place-value notation. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Recursos didáticos para a formação de conceitos de probabilidade nos anos iniciais do ensino fundamental

RESUMO: Na história da Matemática o acaso vem retratado em diversos momentos. Os jogos de azar serviram de base para se entender o acaso e as ideias de Cardano, Pascal e Fermat sobre decisões e regularidades trouxeram reflexões e indagações acerca da probabilidade. Bernoulli e Laplace confrontaram o acaso com o determinismo e Cornout imprimiu ao acaso a sua origem a partir de causas independentes, sendo as causas também o foco do estudo do acaso por Poincaré, como descreve Coutinho. E se ao longo da história a compreensão do acaso e da probabilidade geraram diversas concepções e formas de compreendê-los, ensiná-los nos anos iniciais do Ensino Fundamental mostra-se desafiador, sob o ponto de vista conceitual e procedimental e das metodologias a serem adotadas para sua abordagem. Assim, neste trabalho apresentamos os resultados parciais de uma pesquisa sobre material didático para o ensino de probabilidade nos anos iniciais do Ensino Fundamental. A Base Nacional Comum Curricular recomenda o ensino de noções de probabilidade anos inicias do Ensino Fundamental e estudos realizados por Piaget e Inhelder já constatavam que as crianças compreendem as noções de acaso e probabilidade de uma maneira particular, e sendo assim, abordagens adequadas com material potencialmente significativo contribuem para a aprendizagem dos conceitos. Por meio de uma revisão sistemática de literatura, selecionamos dois trabalhos que explanam sobre materiais didáticos para o ensino de probabilidade nos anos iniciais do Ensino Fundamental, na categoria jogos, sendo um manipulável concreto e o outro digital, e apresentamos uma análise das potencialidades desses materiais. Seja por meio de um caráter problematizador ou por meio de um viés mais ligado diretamente aos conceitos de probabilidade, os jogos analisados possibilitam auxiliar na compreensão dos conceitos de forma lúdica e interativa nos anos iniciais do Ensino Fundamental, além de estimular o interesse dos alunos pela aprendizagem e maior participação nas aulas de Matemática.&#x0D; PALAVRAS-CHAVE: Recursos didáticos, Probabilidade, Ensino Fundamental.

Aritmética nos anos inicias do ensino fundamental por meio de oficina de matemática sobre divisão com TDICs

RESUMO: O domínio das operações aritméticas básicas pelos alunos dos anos iniciais do Ensino Fundamental seja conceitual ou procedimental ainda configura-se como aquém do esperado nas macroavaliações. Para atingir níveis de proficiência satisfatórios é fundamental que se promova o desenvolvimento das habilidades e competências necessárias à compreensão das operações e suas aplicações no cotidiano. A simples operacionalização dos métodos de resolução dessas operações por procedimentos práticos e o descaso com a compreensão dos algoritmos podem afetar consideravelmente a aprendizagem de outros conteúdos nos quais as operações são utilizadas. Além do mais, as dificuldades que se formam pela falta do domínio dessas operações nos anos iniciais se arrastam ao longo dos anos finais do Ensino Fundamental até o Ensino Médio, evidenciando que é importante que os professores revejam suas práticas docentes. No entanto, os professores dos anos iniciais do Ensino Fundamental, etapa de escolarização onde as operações aritméticas são desenvolvidas primordialmente, também encontram dificuldades nas compreensões dessas operações e ensiná-las pode se constituir um desafio, ao mesmo tempo que pode implicar em adoção de abordagens equivocadas que levam à incompreensão sem ter de fato ocorrido a aprendizagem. Dentre as operações aritméticas, a operação divisão, seja exata ou inexata, ainda é uma das operações nas quais tanto professores dos anos iniciais do Ensino fundamental quanto alunos apresentam dificuldades, assim como a operação subtração. No sentido de melhorar a compreensão do algoritmo da divisão exata e inexata nos anos iniciais do Ensino Fundamental, uma oficina foi ofertada em 2019 para professores e futuros professores. Os resultados apontam que as dificuldades se concentram nos casos especiais de divisão e na divisão inexata.&#x0D; PALAVRAS-CHAVE: Aritmética; Divisão Exata e Inexata; Material Dourado; TDICs; Ensino de Matemática.

Apontamentos sobre a construção do sentido de número e o processo de transição para o ensino fundamental nos documentos oficiais de ensino de matemática

RESUMO: A alfabetização matemática depende da formação significativa das noções matemáticas nos anos iniciais do Ensino Fundamental para construir o conhecimento matemático. As ideias matemáticas iniciais se formam na Educação Infantil quando a criança começa a desenvolver o sentido de número de maneira lúdica por meio de atividades que permitem experienciar mobilizações cognitivas como seriação e classificação. Esta fase é fundamental para se construir as bases aritméticas que sustentarão a aprendizagem das operações matemáticas básicas durante os anos iniciais do Ensino Fundamental. Nesta etapa da escolaridade, o sentido de número passa por uma fase de conservação e se consolida como pilar do numeramento que se externaliza nas práticas sociais nas quais os conhecimentos matemáticos são aplicados. São as situações do cotidiano que exigem a articulação e manejo dos conhecimentos matemáticos para a resolução de problemas com o uso da abstração reflexiva que é essencial para a operacionalização das estruturas lógico-matemáticas. Dessa forma, o presente artigo tem como objetivo discutir o processo de construção do sentido de número e sua relevância no processo de transição na Educação Básica. Para tanto, realizamos uma análise documental e bibliográfica que contempla a Base Nacional Comum Curricular e as Orientações Curriculares para a Educação Infantil do Município de Maceió e os pressupostos teóricos de Piaget e Constance Kamii que dialogam sobre o processo de construção do sentido de número e sua relevância para o numeramento no 1°ano do Ensino Fundamental. Pretende-se com o estudo construir um referencial de partida para estudos futuros sobre o numeramento nos anos iniciais e o desenvolvimento do pensamento aritmético.&#x0D; Palavras-chave: Sentido de número,Transição, Educação Básica.

Resolução de Problemas como metodologia para o ensino de Matemática nos anos iniciais

A presente investigação é parte de uma pesquisa de doutoramento que buscou investigar a Resolução de Problemas como campo de pesquisa e sua aplicação ao ensino de Matemática. Esse estudo foi norteado pela busca de resposta ao seguinte questionamento: como é concebida a Resolução de Problemas nos documentos orientadores para o ensino de Matemática do MEC[1] e nos livros didáticos de Matemática utilizados pelas escolas públicas nos anos iniciais do Ensino Fundamental? A hipótese é a de que as orientações para o ensino de Matemática nos anos iniciais, através dos PCN[2], não sejam efetivamente observadas, na elaboração de livros didáticos. Diante dessa questão, buscou-se analisar se há uma discordância quanto ao tratamento dado à Resolução de Problemas nas orientações oficiais do MEC (através dos PCN) e a concepção efetivamente presente nos materiais didáticos distribuídos pelo FNDE[3]. De forma específica, buscou-se ainda: (1) Examinar as orientações metodológicas do MEC/PCN para o ensino de Matemática; (2) conhecer as diferentes perspectivas sobre Resolução de Problemas; (3) pesquisar as diferenças entre exercícios e problemas; (4) identificar os principais tipos de problemas; (5) identificar como a Resolução de Problemas é abordada nos livros didáticos de Matemática fornecidos pelo FNDE; (5) confrontar os dados resultantes da pesquisa. O estudo foi teórico-bibliográfico, de natureza qualitativa, com foco na Resolução de Problemas como metodologia de ensino de Matemática. A pesquisa demonstrou que a Resolução de Problemas como metodologia de ensino para o ensino de Matemática, oficialmente adotada pelo MEC/PCN, não é efetivamente compreendida e observada na elaboração dos livros didáticos.

Longitudinal Stability of Spatial Inattention in Children With Perinatal Stroke

BackgroundSigns of contralateral hemispatial inattention may be witnessed in children following perinatal brain infarcts (lesions), and evidence shows a pattern distinct from that in adults. This study is a longitudinal analysis of children with perinatal infarcts, with the goals of determining the pattern of inattention found in children with left or right hemisphere lesions and whether this pattern shows signs of change over time. MethodsTwenty-one children with left hemishpere lesions, nine children with right hemisphere lesions, and 80 neurologically healthy control children were given the Infant and Toddler Neglect Task at two different time points. At time 1, median age was 1.54 years (interquartile range [IQR] = 0.92 to 2.29). At time 2, median age was 3.25 years (IQR = 2.23 to 5.00). A standardized scoring system was developed to compare the children’s preference for the left versus right side of space. ResultsChildren with left hemisphere lesions showed a significantly increased preference for the left side of space and a slightly decreased preference for the right side of space at time 1 and a significantly decreased preference for the right side of space at time 2 compared with controls. Children with right hemisphere lesions showed a significantly decreased preference for the left side of space and a significantly increased preference for the right side of space compared with controls at time 1 and a significantly decreased preference for the left side of space and a significantly increased preference for the right side of space compared with controls at time 2. There were no significant within-subjects effects across time. ConclusionsThese data suggest that mechanisms of hemispatial inattention affect children early in the developmental process and that hemispatial inattention in children with both left and right hemisphere perinatal lesions likely persists at least through the early elementary school years.