It is widely recognized that children's early development and their progress during the first years of school are crucial for their later success (Tymms; Merrell; Henderson, 1997; Sammons et. al, 2008; Sylvia et al.,2016). Then, measure and monitor children’s evolution in this key stage of their life should be a policymakers’ concern. Evidence to guide educational policy is important to understanding what children know and can do when they start school in your own country and how the development of children is comparable to other countries at the start of school life.
Therefore, it’s important to have an instrument able to measure children’s baseline and their knowledge evolution. Another focus can be a comparable measure cross-countries. In this sense, iPIPS is an international assessment of children starting school which has the potential to fill an important gap about children progresses around the world (Tymms; Merrell; Henderson, 1997; Tymms et al., 2009; Tymms; Merrell; Jones, 2004). It is our goal in a near future to compare children’s progress in different educational system, such as England, Scotland, South Africa, Russia, China and Brazil.
The study aims to discuss the relevance of the iPIPS (International Study of Children Starting School) cognitive instrument (mathematics and language/literacy) to the Brazilian context. The presentation will look at children’s cognitive development in their first year at school and assess the impact of early education policy in the city of Rio de Janeiro.
The data used in the analysis was based on the first and second wave of a longitudinal study – Baseline Brazil. A representative stratified random sample of 46 Municipal Public Schools in Rio de Janeiro (2758 children 4/5 years old) was selected to participate in the study. Key research questions are: a) what children know when they start school in Brazil; b) how much progress is made in the first year; c) how do the starting points vary by sub-groups including gender and home background (socio-economic)? c) what is the effect of different types of school in children’s early development?
The study also discusses the pertinence of PIPS scale for the Brazilian context and challenges to compare children’s progress across countries. The research design present evidence about the role of schools and types of schools (there are two main types of preschool in Rio and sample is Evidence presented are relevant for researchers interested in child development and potential impact of early years education in child’s development.