Transición Para La Escolarización Del Preescolar A La Primaria Matemáticas Y Educación Física; Una Revisión Sistemática

Se presenta una revisión sistemática del concepto de preparación para la escolarización (PPE), las dimensiones planteadas por el Fondo de las Naciones Unidas para la Infancia (UNICEF): escuelas, padres y “niños preparados”, enfocando esta última refiere al conjunto de competencias para que la infancia transite a la escuela primaria. El objeto de estudio busca realizar un análisis de las estrategias-instrumentos de evaluación, como parte de la PPE en ellos del campo pensamiento matemático y área educación física, en respuesta a la problematización en las formas de valorar este conjunto de competencias. El problema está referido a la forma de evaluar el preescolar en México. Para alcanzar el objetivo del estudio se utilizó la observación y el instrumento Escala para Evaluar Artículos Científicos en Ciencias Sociales y Humanas que examina, critica y sintetiza literatura representativa sobre un tema de forma integrada, de tal manera que permita comparar los hallazgos y generar nuevas perspectivas. Los artículos fueron consultados en los metabuscadores de SCOPUS, ELSEIVIER y SCIELO, en un periodo del 2017 al 2021, filtrando 20 artículos para su revisión rigurosa. Se concluye que los instrumentos y formas evaluativas no solo pueden realizarse por psicometría, sino también en aportes que contribuyan a la valoración preescolar para una transición armónica. A systematic review of the concept of preparation for schooling (PPE) is presented in this study. The dimensions proposed by the United Nations Children's Fund (UNICEF), schools, parents, and “prepared children” is focused on the latter and on the set of competencies required for childhood transitions into primary school. This paper focuses on performing an analysis of the evaluation strategies, i.e., instruments, as part of the preparation of school (PPE) in the field of mathematical thinking and physical education and in response to the problematization in evaluating this set of competences. The problem is however related to the way of evaluating preschool in Mexico. To achieve the objective of the study, observation and the Scale for Evaluating Scientific Articles in Social and Human Sciences instrument were used, which examines, criticizes, and synthesizes representative literature on a topic in an integrated way. It is done in such a way as to compare the findings and generate new perspectives. The articles were consulted in the metasearch engines of SCOPUS, ELSEIVIER, and SCIELO within the period from 2017 to 2021 by filtering 20 articles for rigorous review. In conclusion, the instruments and evaluative forms cannot only be performed by psychometry, but it also contributes to the preschool assessment for a harmonic transition.

CoCo20 protocol: a pilot longitudinal follow-up study about the psychiatric outcomes in a paediatric population and their families during and after the stay-at-home related to coronavirus pandemic (COVID-19)

IntroductionIn the context of a viral outbreak and the stay-at-home measures, a significant increase in psychological distress, such as stress or fear behaviours, has previously been reported in adult and paediatric population. Children and adolescents seem to be particularly at risk of developing psychiatric disorders during and after the stay-at-home but evidences are lacking. The main objective of this article is to present the methodology of Coronavirus Confinement 2020 (CoCo20) Study, which aims to assess the impact of the coronavirus pandemic (COVID-19) and stay-at-home on the development of psychiatric disorders, including post-traumatic stress disorder (PTSD), in children and adolescents.Methods and analysisWe describe a longitudinal and multicentre study in the paediatric population during and after stay-at-home related to COVID-19 pandemic. Inclusions started on 30 March 2020 for 6 months. This study is proposed to all consecutive paediatric outpatients consulting during and after stay-at-home related to COVID-19 pandemic in medical–psychological centres and in a paediatric psychotrauma centre and/or calling the emergency COVID-19 hotline. We perform standardised and internationally validated psychiatric assessments (Diagnosis Infant and Preschool Assessment, Kiddie Schedule for Affective Disorders and Schizophrenia—Present and Lifetime Version) together with anxiety, attention deficit hyperactivity disorder, PTSD, parenting stress and somatic symptoms scales during five visits (baseline, 1 week after baseline, 1 month after baseline, 1 week after the end of the containment and 1 month after the end of the containment) in patients and their families enrolled during the containment and during three visits in case of enrolment after the containment. The inclusion period will end in 30 November 2020.Ethics and disseminationThe protocol has been approved by the Ethics Committee of Cote d’Azur University « CERNI » (number 2020-59). All patients and their legal caregivers provide a written informed consent on enrolment in the study. We will submit the results of the study to relevant journals and offer national and international presentations. This study will enable better characterisation of the impact of the stay-at-home (related to COVID-19 pandemic) on the mental health of children and adolescents.Trial registration numberNCT04498416.

Translation, cross-cultural adaptation, validation, and reliability of the Arabic version of diagnostic infant preschool assessment (DIPA) scale

Background The diagnostic infant and preschool assessment (DIPA) was one of the fewest available instruments which have been developed to assess young children up to 6 years old. The present study translated, validated, and cross-culturally adapted the DIPA from English to Arabic. Forward translation, expert panel evaluation, and back translation of the DIPA were conducted and followed by assessment of cultural relevance and content validity. Results Validation was performed on a clinical sample of 30 children, through agreement between the diagnostic infant and preschool assessment (DIPA) and Arabic version of DSM-based Child Behavior Check List (CBCL). Validity of categorical variables of translated DIPA showed substantial kappa (0.61-0.80) for conduct disorder, moderate kappa (0.41-0.60) for depressive disorder, post-traumatic stress disorder, generalized anxiety disorder, oppositional defiant disorder, and sleep disorders; poor kappa (0-0.40) for separation anxiety disorder, attention deficit hyperactivity disorder and reactive attachment disorder. Test-retest reliability had almost perfect agreement for all disorders (kappa > 0.81). Conclusions The current study shows an encouraging psychometric property for a new Arabic translated and culturally validated assessment tool for psychiatric disorders in Egyptian young children. This instrument is useful in examining DSM-IV disorders for young children. Future studies are needed to include larger sample size, age younger than 1.5, and to include patients from specialty clinic.