Análise da capacidade cognitiva e motora fina de escolares em processo de alfabetização

Abstract

The beginning of schooling is considered a complex period, due to the need for rapid environmental adaptations and the accumulation of diverse information. Including, a low potential of intelligence, besides difficulty in cognitive and motor capacities and may generate negative influences in the school performance of children. In this sense, the purpose of the study was to analyze concentrated attention, intelligence and slim motricity, as well as some sociodemographic elements of students in the process of literacy. Therefore the study group consisted of eighty-seven children between six and nine years old who attended the first, second or third year of a state school in Santa Maria / RS. Concentrated attention and slim motricity were evaluated through the Vienna Test System and intelligence by the R2-Nonverbal Intelligence Test for Children. After the evaluations, the statistical analysis of the data was performed through descriptive statistics (mean and standard deviation) and normality test. In addition, an inferential analysis was performed to compare and correlate the data. All analyzes were performed at a significance level of 5%. Article 1 was entitled "Intelligence, concentrated attention and fine motor skills of schoolchildren at different levels of literacy" and shows more satisfactory results for G3 in concentrated attention, fine motor skills and intelligence when compared to G1 and G2. Article 2, entitled "Relation between concentrated attention, intelligence and fine motor skills of schoolchildren between 6 and 9 years old", presents a correlation between the number of errors and the number of reactions answered in the concentrated attention for G1 and G3. In relation to the fine motor, the sub-variables Precision and Tapping were the ones that presented more correlations with the cognitive aspects. In addition, intelligence correlated significantly with attention focused only on G3. It is concluded that cognitive and motricity variables must be present in the literacy process, not only as the underlying learning, but also be given important space for its development, through specific activities in the classroom and in physical education.