Investigação de precocidade por meio do Inventário Portage Operacionalizado em uma criança na creche

Abstract

Early identification and pedagogical support for students with precocious characteristics in the various areas of ability are recommended by specialized literature, however, this task comes up against a lack of instrumentation for this purpose. With this in mind, the general aim of this research was to investigate indicators of precocity in a child of nursery school age, using the Inventário Portage Operacionalizado (IPO) and, specifically, to check whether the signs of precocity in a child of nursery school age, previously assessed, were still present. The methodological design used was exploratory-descriptive and longitudinal research. A three-year-old child took part in the study with her mother and teacher as sources of information. The results obtained were: i) Motor development showed approximate scores for her age group (14 points out of 15) and more than 80% beyond her age; ii) in Language, in her age group (14 points out of 15) and more than 80% beyond her age; ii) in Language, the child scored beyond her age group (12 points out of 15); iii) in Self-care, she achieved the expected score for her age group (13 out of 14 points); iv) in Socialization, the child obtained 9 expected points out of 11 and more than 50% expected beyond her age; and v) in Cognition, the child scored 20 out of 24 points expected for his age group and 67% above. The conclusion is that, at the time research, the child aged three years and five months showed characteristics superior to her age group, as observed through the IPO, and the instrument proved to be effective in signaling early potential in nursery children.