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Enquadramento Teórico: O desenvolvimento infantil pode ser influenciado por um conjunto de fatores, desde os biológicos aos ambientais, dentre os quais se destacam os contextos de aprendizagem. Considerando a discussão sobre os modelos pedagógicos ditos como tradicionais ou alternativos, a investigação tem explorado a hipótese sobre quais impactos que podem exercer sobre o desenvolvimento sociocognitivo das crianças. No presente estudo, pretendeu-se analisar dois contextos de aprendizagem com características distintas, o mais típico, designado como tradicional, e o alternativo, do qual se estudou a pedagogia Montessori, em crianças dos 3 aos 6 anos de idade, tendo como foco o seu desempenho em tarefas de funcionamento executivo (FE) e de teoria da mente (ToM). Metodologia: A amostra foi selecionada por conveniência e consistiu em 34 crianças de idade pré-escolar, entre os 3 e os 6 anos, com uma média de idades de 59.76 meses (DP=11.36), sendo 52,9% do sexo feminino. Os participantes foram distribuídos em dois grupos espelho conforme o contexto de aprendizagem: 17 crianças da pedagogia Montessori e 17 da pedagogia tradicional. Foi aplicado às crianças um protocolo de avaliação neuropsicológica previamente estabelecido, que incluía as Matrizes Progressivas Coloridas de Raven, o subteste da Teoria da Mente do NEPSY-II e três tarefas da Early Years Toolbox (nomeadamente a Mr. Ant, a Go/No-Go e a Card Sorting) para avaliar o funcionamento executivo. Os grupos foram emparelhados com base nas variáveis sociodemográficas, comportamentais e cognitivas dos participantes. Resultados: Foram encontradas diferenças significativas no controlo inibitório, na flexibilidade cognitiva (dois de três componentes do FE) e no reconhecimento emocional (um dos três scores da ToM), com as crianças a frequentar a pedagogia Montessori a apresentarem resultados superiores aos das crianças da pedagogia tradicional. Não foram encontradas diferenças significativas na memória de trabalho e nos scores global e verbal da teoria da mente. Conclusão: Os resultados não são lineares quanto a uma diferença entre contextos de aprendizagem tendo por base o desempenho de todas as medidas de funcionamento executivo e teoria da mente aplicadas, no entanto, contribui com indicadores que demonstram que a pedagogia Montessori favorece o desenvolvimento sociocognitivo das crianças pré-escolares quanto ao controlo de respostas e reconhecimento de emoções. As descobertas evidenciam a necessidade de expandir o conhecimento científico sobre a pedagogia Montessori no território português.
Theoretical Background: Child development can be influenced by a range of factors, from biological to environmental, among which learning contexts stand out. Considering the discussion about pedagogical models considered traditional or alternative, research has explored the hypothesis about what impacts they can have on children's sociocognitive development. In the present study, we aimed to analyze two learning contexts with distinct characteristics, the most typical, designated as traditional, and the alternative, in which Montessori pedagogy was studied, in children aged 3 to 6 years old, focusing on their performance in executive functioning (EF) and theory of mind (ToM) tasks. Method: The sample was selected by convenience sampling and consisted of 34 preschool children, between 3 and 6 years old, with a mean age of 59.76 months (SD=11.36), 52.9% of whom were female. Participants were distributed into two mirror groups according to the learning context: 17 children from the Montessori pedagogy and 17 from the traditional pedagogy. The children were given a previously established neuropsychological assessment protocol, which included Raven's Colored Progressive Matrices, the NEPSY-II Theory of Mind subtest and three tasks from the Early Years Toolbox (namely Mr. Ant, Go/No-Go and Card Sorting) to assess executive functioning. The groups were paired based on the participants' sociodemographic, behavioral and cognitive variables. Results: Significant differences were found in inhibitory control, cognitive flexibility (two out of three EF components) and emotional recognition (one of the three scores of ToM), with children enrolled in Montessori pedagogy presenting superior results than children enrolled in traditional pedagogy. No significant differences were found in working memory and in the global and verbal scores of the theory of mind. Conclusion: The results are not linear in terms of a difference between learning contexts based on the performance of all measures of executive functioning and theory of mind applied, however, they contribute with indicators that demonstrate that Montessori pedagogy favors the sociocognitive development of preschool children in terms of response control and emotion recognition. The findings highlight the need to expand scientific knowledge about Montessori pedagogy in the Portuguese territory.
Theoretical Background: Child development can be influenced by a range of factors, from biological to environmental, among which learning contexts stand out. Considering the discussion about pedagogical models considered traditional or alternative, research has explored the hypothesis about what impacts they can have on children's sociocognitive development. In the present study, we aimed to analyze two learning contexts with distinct characteristics, the most typical, designated as traditional, and the alternative, in which Montessori pedagogy was studied, in children aged 3 to 6 years old, focusing on their performance in executive functioning (EF) and theory of mind (ToM) tasks. Method: The sample was selected by convenience sampling and consisted of 34 preschool children, between 3 and 6 years old, with a mean age of 59.76 months (SD=11.36), 52.9% of whom were female. Participants were distributed into two mirror groups according to the learning context: 17 children from the Montessori pedagogy and 17 from the traditional pedagogy. The children were given a previously established neuropsychological assessment protocol, which included Raven's Colored Progressive Matrices, the NEPSY-II Theory of Mind subtest and three tasks from the Early Years Toolbox (namely Mr. Ant, Go/No-Go and Card Sorting) to assess executive functioning. The groups were paired based on the participants' sociodemographic, behavioral and cognitive variables. Results: Significant differences were found in inhibitory control, cognitive flexibility (two out of three EF components) and emotional recognition (one of the three scores of ToM), with children enrolled in Montessori pedagogy presenting superior results than children enrolled in traditional pedagogy. No significant differences were found in working memory and in the global and verbal scores of the theory of mind. Conclusion: The results are not linear in terms of a difference between learning contexts based on the performance of all measures of executive functioning and theory of mind applied, however, they contribute with indicators that demonstrate that Montessori pedagogy favors the sociocognitive development of preschool children in terms of response control and emotion recognition. The findings highlight the need to expand scientific knowledge about Montessori pedagogy in the Portuguese territory.
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Keywords
Contextos de aprendizagem Pedagogia Montessori Funcionamento executivo Teoria da mente Learning contexts Montessori pedagogy Executive functioning Theory of mind