Basic knowledge of early childhood education teachers regarding neurodevelopmental disorders and intervening variables in the context of the public school system in Osasco - SP

Abstract

Neurodevelopmental Disorders (NDD), specifically intellectual disability, attention deficit/hyperactivity disorder, autism spectrum disorder, and specific learning disorder, are a group of conditions characterized by developmental deficits that impair personal, social, academic, or professional functioning. The first signs of developmental disorders begin to appear in preschool, which is why the Early Childhood Education Teacher (ECET) is so important in addressing children at this stage. Their knowledge about developmental disorders is relevant for efficient professional practice and for early identification, diagnosis, and intervention in suspected children. Therefore, given its relevance, this study aims to assess the basic knowledge that ECET has about four NDD. This is a cross-sectional study that included 36 teachers from a Municipal Early Childhood Education Center in the city of Osasco, São Paulo. Participants answered a likert scale questionnaire that assessed their knowledge of NDD. Subsequently, analyses were performed to identify their level of knowledge and verify intervening variables. In general, the teachers demonstrated little knowledge about NDD, and the level of training was the only variable that influenced this result. On the other hand, they presented scores ranging from poor to excellent in the specific domains of these conditions. Therefore, it is necessary to continue evaluating the knowledge of ECET in other regions to identify specific demands that can be addressed both through training and strategies aimed at improving ECET knowledge.