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[Cognitive function evaluation in school-age children from economically impoverished community: results of enriched

Célia Sperandéo Macedo1, Lívia Christina Andreucci, Terezinha de Cresci Braga Montelli

  • 1Departamento de Pediatria, Faculdade de Medicina de Botucatu, Universidade Estadual Paulista, Botucatu SP, Brazil. pediatri@fmb.unesp.br

Arquivos De Neuro-Psiquiatria
|October 12, 2004
PubMed

Insights

Cognitive impairments are prevalent in socioeconomically disadvantaged children. An enriched school program significantly improved intellectual performance, especially with longer attendance and specific cognitive development methods.

Area of Science:

  • Neuropsychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Sixty-three school-age children from low socioeconomic backgrounds faced adverse environmental factors including malnutrition, familial distress, and low income.
  • These children exhibited significant cognitive impairments, with 30% showing low intellectual levels and 74% displaying higher cognitive disorders.

Purpose of the Study:

  • To investigate cognitive impairments in socioeconomically disadvantaged children exposed to adverse environmental factors.
  • To evaluate the impact of an enriched school program on cognitive development in this population.

Main Methods:

  • A classical neuropsychological test battery (Raven, Bender Gestalt, Draw-a-Man) was administered.
  • Children participated in an enriched school program including Piaget-based learning, psychomotor exercises, and various activities for at least one year.

Main Results:

  • Significant correlations (p < 0.05) were found between higher intellectual performance, longer school attendance, and cognitive development methods.
  • No association was observed between other examined cognitive functions and the duration of school program attendance.

Conclusions:

  • An enriched educational program can lead to improved intellectual performance in socioeconomically disadvantaged children.
  • Longer engagement with specific cognitive development methods and school attendance positively influences cognitive outcomes.

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