Precocidade no neurodesenvolvimento em crianças pré-escolares: uma revisão de escopo

Aline Mendes; Cláudio Sausen Malmann; Estella Mayana Moura Pavão; Eduardo Fonseca Maciel; Chrissie Ferreira de Carvalho; Natália Martins Dias

doi:10.51207/2179-4057.20250035

Authors

Aline Mendes Fundação Catarinense de Educação Especial, São José, Santa Catarina, Brasil
Cláudio Sausen Malmann Universidade Federal de Santa Catarina, Florianópolis, Santa Catarina, Brasil
Estella Mayana Moura Pavão Universidade Federal de Santa Catarina, Florianópolis, Santa Catarina, Brasil
Eduardo Fonseca Maciel Universidade Federal de Santa Catarina, Florianópolis, Santa Catarina, Brasil
Chrissie Ferreira de Carvalho Universidade Federal de Santa Catarina, Florianópolis, Santa Catarina, Brasil
Natália Martins Dias Universidade Federal de Santa Catarina, Florianópolis, Santa Catarina, Brasil

DOI:

https://doi.org/10.51207/2179-4057.20250035

Keywords:

Giftedness, Early Childhood Education, Special Education, Child Development

Abstract

The phenomenon of precocity in areas of child development does not have a consensus in the literature. It may be linked to giftedness, but it may also be understood as an acceleration in development in one or more areas that may stabilize over time. With a view to the impacts that this mismatch in development may have in educational and emotional terms, this review aimed to synthesize how the literature conceptually and methodologically approaches precocity in the development of preschool children. For this purpose, a scoping review was carried out based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines. A search with no temporal restriction was performed in ERIC, LILACS, PsycINFO, Medline, SciELO, Scopus, and Web of Science databases. A total of 5,719 studies were located, and 57 were selected after applying eligibility criteria. There was a predominance of research conducted in North America (65.07%). Definitions of precocity were found in less than 30% of the studies. The qualitative analysis of these definitions illustrated the understanding of the phenomenon linked to abilities and acquirements, especially in reading, consistent with the most commonly found classifications of precocity and forms of identification related to reading and language. The areas of development most evaluated in the samples were cognitive and language. Only one specific instrument was identified. The findings allowed mapping the conceptual and operational definition of precocity and suggest the need to expand the understanding of the phenomenon considering its complexity, in addition to the urgency in the development of screening instruments. Conceptual limitations and how to assess precocity indicators bring implications for clinical and educational practice with these children.

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Author Biographies

Aline Mendes, Fundação Catarinense de Educação Especial, São José, Santa Catarina, Brasil

Mestre em Psicologia

Cláudio Sausen Malmann, Universidade Federal de Santa Catarina, Florianópolis, Santa Catarina, Brasil

Doutorando do Programa de Pós-Graduação em Psicologia, Laboratório de Neuropsicologia Cognitiva e Escolar (LANCE)

Estella Mayana Moura Pavão, Universidade Federal de Santa Catarina, Florianópolis, Santa Catarina, Brasil

Graduanda de Psicologia, Laboratório de Neuropsicologia Cognitiva e Escolar (LANCE)

Eduardo Fonseca Maciel, Universidade Federal de Santa Catarina, Florianópolis, Santa Catarina, Brasil

Graduando de Psicologia, Laboratório de Neuropsicologia Cognitiva e Escolar (LANCE)

Chrissie Ferreira de Carvalho, Universidade Federal de Santa Catarina, Florianópolis, Santa Catarina, Brasil

Professora do Departamento de Psicologia, Laboratório de Neuropsicologia Cognitiva e Escolar (LANCE)

Natália Martins Dias, Universidade Federal de Santa Catarina, Florianópolis, Santa Catarina, Brasil

Professora do Departamento de Psicologia, Laboratório de Neuropsicologia Cognitiva e Escolar (LANCE), Bolsista de Produtividade em Pesquisa do CNPq

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