Funções executivas em pré-escolares: revisão de escopo e construção de instrumentos de avaliação

Abstract

The present study addresses the assessment of executive functions (EFs) in preschool children, highlighting their relevance to child development. Performance-based tests present limitations in ecological validity, which has driven the use of authentic assessment measures — that is, measures that evaluate individuals’ behavior or abilities in real-life, everyday contexts. However, these instruments present limitations within the Brazilian context, underscoring the need for culturally adapted measures. Accordingly, two studies were conducted. The first study consisted of a scoping review of the assessment of executive functions using the two main authentic measures of executive functioning. The findings indicated a consistent growth in scientific production, with a predominance of studies focusing on working memory, self-regulation, and neurodevelopmental conditions, particularly Attention-Deficit/Hyperactivity Disorder and Autism Spectrum Disorder, as well as a greater emphasis on parent reports compared to teacher reports. The second study describes the development and the collection of content validity evidence for two original scales designed for children aged three to six years, differing only in the administration instructions for parents and teachers, thus allowing multiple observational perspectives. Content validity analysis demonstrated the theoretical–operational consistency of the items, highlighting the importance of authentic, ecologically valid assessments centered on positive child development. The study contributes to the expansion of assessment tools adapted to the Brazilian context, supporting early and context-sensitive interventions in the development of executive functioning in early childhood.