PAIVA, Maria Lucimar F. (1992) – Relações entre representações cognitivas, afetivas e desempenho escolar de crianças de 4 a 5 anos de idade [Relationships between cognitive, affective representations and the school performance of 4 to 5 year-old children]. Doctoral Thesis. São Paulo (SP), Instituto de Psicologia da USP, 193 pp.
The main purpose of this work was to analyze the affective and cognitive representation of four a five years old children and its relation to school development from their answers to CAT-A and to the Drawing-and-Story Procedure (affective aspects) and to Graphic evaluation of Perceptive-Motive Organization (Pre-Bender) from four to six year old children (cognitive aspects). The School Development of the children was evaluated by the teachers from a previously elaborated schedule. This research also tried to analyze the children’s production through the Drawing-and-Story Procedure (D-E), comparing them to those resulting from the evaluations done by the CAT-A. It was tried to establish a qualitative analysis for the cognitive test (Pre-Bender) through the Perceptive-Motive Errors (PME) evaluation that were characterized by deviation in the Perceptive-Motive Organization. The sample was made with ten children, of both sexes (five boys and five girls) with age ranging from four to five years, students from an art school from the city of Ribeirão Preto, São Paulo State. The results show that the school Development is found to be positively related with the Cognitive Representations and with the Representation of Object Relations, being guided in the same direction. The proposition of PME analysis allowed the configuration of positive points related to PME and showed the possibility of a qualitative analysis sufficiently relevant to notice the different aspects in the Perceptive-Motive Organization. The comparative analysis between the CAT-A and the Drawing-and-Story Procedure made evident the completion of both instruments, in which the Drawing-and-Story Procedure stands out due to the possibility of progressive clearing up of basic conflictive aspects.