摘要：Educational process in the appropriate period is paramount to define a better academic profile of young people in the future. The objective was to validate ELORS scale (Early Learning Observation and Rating Scale) to help educational process, emphasizing characteristics that can be early signals of learning deficiencies.Scale was applied to parents of 2 public schools and 2 private schools (N = 57 students). Results of reliability using Cronbach’s alpha were as follows: Perceptual and Motor (0.916), Self-management (0.896), Social and Emotional (0.893), Early Mathematics (0.956), Early Literacy (0.955), Receptive Language (0.943) and Expressive Language (0.948). When evaluated the differences between private and public schools, we found significant data in the Domain 2 in the behavior and mood consistency (p = 0.008); Domain 3 in functioning regardless of adult care (p = 0.006); Domain 4 in naming numbers (p = 0.026), counting in the appropriate sequence (p = 0.035), counting objects with precision (p = 0.026), determining which of the two groups of objects has more or less objects (p = 0.017), determining which object comes next in a sequence (0.010), showing understanding of the basic time sequences (p = 0.041) and showing understanding of basic spatial orientation terms (p = 0.010); Domain 5 in interest in writing their own name (p = 0.027), identifying words (p = 0.006), clapping on the number of syllables in a word (p = 0.033), and left to right and top to bottom reading (p = 0.006); Domain 6 in paying attention to speech with background noise (p = 0.046). Conclusion:The study identified children with the greatest difficulties in Early Literacy between 7 and 8 years old,Major difficulties in Mathematics, Early Literacy in public schools and higher difficulty in the domains of Self-management, Social and Emotional and Receptive Language in private schools.
