DESIGN AND VALIDATION OF AN INSTRUMENT TO MEASURE EARLY LITERACY WITH A NEURODIDACTIC APPROACH: IMPACT ON EMOTIONAL SELF-REGULATION AND ACADEMIC PERFORMANCE

Abstract

The present study aims to design and validate a psychometric instrument to assess early literacy in children in early education, integrating a neurodidactic approach and analyzing its relationship with emotional self-regulation and academic performance. The research was developed under a quantitative, cross-sectional and non-experimental design, using exploratory factor analysis (EFA) and Cronbach's alpha for validation. The sample was composed of 312 students between 5 and 7 years old. The results show that the instrument presents a high internal consistency (α = 0.91) and adequate construct validity, demonstrating that early literacy, when stimulated with neurodidactic strategies, is positively associated with emotional self-regulation and better school performance. This work provides a reliable tool for educational evaluation and intervention in school contexts.