CHILD MALTREATMENT DURING THE PANDEMIC: ASSOCIATION BETWEEN PARENTAL KNOWLEDGE AND EXECUTIVE FUNCTIONS IN CHILDREN

Abstract

This study aimed to compare executive functioning in children from public and private schools and examine its association with socioeconomic indicators and parental knowledge regarding practices related to child maltreatment, in the context of the COVID-19 pandemic. The sample consisted of 54 parents of preschool children, with 26 enrolled in public schools and 28 in private institutions. Descriptive and inferential analyses were conducted using SPSS, including independent samples t-tests and effect size estimation. Results indicated that children from public schools presented higher scores on the Childhood Executive Functioning Inventory, suggesting greater executive dysfunction compared to children from private schools. Additionally, parents of children from public schools demonstrated lower levels of knowledge regarding practices related to child maltreatment. Differences between groups showed moderate to large effect sizes, indicating practical relevance. These findings suggest the coexistence of contextual disadvantages associated with socioeconomic and informational factors, which may indirectly influence the development of executive functions. However, due to the cross-sectional design and the nature of the instruments used, results should be interpreted as associations rather than causal relationships.