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Advisor(s)
Abstract(s)
Fundamentação Teórica O surgimento da pandemia SARS-COV-2 (mundialmente
conhecida por COVID-19) trouxe alterações em inúmeras esferas da vida humana,
discutindo-se atualmente quais os impactos de longa duração no desenvolvimento das
crianças por consequência das restrições impostas, nomeadamente, os períodos de
confinamento para cumprimento da restrição de isolamento social obrigatório
(Golberstein, et al., 2020; Larsen, et al., 2021). A importância do brincar no
desenvolvimento das crianças, já corroborada por diversos autores, levou-nos a investigar
como este período atípico pode ter condicionado a prática do brincar em crianças de
idade escolar e qual o seu peso preditivo sobre o funcionamento executivo. As funções
executivas tratam-se de um conjunto de capacidades cognitivas apontadas na literatura
como fator preditor para o sucesso académico e vida futura do indivíduo, pelo que, e
partindo de uma perspetiva neuropsicológica, este trabalho propõe estudar as rotinas das
crianças durante o confinamento sobre o funcionamento executivo percecionado pelos
pais no após desconfinamento.
Metodologia Participaram neste estudo 146 crianças dos 7 aos 12 anos (M=8.47;
DP=1.199) pertencentes a 10 escolas do Município de Cascais. As rotinas das crianças
num contexto de privação de contacto social por consequência do período pandémico
foram medidas através de questionário desenvolvido para o efeito e preenchido pelos
pais. Para avaliar o funcionamento executivo foi utilizado a tradução portuguesa do
instrumento BRIEF - Behavior Rating Inventory of Executive Function (Gioia et al.,
2000), na sua versão para pais (Rodrigues et al., 2015).
III
Resultados Os resultados obtidos mostram que durante o período de confinamento a
maioria das crianças passou pouco tempo a brincar, com menos oportunidades para serem
fisicamente ativas e tempo passado no exterior. Por outro lado, o tempo de exposição a
ecrãs revelou-se superior. Na análise das rotinas por grupos de idade, verificou-se que as
crianças mais velhas passaram mais tempo expostas a ecrãs, no entanto, não se revelou
diferenças de idade quanto à capacidade executiva das crianças. Das variáveis individuais
da amostra analisada, o fator de impacto que se destacou sobre o funcionamento
executivo foi o tempo a brincar sozinho durante a semana, verificando-se resultados
significativos para a subescala de Iniciativa e o Índice de Metacognição e Índice Geral
Executivo, que foram influenciadas pela idade, o sexo, o nº de irmão(s) e beneficiar do
sistema de apoio social.
Discussão As conclusões evidenciam que durante o confinamento houve um natural
prejuízo nas rotinas lúdicas, ativas e de exterior, das crianças, ficando aquém do
recomendado internacionalmente, e que o ato de brincar pode exercer um contributo
sobre o funcionamento executivo, especialmente no que diz respeito à capacidade de
iniciativa. Reforçando a valorização desta prática para o benefício no desenvolvimento da
capacidade executiva em crianças com idade escolar, o presente estudo corrobora que
quanto mais as crianças brincam, mais apresentam comportamentos de bom
funcionamento executivo, especialmente com maior capacidade de iniciativa nas tarefas
Theoretical Background The emergence of the SARS-COV-2 pandemic (known worldwide as COVID-19) has brought changes in numerous spheres of human life, and the long-term impacts on children's development are currently being discussed as a result of the restrictions imposed, namely, the periods of confinement to comply with mandatory social isolation (Golberstein, Wen & Miller, 2020; Larsen, Helland, & Holt, 2021). The importance of playing in children's development, which has already been corroborated by several authors, led us to investigate how this atypical period may have conditioned the practice of playing and how an impairment of this practice is related to the performance of executive functioning. Executive functions are a set of cognitive abilities identified in the literature as a predictor of the individual's academic success and future life. From a neuropsychological perspective, this paper proposes to study the relationship between children's routines during confinement and the perception of parents about the executive functioning of their children right after deconfinement. Method A total of 146 children aged 7 to 12 years (M=8.47; SD=1.199) from 10 schools in the municipality of Cascais participated in this study. The routines of children in a context of social deprivation as a result of the SARS-COV-2 pandemic period were measured using a questionnaire developed for this purpose and filled in by the parents. To assess executive functioning, the Portuguese translation of the instrument BRIEF - Behavior Rating Inventory of Executive Function (Gioia et al., 2000) was used, in its version for parents (Rodrigues et al., 2015). V Results The results obtained show that most children spent little time playing, with fewer opportunities to be physically active and time spent outdoors. On the other hand, the exposure time to screens turned out to be longer. In the analysis of routines by age groups, it was found that older children spent more time exposed to screens, however, there were no differences in age in terms of the children's executive capacity. Of the individual variables of the analyzed sample, the impact factor that stood out on executive functioning was the time spent playing alone during the week, with significant results for the Initiative subscale and the Metacognition Index and General Executive Index, which reveal be influenced by individual variables (age, sex, number of siblings and benefit from the social support system). Discussion The conclusions show that during the confinement there was a natural loss in the children's play routines, falling short of what is internationally recommended, and that the act of playing can contribute to influencing the executive functioning, especially with regard to the capacity for initiative. Reinforcing the appreciation of this practice for the benefit of the development of executive capacity in school-age children, because it is verified that the more children play, the better performance they demonstrate in executive functions, especially with greater capacity to initiate tasks.
Theoretical Background The emergence of the SARS-COV-2 pandemic (known worldwide as COVID-19) has brought changes in numerous spheres of human life, and the long-term impacts on children's development are currently being discussed as a result of the restrictions imposed, namely, the periods of confinement to comply with mandatory social isolation (Golberstein, Wen & Miller, 2020; Larsen, Helland, & Holt, 2021). The importance of playing in children's development, which has already been corroborated by several authors, led us to investigate how this atypical period may have conditioned the practice of playing and how an impairment of this practice is related to the performance of executive functioning. Executive functions are a set of cognitive abilities identified in the literature as a predictor of the individual's academic success and future life. From a neuropsychological perspective, this paper proposes to study the relationship between children's routines during confinement and the perception of parents about the executive functioning of their children right after deconfinement. Method A total of 146 children aged 7 to 12 years (M=8.47; SD=1.199) from 10 schools in the municipality of Cascais participated in this study. The routines of children in a context of social deprivation as a result of the SARS-COV-2 pandemic period were measured using a questionnaire developed for this purpose and filled in by the parents. To assess executive functioning, the Portuguese translation of the instrument BRIEF - Behavior Rating Inventory of Executive Function (Gioia et al., 2000) was used, in its version for parents (Rodrigues et al., 2015). V Results The results obtained show that most children spent little time playing, with fewer opportunities to be physically active and time spent outdoors. On the other hand, the exposure time to screens turned out to be longer. In the analysis of routines by age groups, it was found that older children spent more time exposed to screens, however, there were no differences in age in terms of the children's executive capacity. Of the individual variables of the analyzed sample, the impact factor that stood out on executive functioning was the time spent playing alone during the week, with significant results for the Initiative subscale and the Metacognition Index and General Executive Index, which reveal be influenced by individual variables (age, sex, number of siblings and benefit from the social support system). Discussion The conclusions show that during the confinement there was a natural loss in the children's play routines, falling short of what is internationally recommended, and that the act of playing can contribute to influencing the executive functioning, especially with regard to the capacity for initiative. Reinforcing the appreciation of this practice for the benefit of the development of executive capacity in school-age children, because it is verified that the more children play, the better performance they demonstrate in executive functions, especially with greater capacity to initiate tasks.
Description
Keywords
COVID-19 Isolamento social Brincar Funções executivas Neuro desenvolvimento Crianças Social isolation Play Executive functions Neuro development Children