| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.86 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Objetivos: Este estudo teve como propósito compreender o Desenvolvimento Socioemocional (DSE) a partir das perspetivas dos pais e dos professores e analisar a relação entre as capacidades e dificuldades percecionadas por estes dois intervenientes junto das crianças pré-escolares e as suas Funções Executivas (FE), especialmente o Controlo Inibitório (CI) e a Flexibilidade Cognitiva (FC). Metodologia: Este estudo adotou uma abordagem quantitativa e de natureza correlacional, com o objetivo de avaliar a relação entre a perceção do DSE pelos educadores de infância e os pais e o desempenho das crianças do pré-escolar em tarefas de FE. Foi utilizada uma amostra de conveniência, composta por 70 crianças de 5 a 6 anos de idade (M = 5,65, DP = 0,32), das quais 35 são do sexo masculino e 35 do sexo feminino. O DSE foi avaliado através do questionário de autorrelato Strengths and Difficulties Questionnaire (SDQ), aplicado tanto aos pais/cuidadores quanto aos educadores. Para medir as FE das crianças do pré-escolar, foram usadas duas provas de medida de desempenho do Early Years Toolbox (EYT). O Go/No-Go, para avaliar o CI, e o Card Sorting, para medir a FC. Resultados: Foi possível verificar correlações negativas médias entre o CI e a escala de hiperatividade percecionada pelos pais (r = -.36, p < .001), a escala de problemas de relacionamento com os colegas percecionada pelos pais (r = -.24, p < .05), a escala de dificuldades total percecionada pelos pais (r = -.32, p < .001). Ao nível da FC somente encontrou-se uma correlação negativa fraca com a escala de problemas comportamentais percecionada pelos pais (r = -.28, p < .05). Por fim verificou-se uma correlação positiva moderada com a escala de comportamento pró-social percecionada pelos professores (r = .38, p < .05). Conclusão: Os resultados confirmaram a existência de diferenças significativas entre as perceções dos pais e dos professores em relação ao perfil socio-emocional das crianças. Em particular, enquanto os pais tendem a relatar níveis mais altos de comportamentos emocionais e hiperatividade, os professores observam com maior frequência comportamentos externalizantes no contexto escolar. Além disso, encontrou-se também correlações negativas moderadas entre o CI e algumas dificuldades comportamentais, particularmente nas áreas de hiperatividade e problemas de relacionamento entre pares, segundo os pais. A FC mostrou correlações mais fracas com os resultados comportamentais, mas associou-se à redução de problemas comportamentais na perceção dos pais, sugerindo que estas FE são observáveis e impactantes de forma distinta dependendo do contexto social onde a criança está inserida.
Objectives: This study aimed to understand Socioemotional Development (SED) from the perspectives of parents and teachers and to analyze the relationship between the abilities and difficulties perceived by these two key actors regarding preschool children and their Executive Functions (EF), particularly Inhibitory Control (IC) and Cognitive Flexibility (CF). Methodology: This study employed a quantitative and correlational approach to evaluate the relationship between the perception of SED by educators and parents and preschool children's performance on EF tasks. A convenience sample of 70 children aged 5 to 6 years (M = 5.65, SD = 0.32) was used, with 35 boys and 35 girls. SED was assessed through the Strengths and Difficulties Questionnaire (SDQ), a hetero-report instrument administered to both parents/caregivers and educators. To measure preschool children's EF, two performance-based tasks from the Early Years Toolbox (EYT) were used the Go/No-Go to assess IC and the Card Sorting to evaluate CF. Results: There was found a moderate negative correlations between IC and the hyperactivity scale as perceived by parents (r = -.36, p < .001), the peer relationship problems scale as perceived by parents (r = -.24, p < .05), the total difficulties scale as perceived by parents (r = -.32, p < .001). At the CF level, only a weak negative correlation was found with the behavioral problems scale as perceived by parents (r = - .28, p < .05). Finally, a moderate positive correlation with the prosocial behavior scale as perceived by teachers (r = .38, p < .05). Conclusions: The results confirmed the existence of significant differences between parents' and teachers' perceptions regarding children's socioemotional profiles. Specifically, while parents tend to report higher levels of emotional and hyperactive behaviors, teachers more frequently identify externalizing behaviors in the school environment. Additionally, moderate negative correlations were found between IC and certain behavioral difficulties, particularly in areas of hyperactivity and peer relationship problems, according to parents. CF showed weaker correlations with behavioral outcomes but was associated with a reduction in behavioral problems as perceived by parents, suggesting that these EFs are observable and impactful in different ways depending on the social context in which the child is situated.
Objectives: This study aimed to understand Socioemotional Development (SED) from the perspectives of parents and teachers and to analyze the relationship between the abilities and difficulties perceived by these two key actors regarding preschool children and their Executive Functions (EF), particularly Inhibitory Control (IC) and Cognitive Flexibility (CF). Methodology: This study employed a quantitative and correlational approach to evaluate the relationship between the perception of SED by educators and parents and preschool children's performance on EF tasks. A convenience sample of 70 children aged 5 to 6 years (M = 5.65, SD = 0.32) was used, with 35 boys and 35 girls. SED was assessed through the Strengths and Difficulties Questionnaire (SDQ), a hetero-report instrument administered to both parents/caregivers and educators. To measure preschool children's EF, two performance-based tasks from the Early Years Toolbox (EYT) were used the Go/No-Go to assess IC and the Card Sorting to evaluate CF. Results: There was found a moderate negative correlations between IC and the hyperactivity scale as perceived by parents (r = -.36, p < .001), the peer relationship problems scale as perceived by parents (r = -.24, p < .05), the total difficulties scale as perceived by parents (r = -.32, p < .001). At the CF level, only a weak negative correlation was found with the behavioral problems scale as perceived by parents (r = - .28, p < .05). Finally, a moderate positive correlation with the prosocial behavior scale as perceived by teachers (r = .38, p < .05). Conclusions: The results confirmed the existence of significant differences between parents' and teachers' perceptions regarding children's socioemotional profiles. Specifically, while parents tend to report higher levels of emotional and hyperactive behaviors, teachers more frequently identify externalizing behaviors in the school environment. Additionally, moderate negative correlations were found between IC and certain behavioral difficulties, particularly in areas of hyperactivity and peer relationship problems, according to parents. CF showed weaker correlations with behavioral outcomes but was associated with a reduction in behavioral problems as perceived by parents, suggesting that these EFs are observable and impactful in different ways depending on the social context in which the child is situated.
Description
Keywords
Funções executivas Desenvolvimento socio-emocional Problemas comportamentais Pré-escolar Executive functions Socio-emotional development Behavioral problems Preschool