A carregar...
Publicação
Promoção da autorregulação do desenvolvimento em crianças do pré-escolar : programa de intervenção
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 49.61 MB | Adobe PDF | |||
| 2 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
Este estudo surge pela necessidade de promover a autorregulação do desenvolvimento em crianças no pré-escolar uma vez que o período entre os três e os seis anos se constitui uma importante etapa no desenvolvimento da autorregulação (Kopp, 1982 & Thompson, 1994 cit in Veiga & Fernandes, 2012) e que, neste período, as crianças experienciam um crescimento rápido em áreas do cérebro associadas à autorregulação, ficando mais preparadas para aprender e usar essas habilidades (Rosanbalm & Murray, 2017). Assim, apresenta como objetivo geral a promoção da AR do desenvolvimento em crianças do pré-escolar, sendo que para tal foi criado e implementado um programa de intervenção para um grupo de crianças. O estudo constitui-se como um estudo quantitativo, experimental. A amostragem utilizada foi a amostragem por grupos e os participantes constituem-se, como 32 crianças a frequentar o pré-escolar, especificamente a sala dos 5 anos sendo que a respetiva equipa educativa, as 2 auxiliares da ação educativa e as 2 educadoras de infância assistiram à aplicação do programa. Foi utilizado um pré e pós teste, a Escala de Comportamentos de Autorregulação (ECA) aplicada às crianças e outro questionário, criado para o efeito, aplicado às educadoras e auxiliares. Os resultados apontam para um aumento significativo dos níveis de autorregulação das crianças, com a aplicação do programa.
This study arises from the need to promote self-regulation of development in preschool children since the period between the ages of three and six is an important stage in the development of self-regulation (Kopp, 1982 & Thompson, 1994 cit in Veiga & Fernandes, 2012) and that, during this period, children experience rapid growth in areas of the brain associated with self-regulation, becoming more prepared to learn and use these skills (Rosanbalm & Murray, 2017). Thus, it has as its general objective the promotion of developmental RA in preschool children, and for this purpose an intervention program was created and implemented for a group of children. The study is constituted as a quantitative, experimental study. The sample used was group sampling and the participants were 32 children attending preschool, specifically the 5-year-old room, with the respective educational team, the 2 educational assistants and the 2 kindergarten teachers attended the implementation of the program. A pre and post test was used, the Self-Regulatory Behavior Scale (ECA) applied to children and another questionnaire created for the purpose, applied to educators and assistants. The results point to a significant increase in children's self-regulation levels, with the application of the program
This study arises from the need to promote self-regulation of development in preschool children since the period between the ages of three and six is an important stage in the development of self-regulation (Kopp, 1982 & Thompson, 1994 cit in Veiga & Fernandes, 2012) and that, during this period, children experience rapid growth in areas of the brain associated with self-regulation, becoming more prepared to learn and use these skills (Rosanbalm & Murray, 2017). Thus, it has as its general objective the promotion of developmental RA in preschool children, and for this purpose an intervention program was created and implemented for a group of children. The study is constituted as a quantitative, experimental study. The sample used was group sampling and the participants were 32 children attending preschool, specifically the 5-year-old room, with the respective educational team, the 2 educational assistants and the 2 kindergarten teachers attended the implementation of the program. A pre and post test was used, the Self-Regulatory Behavior Scale (ECA) applied to children and another questionnaire created for the purpose, applied to educators and assistants. The results point to a significant increase in children's self-regulation levels, with the application of the program
Descrição
Palavras-chave
Autorregulação do desenvolvimento Auto inibição Autoassertividade Programa de intervenção Crianças Pré-escolar Self-regulation of development Self inhibition Self assertiveness Intervention program Children Preschool