PDES - Artigos em revistas internacionais
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- Além de Piaget? Sim, mas Primeiro Além da Sua Interpretação Padrão!Publication . Lourenço, OrlandoA teoria de Piaget tem sido sujeita ao que pode ser chamada a sua interpretação padrão. Embora tornada possível pela ambiguidade de Piaget em relação a alguns dos seus conceitos centrais (e.g., estádio e estrutura), essa interpretação deve-se em grande parte ao seu foco sobre a teoria de estádios estruturais de Piaget em detrimento da sua teoria de equilibração, e i sua ênfase em investigações factuais em detrimento das conceptuais. Neste estudo eu mostro que é possível e importante ir além da interpretação padrão de Piaget, e reinterpretar ou estender a teoria de Piaget na base da epistemologia construtivista que a informa. Argumento que quando se vai além da interpretação padrão, então na teoria de Piaget (I) são os comportamentos, não as pessoas, que estão em estádios; (2) a idade é um indicador, não um critério de desenvolvimento; (3) é a necessidade lógica, não a verdade, que é a questão central da psicogénese; (4) a construção do conhecimento não é uma tarefa individual, mas social; (5) as estruturas de conjunto são critérios formais mais do que entidades funcionais; (6) não há apenas um, mas múltiplos percursos desenvolvimentistas; (7) o que os sujeitos fazem ao raciocinar não é seguir regras Iógicas, mas agir e operar; e (8) conteúdo e significado, não apenas forma e estrutura, desempenham um papel central na compreensão operatória. Defendo também que quando se vai além da interpretação padrão da teoria de Piaget, muitas das críticas que ihe têm sido dirigidas perdem muito do seu conteúdo empírico ou razão de ser, e descobre-se que os problemas levantados pela teoria são relativamente diferentes dos que apareceram em primeiro lugar.
- Antecedents to and outcomes associated with teacher–child relationship perceptions in early childhood: Further evidence for child‐driven effectsPublication . Dede Yildirim, Elif; Frosch, Cynthia A.; José dos Santos, António; Veríssimo, Manuela; Bub, Kristen; Vaughn, BrianPreschool teachers' perceptions about relationships with students (teacher–child relationships [TCRs]) predict children's subsequent social competence (SC) and academic progress. Why this is so remains unclear. Do TCRs shape children's development, or do child attributes inf luence both TCRs and subsequent development? Relations between TCRs and other measures were examined for 185 preschoolers (107 girls, 89 longitudinal, and ~75% European American). Teachers rated TCRs and child social/affective behaviors. Teacher–child interactions (TCIs) and children's affect expressiveness were observed. Child SC and receptive vocabulary were assessed. TCRs were significantly correlated with each type of outcome. TCIs, SC, expressed affect, and teacher-rated behaviors also predicted TCRs longitudinally. Results suggest that TCR ratings predict subsequent adaptation because they summarize children's behavioral profiles rather than on TCR quality per se.
- Children's representations of attachment and positive teacher–child relationshipsPublication . Veríssimo, Manuela; Torres, Nuno; Silva, Filipa; Fernandes, Carla; Vaughn, Brian E.; Santos, António JoséThis study was designed to explore whether children's representations of attachment contribute to the co-construction of positive teacher-child relationships. An assessment of verbal intelligence was included as a predictor on the assumption that teachers might perceive themselves as having better relationships with more verbally competent children. Participants were 52 children from two pre-schools, in the district of Lisbon. The Attachment Story Completion Task (ASCT) was used to assess children's attachment security. The PCV-P (a scale developed in portuguese language) was used to describe teacher-child relationships through teachers' ratings of child secure base behavior and emotion regulation and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI-R) was used to access verbal skills. Bivariate correlations showed that the teachers' rating of child secure base behavior was significantly associated with both child attachment security and verbal IQ. In a multiple regression analysis, the overall model R2 was significant, as was the interaction term showing a moderating effect of attachment security on the relation between verbal IQ and teachers' ratings of secure base. The results suggest that co-construction of a close attachment-relevant relationship with teachers in early childhood is, in part, a function of the security in the context of parent-child attachment, but also of child verbal development.
- Communication in single-and two-parent families and their influence on portuguese and spanish adolescents’ life satisfactionPublication . Camacho, Inês; Iglesias, Antonia Jiménez; Rivera, Francisco; Moreno, Carmen; Matos, Margarida Gaspar deAim: The aim of this study was to analyse the influence of family type on communication with parents and family, as well as to analyse the contribution of communication in single- and twoparents families to adolescent life satisfaction in Portugal and Spain. Methodology: Participants were 5005 Portuguese and 21,423 Spanish adolescents aged 11–16 years, from the 2014 edition of the Health Behaviour in School-aged Children study in Portugal and Spain. Results: Results showed that communication with parents and communication with family, in general, were higher in two-parent families than in single-parent families and was relevant to predict adolescent life satisfaction from single- and two-parent families in Portugal and Spain. Conclusion: The results prove that communication with family is essential to predict life satisfaction in both countries. It is important to work on improving conditions of family life, as well as to implement programmes that promote better communication between all family members, especially in single-parent families.
- Configurations of mother–child and father–child attachment relationships as predictors of child language competence: An individual participant data meta‐analysisPublication . Dagan, Or; Schuengel, Carlo; Verhage, Marije L.; Madigan, Sheri; Roisman, Glenn I.; Bernard, Kristin; Duschinsky, Robbie; Bakermans‐Kranenburg, Marian; Bureau, Jean‐François; Sagi‐Schwartz, Abraham; Eiden, Rina D.; Wong, Maria S.; Brown, Geoffrey; Soares, Isabel; Oosterman, Mirjam; Fearon, R. M. Pasco; Steele, Howard; Martins, Carla; Aviezer, OraAn individual participant data meta-analysis was conducted to test pre-registered hypotheses about how the configuration of attachment relationships to mothers and fathers predicts children's language competence. Data from seven studies (published between 1985 and 2014) including 719 children (Mage: 19.84months; 51% female; 87% White) were included in the linear mixed effects analyses. Mean language competence scores exceeded the population average across children with different attachment configurations. Children with two secure attachment relationships had higher language competence scores compared to those with one or no secure attachment relationships (d=.26). Children with two organized attachment relationships had higher language competence scores compared to those with one organized attachment relationship (d=.23), and this difference was observed in older versus younger children in exploratory analyses. Mother– child and father–child attachment quality did not differentially predict language competence, supporting the comparable importance of attachment to both parents in predicting developmental outcomes.
- Consistency of toddler engagement across two settingsPublication . Aguiar, Cecília; McWilliam, Robin A.This study documented the consistency of child engagement across two settings, toddler child care classrooms and mother–child dyadic play. One hundred twelve children, aged 14–36 months (M = 25.17, SD = 6.06), randomly selected from 30 toddler child care classrooms from the district of Porto, Portugal, participated. Levels of engagement were coded, and sophisticated engagement, but not nonengagement, was consistent across settings. Consistency in children’s sophisticated engagement was primarily accounted for by chronological age. Children spent more time in sophisticated behaviors and less time nonengaged during mother–child dyadic play than in center-based child care. For sophisticated engagement, effects of child predictors were stronger than effects of environmental features; whereas for nonengagement, effects of environmental features were stronger than effects of child predictors. Findings suggest children’s sophisticated engagement may be generalizable across settings, as a function of age, whereas their nonengagement is most likely context dependent.
- Depicting #fatherhood involvement on Instagram: Caregiving, affection, and stimulationPublication . Diniz, Eva; Sepúlveda, RitaThis article aims to analyze how fatherhood is performed on Instagram by examining the domains of involvement. Parental roles and behaviors have changed in the last years and are currently a relevant social and scientific topic. The way that fatherhood is performed is also a frequent subject on social media, spreading the ideal of a new fatherhood and portraying the father as committed to childcare duties. The hashtag “fatherhood” was used to identify posts on Instagram representing father involvement. A final sample of 121 posts was identified. Results depicted three main domains in fatherhood’s online representations of involvement: (1) child caregiving; (2) fathers as a source of the child’s affection; and (3) fathers involved in play, committed to the child’s interests and offering new opportunities of stimulation. The display of fatherhood as a role requiring dedication and effort also emerged, but to a lesser extent. Nevertheless, only positive emotions were shared, depicting pleasure in the performed role, and communicating an ideal and self-enhancing profile. Moreover, posts seemed to disseminate an ideal of fatherhood rather than raise questions or discuss the challenges related to it. Findings uncover how media social representations of fatherhood are still an unfinished process, failing to capture diversity and challenges in contemporary families.
- Diferentes sistemas de cotação no ASCT são mais-valia ou fragilidade metodológica?Publication . Maia, Joana Branco; Veríssimo, ManuelaReferência no estudo das representações de vinculação durante o período pré-escolar, o Attachment Story Completion Task (ASCT, Bretherton & Ridgeway, 1990), consiste numa metodologia semi-projectiva de completamento de histórias realizável a partir dos 3 anos. Um aspecto controverso da sua utilização, contudo, prende-se com o facto de o instrumento não obrigar ao uso exclusivo de um único método de análise, condição que tem limitado a realização de investigações comparativas e de meta-análises. Este estudo procura explorar pontos de convergência e de divergência entre dois sistemas de cotação distintos. O ASCT e a WPPSI-R (Wechsler, 1989) foram aplicados a 73 crianças (M = 64; DP = 8.75), tendo as narrativas sido analisadas, de forma independente, por duas equipas de investigadores, uma delas treinada no Sistema de cotação e classificação de Dusseldorf (ver Gloger-Tippelt, Gomille, Koenig, & Vetter, 2002) e a outra na Escala de Segurança (Heller, 2000; Maia, Veríssimo, Ferreira, Silva, Fernandes, 2009). As pontuações de segurança estimadas pelos dois sistemas não evidenciaram associações significativas com o Q.I. Verbal, nem com a idade dos participantes, nem ainda com nenhuma das outras variáveis sóciodemográficas consideradas. Apenas a Escala de Segurança pôs em evidência efeito de género, com o desempenh. global das raparigas na tarefa a receber valores significativamente mais elevados. Como hipotetizado, verificámos que crianças identificadas, pelo Sistema Dusseldorf, como tendo representações de vinculação seguras diferiram significativamente das crianças identificadas, pelo mesmo sistema, como tendo representações inseguras (quer ambivalentes quer evitantes), em termos da qualidade global das suas respostas, analisada através da Escala de Segurança. Todavia, a análise da associação das pontuações intersistemas, pôs em evidência que estas se encontram apenas moderadamente correlacionadas. Com base na análise de dois excertos de entrevistas, é discutida a possibilidade de as duas abordagens se debaterem com dimensões representacionais e comportamentais distintas.
- Does having a pet make a difference? Highlights from the HBSC Portuguese studyPublication . Reis, Marta; Ramiro, Lúcia; Camacho, Inês; Tomé, Gina; Brito, Cristiana; Matos, Margarida Gaspar dePets are part of many adolescent’s lives. Objectives: To identify in a large national representative sample of Portuguese adolescents (HSBC study), the percentage of adolescents that have pets, what kind of feelings pets provide, differences by gender and age (through school grades) and to verify whether adolescent health, well-being, life satisfaction and psychological symptoms are associated with having a pet. Methods: The 2014 study provided national data of 6026 Portuguese adolescents (52.3% of which were girls), whose mean age was 13.8 years, randomly selected from those attending 6th, 8th and 10th grades. Measures included asking the participant if he/she had pets, which pet was, and the relationship they had with the pet, ISS, perception of well-being, life satisfaction and psychological symptoms. Results: The large majority of Portuguese adolescents had a pet. Adolescents who referred having a pet reported more frequently having dogs and cats. As for positive feelings related to pets, results showed that pets give them feelings of happiness, companionship, nurturing, tranquility, security and responsibility always/ almost always, especially in girls and younger boys. The results also showed that having a dog was associated with a higher socio-economic status, better perception of well-being, more life satisfaction and less psychological symptoms. Conclusion: Since research shows that young people who have pets report higher rates of well-being/health perception, that information should be used to conduct more studies and change policies in ways that benefit adults and children.
- Domains of father involvement, social competence and problem behavior in preschool childrenPublication . Torres, Nuno; Veríssimo, Manuela; Monteiro, Lígia Maria Santos; Ribeiro, Olívia; Santos, António JoséMany studies reported that father involvement is associated with a wide range of developmental outcomes; however, evidence is weaker when controlling for correlated mother involvement and when using different informants to assess father involvement and children development. Our study aimed to research the association between father involvement and preschoolers’ social competence, controlling for mother involvement, family demographics, parental stress, time spent in day-care, existence of siblings and child’s characteristics. Participants were 295 children between 36 and 71 months of age, 52% girls, all living in resident-father families. Hierarchical multiple regression models were performed entering the predictors in three blocks: Child related variables, family demographics and stress, father relative involvement with the child. Results suggest that father involvement in leisure activities outdoors is a direct predictor of social competence, and also of lower externalizing problems, especially for boys.