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Publication
Regulação amocional e os comportamentos de brincadeira em crianças do pré-escolar
Advisor(s)
Abstract(s)
A presente investigação, apresenta como principal objetivo a compreensão de
forma detalhada e aprofundada, a importância do contexto lúdico, do jogo e da
brincadeira na regulação emocional das crianças do pré-escolar. A amostra é constituída
por 51 crianças com idades compreendidas entre os quatro e cinco anos e 5 educadores,
que frequentam o ensino pré-escolar de uma escola privatizada nos arredores de Lisboa.
A nível de instrumentos, foi utilizado o Emotion Regulation Checklist para medir
dimensões como a capacidade de regulação emocional e os níveis de labilidade emocional
e, para a brincadeira, avaliou-se três domínios: a disrupção; a desconexão e interação
positiva entre pares através do Penn Interactive Peer Play Scale (PIPPS).
Os resultados mostram que quanto mais velha é a criança, menor é a utilização de
comportamentos do tipo disruptivo, fenómeno congruente com estudos na área que
mostraram através da maturação cognitiva e do desenvolvimento a aquisição de novas
competências, tornando os comportamentos sociais das crianças, cada vez mais
adequados e ajustados ao meio. Os dados revelam ainda que o número de interações
positivas aumenta com a idade e que quantos mais habilitações literárias a figura materna
possuiu menos serão os comportamentos desadequados. A perceção das mães revela que
as crianças do sexo feminino apresentam melhor níveis de regulação emocional em
comparação com os rapazes. No entanto em relação à perceção das educadoras face a
brincadeira e os níveis de regulação emocional na visão das mães, não revela qualquer
associação, mas verificou-se uma relação entre os comportamentos disruptivos e os níveis
de labilidade emocional.
The main objective of this research is to understand, in a detailed and in-depth way, the importance of play, games and play in the emotional regulation of preschool children. The sample is composed of 51 children aged between four and five years old and 5 educators, who attend pre-school education in a privatized school in the outskirts of Lisbon. In terms of instruments, the Emotion Regulation Checklist was used to measure dimensions such as emotion regulation capacity and levels of emotional lability and, for play, three domains were assessed: disruption; disconnection and positive peer interaction through the Penn Interactive Peer Play Scale (PIPPS). The results show that the older the child is, the less disruptive behavior is used, a phenomenon congruent with studies in the area that showed through cognitive maturation and development the acquisition of new skills, making the children's social behaviors increasingly appropriate and adjusted to the environment. The data also reveal that the number of positive interactions increases with age and that the more educational qualifications a mother has, the less inappropriate behaviors will occur. The mothers' perception reveals that female children have better levels of emotional regulation compared to boys. However, in relation to the educators' perception of play and levels of emotional regulation from the mothers' point of view, no association was found, but a relationship between disruptive behaviors and levels of emotional lability was found.
The main objective of this research is to understand, in a detailed and in-depth way, the importance of play, games and play in the emotional regulation of preschool children. The sample is composed of 51 children aged between four and five years old and 5 educators, who attend pre-school education in a privatized school in the outskirts of Lisbon. In terms of instruments, the Emotion Regulation Checklist was used to measure dimensions such as emotion regulation capacity and levels of emotional lability and, for play, three domains were assessed: disruption; disconnection and positive peer interaction through the Penn Interactive Peer Play Scale (PIPPS). The results show that the older the child is, the less disruptive behavior is used, a phenomenon congruent with studies in the area that showed through cognitive maturation and development the acquisition of new skills, making the children's social behaviors increasingly appropriate and adjusted to the environment. The data also reveal that the number of positive interactions increases with age and that the more educational qualifications a mother has, the less inappropriate behaviors will occur. The mothers' perception reveals that female children have better levels of emotional regulation compared to boys. However, in relation to the educators' perception of play and levels of emotional regulation from the mothers' point of view, no association was found, but a relationship between disruptive behaviors and levels of emotional lability was found.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto
Universitário para obtenção de grau de Mestre na
especialidade de Mestre em Psicologia Clínica.
Keywords
Regulação emocional Competência social Competência emocional Jogo Brincadeira Emotional regulation Social competence Emotional competence Play Playing