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Caracterização do envolvimento parental em famílias bi-parentais de crianças a frequentar o jardim de infância/pré-escolar
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Abstract(s)
A ascendência exercida pela Perspectiva Bio-Ecológica de Urie Bronfenbrenner (1994, 2005) marca este trabalho, onde se procura investigar o relacionamento de contextos, cuja influência no desenvolvimento das crianças a frequentar o jardim-de-infância/pré-escolar, dificilmente poderá ser refutada. Este trabalho organiza-se em 3 estudos emípricos:1) debruça-se sobre a possibilidade da existência de padrões distintos de envolvimento parental, considerando diferentes tipos de actividades que ocorrem no contexto das interacções no contexto familiar; 2) são analisadas as possíveis associações de um maior envolvimento dos pais e a adaptação psicossocial das crianças ao contexto escolar, nomeadamente a nível da qualidade do brincar e da competência social;e 3) procura-se ainda compreender os factores stressores e/ou benefícios sentidos pelos pais na gestão de trabalho e família e a sua relação com o envolvimento parental. Participaram entre 208 a 532 famílias bi-parentais, com filhos a frequentar o jardim-de-infância/ pré-escolar. De acordo com os resultados, o envolvimento parental oscila de acordo com o tipo de actividades considerado, sendo que os pais se parecem afastar dos domínios relativos aos Cuidados, enquanto se regista uma partilha nos outros domínios. De acordo com o tipo e nível de participação identificaram-se diferentes grupos de envolvimento: o Activo, o Intermédio e o Tradicional, sendo analisadas as suas características. Registou-se uma associação entre a qualidade do brincar e a competência social, não se tendo esclarecido totalmente a relação entre a qualidade do brincar e o envolvimento parental. Uma maior participação dos pais nas tarefas de Cuidados e de Socialização, está relacionada de modo significativo e negativo com a existência de conflito entre o trabalho e a família. Os resultados são discutidos de acordo com a literatura e apontadas futuras linhas de investigação.
----- ABSTRACT ----- The influence of Urie Bronfenbrenner’s Bio-Ecological theory (1994, 2005) is evident in this work, where we try to investigate the relationship of contexts, which influence on developing of pre-school/kindergarten children can hardly be refute. This work is broken down into three empirical studies: 1) the possibility of the existence of distinct patterns of parental involvement, considering different types of activities that occur in a family context; 2) analyzing the relation of further parental involvement along with the psychosocial adaptation to a school environment, directly based on the quality of children playing and also through a social competence; and 3) we look to understand the stress and/or beneficial factors felt by parents in the daily running of work and family life along side their parental involvement. A study between 208 and 532 bi-parental families with children in pre-school/kindergarten showed that, parental involvement oscillates depending on the activities in question, suggesting parents distance themselves from domains of Care, whilst there appears to be a sharing of other domains. In accordance with the different participation types and levels, we can identify and analyses the characteristics of the various groups of involvement: the Active, the Intermediate and the Traditional. It was noted that although there was a relation between the playing quality and social competence, the link between parental involvement and quality of playing was not completely evident. The existence of conflict between work and family demonstrates the significant and negative level of input from parents towards their children’s Care and Socialization. The results shown are argued in accordance to literature and future lines of investigation.
----- ABSTRACT ----- The influence of Urie Bronfenbrenner’s Bio-Ecological theory (1994, 2005) is evident in this work, where we try to investigate the relationship of contexts, which influence on developing of pre-school/kindergarten children can hardly be refute. This work is broken down into three empirical studies: 1) the possibility of the existence of distinct patterns of parental involvement, considering different types of activities that occur in a family context; 2) analyzing the relation of further parental involvement along with the psychosocial adaptation to a school environment, directly based on the quality of children playing and also through a social competence; and 3) we look to understand the stress and/or beneficial factors felt by parents in the daily running of work and family life along side their parental involvement. A study between 208 and 532 bi-parental families with children in pre-school/kindergarten showed that, parental involvement oscillates depending on the activities in question, suggesting parents distance themselves from domains of Care, whilst there appears to be a sharing of other domains. In accordance with the different participation types and levels, we can identify and analyses the characteristics of the various groups of involvement: the Active, the Intermediate and the Traditional. It was noted that although there was a relation between the playing quality and social competence, the link between parental involvement and quality of playing was not completely evident. The existence of conflict between work and family demonstrates the significant and negative level of input from parents towards their children’s Care and Socialization. The results shown are argued in accordance to literature and future lines of investigation.
Description
Tese apresentada para cumprimento dos requisitos necessários à obtenção do grau de Doutor em Psicologia na área de especialização Educacional
Keywords
Psicologia educacional Brincar Envolvimento parental Competência social Conflito entre trabalho e família Educational psychology Parental involvement Play Social competence Work and family conflict
Citation
Publisher
ISPA - Instituto Universitário de Ciências Psicológicas, Sociais e da Vida