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O conhecimento emocional e o desenvolvimento socio-emocional em crianças de idade pré-escolar
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Advisor(s)
Abstract(s)
Perspectivas da Etologia, Psicologia e Psicanalise cada vez mais consideram o
afecto, as emoções, o desenvolvimento emocional e as competências emocionais como
centrais no desenvolvimento humano e como partes integradas e interligadas nos outros
sistemas do organismo. Diferenças individuais expressam-se com raiz em sistemas
precocemente configurados, e sob os efeitos da socialização e da cultura. As suas
modificações decorrem das modificações globais do organismo, das modificações qualitativas
ao nível da consciência e dos requisitos impostos pelos contextos de vida e pelos agentes
sociais. Especificamente o desenvolvimento do conhecimento emocional em crianças de
idade pré-escolar tem vindo a ser estudado como hipótese de se constituir em factor protector
na prevenção de problemas ao nível do desenvolvimento e da psicopatologia. O presente
trabalho insere-se na investigação que Susanne Denham (1998) tem vindo a desenvolver
acerca das competências socio-afectivas em crianças de idade pré-escolar. O seu principal
objectivo e a criação de uma versão do Affect Knowledge Test, AKT (Denham, 1986) com
base numa amostra de crianças da população Portuguesa, a validação da sua estrutura de
factores e a discriminação dos valores por género e idade. Num segundo estudo empírico o
objectivo consiste em analisar a relação entre o conhecimento emocional e a qualidade das
relações entre pares. Para o efeito são desenvolvidos dois estudos: Um primeiro estudo inclui
uma amostra de 160 crianças , 68 do género feminino e 92 do género masculino, de idades
entre os 3 e os 5 anos, pertencentes a escolas dos Concelhos de Oeiras, Leiria e Castelo
Branco. A criação da versão Portuguesa do Affect Knowledge Test, AKT (Denham, 1986)
baseia-se na Analise Factorial Confirmatória da estrutura fornecida pela autora. Os factores
correspondem a constructos teóricos e compõem-se de nomeação e reconhecimento das
emoções a partir de expressões faciais, compreensão das causas das emoções e descentração
afectiva. Obtiveram-se índices de bom ajustamento para um modelo multidimensional. Os
resultados demonstram progressos significativos entre os 3 e os 5 anos e as diferenças de
género encontradas favoreceram as raparigas. No segundo estudo, os participaram são 122
crianças , de 5 de idade, 53 do género feminino e 69 do género masculino, que frequentam
Jardins-de-infância no Concelho de Oeiras. O seu principal objectivo e o de analisar a relação
entre o conhecimento emocional e as competências para iniciar e manter relações positivas
com os seus pares. Foram utilizadas medidas sociometricas (Coie, Dodge, & Coppotelli,
1982; Newcomb e Bukowski, 1983, Vaughn & Waters, 1981) e medidas de avaliação do
comportamento social pelas educadoras (LaFreniere & Dumas, 1996). Os resultados
demonstram uma associação entre a nomeação e a ansiedade/isolamento social e a
competência social. Pensamos contribuir para dar continuidade a investigação nesta área, e
para a divulgação da aplicabilidade dos resultados do Teste do Conhecimento das Emoções.
----- ABSTRACT ----- The perspectives of Ethology, Psychology and Psychoanalysis increasingly conceive the affect, emotions, emotional development and emotional skills as central to human development and as integrated systems interconnected with the others. Individual differences emerge from early temperamental dispositions, and from the effects of socialization and culture. Development changes result from global systems development, consciousness qualitative changes and the demands from the social agents and the diversity of contexts of life. Specifically the development of preschoolers’ emotional knowledge has been studied under the hypothesis of becoming a protective factor in preventing development and Psychopathology problems and deficits. Our work is part of the research that Susanne Denham (1998) has developed about socio-emotional skills in preschoolers. Its main goal is to create a version of the Affect Knowledge Test, AKT (Denham, 1986) based on a sample of Portuguese children and the validation of its structure factors and the discrimination values by gender and age. In a second study the empirical goal is to analyze the relationship between emotional knowledge and the quality of peer relationships. For this purpose we develop two studies: The first study includes a sample of 160 children, 68 females and 92 males, aged between 3 and 5 years, belonging to schools in the municipalities of Oeiras, Leiria and Castelo Branco. The creation of the Portuguese version of the Affect Knowledge Test, AKT (Denham, 1986) is based on the Confirmatory Factor Analysis of the structure provided by the author. The factors corresponde to theoretical constructs and are composed of labeling and emotion recognition from facial expressions, understanding the causes of emotions and affective perspective taking. A good fit were demonstrated by data fit results for a multidimensional model. The results show significant progress between 3 and 5 years and find gender differences favoring girls. In the second study, participants are 122 children, age 5, 53 females and 69 males, who attend kindergarten in the municipe of Oeiras, Portugal. Its main objective is to analyze the relationship between Emotion knowledge and the skills to initiate and maintain positive relationships with their peers. It was used sociometric techniques (Coie, Dodge, & Coppotelli, 1982; Newcomb e Bukowski, 1983, Vaughn & Waters, 1981) and measures for assessing social behavior by teachers (LaFreniere & Dumas, 1996). The results show an association between labeling and anxiety/social withdrawal and social competence. We expect to contribute to the research and to inform about the applicability of the results of the Test of Emotion Knowledge.
----- ABSTRACT ----- The perspectives of Ethology, Psychology and Psychoanalysis increasingly conceive the affect, emotions, emotional development and emotional skills as central to human development and as integrated systems interconnected with the others. Individual differences emerge from early temperamental dispositions, and from the effects of socialization and culture. Development changes result from global systems development, consciousness qualitative changes and the demands from the social agents and the diversity of contexts of life. Specifically the development of preschoolers’ emotional knowledge has been studied under the hypothesis of becoming a protective factor in preventing development and Psychopathology problems and deficits. Our work is part of the research that Susanne Denham (1998) has developed about socio-emotional skills in preschoolers. Its main goal is to create a version of the Affect Knowledge Test, AKT (Denham, 1986) based on a sample of Portuguese children and the validation of its structure factors and the discrimination values by gender and age. In a second study the empirical goal is to analyze the relationship between emotional knowledge and the quality of peer relationships. For this purpose we develop two studies: The first study includes a sample of 160 children, 68 females and 92 males, aged between 3 and 5 years, belonging to schools in the municipalities of Oeiras, Leiria and Castelo Branco. The creation of the Portuguese version of the Affect Knowledge Test, AKT (Denham, 1986) is based on the Confirmatory Factor Analysis of the structure provided by the author. The factors corresponde to theoretical constructs and are composed of labeling and emotion recognition from facial expressions, understanding the causes of emotions and affective perspective taking. A good fit were demonstrated by data fit results for a multidimensional model. The results show significant progress between 3 and 5 years and find gender differences favoring girls. In the second study, participants are 122 children, age 5, 53 females and 69 males, who attend kindergarten in the municipe of Oeiras, Portugal. Its main objective is to analyze the relationship between Emotion knowledge and the skills to initiate and maintain positive relationships with their peers. It was used sociometric techniques (Coie, Dodge, & Coppotelli, 1982; Newcomb e Bukowski, 1983, Vaughn & Waters, 1981) and measures for assessing social behavior by teachers (LaFreniere & Dumas, 1996). The results show an association between labeling and anxiety/social withdrawal and social competence. We expect to contribute to the research and to inform about the applicability of the results of the Test of Emotion Knowledge.
Description
Tese apresentada para cumprimento dos requisitos necessários a
obtenção do grau de Doutor em Psicologia na área de
especialização de Psicologia Educacional
Keywords
Psicologia educacional Educational psychology
Citation
Publisher
ISPA - Instituto Universitário de Ciências Psicológicas, Sociais e da Vida