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Crenças dos profissionais de educação pré-escolar, qualidade percebida da relação rofissionais-criança e comportamentos externalizantes nos anos pré-escolares
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Advisor(s)
Abstract(s)
O modelo bioecológico reconhece que as interações que as crianças estabelecem com
os profissionais de educação pré-escolar e os colegas são fulcrais para o desenvolvimento. Estas
interações são, em parte, influenciadas pelas características pessoais de crianças e profissionais.
Esta dissertação teve como principal objetivo examinar as associações entre as crenças dos
profissionais de educação pré-escolar acerca dos comportamentos fisicamente e
relacionalmente agressivos e os seus relatos acerca da qualidade percebida da relação
profissional-criança e dos comportamentos externalizantes de crianças entre 3 e 6 anos de idade.
Participaram 13 profissionais de educação de infância de 108 crianças (53% raparigas),
recrutadas em instituições de ensino pré-escolar privado na Área Metropolitana de Lisboa. Os
profissionais responderam ao Child Behavior Vignettes, Student-Teacher Relationship Scale –
Short Form e Social Competence and Behavior Evaluation Scale-30. Os resultados sugerem
que as atribuições, os custos antecipados e as reações emocionais dos profissionais em relação
à agressividade física e, em menor grau, à agressividade relacional se associam com os seus
relatos sobre a qualidade da relação profissional-criança e os comportamentos externalizantes.
Estes resultados reforçam a importância de considerar os fatores individuais dos profissionais
de educação (e.g., cognições sobre causas e consequências, reações emocionais) e contextuais
(e.g., composição etária e número de crianças na sala) para a compreensão da qualidade
percebida da relação profissional-criança e dos relatos sobre os comportamentos sociais das
crianças. Apesar das suas limitações, este trabalho sugere pistas para a preparação de
intervenções pedagógicas e políticas educacionais para melhorar o contexto de aprendizagem e
o desenvolvimento infantil.
ABSTRACT: The bioecological model recognizes that the interactions children establish with their early childhood education professionals and peers are pivotal for their development. These interactions are partly dependent on the personal characteristics of the children and the early childhood education professionals involved. The main objective of this dissertation was to examine the associations between the dimensions of early childhood educators' beliefs regarding physically and relationally aggressive behaviors and their reports on the perceived quality of the educator-child relationship, as well as on the externalizing behaviors of children aged 3 to 6 years. The study involved 13 early childhood education professionals and 108 children (53% girls), recruited from private preschool institutions in the Lisbon Metropolitan Area. The educators responded to the Child Behavior Vignettes, Student-Teacher Relationship Scale – Short Form, and Social Competence and Behavior Evaluation Scale-30. The results suggest that educators' attributions, anticipated costs, and emotional reactions regarding physical aggression, and, to a lesser extent, regarding relational aggression, are associated with their reports on the quality of the educator-child relationship and externalizing behaviors. These findings reinforce the importance of considering both individual factors of educators (e.g., cognitions about causes and consequences, emotional reactions) and contextual factors (e.g., classroom age composition and number of children in the classroom) to better understand the perceived quality of the educator-child relationship and educators' reports on children's social behaviors. Despite its limitations, this study offers insights for the development of pedagogical interventions and educational policies aimed at improving the learning environment and promoting child development.
ABSTRACT: The bioecological model recognizes that the interactions children establish with their early childhood education professionals and peers are pivotal for their development. These interactions are partly dependent on the personal characteristics of the children and the early childhood education professionals involved. The main objective of this dissertation was to examine the associations between the dimensions of early childhood educators' beliefs regarding physically and relationally aggressive behaviors and their reports on the perceived quality of the educator-child relationship, as well as on the externalizing behaviors of children aged 3 to 6 years. The study involved 13 early childhood education professionals and 108 children (53% girls), recruited from private preschool institutions in the Lisbon Metropolitan Area. The educators responded to the Child Behavior Vignettes, Student-Teacher Relationship Scale – Short Form, and Social Competence and Behavior Evaluation Scale-30. The results suggest that educators' attributions, anticipated costs, and emotional reactions regarding physical aggression, and, to a lesser extent, regarding relational aggression, are associated with their reports on the quality of the educator-child relationship and externalizing behaviors. These findings reinforce the importance of considering both individual factors of educators (e.g., cognitions about causes and consequences, emotional reactions) and contextual factors (e.g., classroom age composition and number of children in the classroom) to better understand the perceived quality of the educator-child relationship and educators' reports on children's social behaviors. Despite its limitations, this study offers insights for the development of pedagogical interventions and educational policies aimed at improving the learning environment and promoting child development.
Description
Dissertação de Mestrado
apresentada no Ispa – Instituto Universitário
para obtenção de grau de
Mestre na especialidade de
Psicologia e Psicopatologia do
Desenvolvimento
Keywords
Crenças dos profissionais de educação Qualidade percebida da Relação profissional-criança Comportamentos externalizantes Pré-escolar Teachers' beliefs Perceived quality of teacher-child relationship Externalizing behaviors Preschool