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Publication
Vinculação e desenvolvimento social
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Advisor(s)
Abstract(s)
As crianças com vinculações seguras tendem a apresentar expectativas sociais positivas dos
pares e sentimentos de valor próprio e de competência que contribuem para que se tornem
num parceiro social atractivo. Assim, apresentam vantagens no que se refere ao
desenvolvimento social, sendo frequentemente descritas como socialmente competentes. O
conceito de competência social tem sido usado para descrever a capacidade do indivíduo para
coordenar o comportamento, o afecto e a cognição, de forma a atingir os seus objectivos
sociais sem constranger indevidamente as oportunidades dos pares para que estes possam
alcançar os seus próprios objectivos. O presente estudo teve como objectivo estudar a relação
entre a qualidade da vinculação primária das crianças e a sua posterior competência social no
grupo de pares do pré-escolar. Neste estudo participaram famílias provenientes de Portugal
(20 díades mãe-criança) e dos Estados Unidos da América (28 díades). A vinculação foi
avaliada por volta dos 32 meses em ambas as amostras com recurso ao Attachment Q-sort.
Aproximadamente 2 anos depois foram recolhidos os dados da competência social em classes
do pré-escolar com recurso a um mesmo conjunto de indicadores da competência social nos
dois países. Foram encontradas correlações positivas e significativas entre os resultados da
segurança do AQS e as medidas compósitas da competência social. Estes resultados sugerem
que as relações de vinculação pais-criança contribuem para a adaptação da criança no grupo
pré-escolar, na medida em que promovem o envolvimento positivo com os pares e potenciam
uma variedade de habilidades que sustentam a aceitação dos pares.
ABSTRACT: Securely attached children tend to present positive social expectations of peers and feelings of self-worth and own competence that contribute for them to becoming an attractive social partner. So being in advantaged in terms of their social development, they are frequently described as socially competent. The term social competence has been used to describe the individual’s ability to coordinate behavior, affect, and cognition in a flexible manner, in order to achieve social goals, without unduly constrain other’s opportunities to attain their own social goals. This study aimed to analyse the relation between the quality of children's primary attachment and later social competence in the preschool years. Participants were 48 children from two different countries (Portugal and the United States). Twenty families were recruited from Portugal and the other 28 families were recruited from the United States. Attachment was assessed at home using the Attachment Q-sort at about 32 months of age in both samples. Social competence data were collected in preschool classrooms approximately two years after the attachment assessments were completed. A common set of social competence indicators was used in both sites. Positive and significant correlations were found between the AQS security score and the composite measures for the social competence. These results suggest that the parent-child attachment relationships contribute to children’s adaptation in the preschool peer group by promoting positive engagement with peers and by supporting a range of skills that underlie peer acceptance.
ABSTRACT: Securely attached children tend to present positive social expectations of peers and feelings of self-worth and own competence that contribute for them to becoming an attractive social partner. So being in advantaged in terms of their social development, they are frequently described as socially competent. The term social competence has been used to describe the individual’s ability to coordinate behavior, affect, and cognition in a flexible manner, in order to achieve social goals, without unduly constrain other’s opportunities to attain their own social goals. This study aimed to analyse the relation between the quality of children's primary attachment and later social competence in the preschool years. Participants were 48 children from two different countries (Portugal and the United States). Twenty families were recruited from Portugal and the other 28 families were recruited from the United States. Attachment was assessed at home using the Attachment Q-sort at about 32 months of age in both samples. Social competence data were collected in preschool classrooms approximately two years after the attachment assessments were completed. A common set of social competence indicators was used in both sites. Positive and significant correlations were found between the AQS security score and the composite measures for the social competence. These results suggest that the parent-child attachment relationships contribute to children’s adaptation in the preschool peer group by promoting positive engagement with peers and by supporting a range of skills that underlie peer acceptance.
Description
Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário
Keywords
Qualidade da vinculação Competência social Pré-escolar Attachment’s quality Social competence Preschool