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Competências emocionais em contextos de educação de infância
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A presente investigação teve como principal objetivo a caracterização das crenças e das práticas pedagógicas de Educadoras/es de Infância na promoção das competências emocionais em contexto de educação de infância. Para tal, recorreu-se a uma abordagem metodológica mista, de natureza qualitativa e quantitativa, visando uma compreensão abrangente e complementar da temática. Numa primeira fase, foi conduzido um estudo qualitativo com a participação de dezasseis profissionais, que permitiu identificar as suas crenças e práticas na promoção das competências emocionais das crianças. Com base nestes dados e na revisão da literatura, foram construídos e validados instrumentos estruturados para a avaliação de crenças e práticas, posteriormente aplicados numa amostra alargada no âmbito de uma abordagem quantitativa. Adicionalmente, avaliou-se o nível de competências emocionais das/os profissionais, através da aplicação de duas escalas previamente adaptadas ao contexto nacional. Participaram 852 Educadoras/es de Infância de todo o país, sendo os dados analisados a partir de três enfoques complementares. As análises descritivas evidenciaram que as/os profissionais se percecionavam como globalmente competentes na promoção das competências emocionais das crianças, sobretudo nas dimensões da expressão e do conhecimento emocional, revelando menor confiança na regulação emocional. A formação inicial foi, em geral, considerada insuficiente, sublinhando-se a necessidade de um reforço formativo mais sistemático nesta área. Através da modelação por equações estruturais, verificou-se que as crenças das/os profissionais — nomeadamente a autoeficácia, a perceção de facilidade e a valorização da formação inicial — contribuem significativamente para a explicação das práticas pedagógicas adotadas. A análise comparativa das crenças e práticas consoante os perfis revelou diferenças significativas, sugerindo que estas variam em função do nível de competência emocional das/os profissionais. Os resultados evidenciam a importância de uma abordagem integrada e multidimensional sobre o papel das Educadoras/es de Infância, que contemple as suas competências emocionais, bem como as crenças e práticas pedagógicas associadas à promoção do desenvolvimento emocional das crianças. Realça-se, ainda, a necessidade de investir na formação inicial e contínua, com enfoque no fortalecimento das competências emocionais e das crenças pedagógicas, de modo a sustentar práticas mais eficazes e intencionais neste domínio.
The primary aim of the present study was to characterise the beliefs and pedagogical practices of early childhood educators in promoting emotional competence within early childhood education settings. To this end, a mixed-methods approach — both qualitative and quantitative in nature — was employed, with the goal of achieving a comprehensive and complementary understanding of the topic. In the first phase, a qualitative study was conducted with the participation of sixteen professionals, which enabled the identification of their beliefs and practices related to the promotion of children’s emotional competence. Based on the collected data, and the literature review, structured instruments were developed and validated to assess beliefs and practices. These instruments were subsequently applied to a larger sample as part of the quantitative phase of the research Additionally, the level of emotional competencies of the professionals was assessed through the application of two scales previously adapted to the national context. A total of 852 early childhood educators from across the country participated in the study. Data were analysed through three complementary approaches. Descriptive analyses showed that the professionals perceived themselves as generally competent in promoting children's emotional competencies, particularly in the domains of emotional expression and emotional knowledge, while expressing less confidence in emotional regulation. The basis of their training, in general, considered insufficient, highlighting the need for a robust approach to training in this area. Using structural equation modelling, it was found that professionals’ beliefs — specifically self-efficacy, perceived ease, and the value attributed to initial training — significantly contributed to the explanation of the pedagogical practices adopted. The comparative analysis of beliefs and practices according to profiles revealed significant differences, suggesting that these vary as a function of the professionals’ level of emotional competence. The findings underscore the importance of an integrated and multidimensional perspective on the role of early childhood educators depending on the professionals’ level of emotional competencies, as well as the beliefs and pedagogical practices associated with fostering children's emotional development. Furthermore, the results highlight the need to invest in both initial and ongoing training is emphasized, with a focus on strengthening emotional competencies and pedagogical beliefs in order to support more effective and intentional practices in this domain.
The primary aim of the present study was to characterise the beliefs and pedagogical practices of early childhood educators in promoting emotional competence within early childhood education settings. To this end, a mixed-methods approach — both qualitative and quantitative in nature — was employed, with the goal of achieving a comprehensive and complementary understanding of the topic. In the first phase, a qualitative study was conducted with the participation of sixteen professionals, which enabled the identification of their beliefs and practices related to the promotion of children’s emotional competence. Based on the collected data, and the literature review, structured instruments were developed and validated to assess beliefs and practices. These instruments were subsequently applied to a larger sample as part of the quantitative phase of the research Additionally, the level of emotional competencies of the professionals was assessed through the application of two scales previously adapted to the national context. A total of 852 early childhood educators from across the country participated in the study. Data were analysed through three complementary approaches. Descriptive analyses showed that the professionals perceived themselves as generally competent in promoting children's emotional competencies, particularly in the domains of emotional expression and emotional knowledge, while expressing less confidence in emotional regulation. The basis of their training, in general, considered insufficient, highlighting the need for a robust approach to training in this area. Using structural equation modelling, it was found that professionals’ beliefs — specifically self-efficacy, perceived ease, and the value attributed to initial training — significantly contributed to the explanation of the pedagogical practices adopted. The comparative analysis of beliefs and practices according to profiles revealed significant differences, suggesting that these vary as a function of the professionals’ level of emotional competence. The findings underscore the importance of an integrated and multidimensional perspective on the role of early childhood educators depending on the professionals’ level of emotional competencies, as well as the beliefs and pedagogical practices associated with fostering children's emotional development. Furthermore, the results highlight the need to invest in both initial and ongoing training is emphasized, with a focus on strengthening emotional competencies and pedagogical beliefs in order to support more effective and intentional practices in this domain.
Descrição
Tese apresentada apresentada no ISPA - Instituto Universitário, para obtenção do grau de Doutoramento em Psicologia da Educação.
O presente trabalho foi financiado pela Fundação para a Ciência e a Tecnologia (FCT), no âmbito da bolsa de doutoramento com a referência [SFRH7BD/2019/148283/2019]
Palavras-chave
Crenças Educadores de infância Educação Pré-Escolar Emoções Competências emocionais Beliefs Preschool teachers’ Preschool Emotion Emotional Competence