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A relação entre o conhecimento emocional e a competência social em crianças de idade pré-escolar
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Abstract(s)
Ao longo do desenvolvimento infantil, as habilidades cognitivas e sociais da criança permitem-lhe inferir relativamente ao que os outros sentem. Este processo está na base da reciprocidade e da empatia, sendo determinante para a vida social das crianças no período pré-escolar. A presente investigação teve como principal objetivo analisar a relação entre o conhecimento emocional e a competência social, em crianças de idade pré-escolar. A amostra é constituída por 55 crianças (25 rapazes e 30 raparigas), de quatro e cinco anos de idade, que frequentam o ensino pré-escolar, na Grande Lisboa. Como instrumentos, foi utilizada a versão portuguesa do Teste do Conhecimento das Emoções para medir o conhecimento emocional e, para a competência social, avaliaram-se três domínios: observação direta do envolvimento e motivação social: perfis psicológicos e comportamentais; e aceitação social. Os resultados não demonstraram diferenças em função do sexo no conhecimento emocional. Quanto à competência social, existiram diferenças na família das medidas da motivação social em função do sexo, com os rapazes a apresentarem valores superiores. As correlações entre as medidas do conhecimento emocional e da competência social revelaram-se positivas e significativas. Estes resultados suportam a ideia de que as crianças de idade pré-escolar que compreendem melhor as emoções dos outros são mais competentes nas interações sociais com os pares.
ABSTRACT: Children become able to infer from others’ feelings due to the development of their cognitive and social skills. This process is the basis for reciprocity and empathy, and it is determinant for children’s social life in the preschool years. The central aim of this study was to analyze the relation between emotional knowledge and social competence in preschool children. The sample consists of 55 children (25 boys and 30 girls) between four and five years of age, who attend preschool in Greater Lisbon. The measures used were the Portuguese version of Affect Knowledge Test to assess emotional knowledge and social competence was assessed in three domains: direct observations of social engagement and motivation; profiles of psychological and behavioral attributes; and social acceptance. Results didn’t demonstrate sex differences in emotional knowledge. Regarding social competence, there were sex differences in the measurement family of social motivation, with boys showing higher values. The correlations between the measures of emotional knowledge and social competence were positive and statistically significant. These results support to the idea that preschoolers who better understand others emotions can be more competent in social interactions with peers.
ABSTRACT: Children become able to infer from others’ feelings due to the development of their cognitive and social skills. This process is the basis for reciprocity and empathy, and it is determinant for children’s social life in the preschool years. The central aim of this study was to analyze the relation between emotional knowledge and social competence in preschool children. The sample consists of 55 children (25 boys and 30 girls) between four and five years of age, who attend preschool in Greater Lisbon. The measures used were the Portuguese version of Affect Knowledge Test to assess emotional knowledge and social competence was assessed in three domains: direct observations of social engagement and motivation; profiles of psychological and behavioral attributes; and social acceptance. Results didn’t demonstrate sex differences in emotional knowledge. Regarding social competence, there were sex differences in the measurement family of social motivation, with boys showing higher values. The correlations between the measures of emotional knowledge and social competence were positive and statistically significant. These results support to the idea that preschoolers who better understand others emotions can be more competent in social interactions with peers.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Clínica.
Keywords
Conhecimento emocional Competência social Desenvolvimento socioemocional Emotional knowledge Social competence Social-emotional development