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Desenvolvimento emocional e competĂȘncias sociais em idade prĂ©-escolar
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Abstract(s)
Na idade prĂ©-escolar as crianças expressam mĂșltiplas emoçÔes, inferem estados emocionais em si e no outro, sendo capazes de refletir sobre os mesmos (Machado, VerĂssimo & Denham, 2012). Contudo, para que isto ocorra Ă© necessĂĄrio haver um desenvolvimento emocional adequado e um bom conhecimento sobre as emoçÔes. Da mesma forma, a aquisição de competĂȘncias sociais adequadas ao meio envolvente, irĂĄ favorecer a adaptação e o ajustamento aos vĂĄrios contextos que a criança estĂĄ envolvida. O objetivo desta investigação passou por relacionar o desenvolvimento emocional e as competĂȘncias sociais em crianças com idade prĂ©-escolar. Especificamente, para perceber se crianças mais competentes a nĂvel social sĂŁo capazes de reconhecer as emoçÔes com maior facilidade. Participaram no estudo 52 crianças distribuĂdas por 3 salas do prĂ©-escolar, das quais 20 eram do sexo feminino e 32 do sexo masculino. Para avaliar o conhecimento emocional utilizou-se a versĂŁo portuguesa do teste Affect Knowledge Test (Denham, 1996), e a Escala de Avaliação do Comportamento e CompetĂȘncia Social (LaFreniere & Dumas, 1996; Santos & VerĂssimo, 2008), para verificar as competĂȘncias sociais de cada criança. Os resultados indicaram uma associação positiva entre o desenvolvimento emocional e as competĂȘncias sociais das crianças em idade prĂ©-escolar.
At pre-school age, children express multiple emotions, infer emotional states with others and themselves, and are able to reflect on them (Machado, Verismo & Denham, 2012). However, for this to happen it is necessary to have an adequate emotional development and good knowledge about emotions. In the same way, the acquisition of appropriate social skills in the surrounding environment will favor adaptation and adjustment to the various contexts that the child is involved. The objective of this research was to relate emotional development and social competence in preschool children. Specifically, to realize if more socially competent children are able to recognize emotions more easily. The study included 52 children in three preschool classes, of whom 20 were female and 32 were male. In order to evaluate the emotional knowledge, was used the Portuguese version of the Affect Knowledge Test (Denham, 1996) and the Escala de Avaliação do Comportamento e CompetĂȘncia Social (LaFreniere & Dumas, 1996; Santos &Verismo, 2008) to evaluate the social skills of each child. The results indicated a positive association between the emotional development and social skills of pre-school children..
At pre-school age, children express multiple emotions, infer emotional states with others and themselves, and are able to reflect on them (Machado, Verismo & Denham, 2012). However, for this to happen it is necessary to have an adequate emotional development and good knowledge about emotions. In the same way, the acquisition of appropriate social skills in the surrounding environment will favor adaptation and adjustment to the various contexts that the child is involved. The objective of this research was to relate emotional development and social competence in preschool children. Specifically, to realize if more socially competent children are able to recognize emotions more easily. The study included 52 children in three preschool classes, of whom 20 were female and 32 were male. In order to evaluate the emotional knowledge, was used the Portuguese version of the Affect Knowledge Test (Denham, 1996) and the Escala de Avaliação do Comportamento e CompetĂȘncia Social (LaFreniere & Dumas, 1996; Santos &Verismo, 2008) to evaluate the social skills of each child. The results indicated a positive association between the emotional development and social skills of pre-school children..
Description
Dissertação de Mestrado apresentada no ISPA - Instituto Superior, na ĂĄrea de Psicologia ClĂnica
Keywords
Conhecimento emocional CompetĂȘncias sociais Desenvolvimento emocional Emotional knowledge Social skills Emotional development