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O envolvimento do pai e o desenvolvimento de competências sociais em crianças do pré-escolar : o papel da concordância dos relatos do casal
Advisor(s)
Abstract(s)
O presente trabalho pretende aumentar a compreensão do envolvimento parental na
população portuguesa, através da consideração das percepções das mães e dos pais sobre a
participação do pai na prestação de cuidados e socialização na vida da criança e como esta se
relaciona com o desenvolvimento de competências sociais das crianças em idade pré-escolar.
Participaram 55 crianças em idade pré-escolar, respectivos pais e educadoras. Os
dados sobre o envolvimento foram recolhidos pelos pais e pelas mães através da Escala de
Envolvimento Parental: Participação em Actividades de Cuidados e de Socialização
(Monteiro, Veríssimo, & Pessoa e Costa, 2008), já a competência social foi recolhida junto
das educadoras através da SCBE-30 (LaFreniere & Dumas, 1996).
Tendo em conta as duas perspectivas verificou-se que, enquanto na opinião do pai,
todos os domínios do envolvimento são partilhados entre as duas figuras parentais, na opinião
das mães, as actividades de cuidados (directos e indirectos) são ainda tendencialmente da sua
responsabilidade. Verificou-se ainda uma tendência das mães para subestimarem o
envolvimento do pai e dos pais sobrevalorizarem o seu envolvimento (Lee e Waite, 2005;
Kamo, 2000). Por outro lado, não foram encontradas correlações significativas entre o
envolvimento nas duas perspectivas ou o nível de concordância do casal nos vários domínios
do envolvimento e as competências sociais descritas pelas educadoras. No entanto, conclui-se
que, na perspectiva da mãe, quanto maior a concordância do casal, maior o envolvimento do
pai nos vários domínios do envolvimento.
São ainda discutidos os principais problemas metodológicos da investigação e
sugeridos objectivos para estudos futuros.
The aim of this paper is to increase the understanding of parental involvement in the Portuguese population, by considering the perceptions of both mothers and fathers regarding the father's participation in the provision of care and socialization in the child's life and how this is related to the development of social skills of preschool children. In this study participated 55 preschool children, their parents and pre-school teachers. Data on involvement were collected by parents through the Parental Involvement Scale: Participation in Care and Socialization Activities (Monteiro, Veríssimo, & Pessoa e Costa, 2008), while social competence was collected from the pre-school teacher through SCBE-30 (LaFreniere & Dumas, 1996). Given the two perspectives it was found that while in the father's opinion all domains of involvement are shared between the two parental figures, in the mothers' opinion the care activities (direct and indirect) still tend to be their responsibility. There was also a tendency for mothers to underestimate father involvement, and fathers to overestimate their involvement (Lee & Waite, 2005; Kamo, 2000). On the other hand, no significant correlations were found between involvement (in both perspectives) or the couple's level of agreement in the various domains of involvement and the social competences described by the teachers. However, it was concluded that, from the mother's perspective, the greater the couple's agreement, the greater the father's involvement in the various domains of involvement. The main methodological research problems are discussed and objectives for future studies are suggested.
The aim of this paper is to increase the understanding of parental involvement in the Portuguese population, by considering the perceptions of both mothers and fathers regarding the father's participation in the provision of care and socialization in the child's life and how this is related to the development of social skills of preschool children. In this study participated 55 preschool children, their parents and pre-school teachers. Data on involvement were collected by parents through the Parental Involvement Scale: Participation in Care and Socialization Activities (Monteiro, Veríssimo, & Pessoa e Costa, 2008), while social competence was collected from the pre-school teacher through SCBE-30 (LaFreniere & Dumas, 1996). Given the two perspectives it was found that while in the father's opinion all domains of involvement are shared between the two parental figures, in the mothers' opinion the care activities (direct and indirect) still tend to be their responsibility. There was also a tendency for mothers to underestimate father involvement, and fathers to overestimate their involvement (Lee & Waite, 2005; Kamo, 2000). On the other hand, no significant correlations were found between involvement (in both perspectives) or the couple's level of agreement in the various domains of involvement and the social competences described by the teachers. However, it was concluded that, from the mother's perspective, the greater the couple's agreement, the greater the father's involvement in the various domains of involvement. The main methodological research problems are discussed and objectives for future studies are suggested.
Description
Dissertação de Mestrado apresentada
no ISPA – Instituto Universitário para
obtenção de grau de Mestre na
especialidade de Psicologia Clínica.
Keywords
Envolvimento Competências sociais Concordância Pré-escolar Involvement Social Skills Agreement Preschool children