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Desenvolvimento do self no período pré-escolar : A importância das relações de vinculação e com os pares
| Name: | Description: | Size: | Format: | |
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| Tese de Doutoramento apresentada ao ISPA - Instituto Universitário | 1.02 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A investigação sobre o self e a sua influência em diversas esferas do funcionamento humano é muito profícua. Foi demonstrada a existência de uma relação positiva entre um self positivo e diversos resultados positivos. Também se constatou que, tendencialmente, uma vez formado e desenvolvido, o sentido de self é estável ao longo da vida. Inúmeros autores teorizaram o self como um constructo social, considerando que a qualidade e o tipo de interações sociais estabelecidas, especialmente com os cuidadores primários, possuem um papel preponderante no seu desenvolvimento. Recentemente deu-se importância a outras relações, como as relações com os pares. No entanto, dificuldades metodológicas conduziram a que a investigação sobre o self em crianças pequenas seja escassa e haja uma grande dispersão e discrepância dos resultados, sendo difícil a sua síntese e compreensão. Por conseguinte, ainda se compreende pouco a forma como o self se desenvolve em idades precoces e existe pouca evidência empírica da sua dimensão social. A presente investigação procurou contribuir para este assunto. No primeiro estudo sistematizámos os resultados da investigação sobre o self em crianças pré-escolares. Concluímos que o self de crianças pequenas é passível de ser medido através de metodologias de autorreporte, tanto de forma multidimensional, como global, e que estas metodologias são complementares. Encontrámos tendências de resultados para as variáveis idade, género, QI Verbal e relações de vinculação. No segundo estudo aprofundámos a investigação sobre os efeitos do género e sexo no autoconceito das crianças de idade pré-escolar, numa investigação longitudinal com 83 crianças. Encontrámos evidência da existência de um declínio diferenciado dos valores de alguns dos domínios do autoconceito já no fim do período pré-escolar e diferenças no autoconceito das crianças devidas ao sexo, favorecendo os rapazes. Numa segunda fase, explorámos a dimensão social do desenvolvimento do self. No terceiro estudo, com 70 crianças, analisámos a relação entre as representações globais do self das crianças e as suas representações de vinculação. Encontrámos uma relação positiva e significativa entre os constructos. Finalmente, no quarto e último estudo, analisámos a influência diferenciada da segurança de vinculação à mãe e ao pai aos dois anos de idade na autoestima das crianças aos 5 anos. Adicionalmente, estendemos a análise do self enquanto constructo social, à importância das relações sociais com os pares aos 5 anos. Num estudo com 45 crianças, detetámos associações positivas e significativas entre tanto as seguranças de vinculação como as relações com os pares e a autoestima das crianças. Apenas a segurança de vinculação ao pai e a aceitação pelos pares emergiram como preditores significativos da autoestima. Detetou-se também um efeito moderador da segurança de vinculação ao pai através da aceitação pelos pares. As limitações desta investigação são discutidas em cada estudo e na discussão geral. Contribuímos para o conhecimento acerca do desenvolvimento normativo do self em crianças pequenas e respondemos a algumas das suas questões e controvérsias principais. Originámos novas questões de investigação que fomentam a continuação da investigação sobre este assunto e realizámos considerações para as práticas e políticas educativas e familiares.
ABSTRACT: The research on the self and its influence in various spheres of human functioning is very fruitful. Results showed the existence of a positive relationship between a positive self and several positive outcomes. It was also found that once formed and developed, the sense of self tends to be stable throughout life. Several authors theorized the self as a social construct, whereas the quality and the type of social interactions established, especially with the primary caregivers, have a prominent role in its development. Recently, researchers gave attention to other relationships, such as relationships with peers. However, methodological difficulties in the investigation of the self in young children led to its scarcity and to a wide dispersion and discrepancies in the results. So it is difficult to synthesize and understand them. Therefore, little is still understood on how the self is developed at an early age. Additionally, there is still little empirical evidence of its social origin. This research sought to contribute to this field of knowledge. In the first study we systematize the results of research on the self in preschool children. We concluded that the self of young children can be measured by self-report measures, both in a multidimensional and global way. We also concluded that these methodologies are complementary. We found trends of results for the age, gender, verbal IQ and attachment relationships variables. In the second study we deepened the research on the effects of age and gender in preschool children’s self-concept, in a longitudinal research with 83 children. We found evidence of a differentiated decline in some of the dimensions of children’s self-concept already at the end of the preschool period. We also found differences in the self-concept of children due to sex, favoring boys. In a second phase, we explored the social dimension of self development. In the third study, with 70 children, we analyzed the relationship between children’s global representations of the self and their attachment representations. We found a significant positive relationship between the constructs. Finally, in the fourth and last study, we analyzed the differentiated influence of the security of attachment to mother and father at two years of age on children’s self-esteem at 5 years. In addition, we extended the analysis of the self as a social construct to the importance of social relationships with peers at 5 years of age. In a study with 45 children, we detected significant and positive associations between both the attachment securities and the relationships with peers and children’s self-esteem. Only the security of attachment to father and peer acceptance emerged as significant predictors of children’s self-esteem. We also found a moderation effect of the security of attachment to father through peer acceptance. The limitations of this research are discussed in each study and in the general discussion. We contributed to the knowledge of the normative development of the self in young children and answered some of its questions and major controversies. We also originated new research questions that encourage further research on this issue and held considerations for educational and family practices and policies.
ABSTRACT: The research on the self and its influence in various spheres of human functioning is very fruitful. Results showed the existence of a positive relationship between a positive self and several positive outcomes. It was also found that once formed and developed, the sense of self tends to be stable throughout life. Several authors theorized the self as a social construct, whereas the quality and the type of social interactions established, especially with the primary caregivers, have a prominent role in its development. Recently, researchers gave attention to other relationships, such as relationships with peers. However, methodological difficulties in the investigation of the self in young children led to its scarcity and to a wide dispersion and discrepancies in the results. So it is difficult to synthesize and understand them. Therefore, little is still understood on how the self is developed at an early age. Additionally, there is still little empirical evidence of its social origin. This research sought to contribute to this field of knowledge. In the first study we systematize the results of research on the self in preschool children. We concluded that the self of young children can be measured by self-report measures, both in a multidimensional and global way. We also concluded that these methodologies are complementary. We found trends of results for the age, gender, verbal IQ and attachment relationships variables. In the second study we deepened the research on the effects of age and gender in preschool children’s self-concept, in a longitudinal research with 83 children. We found evidence of a differentiated decline in some of the dimensions of children’s self-concept already at the end of the preschool period. We also found differences in the self-concept of children due to sex, favoring boys. In a second phase, we explored the social dimension of self development. In the third study, with 70 children, we analyzed the relationship between children’s global representations of the self and their attachment representations. We found a significant positive relationship between the constructs. Finally, in the fourth and last study, we analyzed the differentiated influence of the security of attachment to mother and father at two years of age on children’s self-esteem at 5 years. In addition, we extended the analysis of the self as a social construct to the importance of social relationships with peers at 5 years of age. In a study with 45 children, we detected significant and positive associations between both the attachment securities and the relationships with peers and children’s self-esteem. Only the security of attachment to father and peer acceptance emerged as significant predictors of children’s self-esteem. We also found a moderation effect of the security of attachment to father through peer acceptance. The limitations of this research are discussed in each study and in the general discussion. We contributed to the knowledge of the normative development of the self in young children and answered some of its questions and major controversies. We also originated new research questions that encourage further research on this issue and held considerations for educational and family practices and policies.
Description
Keywords
Self Autoconceito Autoestima Pré-Escolar Relações de vinculação Relações com os pares Self Self-concept Self-esteem Pre-school Attachment relationships Peer relationships
Citation
Publisher
ISPA - Instituto Universitário das Ciências Psicológicas, Sociais e da Vida