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Estás triste? Tenho medo!Que raiva! Ele está alegre...Efeitos de uma intervenção sobre emoções a partir de histórias infantis
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Abstract(s)
Este estudo teve como objetivos elaborar um programa e analisar o seu impacto no desenvolvimento do conhecimento das emoções (nomear, reconhecer e compreender as causas das emoções), contextualizado por contos infantis, em crianças em idade pré-escolar. Participaram 94 crianças que frequentam três colégios, distribuídos por cinco salas do pré-escolar. De modo a avaliar a eficácia do programa, no pré e no pós-teste foi utilizada a Escala do Conhecimento das Emoções adaptado ao contexto português por Machado, Veríssimo e Denham (2012) que avalia o conhecimento das emoções nas dimensões nomear, reconhecer e compreender as causas das emoções. O programa utiliza o questionamento de contos infantis para promover a reflexão das emoções. Os resultados confirmam a ideia de que as crianças evoluem no conhecimento das emoções quando o mesmo é desenvolvido com o apoio do educador, verificando-se na maioria das emoções em todas as dimensões diferenças estatisticamente significativas entre o Grupo de Controlo e o Grupo Experimental. Também podemos identificar alguns efeitos diferenciados do programa consoante o grupo etário.
The dual purpose of this study was to develop a program and analyze its impact on the development of the understanding of emotions (naming, recognizing and comprehending the causes of emotions) as contextualized by children's stories on preschoolers. The Emotion Knowledge Scale adapted to the Portuguese context by Machado, Veríssimo and Denham (2012), was employed before and after the intervention to assesses the awareness of emotions in dimensions such as naming, recognizing and understanding the causes of emotions. The program uses critical reading techniques to promote reflection upon emotions. The main results confirm the idea that children evolve in this competence when it is actively developed with the support of the educator. Statistically significant differences between the control group and the experimental group were found in most of the emotions for each dimension. Additionally varying effects of the program on different age groups were also detected.
The dual purpose of this study was to develop a program and analyze its impact on the development of the understanding of emotions (naming, recognizing and comprehending the causes of emotions) as contextualized by children's stories on preschoolers. The Emotion Knowledge Scale adapted to the Portuguese context by Machado, Veríssimo and Denham (2012), was employed before and after the intervention to assesses the awareness of emotions in dimensions such as naming, recognizing and understanding the causes of emotions. The program uses critical reading techniques to promote reflection upon emotions. The main results confirm the idea that children evolve in this competence when it is actively developed with the support of the educator. Statistically significant differences between the control group and the experimental group were found in most of the emotions for each dimension. Additionally varying effects of the program on different age groups were also detected.
Description
Dissertação de Mestrado apresentada no ISPA- Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Educacional
Keywords
Pré-escolar Conhecimento das emoções Histórias Reflexão Questionamento Preschool children Knowledge of emotions Storytelling Reflection Social interaction