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Publication
A qualidade da vinculação e o comportamento de brincadeira social/não social em crianças pré-escolares
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Abstract(s)
Na sociedade urbana atual, durante o chamado período pré-escolar, as crianças tomam contato com uma rede cada vez mais alargada e diferenciada de relacionamentos, nomeadamente com os seus iguais, estando na base destas interações as primeiras relações com os cuidadores. De acordo com a Teoria da Vinculação, os Modelos Internos Dinâmicos (MID), desenvolvidos no seio da relação de vinculação, guiarão a criança nas suas novas experiências relacionais. Contudo, são poucos os estudos acerca da relação entre a qualidade da vinculação e a forma como as crianças se envolvem em contexto lúdico com os pares. Assim, pretende-se com este estudo investigar a associação entre as representações da vinculação de crianças pré-escolares e diferentes dimensões de brincadeira social/não social das mesmas. Participaram 57 crianças, entre os 3 e os 5 anos de idade, e respetivas educadoras, provenientes de escolas distintas. A qualidade das representações de vinculação foi avaliada segundo o Attachmente Story Completion Task (ASCT) e os comportamentos de brincadeira social/não social foram reportados pelas educadoras mediante o Preschool Play Behavior Scale – PPBS. Segundo os resultados, verificou-se uma associação negativa estatisticamente significativa entre a Segurança das representações de vinculação e a Brincadeira brusca/agressiva.
In nowaday’s urban society, during the so-called preschool period, children come into contact with an ever-widening and differentiated network of relationships, especially with their peers, the foundation of these interactions being their first relationships with caregivers. According to the Theory of Attachment, Internal Working Models (IWM), developed within the attachment relationship, will guide the child in their new relational experiences. However, few studies have analyzed the relation between the preschoolers’ quality of attachment and their engage in play context with peers. Therefore, the main purpose of the present study was to inquire the association between preschoolers’ attachment representations and different dimensions of social/non-social play. 57 preschool children (age ranged from 3 to 5 years old), and their teachers, from different schools, participated in the present study. The quality of attachment representations was assessed according to the Attachment Story Completion Task (ASCT) and social/non-social play behaviors were reported by the teachers through the Preschool Play Behavior Scale (PPBS). According to the results, there was a statistically significant negative association between Attachment Security and the abrupt/aggressive play.
In nowaday’s urban society, during the so-called preschool period, children come into contact with an ever-widening and differentiated network of relationships, especially with their peers, the foundation of these interactions being their first relationships with caregivers. According to the Theory of Attachment, Internal Working Models (IWM), developed within the attachment relationship, will guide the child in their new relational experiences. However, few studies have analyzed the relation between the preschoolers’ quality of attachment and their engage in play context with peers. Therefore, the main purpose of the present study was to inquire the association between preschoolers’ attachment representations and different dimensions of social/non-social play. 57 preschool children (age ranged from 3 to 5 years old), and their teachers, from different schools, participated in the present study. The quality of attachment representations was assessed according to the Attachment Story Completion Task (ASCT) and social/non-social play behaviors were reported by the teachers through the Preschool Play Behavior Scale (PPBS). According to the results, there was a statistically significant negative association between Attachment Security and the abrupt/aggressive play.
Description
Dissertação de Mestrado apresentada no ISPA - Instituto Universitário para a obtenção de grau de Mestre na especialidade de Psicologia Clínica
Keywords
Vinculação MID Brincadeira social/não social Pré-escolar Attachment IWM Social/non-social play Preschool