Práticas Educativas e Comportamentos Infantis: Avaliações de Mães e Professores
DOI:
https://doi.org/10.1590/0102.3772e372114Palavras-chave:
problemas de comportamento; habilidades sociais; família; escola; práticas educativasResumo
Objetivou-se descrever e comparar avaliações de mães e professores quanto às suas habilidades sociais educativas, práticas negativas e problemas de comportamento e de habilidades sociais das crianças. Participaram mães e professores de 81 crianças, distribuídas em 4 subgrupos quanto à presença/ausência de dificuldades na família e na escola. Aplicou-se instrumentos validados para mensurar práticas educativas e comportamentos infantis. Verificou-se que: (a) crianças com problemas nos dois ambientes apresentaram mais comprometimento para mães e professores; (b) as mães referiram mais habilidades (afeto), usaram mais práticas negativas e identificaram mais problemas de comportamento; (c) os professores referiram mais habilidades para estabelecer limites. Conclui-se que práticas de mães e professores diferem e tais dados podem nortear programas de prevenção e intervenção.
Downloads
Referências
Achenbach, T. M. & Rescorla, L. A. (2001). Manual for the ASEBA school-age forms & profiles. Technical Manual University of Vermont, Research Center for Children, Youth, & Families.
Assis-Fernandes, R. P., & Bolsoni-Silva, A. T. (2020). Educational social skills and repertoire of children differentiated by behavior and sex.Paidéia (Ribeirão Preto),30, e3015. https://doi.org/10.1590/1982-4327e3015
https://doi.org/10.1590/1982-4327e3015
Bernedo, I. M., Salas, M. D., Fuentes, M. J., & García-Martin, M. A. (2014). Foster children's behavior problems and impulsivity in the family and school context.Children and Youth Services Review,42, 43-49. https://doi.org/10.1016/j.childyouth.2014.03.022
Bolsoni-Silva, A. T., & Loureiro, S. R. (2016). Simultaneous assessment of social skills and behavior problems: Education and gender. Estudos de Psicologia (Campinas), 33(3), 453-464. https://doi.org/10.1590/1982-02752016000300009
https://doi.org/10.1590/1982-02752016000300009
Bolsoni-Silva, A. T., & Loureiro, S. R. (2019). Práticas parentais: Conjugalidade, depressão materna, comportamento das crianças e variáveis demográficas.Psico-USF,24(1), 69-83.https://doi.org/10.1590/1413-82712019240106
https://doi.org/10.1590/1413-82712019240106
Bolsoni-Silva, A. T. & Loureiro, S. R. (2020). Evidence of validity for Socially Skillful Responses Questionnaires - SSRQ-Teachers and SSRQ-Parents. Revista Psico-USF, 25(1), 155-170. https://doi.org/10.1590/1413-82712020250113
https://doi.org/10.1590/1413-82712020250113
Bolsoni-Silva, A. T., Loureiro, S. R., & Marturano, E. M. (2011). Problemas de comportamento e habilidades sociais infantis: Modalidades de relatos.Psico, 42(3), 354-361. https://revistaseletronicas.pucrs.br/ojs/index.php/revistapsico/article/view/5813
https://revistaseletronicas.pucrs.br/ojs/index.php/revistapsico/article/view/5813
Bolsoni-Silva, A. T., Loureiro, S. R., & Marturano, E. M. (2016). Roteiro de entrevista de habilidades sociais educativas parentais (RE-HSE-P). Manual Técnico Hogrefe/CETEPP.
Bolsoni-Silva, A. T., & Mariano, M. (2018). Comportamentos de professores e alunos: Descrições e comparações.Arquivos Brasileiros de Psicologia,70(3), 80-97. http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1809-52672018000300007&lng=pt&tlng=pt
http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1809-52672018000300007&lng=pt&tlng=pt
Bolsoni-Silva, A. T., Marturano, E. M., & Loureiro, S. R. (2018). Roteiro de Entrevista de Habilidades Sociais Educativas para Professores (RE-HSE-Pr). Manual Técnico Hogrefe/CETEPP.
Borden, L. A., Herman, K. C., Stormont, M., Goel, N., Darney, D., Reinke, W. M., & Webster-Stratton, C. (2014). Latent profile analysis of observed parenting behaviors in a clinic sample. Journal of Abnormal Child Psychology, 42(5), 731-742. https://doi.org/10.1007/s10802-013-9815-z
https://doi.org/10.1007/s10802-013-9815-z
Bordin, I. A. S., Mari, J. J., & Caeiro, M. F. (1995). Validação da versão brasileira do “Child Behavior Checklist (CBCL)” (Inventário de Comportamentos da Infância e Adolescência): Dados preliminares. Revista ABP-APAL, 17(2), 55-66. https://www.scienceopen.com/document?vid=5a4f76aa-d9f1-4048-985f-beb6af08d820
https://www.scienceopen.com/document?vid=5a4f76aa-d9f1-4048-985f-beb6af08d820
De Los Reyes, A., Augenstein, T. M., Wang, M., Thomas, S. A., Drabick, D. A. G., Burgers, D. E., & Rabinowitz, J. (2015). The validity of the multi-informant approach to assessing child and adolescent mental health. Psychological Bulletin, 141(4), 858-900.
https://doi.org/10.1037/a0038498
https://doi.org/10.1037/a0038498
Ercan, E. S., Bilaç, Ö., Özaslan, T. U., & Rohde, L. A. (2015). Is the prevalence of ADHD in Turkish elementary school children really high?Social Psychiatry and Psychiatric Epidemiology,50(7), 1145-1152. https://doi.org/10.1007/s00127-015-1071-9
https://doi.org/10.1007/s00127-015-1071-9
Fernandes, L. M., Leme, V. B. R., Elias, L. C. S., & Soares, A. B. (2018). Preditores do desempenho escolar ao final do Ensino Fundamental: Histórico de reprovação, habilidades sociais e apoio social.Temas em Psicologia,26(1), 215-228.https://dx.doi.org/10.9788/TP2018.1-09Pt
https://dx.doi.org/10.9788/TP2018.1-09Pt
Garcia, V. E. C., Gómez, V. L. A., Gómez, D. S. M., Marín, I. P. G., & Rodas, A. M. C. (2016). Madres, padres y profesores como educadores de la resiliencia en niños colombianos. Psicologia Escolar e Educacional, 20(3), 569-579. https://doi.org/10.1590/2175-3539201502031049
https://doi.org/10.1590/2175-3539201502031049
García-Linares, M. C., García-Moral, A. T., & Casanova-Arias, P. F. (2014). Prácticas educativas paternas que predicen la agresividad evaluada por distintos informantes. Revista Latinoamericana de Psicología, 46(3), 198-210. https://doi.org/10.1016/S0120-0534(14)70023-8
https://doi.org/10.1016/S0120-0534(14)70023-8
Heatly, M. C., & Votruba-Drzal, E. (2017). Parent- and teacher-child relationships and engagement at school entry: Mediating, interactive, and transactional associations across contexts. Developmental Psychology, 53(6), 1042-1062. https://doi.org/10.1037/dev0000310
https://doi.org/10.1037/dev0000310
Kettler, R. J., Elliott, S. N., Davies, M., & Griffin, P. (2011). Testing a multi-stage screening system: Predicting performance on Australia’s national achievement test using teachers’ ratings of academic and social behaviors. School Psychology International, 33(1), 93-111. https://journals.sagepub.com/doi/10.1177/0143034311403036
https://journals.sagepub.com/doi/10.1177/0143034311403036
Kim, M.-J., Doh, H.-S., Hong, J. S., & Choi, M.-K. (2011). Social skills training and parent education programs for aggressive preschoolers and their parents in South Korea. Children and Youth Services Review, 33(6), 838-845. https://doi.org/10.1016/j.childyouth.2010.12.001
https://doi.org/10.1016/j.childyouth.2010.12.001
Korsch, F., & Petermann, F. (2014). Agreement between parents and teachers on preschool children’s behavior in a clinical sample with externalizing behavioral problems.Child Psychiatry and Human Development,45(5), 617-627. https://doi.org/10.1007/s10578-013-0430-6
https://doi.org/10.1007/s10578-013-0430-6
Lavigne, J. V., Dahl, K. P., Gouze, K. R., LeBailly, S. A., & Hopkins, J. (2015). Multi-domain predictors of Oppositional Defiant Disorder symptoms in preschool children: Cross-informant differences. Child Psychiatry and Human Development,46(2), 308-319. https://doi.org/10.1007/s10578-014-0472-4
https://doi.org/10.1007/s10578-014-0472-4
Llanes, E., Blacher, J., Stavropoulos, K., & Eisenhower, A. (2020). Parent and teacher reports of comorbid anxiety and ADHD symptoms in children with ASD.Journal of Autism and Developmental Disorders, 50, 1520-1531. https://doi.org/10.1007/s10803-018-3701-z
https://doi.org/10.1007/s10803-018-3701-z
Mariano, M., & Bolsoni-Silva, A. T. (2018). Social interactions between teachers and students: A study addressing associations and predictions.Paidéia (Ribeirão Preto),28, e2816. https://doi.org/10.1590/1982-4327e2816
https://doi.org/10.1590/1982-4327e2816
Nunes, S. A. N., Faraco, A. M. X., & Vieira, M. L. (2013). Attachment and parental practices as predictors of behavioral disorders in boys and girls. Paidéia (Ribeirão Preto), 23(56), 369-377. https://doi.org/10.1590/1982-43272356201311
https://doi.org/10.1590/1982-43272356201311
O’Connor, E. E., Dearing, E., & Collins, B. A. (2011). Teacher-child relationship and behavior problem trajectories in Elementary School. American Educational Research Journal, 48(1), 120-162. https://doi.org/10.3102/0002831210365008
https://doi.org/10.3102/0002831210365008
Pizato, E. C. G., Marturano, E. M., & Fontaine, A. M. G. V. (2014). Trajetórias de habilidades sociais e problemas de comportamento no Ensino Fundamental: influência da Educação Infantil. Psicologia: Reflexão e Crítica, 27(1), 189-197. https://doi.org/10.1590/S0102-79722014000100021
https://doi.org/10.1590/S0102-79722014000100021
Price, J. M., Chiapa, A., & Walsh, N. E. (2013). Predictors of externalizing behavior problems in early elementary-aged children: The role of family and home environments. The Journal of Genetic Psychology: Research and Theory on Human Development, 174(4), 464-471. https://doi.org/10.1080/00221325.2012.690785
Ribeiro, M. L. (2010). A afetividade na relação educativa.Estudos de Psicologia (Campinas), 27(3), 403-412. https://doi.org/10.1590/S0103-166X2010000300012
https://doi.org/10.1590/S0103-166X2010000300012
Rohenkohl, L. M. A., & Castro, E. K. (2012). Afetividade, conflito familiar e problemas de comportamento em pré-escolares de famílias de baixa renda: Visão de mães e professoras. Psicologia: Ciência e Profissão, 32(2), 438-451. https://doi.org/10.1590/S1414-98932012000200012
https://doi.org/10.1590/S1414-98932012000200012
Roksa, J., Trolian, T. L., Blaich, C., & Wise, K. (2017). Facilitating academic performance in college: Understanding the role of clear and organized instruction. Higher Education, 74(2), 283-300. https://doi.org/10.1007/s10734-016-0048-2
https://doi.org/10.1007/s10734-016-0048-2
Rudasill, K. M., Prokasky, A., Tu, X., Frohn, S., Sirota, K., & Molfese, V. J. (2014). Parent vs. teacher ratings of children's shyness as predictors of language and attention skills.Learning and Individual Differences,34, 57-62. https://doi.org/10.1016/j.lindif.2014.05.008
https://doi.org/10.1016/j.lindif.2014.05.008
Santiago, R. T., Garbacz, S. A., Beattie, T., & Moore, C. L. (2016). Parent-teacher relationships in Elementary School: An examination of parent-teacher trust. Psychology in the Schools, 53(10), 1003-1017. https://doi.org/10.1002/pits.21971
https://doi.org/10.1002/pits.21971
Silveira, L. M. O. B, & Wagner, A. (2009). Relação família-escola: Práticas educativas utilizadas por pais e professores. Revista Semestral da Associação Brasileira de Psicologia Escolar e Educacional, 13(2), 283-291. https://dx.doi.org/10.1590/S1413-85572009000200011
https://dx.doi.org/10.1590/S1413-85572009000200011
Smith, T. E., & Sheridan, S. M. (2019) The effects of teacher training on teachers’ family-engagement practices, attitudes, and knowledge: A meta-analysis. Journal of Educational and Psychological Consultation, 29(2), 128-157. https://doi.org/10.1080/10474412.2018.1460725
https://doi.org/10.1080/10474412.2018.1460725
Tandon, M., Cardeli, E., & Luby, J. (2009). Internalizing disorders in early childhood: A review of depressive and anxiety disorders.Child and Adolescent Psychiatric Clinics of North America,18(3), 593-610. https://doi.org/10.1016/j.chc.2009.03.004
https://doi.org/10.1016/j.chc.2009.03.004
Vafaeenejad, Z., Elyasi,. F., Moosazadeh, M. & Shahhosseini, Z. (2019). Psychological factors contributing to parenting styles: A systematic review.F1000Research, 7(906), 1-23. doi: 10.12688/f1000research.14978.1
doi: 10.12688/f1000research.14978.1
Zalewski, M., Thompson, S. F., & Lengua, L. J. (2017). Parenting as a moderator of the effects of maternal depressive symptoms on preadolescent adjustment.Journal of Clinical Child and Adolescent Psychology, 46(4), 563-572. https://doi.org/10.1080/15374416.2015.1030752
https://doi.org/10.1080/15374416.2015.1030752
https://doi.org/10.1080/00221325.2012.690785
Rescorla, L. A., Bochicchio, L., Achenbach, T. M., Ivanova, M. Y., Almqvist, F., Begovac, I., Bilenberg, N., Bird, H., Dobrean, A., Erol, N., Fombonne, A. F., Frigerio, AC., Fung, D. S. S., Lambert, M .C., Leung, P. W. L., Liu, X., Markovic, I., Markovic, J., Minaei, A., Ooi, Y. P. (...), & Verhulst, F. C. (2014). Parent-teacher agreement on children’s problems in 21 societies.Journal of Clinical Child & Adolescent Psychology, 43(4), 627-642. https://doi.org/10.1080/15374416.2014.900719
https://doi.org/10.1080/15374416.2014.900719
Reynolds, M. R., Sander, J. B., & Irvin, M. J. (2010). Latent curve modeling of internalizing behaviors and interpersonal skills through Elementary School. School Psychology Quarterly, 25(4), 189-201. https://doi.org/10.1037/a0021543
https://doi.org/10.1037/a0021543
Ribeiro, M. L. (2010). A afetividade na relação educativa. Estudos de Psicologia (Campinas), 27(3), 403-412. https://doi.
org/10.1590/S0103-166X2010000300012
Rohenkohl, L. M. A., & Castro, E. K. (2012). Afetividade, conflito familiar e problemas de comportamento em pré-escolares de famílias de baixa renda: Visão de mães e professoras. Psicologia: Ciência e Profissão, 32(2), 438-451. https://doi.org/10.1590/S1414-98932012000200012
Roksa, J., Trolian, T. L., Blaich, C., & Wise, K. (2017). Facilitating academic performance in college: Understanding the role of
clear and organized instruction. Higher Education, 74(2), 283-300. https://doi.org/10.1007/s10734-016-0048-2
Rudasill, K. M., Prokasky, A., Tu, X., Frohn, S., Sirota, K., & Molfese, V. J. (2014). Parent vs. teacher ratings of children’s shyness as predictors of language and attention skills. Learning and Individual Differences, 34, 57–62. https://doi.org/10.1016/j.lindif.2014.05.008
Santiago, R. T., Garbacz, S. A., Beattie, T., & Moore, C. L. (2016). Parent-teacher relationships in Elementary School: An examination of parent-teacher trust. Psychology in the Schools,53(10), 1003-1017. https://doi.org/10.1002/pits.21971
Silveira, L. M. O. B, & Wagner, A. (2009). Relação família-escola: Práticas educativas utilizadas por pais e professores. Revista
Semestral da Associação Brasileira de Psicologia Escolar e Educacional, 13(2), 283-291. https://dx.doi.org/10.1590/
S1413-85572009000200011
Smith, T. E., & Sheridan, S. M. (2019) The effects of teacher training on teachers’ family-engagement practices, attitudes, and knowledge: A meta-analysis. Journal of Educational and Psychological Consultation, 29(2), 128-157. https://doi.org/10.1080/10474412.2018.1460725
Tandon, M., Cardeli, E., & Luby, J. (2009). Internalizing disorders in early childhood: A review of depressive and anxiety disorders. Child and Adolescent Psychiatric Clinics of North America, 18(3), 593-610. https://doi.org/10.1016/j.chc.2009.03.004
Vafaeenejad, Z., Elyasi,. F., Moosazadeh, M. & Shahhosseini, Z. (2019). Psychological factors contributing to parenting styles: A systematic review. F1000Research, 7(906), 1-23. doi:10.12688/f1000research.14978.1
Zalewski, M., Thompson, S. F., & Lengua, L. J. (2017). Parenting as a moderator of the effects of maternal depressive symptoms on preadolescent adjustment. Journal of Clinical Child and Adolescent Psychology, 46(4), 563-572. https://doi.org/10.1080/15374416.2015.1030752
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2021 Alessandra Turini Bolsoni-Silva, Sonia Regina Loureiro
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
