Effect of a Program of Stories with a Social Cognitive Approach in Kindergarten Children
Keywords:
Early childhood education, Social cognition, Psychological interventionAbstract
This study aimed to evaluate a story reading program for possible effects on children’s socio-cognitive and
behavioral development. The program is comprised by 25 storybooks, which are rich in social cues. It was administered to two consecutive classes of early childhood education, which compound two groups, GI and GII. To investigate effects of the program, socio-cognitive skills, social skills, and behavior problems were assessed. GI was evaluated before and after the intervention. During the following year, GII was assessed twice before intervention, with an interval equal to the duration of the program, and again after the intervention. Comparisons between and within groups showed an increase in socio-cognitive and social skills, and reduced behavioral difficulties, suggesting positive effects of the program.
Downloads
References
Achenbach, T. M., & Edelbrock, C. S. (1979). The child behavior
profile: II. Boys aged 12-16 and girls aged 6-11 and 12-16.
Journal of Consulting and Clinical Psychology, 47(2), 223-233.
Berlin, L. J., Dunning, R. D., & Dodge, K. A. (2011). Enhancing the
transition to kindergarten: A randomized trial to test the efficacy
of the “Stars” summer kindergarten orientation program. Early
Childhood Research Quarterly, 26, 247”“254.
Bolsoni-Silva, A. T., Marturano, E. M., & Loureiro, S. R. (2009a).
Construction and Validation of the Brazilian Questionário
de Respostas Socialmente Habilidosas Segundo Relato de
Professores (QRSH-RP). The Spanish Journal of Psychology,
(1), 349-359.
Bolsoni-Silva, A. T., Marturano, E. M., & Freiria, R. L. B. (2009b).
Indicativos de problemas de comportamento e de habilidades
sociais em crianças: Um estudo longitudinal. Psicologia:
Reflexão e Crítica, 23(3), 506-515.
Borges, D. S. C., & Marturano, E. M. (2009). Aprendendo a
gerenciar conflitos: Um programa de intervenção para a 1ª série
do ensino fundamental. Paidéia, 19(42), 17-26.
Bornstein, M. H., Hahn, C. S., & Haynes, O. M. (2010). Social
competence, externalizing, and internalizing behavioral
adjustment from early childhood through early adolescence:
Developmental cascades. Development and Psychopathology,
(4), 717-735.
Brownell, C., Belsky, J., Booth-LaForce, C., Bradley, R., Campbell,
S. B, Clarke-Stewart, K. A., & Cox, M. (2008). Social
competence with peers in third grade: Associations with
earlier peer experiences in childcare. Social Development,
, 419-453.
Burt, K. B., & Roisman, G. I. (2010). Competence and
psychopathology: Cascade effects in the NICHD Study of
Early Child Care and Youth Development. Development and
Psychopathology, 22, 557”“567.
Del Prette, Z. A. P., & Del Prette, A. (2005). Psicologia das
habilidades sociais na infância: Teoria e prática. Petrópolis,
SP: Vozes.
Dias, J. P. (2012). Literatura e desenvolvimento sociocognitivo:
Avaliação e implementação de um programa na educação
infantil (Dissertação de Mestrado). Faculdade de Filosofia
Ciências e Letras de Ribeirão Preto, Universidade de São
Paulo, São Paulo.
Dodge, K. A. (1986). A social information processing model
of social competence in children. In M. Perlmutter (Org.),
Minnesota symposium in child psychology. Cognitive
perspectives in children’s social and behavioral development
(pp.77-125). Hillsdale, New Jersey: Erlbaum.
Dodge, K. A., & Crick, N. R. (1994). A review and reformulation of
social information-processing mechanisms in children’s social
adjustment. Psychological Bulletin, 115(1), 74-101.
Fenning, R. M., Bake, B. L., & Juvonen, J. (2011). Emotion
discourse, social cognition, and social skills in children with
and without developmental delays. Child Development, 82(2),
”“731.
Fleitlich, B., Cortázar, P. G., & Goodman, R. (2000). Questionário
de Capacidades e Dificuldades (SDQ). Infanto ”“ Revista de
Neuropsiquiatria da Infância e Adolescência, 8, 44 ”“50.
Fraser, M. W., Galinsky, M. J., Smokowski, P. R., Day, S. H., Terzian,
M. A., Rose, R. A., & Guo, S. (2005). Social informationprocessing
skills training to promote social competence and
prevent aggressive behavior in the third grade. Journal of
Consulting and Clinical Psychology, 73(6), 1045”“1055.
Furnari, E. (2004). Anjinho. São Paulo: Ática.
Goodman, R (1997). The Strengths and Difficulties Questionnaire:
A research note. Journal of Child Psychology and Psychiatry,
, 581-586.
Helmsen, J., Koglin, U., & Petermann, F. (2012). Emotion regulation
and aggressive behavior in preschoolers: The mediating role
of social information processing. Child Psychiatry & Human
Development, 43, 87”“101.
Kalyva, E., & Agaliotis, I. (2009). Can social stories enhance the
interpersonal conflict resolution skills of children with LD?
Research in Developmental Disabilities, 30, 192”“202.
Lansford, J. E. , Malone, P. S., Dodge, K. A., Crozier, J. C.,
Pettit, G. S., & Bates, J. E. (2006). A 12-Year prospective
study of patterns of social information processing problems
and externalizing behaviors. Journal of Abnormal Child
Psychology, 34, 715-724.
Mayeux, L., & Cillessen, A. H. (2003). Development of social
problem solving in early childhood: Stability, change, and
associations with social competence. Journal of Genetic
Psychology, 164, 153-173.
Rodrigues, M. C., & Ribeiro, N. N. (2011). Avaliação da empatia
em crianças participantes e não participantes de um programa
para desenvolvimento sociocognitivo. Psicologia: Teoria e
Prática, 13(2), 114-126.
Rodrigues, M. C. (2008). Leitura de histórias e sua importância no
desenvolvimento infantil. In A. J. G. Barbosa, L. M. Lourenço
& M. M. P. E. Mota (Orgs.), Desenvolvimento psicossocial:
Temas em educação e saúde (pp. 19-31). Campinas: Alínea.
Rodrigues, M. C. (2014). Leitura mediada com enfoque
sociocognitivo: Subsídios teórico-práticos. In A. Roazzi
& T. Sperb (Orgs.), O desenvolvimento de competências
sociocognitivas: Novas perspectivas (pp. 63-93). São Paulo:
Vetor Editora.
Rodrigues, M. C., Oliveira, P. A., Rubac, J. S., & Tavares, A. L.
(2007). Literatura infantil, teoria da mente e processamento
de informação social. Psicologia Escolar Educacional, 11(1),
-88.
Rodrigues, M. C., Dias, J. P., & Freitas, M. R. L. (2010). Resolução
de problemas interpessoais: Promovendo o desenvolvimento
sociocognitivo na escola. Psicologia em Estudo, 15(4), 831-
Rohrer, D., Taylor, K., & Sholar, B. (2010). Tests enhance the
transfer of learning. Journal of Experimental Psychology:
Learning, Memory, and Cognition, 36(1), 233”“239.
Schall, R. (1991). Estimation in generalized linear models with
random effects. Biometrika, 78(4), 719-727.
Silver, R. B., Measelle, J. R., Armstrong, J. M., & Essex, M. J.
(2010). The impact of parents, child care providers, teachers,
and peers on early externalizing trajectories. Journal of School
Psychology, 48(6), 555-583.
Teglasi, H., & Rothman, L. (2001). Stories: A classroom-based
program to reduce aggressive behavior. Journal of School
Psychology, 39(1), 71-94.
Thomas, R.E., Bierman, K.L., & Powers, C.J. (2011). The influence
of classroom aggression and classroom climate on the early
development of aggressive-disruptive behavior problems in
school. Child Development, 82, 751-757.
Vasconcellos, S. J. L., Picon, P., Prochnow, L. P., & Gauer, G.
J. C. (2006). O processamento das informações sociais em
crianças e adolescentes agressivos. Estudos de Psicologia,
(3), 275-279.
Yamaguchi, M., Kuhlmeier, V. A., Wynn, K., & van Marle,
K. (2009). Continuity in social cognition from infancy to
childhood. Developmental Science, 12(5), 746”“752
