A utilização do objeto nas interações pró-sociais apresentadas por crianças da pré-escola
Resumen
A utilização do objeto como mediador nas interações prósociaisentre crianças pré-escolares exige a realização de pesquisasnaturalísticas capazes de revelar os diferentes padrões interativos esugerir possíveis relações entre tipo de objeto e categorias comportamentais.Os dados obtidos no presente estudo permitiram a elaboraçãode um sistema de categorias, sendo analisadas as relações existentesentre estas e variáveis como sexo, atividade e natureza do objeto envolvidono episódio. Além da ampliação do rol de categorias consideradascomo pró-sociais, verificou-se maior tendência à transferência deobjetos do que a seu uso partilhado pelas crianças, assim como padrõescomportamentais semelhantes para meninos e meninas, ambosapresentando preferência por companheiros do mesmo sexo. Tambémfoi observado que certos objetos e atividades estão diretamente relacionadoscom diferentes categorias de interação pró-social.
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Citas
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Belknap.
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YARROW, M. R., & WAXLER, С Z. (1976). Dimensions and correlates of prosocial
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ZAHN-WAXLER, C, RADKE-YARROW, M., & KING, R. (1979). Child rearing and
children's prosocial initiations toward victims of distress. Child Development,
50, 319-330.
Approach Sunderland, Mass., Sinaver Associats.
ALTMAN, J. (1 974). Observational study of behavior: Sampling methods. Behavior,
49, 227-265.
ARGYLE, M. (1 972). Non-verbal communication in human social interaction. Em R.
Hinde (Ed.), Non-verbal communication. Nova Iorque: Cambridge University
Press.
BAR-TAL, D. (1976). Prosocial behavior: Theory and research. Washington:
Hemisphere Publishing Corporation.
BAR-TAL, D., & RAVIV, A. (1982). A cognitive-learning model of helping behavior
development: Possible implications and applications. Em N. Eisenberg (Ed.),
The Development of Prosocial Behavior. Londres: Academic Press.
BEACH, F. A. (1 955). The descent of instinct. Psychology cal Review, 62, 401 -41 0.
BRANCO, A. M. U. A. (1978). Estudo etológico do episódio pró-social. Dissertação
de mestrado. Universidade de Brasília. Brasília.
BRINDLEY, C, CLARKE, P., HUTT, С, ROBINSON, I., & WETHLI, E. (1973). Sex
difference in the activities and social interactions of nursery school children.
Em R. P. Michael, & J. H. Crook (Eds.), Comparative ecology and behavior of
primates. Londres: Academic Press.
BRYANT, B. K., & CROCKENBERG, S. B. (1980). Correlates and dimensions of
prosocial behavior: A study of female siblings with their mothers. Child
Development, 51, 529-544.
DURAN, A. P. (1975) Comportamentos sociais como objetivo educacional
Dissertação, de mestrado. Universidade de São Paulo, São Paulo.
EISENBERG, N. (1982). Introduction. Em N. Eisenberg (Ed,), The development o
prosocial behavior. Londres: Academic Press.
EISENBERG, N., CAMERON, E.. TRYON, K., & DODEZ, R., (1981). Socialization o
prosocial behavior in the preschool classroom. Developmental Psychology,
77(6), 773-782.
FRIEDRICH, L. K., & STEIN, A. H. (1975). Prosocial television and young children
The effect of verbal labeling and role playing on learning and behavior. Chile
Development, 46,21-38.
HINDE, R. A. (1974). Biological bases of human social behavior. Nova Iorque
McGraw-Hill. ,
HUTT, С (1975). Males and females. Harmondsworth: Pengin Books.
KREBS, D. (1983). Commentary and critique: Sociobiological approaches tc
prosocial development. Em D. L. Bridgeman (Ed.), The nature of prosociai
development. Londres: Academic Press.
PIAGET, J. (1977). Julgamento moral na criança. São Paulo: Ed. Mestre Jou.
PIAGET, J, & INHELDER, B. (1974). Psychologye de /'enfant. Paris: P.U.F.
RACINE, L. (1980). Echange et circulation d'objets dans des groupes d'enfants en
activité libre. Information sur les sciences sociales, 75(3), 543-580.
RADKE-YARROW, M., ZAHN-WAXLER, С & CHAPMAN, M. (1983). Children's
prosocial dispositions and behavior. Em P. H. Mussen (Ed.), Handbook of
Child Psychology, vol. IV: Socialization, Personality and Social Development.
Nova Iorque: Wiley.
RUSHTON, J. P. (1982) Social learning theory and the development of prosocial
behavior. Em N. Eisenberg (Ed.), The development of prosocial behavior.
Londres: Academic Press.
SEVERELY, L G., & DAVIS, К. Е. (1971). Helping behavior among normal and
retarded children. Child Development, 42, 1017-1031.
SKINNER, B. F. (1 957). The experimental analysis of behavior.American Scientific,
45,343-371.
STAUB, E., (1978). Positive social behavior and morality. Nova Iorque: Academic
Press.
STRAYER, F. F., WAREING, S., & RUSHTON, J. P. (1979). Social constraints on
naturally ocorring preschool altruism. Ethology and Sociobiology, 1, 3-11.
TRIVERS, R. L. (1971). The evolution of reciprocal altruism. Quarterly Review of
Biology, 46, 35-37.
WILSON, E. 0. (1975). Sociobiology: The new synthesis. Cambridge, Mass:
Belknap.
WISPÉ, L G. (1972). Positive forms of social behavior: An overview. Journal of
Social Issues, 28, 1 -19.
YARROW, M. R., & WAXLER, С Z. (1976). Dimensions and correlates of prosocial
behavior in young children. Child Development, 41, 118-125.
ZAHN-WAXLER, C, RADKE-YARROW, M., & KING, R. (1979). Child rearing and
children's prosocial initiations toward victims of distress. Child Development,
50, 319-330.
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Publicado
2012-07-05
Cómo citar
del Prette, A., Uchoa Branco, A. M., Ceneviva, M. S. de A. G., Almeida, N. V. F., & Ades, C. (2012). A utilização do objeto nas interações pró-sociais apresentadas por crianças da pré-escola. Psicologia: Teoria E Pesquisa, 2(3), 245–264. Recuperado a partir de https://periodicos.unb.br/index.php/revistaptp/article/view/17004
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