Práticas educativas e comportamentos infantis: avaliações de mães e professores
DOI:
https://doi.org/10.1590/0102.3772e372114Palabras clave:
problemas de comportamento; habilidades sociais; família; escola; práticas educativasResumen
Objetivou-se descrever e comparar as avaliações de mães e de professores quanto à s suas práticas educativas, e os problemas de comportamento e habilidades sociais das crianças, considerando crianças com problemas nos dois ambientes, exclusivamente na família, exclusivamente na escola e uma amostra não clínica. Foram participantes mães e professores de 81 crianças. Aplicou-se com mães e professores instrumentos validados para mensurar práticas educativas, problemas de comportamento e habilidades sociais. Verificou-se que as crianças com problemas nos dois ambientes apresentaram mais comprometimento, considerando os relatos de mães e de professores Identificou-se nas comparações entre avaliadores que as mães relataram ser mais habilidosas, especialmente quanto ao afeto, referiram usar mais práticas negativas e identificaram mais problemas de comportamento, enquanto os professores referiram mais habilidades para estabelecer limites. Conclui-se que as práticas educativas de mães e professores diferem conforme os contextos em que os problemas são apresentados; tais dados podem nortear programas de prevenção e intervenção.
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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
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Derechos de autor 2021 Alessandra Turini Bolsoni-Silva, Sonia Regina Loureiro
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
