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Comparação das práticas educativas em pais de crianças prematuras e de termo aos dois anos de idade
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Esta investigação teve como objectivo principal comparar as práticas educativas de pais de crianças prematuras e de termo, aos dois anos de idade. Pretendeu-se também explorar a associação entre o género do progenitor e da criança, assim como a idade e o nível de escolaridade dos pais, com as práticas educativas parentais nos dois grupos (prematuros e de termo). Para tal foram utilizados dois questionários: o Parent Behavior Checklist – Short Form e um Questionário Sócio-Demográfico.
Integraram na amostra 213 participantes. A recolha dos dados relativos às crianças prematuras teve lugar no Hospital de Faro e a recolha dos dados relativos às crianças de termo teve lugar em estabelecimentos de ensino do pré-escolar na região do Algarve e de Lisboa.
Os resultados obtidos permitem verificar que existem diferenças significativas entre as práticas educativas de pais de crianças prematuras e de pais de crianças de termo. Observou-se uma correlação significativa entre a idade dos progenitores e as práticas educativas para o grupo de pais de crianças prematuras. Verificou-se também uma correlação significativa entre o nível de escolaridade dos progenitores e as práticas educativas parentais em ambos os grupos (prematuros e de termo). Não foram encontradas diferenças significativas entre as práticas educativas parentais, em função do género da criança, em nenhum dos grupos (prematuros e de termo). Contudo, tanto para os pais de prematuros como para os de termo verificaram-se diferenças significativas entre as práticas educativas parentais, em função do género dos progenitores.
A tendência observada para algumas diferenças entre os pais de prematuros e de termo sugerindo estratégias menos adequadas no grupo de pais de crianças prematuras, aponta desde já para a necessidade de atenção especial a estes pais, não só nos primeiros tempos de vida, mas também nesta fase de maior socialização das crianças. Para além disso, e porque a literatura apresenta associações entre as práticas educativas parentais e os problemas de comportamento em crianças, estudos como este podem contribuir para a elaboração de estratégias de intervenção precoce, com o intuito de prevenir futuros problemas no desenvolvimento infantil e familiar.
This research aimed to compare parenting practices in parents of preterm and full-term children at two years of age. We also aimed to explore the association between the parents’ and children’s gender, parents’ age and educational level, with parenting practices in both group (preterm and full-term). Two questionnaires were used: the Parent Behavior Checklist - Short Form and a Socio-Demographic Survey. The sample included 213 participants. The data collection for preterm children took place at the Faro Hospital and the data collection for full-term children took place in pre-school establishments in Algarve and Lisbon. Our results show significant differences between the parenting practices of preterm and full-term parents. There was a significant correlation between the parents’ age and the parenting practices for the group of preterm parents. There was also a significant correlation between the parents’ educational level and the parenting practices for both groups (preterm and full-term). No significant differences were found between parenting practices according to the children’s gender, in either group (preterm and full-term). However, for both preterm and full-term parents there were significant differences in parenting practices according to the parents’ gender. The tendency observed for some differences between the preterm and full-term parents, suggesting less positive strategies in the group of preterm parents, point to the need for a special attention to these parents, not only in the first months, but also in this phase of greater socialization of children. In addition, and because the literature shows associations between parenting practices and behavior problems in children, studies like this can contribute to the development of early intervention strategies, in order to prevent future problems in child and family development.
This research aimed to compare parenting practices in parents of preterm and full-term children at two years of age. We also aimed to explore the association between the parents’ and children’s gender, parents’ age and educational level, with parenting practices in both group (preterm and full-term). Two questionnaires were used: the Parent Behavior Checklist - Short Form and a Socio-Demographic Survey. The sample included 213 participants. The data collection for preterm children took place at the Faro Hospital and the data collection for full-term children took place in pre-school establishments in Algarve and Lisbon. Our results show significant differences between the parenting practices of preterm and full-term parents. There was a significant correlation between the parents’ age and the parenting practices for the group of preterm parents. There was also a significant correlation between the parents’ educational level and the parenting practices for both groups (preterm and full-term). No significant differences were found between parenting practices according to the children’s gender, in either group (preterm and full-term). However, for both preterm and full-term parents there were significant differences in parenting practices according to the parents’ gender. The tendency observed for some differences between the preterm and full-term parents, suggesting less positive strategies in the group of preterm parents, point to the need for a special attention to these parents, not only in the first months, but also in this phase of greater socialization of children. In addition, and because the literature shows associations between parenting practices and behavior problems in children, studies like this can contribute to the development of early intervention strategies, in order to prevent future problems in child and family development.
Descrição
Tese de mestrado, Psicologia (Secção de Psicologia Clínica e da Saúde, Núcleo de Psicologia Clínica da Saúde e da Doença), Universidade de Lisboa, Faculdade de Psicologia, 2016
Palavras-chave
Práticas educativas Parentalidade Prematuridade Pai Mãe Teses de mestrado - 2016