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Temperamento da criança, práticas parentais e adaptação da criança : estudo exploratório com crianças do pré-escolar
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Esta investigação teve como objetivo principal estudar a relação entre as práticas educativas maternas e a adaptação das crianças entre os 3 e os 5 anos, considerando o papel do temperamento da criança como eventual moderador desta relação. Para tal, foram utilizados três questionários: para a adaptação da criança o Child Behavior Checklist 11/2-5y, para o temperamento o The Child Behavior Questionnaire e para as práticas parentais o Questionário de Práticas Parentais.
Integraram a amostra 179 crianças, entre os 3 e os 5 anos, e as suas mães. A recolha teve lugar em estabelecimentos de ensino do pré-escolar na zona da Grande Lisboa e de Santarém.
Os resultados obtidos permitem verificar estarmos perante uma amostra globalmente bastante adaptada, com valores equilibrados nas três dimensões de temperamento (emocionalidade negativa, extroversão e controlo com esforço). Observamos diversas associações relevantes entre o temperamento e a adaptação da criança, entre as práticas parentais e a adaptação da criança, e entre as práticas parentais e o temperamento, embora neste último caso com menor magnitude. Verificou-se que o temperamento explica parcialmente alguma variância na adaptação, ocorrendo um aumento ligeiro do valor quando são adicionadas as práticas parentais. Não foi possível demonstrar o papel do temperamento como moderador da relação entre as práticas parentais e a adaptação da criança.
Os resultados deste estudo sugerem que, a avaliação do temperamento das crianças pode servir como instrumento para identificar as crianças em risco de desenvolver problemas de adaptação, reforçando a importância do temperamento na adaptação da criança pré-escolar.
This research aimed to study the relationship between maternal educational practices and the adaptation of children aged between 3 and 5 years, considering the role of the child’s temperamento as a possible moderator of this relationship. Three questionnaires were used: to measure the child adaptation we used the “Child Behavior Checklist 11 / 2-5y”, to measure temperament we used the “Child Behavior Questionnaire” and to measure the parenting practices we used the “Questionnaire Parental Practices”. The sample included 179 children age between 3 and 5 years old and their mothers. The data collection took place in pre-school establishments in Lisbon and Santarém. Our results show an overall adapted sample, with balanced temperament values in three dimensions (negative affectivity, surgency and effortful control). We found several relevant associations between temperament and the child adaptation, between the parenting practices and the child adaptation, and between the parenting practices and the child temperament, although in this last case with more moderate values. We found that the temperament dimensions partly explains some variance in the adaptation, which increases slightly with the introduction of parenting practices. It was not possible to show the temperament role as moderator of the relationship between parenting practices and child adaptation. The results presented in this study suggest that the assessment of children’s temperament can serve as a tool to identify children at risk of developing adaptation problems, reinforcing the importance of temperament in the adaptation of the preschool child.
This research aimed to study the relationship between maternal educational practices and the adaptation of children aged between 3 and 5 years, considering the role of the child’s temperamento as a possible moderator of this relationship. Three questionnaires were used: to measure the child adaptation we used the “Child Behavior Checklist 11 / 2-5y”, to measure temperament we used the “Child Behavior Questionnaire” and to measure the parenting practices we used the “Questionnaire Parental Practices”. The sample included 179 children age between 3 and 5 years old and their mothers. The data collection took place in pre-school establishments in Lisbon and Santarém. Our results show an overall adapted sample, with balanced temperament values in three dimensions (negative affectivity, surgency and effortful control). We found several relevant associations between temperament and the child adaptation, between the parenting practices and the child adaptation, and between the parenting practices and the child temperament, although in this last case with more moderate values. We found that the temperament dimensions partly explains some variance in the adaptation, which increases slightly with the introduction of parenting practices. It was not possible to show the temperament role as moderator of the relationship between parenting practices and child adaptation. The results presented in this study suggest that the assessment of children’s temperament can serve as a tool to identify children at risk of developing adaptation problems, reinforcing the importance of temperament in the adaptation of the preschool child.
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, 2015
Palavras-chave
Temperamento da criança Práticas parentais Estratégias educacionais Teses de mestrado - 2015