A concordância entre medidas sociométricas e a estabilidade dos estatutos sociais em crianças de idade pré-escolar

Peceguina, Inês; Santos, António J.; Daniel, João R.

doi:10.14417/ap.509

Cited by 4 publications

(5 citation statements)

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“…Social status seems to be an important predictor of children's subsequent adaptation (Peceguina, Santos, & Daniel, 2008). However, previous research, based on evidence from peer reports, suggests children with disabilities have more disadvantaged sociometric statuses within their peer groups, when compared to their typically developing peers (Ochoa & Olivarez, 1995).…”

Section: Sociometric Statusmentioning

confidence: 94%

“…During the interviews, two different sociometric measures were used: peer nominations and ratings. These sociometric measures have often been used in studies about friendship and social acceptance (e.g., Aguiar et al, 2010; Meyer & Ostrosky, 2016; Peceguina et al, 2008). In these two tasks, we used photographs of all children in the classroom.…”

Section: Methodsmentioning

confidence: 99%

“…Social preference and social impact were based on standardized scores of positive and negative nominations. Children with disabilities were classified into six sociometric status groups: (a) popular children (P > 1.0, LM > 0, and LL < 0), (b) rejected children (P < 1.0, LL > 0, and LM < 0), (c) neglected children (I < 1.0 and absolute frequency of positive nominations = 0), (d) controversial children (I > 1.0, LM and LL > 0), (e) average children (P and I between −0.5 and 0.5) and other (children not classified with any sociometric status; Peceguina et al, 2008).…”

Section: Methodsmentioning

confidence: 99%

“…At the group level, children can also be classified into five social statuses: popular, rejected, neglected, average, and controversial (Coie, Dodge, & Coppotelli, 1982; Newcomb, Bukowski, & Pattee, 1993). Social status seems to be an important predictor of children’s subsequent adaptation (Peceguina, Santos, & Daniel, 2008). However, previous research, based on evidence from peer reports, suggests that children with disabilities have more disadvantaged sociometric statuses within their peer groups when compared with their typically developing peers (Ochoa & Olivarez, 1995).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Social Experiences of Children With Disabilities in Inclusive Portuguese Preschool Settings

Ferreira

Aguiar

Correia

et al. 2016

Journal of Early Intervention

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Based on peer sociometric reports, we examined how number of friendships, social acceptance, and characteristics of social networks vary as a function of disability profile. We also investigated teachers' awareness of the sociometric status of young children with disabilities.Participants were 86 children with disabilities (63 boys) enrolled in inclusive preschool classrooms from the Metropolitan Area of Lisbon, Portugal (Mage = 67.33 months, SD = 10.54).Findings suggest children with severe or socio-behavioral disabilities may be at increased risk for social rejection and isolation, having fewer friends and lower social network centrality than children with mild disabilities. Low agreement between teachers' classifications of the social status of children with disabilities and classifications based on peer nominations raises concerns about their awareness of processes of social rejection and neglect. Findings highlight the need for interventions to support positive social experiences at the dyadic and group levels in Portuguese inclusive preschool classrooms.

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Section: Sociometric Statusmentioning

confidence: 94%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Social Experiences of Children With Disabilities in Inclusive Portuguese Preschool Settings

Ferreira

Aguiar

Correia

et al. 2016

Journal of Early Intervention

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show abstract

“…A partir dos escores Impacto Social e Preferência Social foram calculados os cinco status sociométricos utilizados neste trabalho: crianças populares -PS>1.0, LM>0 e LL<0; crianças rejeitadas -PS<1.0, LL>0 e LM<0; crianças negligenciadas -IS<1.0 e Like most = 0; crianças controversas -IS>1.0, LM e LL > 0; e crianças médias -PS e IS entre -0.5 e 0.5 (COIE et al, 1982;PECEGUINA et al, 2008).…”

Section: Método E Instrumentosunclassified

A criança amada e odiada: uma análise do status controverso

Bonassi

Vieira

Faraco

et al. 2014

RCH

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O artigo discute uma pesquisa que teve dois objetivos: (a) caracterizar o status sociométrico controverso em crianças, diferenciando-o dos demais status; e (b) relacionar este status social à percepção da criança sobre suas relações com amigos e pais e à percepção dos professores sobre a criança controversa. Participaram do estudo 157 crianças (75 meninas) do 5o. ano do ensino fundamental, provenientes de duas escolas públicas e seis de seus professores. Os dados analisados derivaram de dois instrumentos preenchidos pelos respondentes. Resultados indicaram que 10,2% da amostra era composta por crianças controversas e avaliadas por seus pares como altamente aceitas e altamente rejeitadas e, por seus professores, como crianças de baixo retraimento social e alta autonomia. As crianças controversas que se percebiam como alvo dos cuidados maternos também relataram maior intimidade com suas mães. Esses e outros resultados são discutidos considerando-se a qualidade dos relacionamentos sociais e do bem-estar psicológico da criança. Palavras-chave:This article discusses a research carried out with two goals: (a) to characterize the controversial sociometric status in children differentiating it from other status; and (b) to relate this social status to the child's perception of their relationships with friends and parents and also to the teachers' perception on the controversial child. Participants were 157 children (75 girls) of two public schools, which were enrolled in 5th grade (elementary school), as well as 6 teachers of them. The data were derived from two instruments filled by participants. The findings have indicated that 10.2% of this sample was composed by controversial children, who were evaluated by their peers as highly accepted and highly rejected, and as low at social shyness and high at autonomy by their teachers. The controversial children who saw themselves as the focus of their mother´s care have also reported greater intimacy with their mothers. These and other outcomes are discussed in this article, considering the quality of the social relationships and psychological well-being of children.

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Inteligencia Emocional: La Compreensión Emocional Y Las Relaciones Entre Pares en El Jardín De Infancia

Santos

Franco

2016

Revista INFAD de Psicología

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ABSTRACT:The main models of emotional intelligence (IE) were design primarily for adults, not for children. For this reason, many aspects of the EI rarely studied in preschoolers. Thus, this study aims to analyze the emotional understanding (CE), a complex construct, considered a key component of IE in young children and that includes various skills, including the differentiating one's emotions and understand the emotions of others based in facial expressions and characteristics of situations of emotional context. Our goal is to analyze the relationship between emotional understanding and peer relations. The sample consisted of 210 children between 3 and 6 years of age, which were administered the Test of Emotion Comprehension (TEC, Pons et al., 2004, translated to Portuguese by Roazzi et al. 2008) and a sociometric test. The results confirm that, increasing the age increases the level of CE and emotional understanding may influence peer relationships.Keywords: emotional intelligence, emotional understanding, peer relationship, sociometric analysis. RESUMEN:Los principales modelos de inteligencia emocional (IE) fueron diseñados, principalmente, para el pensamiento adulto, no para niños. Por esta razón, muchos aspectos de la IE raramente han sido estudiando en niños en edad preescolar. Así, este estudio tiene como objetivo analizar la comprensión emocional, un constructo complejo, considerado componente clave de la IE en niños pequeños y que engloba varias habilidades, entre ellas, la de diferenciar las emociones propias y la de comprender las emociones de los otros basándose en las expresiones faciales y en las características de las situaciones de contexto emocional. Nuestro objetivo es analizar la relación entre la comprensión emocional y las relaciones entre pares. La muestra estuvo constituida por 210 niños y niñas entre los 3 y 6 años de edad, a los cuales se les administro el Test of Emotion Comprehension (TEC, de Pons et al., 2004, traducida para el portugués por Roazzi et al., 2008) y una prueba sociométrica.

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A concordância entre medidas sociométricas e a estabilidade dos estatutos sociais em crianças de idade pré-escolar

Cited by 4 publications

References 65 publications

Social Experiences of Children With Disabilities in Inclusive Portuguese Preschool Settings

Social Experiences of Children With Disabilities in Inclusive Portuguese Preschool Settings

A criança amada e odiada: uma análise do status controverso

Inteligencia Emocional: La Compreensión Emocional Y Las Relaciones Entre Pares en El Jardín De Infancia

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