Escala de Avaliação das Estratégias Sociais: Um estudo de validação com crianças em idade pré-escolar

Fialho, Ana; Aguiar, Cecília

doi:10.14417/ap.1198

Cited by 5 publications

(3 citation statements)

References 15 publications

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“…Também muito utilizado em contexto de Psicologia Educacional até porque o seu público-alvo é do pré-escolar. Foi validado em Portugal por Fialho, & Aguiar (2017).…”

Section: Inteligência Socialunclassified

Assistência Ao Idoso Vítima De Maus Tratos

Carvalho,

Castro,

Silva

et al. 2024

Culture and Identity: Perspectives in the Human Sciences

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RESUMO:O presente estudo pretendeu realizar uma revisão de literatura sobre os efeitos da percepção do comportamento político organizacional, também chamada de Percepção de Política Organizacional (PPO) sobre o desempenho. Para tanto, realizou-se busca nas bases de dados EBSCOhost Research Databases, Google scholar e Spell Scientific Periodicals Eletronic Library. Entre os efeitos da política organizacional estão o aumento da percepção de injustiça, intenção de saída e comportamentos contraproducentes. Os resultados encontrados sugerem que os comportamentos políticos são inerentes ao ambiente organizacional e a sua percepção gera efeitos negativos e positivos que repercutem no desempenho. Destacou-se que os gestores devem atuar minimizando os efeitos negativos e potencializando os efeitos positivos gerados pela percepção da política para favorecer o desempenho organizacional.

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“…Também muito utilizado em contexto de Psicologia Educacional até porque o seu público-alvo é do pré-escolar. Foi validado em Portugal por Fialho, & Aguiar (2017).…”

Section: Inteligência Socialunclassified

Assistência Ao Idoso Vítima De Maus Tratos

Carvalho,

Castro,

Silva

et al. 2024

Culture and Identity: Perspectives in the Human Sciences

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“…Conflicts resolution was measured through the conflict resolution strategies subscale (6 items) of the Portuguese version of Social Strategies Rating Scale (SSRS; Beckman and Lieber, 1994;Fialho and Aguiar, 2017). The SSRS was administered to preschool teachers, who rated on a 5-point scale (1 = never, 3 = half of the time, 5 = almost always) how often the child uses social strategies during interactions with peers on preschool context.…”

Section: Social Competencementioning

confidence: 99%

Body-oriented interventions to promote preschoolers’ social–emotional competence: a quasi-experimental study

et al. 2023

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IntroductionSocial–emotional competence is foundational to children’s health and well-being. Body-oriented interventions, such as relaxation or play based interventions, have been shown to promote social–emotional competence, however more studies are needed to better understand the specific benefits of each type of body-oriented approach.ObjectiveThe present study aimed to examine the chronic and the acute effects of three body-oriented intervention programs (loose parts play, relaxation and combining loose parts play and relaxation) on preschoolers’ social–emotional competence.MethodsA quasi-experimental study was carried out, including 62 preschoolers (4.44 ± 0.93 years) that were allocated into 4 groups: Loose Parts Play program (n = 17); Relaxation program (n = 17); Combined program (n = 13); and Waitlist Control Group (no intervention; n = 15). All three intervention programs had a 12-week duration, with biweekly sessions of 30-min, implemented in the preschool outdoors. To examine the chronic effects of the intervention programs, all instruments (parents’ and preschool teacher’s questionnaires, tasks and saliva) were collected at baseline and after the 12-week period. To examine the acute effects, saliva samples were collected immediately before and after the 1st and the 24th sessions, with a total of 4 collections per child.ResultsBoth loose parts play and relaxation interventions significantly improved (p < 0.05) children’s positive emotion expression. Several within-groups changes were found for the Loose parts play, Relaxation and Combined programs.ConclusionBody-oriented interventions effectively promote preschoolers’ social–emotional competence.

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“…Previous research on the predictors of social skills has reported positive effects of exposure to high-quality ECE classrooms (e.g., Curby at al., 2013), namely for children from low-income backgrounds (e.g., Burchinal et al, 2010). Also, studies investigating social skills have typically controlled for children's age (i.e., progression in social competence with age) and gender (i.e., boys generally scoring lower on social competence than girls) (e.g., Fialho & Aguiar, 2017;LaFreniere & Dumas, 1996), while others suggested variance in social skills as a function of language or verbal competence (e.g., Stephens et al, 2023). Importantly, despite the conceptual and empirical links between autonomy support and children's social skills development (e.g., Joussemet et al, 2005;Su-Russell & Russell, 2021), and the limited research, for instance, on the associations between child-centered classrooms and children's prosocial behaviors (e.g., Reio et al, 2002), to our knowledge, no studies have focused on the role of teachers' participation practices on children's social skills, nor investigated links between ECE teacher's practices, ECE quality, children's perceptions of participation, and children's developmental outcomes.…”

Section: Children's Social Skillsmentioning

confidence: 99%

Does Participation Benefit Children’s Socio-Emotional Development? Positive Associations Between Children’s Participation and Self-Concept, Through Children’s Perceptions

Correia,

Carvalho,

Aguiar

2023

Early Education and Development

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Participation, a fundamental right of all children, is described as an indicator of early childhood education (ECE) settings' quality, and as an investment in children's development and well-being. Teachers and children influence each other, within interactions that shape participatory processes. In this study, we examined associations between ECE teachers' participation practices (i.e., both self-reported and observed), observed teacher-child interactions, and children's socio-emotional outcomes (i.e., selfconcept and social skills), mediated by children's perceptions of their own participation.Participated in this study 336 children (163 boys), aged between 42 and 76 months (M = 60.14, SD = 7.86), from 58 ECE classrooms in the Lisbon area, Portugal, and their lead teachers. Our findings suggest positive associations between observed participation practices and children's self-concept, mediated by children's perceptions of participation.To our knowledge, this study represents the first empirical attempt to address the mechanisms by which participation practices are associated with children's developmental outcomes, valuing children's subjective experiences of participation, and accounting for different informants and levels of analysis. The main findings and study implications for research, practice, and policymaking are discussed.

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Escala de Avaliação das Estratégias Sociais: Um estudo de validação com crianças em idade pré-escolar

Cited by 5 publications

References 15 publications

Assistência Ao Idoso Vítima De Maus Tratos

Assistência Ao Idoso Vítima De Maus Tratos

Body-oriented interventions to promote preschoolers’ social–emotional competence: a quasi-experimental study

Does Participation Benefit Children’s Socio-Emotional Development? Positive Associations Between Children’s Participation and Self-Concept, Through Children’s Perceptions

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