Risco e regulação emocional em idade pré-escolar: a qualidade das interações dos educadores de infância como potencial moderador

Joana Cadima, Tiago Ferreira, Carolina Guedes, Joana Vieira, Teresa Leal, Paula M. Matos

Resumo


A investigação tem demonstrado que as crianças em desvantagem social enfrentam muitos desafios e estão mais vulneráveis a desenvolver dificuldades a nível da regulação emocional, sendo extremamente relevante identificar fatores protetores que moderem esta vulnerabilidade. No presente estudo, foi analisado o papel moderador das interações do educador de infância no desenvolvimento da regulação emocional. Os participantes foram 338 crianças em idade pré-escolar de dois ambiente sociais distintos: em desvantagem social (n = e em situação de não risco. A regulação emocional foi avaliada através de um questionário ao educador, o Emotion Regulation Checklist (ERC, Shields & Cichetti, 1997). A qualidade das interações do educador de infância com as crianças foi observada através de uma escala de observação, o Classroom Assessment Scoring System (CLASS, Pianta, La Paro & Hamre, 2008). Os educadores avaliaram ainda a sua relação com cada criança participante através da Student-Teacher Rating Scale (STRS, Pianta, 2001). Análises multi-grupo multi-nível indicaram que no grupo de crianças de risco nas salas com mais qualidade a nível emocional e na sua organização, as crianças demonstraram competências de regulação emocional mais elevadas, sugerindo o importante papel dos educadores de infância no desenvolvimento da regulação emocional.


Palavras-chave


REGULAÇÃO EMOCIONAL; RISCO SOCIOCULTURAL; INTERAÇÕES EDUCADOR-CRIANÇA; RELAÇÃO EDUCADOR-CRIANÇA

Texto Completo:

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DOI: https://doi.org/10.14417/ap.1079

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