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Rotinas da Criança e Problemas Socioemocionais e de Comportamento em Idade Pré-Escolar: Perceção Materna e Paterna
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Authors
Abstract(s)
Durante a idade pré-escolar, as rotinas exercem um papel fundamental na vida diária
das crianças. O surgimento de problemas socioemocionais e comportamentais nesta
faixa etária é comum, apesar da dificuldade existente na sua identificação, tendo em
conta as características das crianças desta idade. Tem sido fundamentada a importância
de recorrer a diversos informadores de forma a obter várias perspetivas acerca do
funcionamento de crianças em idade pré-escolar, nomeadamente mães e pais. Este
estudo tem como objetivo analisar e comparar as perceções materna e paterna acerca das
rotinas e dos problemas socioemocionais e de comportamento de crianças em idade préescolar, para além de analisar a relação entre estas duas variáveis. A amostra é
constituída por 126 participantes, 63 mães e 63 pais de crianças entre os 3 e os 6 anos (M
= 4.30; DP = 1.03), que preencheram, separadamente, as versões portuguesas do Child
Routines Questionnaire: Preschool (CRQ:P), instrumento que avalia as rotinas em
contexto familiar de crianças e do Strenghts and Difficulties Questionnaire (SDQ-Por),
que avalia o ajustamento psicológico de crianças e jovens. Os resultados revelam que
existe um acordo entre mães e pais que varia entre fraco e forte (r = .36-.62)
relativamente à frequência das diversas dimensões das rotinas de crianças em idade préescolar. Indicam ainda que as mães, quando comparadas com os pais, avaliaram as
crianças com uma maior frequência de rotinas associadas à Vida Diária. Para os
problemas socioemocionais e de comportamento, os resultados apontam para um grau
de acordo mãe-pai que oscila entre fraco e forte (r = .34-.65). Não se verificam diferenças
estatisticamente significativas entre os informadores no que concerne os problemas
socioemocionais e comportamentais. A análise do acordo mãe-pai ao nível dos itens do
CRQ:P e do SDQ-Por indicou um grau de acordo mais elevado para itens referentes a
rotinas relacionadas com educação e atenção positiva e para comportamentos
relacionados com sintomas emocionais. As correlações entre as rotinas e os problemas
socioemocionais e de comportamento apontam (preenchimento pelas mães) para uma
associação positiva entre a Disciplina (CRQ:P) e a Hiperatividade/Défice de Atenção
(SDQ-Por); e para uma associação negativa entre a Vida Diária (CRQ:P) e a
Hiperatividade/Défice de Atenção, Sintomas Emocionais e Total de Dificuldades (SDQPor), quando o informador é o pai. Verificou-se ainda, para os pais, uma associação
negativa entre a Educação/Atenção Positiva (CRQ:P) os Sintomas Emocionais (SDQPor) e entre o Total de Rotinas (CRQ:P) e a Hiperatividade/Défice de Atenção (SDQPor). Por fim, são discutidos os resultados de acordo com a literatura e apontadas as
contribuições, implicações e limitações do estudo.
During the preschool years, routines play a fundamental role in the daily lives of children. The emergence of socio-emotional and behavioral problems in this group age is common, despite the difficulty in identifying them, given the characteristics of children of this age. The importance of using several informants to obtain various perspectives on the functioning of preschool children, namely mothers and fathers has been well established. This study aims to analyze and compare maternal and paternal perceptions on routines and socio-emotional and behavioral problems of preschool children, as well as to analyze the relationship between these two variables. The sample consists of 126 participants, 63 mothers and 63 fathers of children between the ages of 3 and 6 years old (M = 4.30; SD = 1.03), who separately completed the Portuguese versions of the Child Routines Questionnaire: Preschool (CRQ:P), an instrument that assesses children’s routines in the family context and the Strengths and Difficulties Questionnaire (SDQ-Por), which assesses the psychological adjustment of children and youths. The results reveal that there is an agreement between mothers and fathers that varies between weak and strong (r = .36-.62) when it comes to the frequency of the various dimensions of preschool children’s routines. They also indicate that mothers, when compared to fathers, rated children with higher frequency of routines associated with Daily Life. For the socioemotional and behavioral problems, the results point to a degree of mother-father agreement from weak to strong (r = .34-.65). There were no statistically significant differences between the informants regarding the SDQ-Por. Analysis of the motherfather agreement at item level of the CRQ:P and SDQ-Por indicated a higher degree of agreement for items related to routines of education and positive attention and for behaviors related to emotional symptoms. The correlations between routines and socioemotional and behavioral problems point (filled in by mothers) to a positive association between Discipline (CRQ:P) and Hyperactivity/Attention Deficit (SDQ-Por); and a negative association between Daily Life (CRQ:P) and Hyperactivity/Attention Deficit, Emotional Symptoms and Total Difficulties (SDQ-Por), when the informant is the father. There was also a negative association between Education/Positive Attention (CRQ:P) and Emotional Symptoms (SDQ-Por) and between Total Routines (CRQ:P) and Hyperactivity/Attention Deficit (SDQ-Por). Finally, the results are discussed according to the literature, and the contributions, implications and limitations of the study are emphasized.
During the preschool years, routines play a fundamental role in the daily lives of children. The emergence of socio-emotional and behavioral problems in this group age is common, despite the difficulty in identifying them, given the characteristics of children of this age. The importance of using several informants to obtain various perspectives on the functioning of preschool children, namely mothers and fathers has been well established. This study aims to analyze and compare maternal and paternal perceptions on routines and socio-emotional and behavioral problems of preschool children, as well as to analyze the relationship between these two variables. The sample consists of 126 participants, 63 mothers and 63 fathers of children between the ages of 3 and 6 years old (M = 4.30; SD = 1.03), who separately completed the Portuguese versions of the Child Routines Questionnaire: Preschool (CRQ:P), an instrument that assesses children’s routines in the family context and the Strengths and Difficulties Questionnaire (SDQ-Por), which assesses the psychological adjustment of children and youths. The results reveal that there is an agreement between mothers and fathers that varies between weak and strong (r = .36-.62) when it comes to the frequency of the various dimensions of preschool children’s routines. They also indicate that mothers, when compared to fathers, rated children with higher frequency of routines associated with Daily Life. For the socioemotional and behavioral problems, the results point to a degree of mother-father agreement from weak to strong (r = .34-.65). There were no statistically significant differences between the informants regarding the SDQ-Por. Analysis of the motherfather agreement at item level of the CRQ:P and SDQ-Por indicated a higher degree of agreement for items related to routines of education and positive attention and for behaviors related to emotional symptoms. The correlations between routines and socioemotional and behavioral problems point (filled in by mothers) to a positive association between Discipline (CRQ:P) and Hyperactivity/Attention Deficit (SDQ-Por); and a negative association between Daily Life (CRQ:P) and Hyperactivity/Attention Deficit, Emotional Symptoms and Total Difficulties (SDQ-Por), when the informant is the father. There was also a negative association between Education/Positive Attention (CRQ:P) and Emotional Symptoms (SDQ-Por) and between Total Routines (CRQ:P) and Hyperactivity/Attention Deficit (SDQ-Por). Finally, the results are discussed according to the literature, and the contributions, implications and limitations of the study are emphasized.
Description
Keywords
Idade Pré-Escolar Perceção
Materna e Paterna Problemas Socioemocionais e de Comportamento Rotinas