Habilidades sociais educativas de professores de pré-escolares com desenvolvimento típico, problemas de comportamento e deficiência
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/11518 |
Resumo: | Each stage of development, added to the specific characteristics of the students, may require a different management by the teacher in terms of educative social skills. Thus, this study aimed to: characterize the educative social skills of pre-school teachers with typical development, behavior problems and disabilities; characterize the repertoire of social skills and behavior problems of children, in the teacher's view; compare social skills and behavior problems in children with typical development, behavior and disability problems; compare social skills and behavior problems in children related to gender and type of school; relate teachers' social skills to behavior problems and children’s social skills. Thirty-two teachers from the common class of Early Childhood Education participated in the study; all of them had at least one Special Education Child in Development (PAEE) student registered in their current classroom. The teachers answered individually to the following instruments: 1) Preschool Kindergarten Behavior Scales (PKBS) to evaluate the repertoire of social skills and behavior problems of three preschool students (a special or late education child in development, a child with typical development, and a child with behavior problems); 2) Inventory of Educative Social Skills that describes behaviors presented by teachers related to the students; 3) Educative Social Skills Questionnaire (QHSE) of the preschool teacher in daily situations at school. The data collected by the instruments was analyzed according to previous instructions of the authors. Pearson's correlation test was used to link the data. T-test and the Anova were used to compare social skills and behavior problems of children. The results indicated that in the self-assessment the teachers have a high repertoire of Educative Social Skills. It was noticeable that teachers self-assessed more positively in the IHSE-Pr in the two following topics: give instruction about activity and organize physical environment. In the QHSE instrument, the teachers presented more difficulties in the topics: establish interactive context and establish limits and discipline. There were statistically significant differences in behavior problems and social skills among students with typical development, behavior problems and disabilities, when the comparison is related to gender. In the comparison of social skills and behavior problems between the groups, it was observed that, in general, children with typical development presented a repertoire of broader and refined social skills, in addition to lower rates of behavior problems. On the other hand, children with behavioral and disability problems presented similar average values in most of the social skills factors. No significant correlation was found between the educative social skills repertoire of the teachers and social skills and behavioral problems of the children. However, some factors related to the educative social skills of the teachers had a significant positive correlation with sociodemographic variables, such as teacher age and professional experience. Considering these results and the goals of the National Education Plan, it is important to promote public policies aimed at training the teacher of Early Childhood Education in educative social skills to favor the overall development of their students regardless of their characteristics. |
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Guimarães, Cristiane de AzevedoCosta, Carolina Severino Lopes dahttp://lattes.cnpq.br/0303439637261272http://lattes.cnpq.br/3516965117572901ae26e3c2-4302-4071-a689-08bdca308ffd2019-07-17T17:19:05Z2019-07-17T17:19:05Z2019-02-26GUIMARÃES, Cristiane de Azevedo. Habilidades sociais educativas de professores de pré-escolares com desenvolvimento típico, problemas de comportamento e deficiência. 2019. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11518.https://repositorio.ufscar.br/handle/ufscar/11518Each stage of development, added to the specific characteristics of the students, may require a different management by the teacher in terms of educative social skills. Thus, this study aimed to: characterize the educative social skills of pre-school teachers with typical development, behavior problems and disabilities; characterize the repertoire of social skills and behavior problems of children, in the teacher's view; compare social skills and behavior problems in children with typical development, behavior and disability problems; compare social skills and behavior problems in children related to gender and type of school; relate teachers' social skills to behavior problems and children’s social skills. Thirty-two teachers from the common class of Early Childhood Education participated in the study; all of them had at least one Special Education Child in Development (PAEE) student registered in their current classroom. The teachers answered individually to the following instruments: 1) Preschool Kindergarten Behavior Scales (PKBS) to evaluate the repertoire of social skills and behavior problems of three preschool students (a special or late education child in development, a child with typical development, and a child with behavior problems); 2) Inventory of Educative Social Skills that describes behaviors presented by teachers related to the students; 3) Educative Social Skills Questionnaire (QHSE) of the preschool teacher in daily situations at school. The data collected by the instruments was analyzed according to previous instructions of the authors. Pearson's correlation test was used to link the data. T-test and the Anova were used to compare social skills and behavior problems of children. The results indicated that in the self-assessment the teachers have a high repertoire of Educative Social Skills. It was noticeable that teachers self-assessed more positively in the IHSE-Pr in the two following topics: give instruction about activity and organize physical environment. In the QHSE instrument, the teachers presented more difficulties in the topics: establish interactive context and establish limits and discipline. There were statistically significant differences in behavior problems and social skills among students with typical development, behavior problems and disabilities, when the comparison is related to gender. In the comparison of social skills and behavior problems between the groups, it was observed that, in general, children with typical development presented a repertoire of broader and refined social skills, in addition to lower rates of behavior problems. On the other hand, children with behavioral and disability problems presented similar average values in most of the social skills factors. No significant correlation was found between the educative social skills repertoire of the teachers and social skills and behavioral problems of the children. However, some factors related to the educative social skills of the teachers had a significant positive correlation with sociodemographic variables, such as teacher age and professional experience. Considering these results and the goals of the National Education Plan, it is important to promote public policies aimed at training the teacher of Early Childhood Education in educative social skills to favor the overall development of their students regardless of their characteristics.Cada fase de desenvolvimento somada às características específicas dos alunos pode demandar o manejo diferenciado em termos de habilidades sociais educativas pelo professor. Desse modo, este estudo teve por objetivos: caracterizar as habilidades sociais educativas de professores de crianças pré-escolares com desenvolvimento típico, problemas de comportamento e deficiência; caracterizar o repertório de habilidades sociais e problemas de comportamento das crianças, na visão do professor; comparar habilidades sociais e problemas de comportamento em crianças com desenvolvimento típico, problemas de comportamento e deficiência; comparar habilidades sociais e problemas de comportamento das crianças com relação ao sexo e ao tipo de escola e; relacionar habilidades sociais educativas dos professores com os problemas de comportamento e habilidades sociais de crianças. Participaram 32 professores de classe comum de Educação Infantil que possuíam pelo menos um aluno do Público-alvo da Educação Especial (PAEE) matriculado em sua sala de aula atual da pré-escola. Foram aplicados três instrumentos com as professoras que os responderam individualmente, sendo: 1) Preschool Kindergarten Behavior Scales (PKBS) para avaliar o repertório de habilidades sociais e de problemas de comportamento de três alunos (uma criança PAEE ou com atraso no desenvolvimento; uma criança com desenvolvimento típico; e uma criança com problemas de comportamento. 2) Inventário de Habilidades Sociais Educativas (IHSE-Pr) que descreve comportamentos apresentados pelos professores na relação com os alunos, 3) Questionário de Habilidades Sociais Educativas do professor da pré-escola em situações do cotidiano escolar. Os dados dos instrumentos foram analisados de acordo com instruções prévias dos autores. Para correlacionar os dados foram utilizados o teste de correlação de Pearson. Para comparar habilidades sociais e problemas de comportamento das crianças foram utilizados teste t e o Anova. Os resultados indicaram que na autoavaliação, os professores apresentaram um elevado repertório de Habilidades Sociais Educativas. Nota-se que as professoras se autoavaliaram mais positivamente no IHSE-Pr, para os fatores: Dar instrução sobre atividade e Organizar ambiente físico. No instrumento QHSE as professoras apresentaram maiores dificuldades para os fatores: Estabelecer contexto interativo e Estabelecer limites e disciplina. Houve diferenças estatisticamente significativas em relação aos problemas de comportamento e habilidades sociais entre os alunos com desenvolvimento típico, problemas de comportamento e com deficiência quando comparados em relação ao sexo. Na comparação entre habilidades sociais e problemas de comportamento entre os grupos observou-se que, de modo geral, as crianças com desenvolvimento típico apresentaram um repertório de habilidades sociais mais amplo e refinado e menores índices de problemas de comportamento. Já os grupos de crianças com problemas de comportamento e deficiência apresentaram valores de média semelhante na maioria dos fatores de habilidades sociais. Verificou-se que não houve correlação significativa entre o repertório de habilidades sociais educativas das professoras e as habilidades sociais e problemas de comportamento das crianças. Entretanto alguns fatores relacionados a habilidades sociais educativas das professoras obtiveram correlação positiva significativa com variáveis sociodemográficas tais como idade do professor e experiência profissional. Considerando tais resultados e pensando nas metas do Plano Nacional de Educação é importante fomentar políticas públicas voltadas para a formação do professor da Educação Infantil em habilidades sociais educativas para favorecer o desenvolvimento global de seus alunos independente de suas características.Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)CNPQ: 132752/2018-2porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarEducação EspecialHabilidades sociais educativasEducação InfantilProfessorDesenvolvimento típicoProblemas de comportamentoDeficiênciaSpecial EducationEducative social skillsChild educationTeacherTypical developmentBehavior problemsDeficiencyCIENCIAS HUMANAS::EDUCACAOHabilidades sociais educativas de professores de pré-escolares com desenvolvimento típico, problemas de comportamento e deficiênciaEducative social skills of pre-school teachers with typical development, behavior problems and disabilitiesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnline600600223816c9-5e19-46ed-bc9e-d9f851b82818info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALGUIMARÃES_ Cristiane_Azevedo.pdfGUIMARÃES_ Cristiane_Azevedo.pdfArquivo da Dissertação de Mestradoapplication/pdf1859298https://repositorio.ufscar.br/bitstream/ufscar/11518/1/GUIMAR%c3%83ES_%20Cristiane_Azevedo.pdf519f4941471d5fd4f3a64cfeb67bd8caMD51LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Habilidades sociais educativas de professores de pré-escolares com desenvolvimento típico, problemas de comportamento e deficiência |
dc.title.alternative.eng.fl_str_mv |
Educative social skills of pre-school teachers with typical development, behavior problems and disabilities |
title |
Habilidades sociais educativas de professores de pré-escolares com desenvolvimento típico, problemas de comportamento e deficiência |
spellingShingle |
Habilidades sociais educativas de professores de pré-escolares com desenvolvimento típico, problemas de comportamento e deficiência Guimarães, Cristiane de Azevedo Educação Especial Habilidades sociais educativas Educação Infantil Professor Desenvolvimento típico Problemas de comportamento Deficiência Special Education Educative social skills Child education Teacher Typical development Behavior problems Deficiency CIENCIAS HUMANAS::EDUCACAO |
title_short |
Habilidades sociais educativas de professores de pré-escolares com desenvolvimento típico, problemas de comportamento e deficiência |
title_full |
Habilidades sociais educativas de professores de pré-escolares com desenvolvimento típico, problemas de comportamento e deficiência |
title_fullStr |
Habilidades sociais educativas de professores de pré-escolares com desenvolvimento típico, problemas de comportamento e deficiência |
title_full_unstemmed |
Habilidades sociais educativas de professores de pré-escolares com desenvolvimento típico, problemas de comportamento e deficiência |
title_sort |
Habilidades sociais educativas de professores de pré-escolares com desenvolvimento típico, problemas de comportamento e deficiência |
author |
Guimarães, Cristiane de Azevedo |
author_facet |
Guimarães, Cristiane de Azevedo |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/3516965117572901 |
dc.contributor.author.fl_str_mv |
Guimarães, Cristiane de Azevedo |
dc.contributor.advisor1.fl_str_mv |
Costa, Carolina Severino Lopes da |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0303439637261272 |
dc.contributor.authorID.fl_str_mv |
ae26e3c2-4302-4071-a689-08bdca308ffd |
contributor_str_mv |
Costa, Carolina Severino Lopes da |
dc.subject.por.fl_str_mv |
Educação Especial Habilidades sociais educativas Educação Infantil Professor Desenvolvimento típico Problemas de comportamento Deficiência |
topic |
Educação Especial Habilidades sociais educativas Educação Infantil Professor Desenvolvimento típico Problemas de comportamento Deficiência Special Education Educative social skills Child education Teacher Typical development Behavior problems Deficiency CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Special Education Educative social skills Child education Teacher Typical development Behavior problems Deficiency |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
Each stage of development, added to the specific characteristics of the students, may require a different management by the teacher in terms of educative social skills. Thus, this study aimed to: characterize the educative social skills of pre-school teachers with typical development, behavior problems and disabilities; characterize the repertoire of social skills and behavior problems of children, in the teacher's view; compare social skills and behavior problems in children with typical development, behavior and disability problems; compare social skills and behavior problems in children related to gender and type of school; relate teachers' social skills to behavior problems and children’s social skills. Thirty-two teachers from the common class of Early Childhood Education participated in the study; all of them had at least one Special Education Child in Development (PAEE) student registered in their current classroom. The teachers answered individually to the following instruments: 1) Preschool Kindergarten Behavior Scales (PKBS) to evaluate the repertoire of social skills and behavior problems of three preschool students (a special or late education child in development, a child with typical development, and a child with behavior problems); 2) Inventory of Educative Social Skills that describes behaviors presented by teachers related to the students; 3) Educative Social Skills Questionnaire (QHSE) of the preschool teacher in daily situations at school. The data collected by the instruments was analyzed according to previous instructions of the authors. Pearson's correlation test was used to link the data. T-test and the Anova were used to compare social skills and behavior problems of children. The results indicated that in the self-assessment the teachers have a high repertoire of Educative Social Skills. It was noticeable that teachers self-assessed more positively in the IHSE-Pr in the two following topics: give instruction about activity and organize physical environment. In the QHSE instrument, the teachers presented more difficulties in the topics: establish interactive context and establish limits and discipline. There were statistically significant differences in behavior problems and social skills among students with typical development, behavior problems and disabilities, when the comparison is related to gender. In the comparison of social skills and behavior problems between the groups, it was observed that, in general, children with typical development presented a repertoire of broader and refined social skills, in addition to lower rates of behavior problems. On the other hand, children with behavioral and disability problems presented similar average values in most of the social skills factors. No significant correlation was found between the educative social skills repertoire of the teachers and social skills and behavioral problems of the children. However, some factors related to the educative social skills of the teachers had a significant positive correlation with sociodemographic variables, such as teacher age and professional experience. Considering these results and the goals of the National Education Plan, it is important to promote public policies aimed at training the teacher of Early Childhood Education in educative social skills to favor the overall development of their students regardless of their characteristics. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-07-17T17:19:05Z |
dc.date.available.fl_str_mv |
2019-07-17T17:19:05Z |
dc.date.issued.fl_str_mv |
2019-02-26 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
GUIMARÃES, Cristiane de Azevedo. Habilidades sociais educativas de professores de pré-escolares com desenvolvimento típico, problemas de comportamento e deficiência. 2019. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11518. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/11518 |
identifier_str_mv |
GUIMARÃES, Cristiane de Azevedo. Habilidades sociais educativas de professores de pré-escolares com desenvolvimento típico, problemas de comportamento e deficiência. 2019. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11518. |
url |
https://repositorio.ufscar.br/handle/ufscar/11518 |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de São Carlos Câmpus São Carlos |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação Especial - PPGEEs |
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UFSCar |
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Universidade Federal de São Carlos Câmpus São Carlos |
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MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR) |
repository.mail.fl_str_mv |
|
_version_ |
1802136358995623936 |