Effect of a Program of Stories with a Social Cognitive Approach in Kindergarten Children

• Autor(a) principal: Dias, Jaqueline Pereira
• Data de Publicação: 2017
• Outros Autores: Marturano, Edna Maria, Rodrigues, Marisa Cosenza, Kutschenko, Andressa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Psicologia (Universidade de Brasília. Online)
• Texto Completo: https://periodicos.unb.br/index.php/revistaptp/article/view/17827
• topic: Educação infantil; Cognição social; Intervenção psicológica; Early childhood education; Social cognition; Psychological intervention

This study aimed to evaluate a story reading program for possible effects on children’s socio-cognitive andbehavioral development. The program is comprised by 25 storybooks, which are rich in social cues. It was administered to two consecutive classes of early childhood education, which compound two groups, GI and GII. To investigate effects of the program, socio-cognitive skills, social skills, and behavior problems were assessed. GI was evaluated before and after the intervention. During the following year, GII was assessed twice before intervention, with an interval equal to the duration of the program, and again after the intervention. Comparisons between and within groups showed an increase in socio-cognitive and social skills, and reduced behavioral difficulties, suggesting positive effects of the program.