O ambiente familiar e o desenvolvimento das funções executivas: estudo correlacional com crianças de 3 a 6 anos
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do Mackenzie |
Texto Completo: | http://dspace.mackenzie.br/handle/10899/22555 |
Resumo: | Family dynamics and parent-child relationships represent the essence of the childhood environment, and play an especially important role in the first years of life. These factors also lay down the foundation for childhood cognitive development, and have a significant influence on executive functions, which are responsible for the planning, initiation, execution and monitoring of goal-directed behaviors or adjustments to environmental demands. Research has shown that environmental features and parental educational investment are strongly associated with executive functioning in childhood. Therefore, the goals of this study were to: (1) assess the precision of two methods of assessing the family environment (questionnaire and home visit) as well as the correlation between them, and (2) evaluate the relationship between family environment, parental educational practices and executive functions in preschool children. The sample comprised 30 children and their legal guardians. Children were aged between 3 and 6 years and included both boys and girls attending kindergarten and preschool at a private school in the city of São Paulo. Family environment was assessed using the Parental Style Inventory (PSI) and two forms of the Home Observation for Measurement of the Environment (HOME). Executive functions were assessed using a Cancellation Test, a semantic Stroop Task and the Trail Making Test for preschoolers. The Cronbach s alpha values of the two versions of the HOME instrument were calculated, and the questionnaire was found to have a higher internal consistency than the home visit. A non-parametric Spearman test also revealed the presence of positive correlations between some of the items in the two instruments. As for the second goal, PSI scores displayed low to moderate correlations with measures of executive functioning, and appropriate parental styles were found to be associated with improved interference control in children. The HOME questionnaire displayed low to moderate correlations with Semantic Stroop Test scores, while language stimulation and the presence of learning materials in the home were positively associated with executive functioning development. Home visit scores were also highly correlated with executive performance. Some unexpected results were found, such as an association between increased parental modeling and greater reaction times in measures of interference control. Additionally, the emotional and verbal responsivity of the caretaker was associated with worse alternating attention. In conclusion, significant correlations were found between family environment, parental styles and executive functions. These results suggest the importance of intervention programs designed to help parents promote their children s executive development in the home. |
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2016-03-15T19:40:17Z2020-03-19T15:20:04Z2014-09-252020-03-19T15:20:04Z2014-05-22MARTINS, Gabriela Lamarca Luxo. Family environment and executive function development: a correlational study of 3-to-6-year-old children. 2014. 137 f. Dissertação (Mestrado em Psicologia) - Universidade Presbiteriana Mackenzie, São Paulo, 2014.http://dspace.mackenzie.br/handle/10899/22555Family dynamics and parent-child relationships represent the essence of the childhood environment, and play an especially important role in the first years of life. These factors also lay down the foundation for childhood cognitive development, and have a significant influence on executive functions, which are responsible for the planning, initiation, execution and monitoring of goal-directed behaviors or adjustments to environmental demands. Research has shown that environmental features and parental educational investment are strongly associated with executive functioning in childhood. Therefore, the goals of this study were to: (1) assess the precision of two methods of assessing the family environment (questionnaire and home visit) as well as the correlation between them, and (2) evaluate the relationship between family environment, parental educational practices and executive functions in preschool children. The sample comprised 30 children and their legal guardians. Children were aged between 3 and 6 years and included both boys and girls attending kindergarten and preschool at a private school in the city of São Paulo. Family environment was assessed using the Parental Style Inventory (PSI) and two forms of the Home Observation for Measurement of the Environment (HOME). Executive functions were assessed using a Cancellation Test, a semantic Stroop Task and the Trail Making Test for preschoolers. The Cronbach s alpha values of the two versions of the HOME instrument were calculated, and the questionnaire was found to have a higher internal consistency than the home visit. A non-parametric Spearman test also revealed the presence of positive correlations between some of the items in the two instruments. As for the second goal, PSI scores displayed low to moderate correlations with measures of executive functioning, and appropriate parental styles were found to be associated with improved interference control in children. The HOME questionnaire displayed low to moderate correlations with Semantic Stroop Test scores, while language stimulation and the presence of learning materials in the home were positively associated with executive functioning development. Home visit scores were also highly correlated with executive performance. Some unexpected results were found, such as an association between increased parental modeling and greater reaction times in measures of interference control. Additionally, the emotional and verbal responsivity of the caretaker was associated with worse alternating attention. In conclusion, significant correlations were found between family environment, parental styles and executive functions. These results suggest the importance of intervention programs designed to help parents promote their children s executive development in the home.A família e o convívio entre pais e filhos representam a essência do ambiente da criança, especialmente nos primeiros anos de vida. Tal relação caracteriza as bases para o desenvolvimento cognitivo da criança, incluindo um conjunto de habilidades chamadas de funções executivas, que contemplam competências fundamentais para planejar, iniciar, realizar e monitorar comportamentos intencionais relacionados a um objetivo ou a demandas ambientais. Pesquisas têm sugerido que características do ambiente e práticas educativas dos pais relacionam-se com o nível de funções executivas das crianças. Nesse contexto, esta pesquisa objetivou: (1) avaliar a precisão e a correlação entre resultados em um instrumento para avaliação do ambiente familiar em dois formatos (questionário e visita) e (2) verificar as relações entre o ambiente familiar, as práticas educativas dos pais e as funções executivas em crianças préescolares. Participaram 30 crianças e seus respectivos responsáveis legais. As crianças tinham idades entre 3 e 6 anos, de ambos os sexos, do Maternal II, Nível I e Nível II de uma escola particular da cidade de São Paulo. Foram utilizados o Inventário de Estilos Parentais (IEP), adaptado para essa faixa etária, e o Home Observation for Measurement of the Environment (HOME), em dois formatos, para avaliação do ambiente familiar. Para avaliar as funções executivas foram utilizados o Teste de Atenção por Cancelamento, o Teste de Stroop Semântico e o Teste de Trilhas para pré-escolares. Foi calculado o Alfa de Cronbach para os dois formatos do instrumento HOME e observou-se que o mesmo foi maior na versão questionário quando comparado com a versão visita. Correlação não-paramétrica de Spearman entre os escores nas duas versões do HOME revelaram correlação positiva significativa para alguns itens. Em relação ao segundo objetivo, análises evidenciaram que a maioria das correlações estabelecidas entre os escores do IEP e dos instrumentos de funções executivas foi de magnitude baixa a moderada, sendo que, de modo geral, quanto mais apropriado o estilo parental dos pais, melhor o controle de interferência dos filhos. Considerando o HOME no formato questionário e os instrumentos de avaliação das funções executivas, a maioria das correlações foi de magnitude baixa a moderada e com desempenhos no Teste de Stroop Semântico. Além disso, tanto a estimulação da linguagem quanto a presença de materiais de aprendizagem foram positivamente relacionadas às funções executivas. Já desempenhos no HOME no formato visita tiveram correlações de magnitude alta com os escores dos três instrumentos de funções executivas. Alguns resultados não esperados foram encontrados, por exemplo, quanto maior a modelagem por parte dos pais, maior o tempo de reação quando as crianças são expostas a atividades que exigem controle de interferência, e quanto mais satisfatória a responsividade emocional e verbal do cuidador para a criança, menor a sua capacidade de atenção alternada. Assim, de forma geral houve algumas relações entre ambiente familiar, práticas parentais e funções executivas. Sugere-se o desenvolvimento de programas de intervenção com pais visando proporcionar práticas que fomentem o desenvolvimento das funções executivas no ambiente familiar.Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade Presbiteriana MackenzieDistúrbios do DesenvolvimentoUPMBRPsicologiarelações familiaresmodelos educacionaisfunção executivapré-escolaravaliaçãoneuropsicologiafamily relationseducational modelsexecutive functionpreschool childevaluationneuropsychologyCNPQ::CIENCIAS HUMANAS::PSICOLOGIAO ambiente familiar e o desenvolvimento das funções executivas: estudo correlacional com crianças de 3 a 6 anosFamily environment and executive function development: a correlational study of 3-to-6-year-old childreninfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisCapovilla, Alessandra Gotuzo Seabrahttp://lattes.cnpq.br/7828325860191703Osório, Ana Alexandra Caldashttp://lattes.cnpq.br/9011606474221997Fonseca, Rochele Pazhttp://lattes.cnpq.br/5918287268298812http://lattes.cnpq.br/0098121411378252Martins, Gabriela Lamarca Luxohttp://tede.mackenzie.br/jspui/retrieve/3877/Gabriela%20Lamarca%20Luxo%20Martins.pdf.jpghttp://tede.mackenzie.br/jspui/bitstream/tede/1633/1/Gabriela%20Lamarca%20Luxo%20Martins.pdfinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações do Mackenzieinstname:Universidade Presbiteriana Mackenzie (MACKENZIE)instacron:MACKENZIE10899/225552020-03-19 12:20:04.442Biblioteca Digital de Teses e Dissertaçõeshttp://tede.mackenzie.br/jspui/PRI |
dc.title.por.fl_str_mv |
O ambiente familiar e o desenvolvimento das funções executivas: estudo correlacional com crianças de 3 a 6 anos |
dc.title.alternative.eng.fl_str_mv |
Family environment and executive function development: a correlational study of 3-to-6-year-old children |
title |
O ambiente familiar e o desenvolvimento das funções executivas: estudo correlacional com crianças de 3 a 6 anos |
spellingShingle |
O ambiente familiar e o desenvolvimento das funções executivas: estudo correlacional com crianças de 3 a 6 anos Martins, Gabriela Lamarca Luxo relações familiares modelos educacionais função executiva pré-escolar avaliação neuropsicologia family relations educational models executive function preschool child evaluation neuropsychology CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
title_short |
O ambiente familiar e o desenvolvimento das funções executivas: estudo correlacional com crianças de 3 a 6 anos |
title_full |
O ambiente familiar e o desenvolvimento das funções executivas: estudo correlacional com crianças de 3 a 6 anos |
title_fullStr |
O ambiente familiar e o desenvolvimento das funções executivas: estudo correlacional com crianças de 3 a 6 anos |
title_full_unstemmed |
O ambiente familiar e o desenvolvimento das funções executivas: estudo correlacional com crianças de 3 a 6 anos |
title_sort |
O ambiente familiar e o desenvolvimento das funções executivas: estudo correlacional com crianças de 3 a 6 anos |
author |
Martins, Gabriela Lamarca Luxo |
author_facet |
Martins, Gabriela Lamarca Luxo |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Capovilla, Alessandra Gotuzo Seabra |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7828325860191703 |
dc.contributor.referee1.fl_str_mv |
Osório, Ana Alexandra Caldas |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/9011606474221997 |
dc.contributor.referee2.fl_str_mv |
Fonseca, Rochele Paz |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/5918287268298812 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0098121411378252 |
dc.contributor.author.fl_str_mv |
Martins, Gabriela Lamarca Luxo |
contributor_str_mv |
Capovilla, Alessandra Gotuzo Seabra Osório, Ana Alexandra Caldas Fonseca, Rochele Paz |
dc.subject.por.fl_str_mv |
relações familiares modelos educacionais função executiva pré-escolar avaliação neuropsicologia |
topic |
relações familiares modelos educacionais função executiva pré-escolar avaliação neuropsicologia family relations educational models executive function preschool child evaluation neuropsychology CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
dc.subject.eng.fl_str_mv |
family relations educational models executive function preschool child evaluation neuropsychology |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
description |
Family dynamics and parent-child relationships represent the essence of the childhood environment, and play an especially important role in the first years of life. These factors also lay down the foundation for childhood cognitive development, and have a significant influence on executive functions, which are responsible for the planning, initiation, execution and monitoring of goal-directed behaviors or adjustments to environmental demands. Research has shown that environmental features and parental educational investment are strongly associated with executive functioning in childhood. Therefore, the goals of this study were to: (1) assess the precision of two methods of assessing the family environment (questionnaire and home visit) as well as the correlation between them, and (2) evaluate the relationship between family environment, parental educational practices and executive functions in preschool children. The sample comprised 30 children and their legal guardians. Children were aged between 3 and 6 years and included both boys and girls attending kindergarten and preschool at a private school in the city of São Paulo. Family environment was assessed using the Parental Style Inventory (PSI) and two forms of the Home Observation for Measurement of the Environment (HOME). Executive functions were assessed using a Cancellation Test, a semantic Stroop Task and the Trail Making Test for preschoolers. The Cronbach s alpha values of the two versions of the HOME instrument were calculated, and the questionnaire was found to have a higher internal consistency than the home visit. A non-parametric Spearman test also revealed the presence of positive correlations between some of the items in the two instruments. As for the second goal, PSI scores displayed low to moderate correlations with measures of executive functioning, and appropriate parental styles were found to be associated with improved interference control in children. The HOME questionnaire displayed low to moderate correlations with Semantic Stroop Test scores, while language stimulation and the presence of learning materials in the home were positively associated with executive functioning development. Home visit scores were also highly correlated with executive performance. Some unexpected results were found, such as an association between increased parental modeling and greater reaction times in measures of interference control. Additionally, the emotional and verbal responsivity of the caretaker was associated with worse alternating attention. In conclusion, significant correlations were found between family environment, parental styles and executive functions. These results suggest the importance of intervention programs designed to help parents promote their children s executive development in the home. |
publishDate |
2014 |
dc.date.available.fl_str_mv |
2014-09-25 2020-03-19T15:20:04Z |
dc.date.issued.fl_str_mv |
2014-05-22 |
dc.date.accessioned.fl_str_mv |
2016-03-15T19:40:17Z 2020-03-19T15:20:04Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
MARTINS, Gabriela Lamarca Luxo. Family environment and executive function development: a correlational study of 3-to-6-year-old children. 2014. 137 f. Dissertação (Mestrado em Psicologia) - Universidade Presbiteriana Mackenzie, São Paulo, 2014. |
dc.identifier.uri.fl_str_mv |
http://dspace.mackenzie.br/handle/10899/22555 |
identifier_str_mv |
MARTINS, Gabriela Lamarca Luxo. Family environment and executive function development: a correlational study of 3-to-6-year-old children. 2014. 137 f. Dissertação (Mestrado em Psicologia) - Universidade Presbiteriana Mackenzie, São Paulo, 2014. |
url |
http://dspace.mackenzie.br/handle/10899/22555 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
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openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Presbiteriana Mackenzie |
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Distúrbios do Desenvolvimento |
dc.publisher.initials.fl_str_mv |
UPM |
dc.publisher.country.fl_str_mv |
BR |
dc.publisher.department.fl_str_mv |
Psicologia |
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Universidade Presbiteriana Mackenzie |
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Universidade Presbiteriana Mackenzie (MACKENZIE) |
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MACKENZIE |
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MACKENZIE |
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Biblioteca Digital de Teses e Dissertações do Mackenzie |
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Biblioteca Digital de Teses e Dissertações do Mackenzie |
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