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Authors
Advisor(s)
Abstract(s)
A investigação aponta claras diferenças entre o comportamentos dos Pais e dos
Educadores tanto em observações experimentais como em observações naturalistas.
Colocamos a seguinte questão: Será que os Educadores com os seus filhos atuam
predominantemente como a generalidade dos Pais (espontaneamente) ou como os
Educadores (com intencionalidade educativa)? O presente estudo procurou comparar o
comportamento interativo das Mães, das Educadoras e das Mães-educadoras. Neste
estudo, Mães e Educadoras são observadas, na mesma condição quasi-experimental,
como parceiras numa atividade lúdica de construção com a criança. Para o efeito, foi
pedido a 20 díades Mãe-filho(a), 21 díades Educadora-criança e 20 díades Mãe
educadora-filho(a) que realizassem, em 20 minutos, um produto à sua escolha com os
materiais e ferramentas disponibilizadas. As crianças tinham entre 3 e 5 anos e não
apresentavam problemas de desenvolvimento identificados. Pretendia-se nos três grupos
de estudo: 1) comparar a qualidade interativa das Mães, Educadoras e Mães-educadoras
quanto à empatia, atenção, reciprocidade, cooperação, elaboração/fantasia e desafio
proposto; 2) descrever e comparar a autoria e os produtos realizados pelas díades, bem
como as escolhas de materiais e ferramentas; 3) relacionar os dados obtidos com as
variáveis demográficas. Os resultados indicam que as Educadoras dão em média
respostas mais adequadas do que as restantes participantes e encontram-se poucas
diferenças entre as Mães e Mães-educadoras. A qualidade da interação é melhor nas
díades em que a autoria é da criança e esta é menos prevalente nas díades Mãe-filho(a)
ou Mãe educadora-filho(a). Em suma, as Educadoras com os seus filhos dão menos
oportunidades de exploração e de realização do que as Educadoras com crianças da sua
sala. Adicionalmente, as meninas receberam, em média, respostas mais sensíveis e
“pedagogicamente” mais adequadas. A idade da criança e do adulto afetou os resultados.
Abstract The research highlights clear differences between the behavior of Parents and childhood Educators both in experimental and naturalistic observations. The following question was raised: Do childhood educators act with their children predominantly as the generality of parents (spontaneously) or as educators (with educational intention)? The present study seeks to compare the interactive behavior of Mothers, childhood Educators, and Mothers-educators. In this study, observed mothers and educators, in the same quasi-experimental conditions, as partners in a play construction activity with the child. For that effect, 20 dyads mother-child, 21 dyads educator-child, and 20 dyads educator-offspring were asked to create, in 20 minutes, a product from their choice with the available materials and tools. The children were 3 to 5 years old and did not present identified development problems. In the three groups, the intention was: 1) to compare the interactive quality of Mothers, Mothers-educators and Educators regarding empathy, attention, reciprocity, cooperation, elaboration/fantasy, proposed challenge; 2) to describe and to compare the created products made by the dyads as well as the choices of materials and tools; 3) to relate obtained data with demographical variables. The results indicate that Educators give, in average, more appropriate answers than other participants and few differences can be found between Mothers and Mother-educators. The interaction’s quality is better in the dyads where the child is the product’s author, and such is less prevailing in dyads Mother or Educator with their children. In sum, Educators give fewer exploration and performance opportunities to their own children than Educators with children from the classroom. Additionally, girls received, in average, more sensitive and “pedagogically” adequate answers. The age of children and adults affected the results.
Abstract The research highlights clear differences between the behavior of Parents and childhood Educators both in experimental and naturalistic observations. The following question was raised: Do childhood educators act with their children predominantly as the generality of parents (spontaneously) or as educators (with educational intention)? The present study seeks to compare the interactive behavior of Mothers, childhood Educators, and Mothers-educators. In this study, observed mothers and educators, in the same quasi-experimental conditions, as partners in a play construction activity with the child. For that effect, 20 dyads mother-child, 21 dyads educator-child, and 20 dyads educator-offspring were asked to create, in 20 minutes, a product from their choice with the available materials and tools. The children were 3 to 5 years old and did not present identified development problems. In the three groups, the intention was: 1) to compare the interactive quality of Mothers, Mothers-educators and Educators regarding empathy, attention, reciprocity, cooperation, elaboration/fantasy, proposed challenge; 2) to describe and to compare the created products made by the dyads as well as the choices of materials and tools; 3) to relate obtained data with demographical variables. The results indicate that Educators give, in average, more appropriate answers than other participants and few differences can be found between Mothers and Mother-educators. The interaction’s quality is better in the dyads where the child is the product’s author, and such is less prevailing in dyads Mother or Educator with their children. In sum, Educators give fewer exploration and performance opportunities to their own children than Educators with children from the classroom. Additionally, girls received, in average, more sensitive and “pedagogically” adequate answers. The age of children and adults affected the results.
Description
Dissertação apresentada na Escola Superior de Educação de Lisboa para obtenção do
grau de mestre em Ciências da Educação
Especialidade Intervenção Precoce
Keywords
Parentalidade Educação de Infância Interação adulto-criança Comportamento interativo Parenthood Childhood education Interaction child-adult Interactive behavior
Citation
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa