Tensões cotidianas na transição da primeira série: um enfoque de desenvolvimento

Marturano, Edna Maria

doi:10.1590/s1413-73722008000100010

Cited by 27 publications

(72 citation statements)

References 36 publications

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“…2,20 Some studies suggest that maltreatment has caused depression and withdrawal, especially because these disorders are commonly associated with individuals' homeostatic imbalance 15 and can harm the brain structuring process, especially in children, during this critical period of their development. 18,19,32 Furthermore, depression and withdrawal, during childhood can lead to isolation, and therefore, generate, in the long-term, new problems with the child's social development as associated with suicide risk. 13 Anxiety (in different levels) can also have important maladjusted responses mainly if this condition triggers high levels of stress for a long period, which will also affect the aforementioned structuring and organization process of the neurophysiologic responses.…”

Section: Discussionmentioning

confidence: 99%

“…All these changes generate a period of unpredictability that cause tension and anxiety among children. 18,19 Therefore, the family experiences combined with the time spent exert strong influence on how children grow and develop. 8 In this context, it may be assumed that children who are being subjected to maltreatment will have more difficulty coping with the typical tasks of this developmental phase.…”

Section: Introductionmentioning

confidence: 99%

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Association between child maltreatment indicators and developmental problems in early childhood education

Gomez

Bazon

2014

J. Hum. Growth Dev.

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Introduction: Short and long-term exposure to maltreatment can increase the risk of developmental problems. Objective: To characterize a sample of children in early education with regard to the presence of indicators of child abuse and emotional and behavioural problems and to determine the association between these variables. Methods: The sample consisted of 40 elementary school children whose parents or guardians and teachers (n = 6) gave permission for their participation in this study. Data were obtained using the Phrase Inventory of Intra-family Child Abuse (PIICA) and the Teacher's Report Form (TRF). Descriptive and inferential statistical analyses were made. Results: The average score in IFVD was 17.82, which is out of range of risk, according to the instrument instructions. However, 30% of the sample with suspicions of maltreatment obtained a score higher than 23. The sample was divided into two groups for comparison according to the TRF (victimized and non-victimized). Significant differences were found in Total Problems and in Internalizing Problems, although the averages of the item responses from both groups were considered normal at all levels and in all sub-items. Conclusion: Children that present indicators of abuse are also likely to present indicators of depression and anxiety at non-clinical levels, corroborating other studies. However, the convenience sample in this study may have introduced a bias in terms of maltreatment severity. Further studies with larger and more diverse samples are necessary.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Association between child maltreatment indicators and developmental problems in early childhood education

Gomez

Bazon

2014

J. Hum. Growth Dev.

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“…Além do domínio de habilidades escolares, outras tarefas vistas como relevantes nessa fase são a competência interpessoal, expressa inicialmente na capacidade de se dar bem com os companheiros e formar laços de amizade, o ajustamento ao ambiente escolar e a adesão às normas vigentes para comportamento moral e conduta pró-social (BEE, 2003;MASTEN;COATSWORTH, 1998;MARTURANO, 2008). Assim, para obter sucesso no ensino formal a criança depende não só do desempenho acadêmico, mas também de outras habilidades, como por exemplo, de se relacionar bem com o professor e de impressionar os pares (ENTWISLE; ALEXANDER, 1998).…”

Section: 86unclassified

“…Reynolds (1989) observou que a prontidão cognitiva da criança logo na entrada da pré-escola pareceu ter efeito indireto no desempenho e ajustamento na primeira série. Trivelatto-Ferreira e Marturano (2008) puderam observar que a inteligência é um preditor de competência social na transição.…”

Section: Como Assinalamunclassified

“…al (2000), esses atributos mostraram-se como fortes influenciadores da realização acadêmica posterior, da relação positiva entre os pares e foram negativamente associados à agressividade. Devido a achados como estes, a literatura tem destacado as habilidades sociais como facilitadoras do desempenho escolar e da competência É bastante conhecida a associação entre desempenho escolar pobre e problemas de comportamento, apesar de não estarem esclarecidos os fatores causais responsáveis por essa associação (HINSHAW, 1992;MARTURANO;LOUREIRO, 2003). Pesquisando a ocorrência de comportamentos problemáticos e suas relações com as habilidades sociais e dificuldades acadêmicas, (LAIRD et al, 2001).…”

Section: Como Assinalamunclassified

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Preditores de desempenho escolar e competência interpessoal: a educação infantil como fator de proteção

Pereira¹

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In the years when children go to elementary school (6 -12 years old), they face tasks related to their development, academic performance and interpersonal competence. Children's performance in these tasks is influenced by the interaction between the child's personal characteristics and the environment in which the child lives. Those who start elementary school with a richer repertoire developed previously are supposed to have a better performance. They tend to present healthier and more promising development. There are some studies about the impact of kindergarten (K) experience on the child's future academic life. The child's performance and the quality of its relationship with schoolmates and teacher at that moment predict its academic progress, as well as self-adjustment in the following years. This study aims to investigate which personal and environmental variables may work as predictors of children's academic performance and interpersonal competence, by analyzing how the exposure to K influences in the performance of developmental tasks typical of that phase. The children's personal characteristics investigated were: cognitive potential, social skills, and problem behavior. The environmental factors investigated were: school stress, family support in the child's school life, and the child's attendance to K. A group of 336 second-grade elementary students from public schools in a city in the inland of the State of São Paulo and their parents/guardians and teachers participated in this study. The children were assesssed with Raven's Progressive Matrices, the School Hassles Inventory, the School Achievement Test, Sociometric Interview, and pedagogical evaluation. Parents/guardians answered the Brazilian Social-economic Criterion; the teachers answered the Scale of Participation of an Adult Family Member and to the Social Skills Rating System -SSRS-BR, teacher form. Regression analysis was used for prediction of academic performance and interpersonal competence with the child's and its environmental variables, as well as socialeconomic indicators. The non-parametric method Kruskal-Wallis test was used in order to compare groups. Ninety-five out of 336 children were selected and compared as for the time of attendance/exposure to K: 32 did not attend K; 31 had one year of K; 32 had two years of K. These 3 groups were balanced social-economically and as for the family's breadwinner's schooling. Results show that the personal and environmental characteristics to predict academic performance are: social skills related to responsibility and cooperation, cognitive potential, exposure to K environment, exposure to and impact of school hassles, family participation in the child's school life, social-economic level, and family's breadwinner's schooling. The predictors associated to interpersonal competence were the social skill of selfdefense and peer cooperation, problem behavior, and family participation in the child's school life. By comparison, K attendance has proven to have important influence, since children with...

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Child Development in Context: From Clinical Remediation to Promotion in School

Marturano

2019

Psychology in Brazil

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Tensões cotidianas na transição da primeira série: um enfoque de desenvolvimento

Cited by 27 publications

References 36 publications

Association between child maltreatment indicators and developmental problems in early childhood education

Association between child maltreatment indicators and developmental problems in early childhood education

Preditores de desempenho escolar e competência interpessoal: a educação infantil como fator de proteção

Child Development in Context: From Clinical Remediation to Promotion in School

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