Comportamento social na escola: diferenças entre gêneros e séries

Saud, Laura Fogaça; Tonelotto, Josiane Maria de Freitas

doi:10.1590/s1413-85572005000100005

Cited by 22 publications

(21 citation statements)

References 25 publications

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“…Still on the physical characteristics of the emitter, the children with ages up to 70 months manifested 11 behaviors of a prosocial nature and for those older than 70 months the total of events reached 15 times more. Generally, children older than 70 months (the equivalent to 5 years and ten months) show a higher number of behaviors than the younger ones, in this sense, this result comes close to the findings of the literature (e.g., Carvalho, 2000;Cole & Cole, 2003;Kail, 2004;Sager et al, 2003;Saud & Tonelotto, 2005;Sebanc, 2003;Turini & Rodrigues, 2008), which demonstrate that it is common for older children to take care of the younger ones for having a better comprehension of the needs of the other. Regarding the social aspects of the emitters, the children with time of permanence up to 15 months emitted 15 times more the behaviors considered of care.…”

Section: The Research Subjects and The Care Behavior Among Childrensupporting

confidence: 88%

“…Despite the importance of the prosocial behavior and its benefits to child development, it is noted that there are still few studies with the purpose to observe prosocial behavior of children in school environment in the last decades (Carvalho, 2000;Saud & Tonelotto, 2005;Sebanc, 2003;Turini & Rodrigues, 2008). Even fewer may be the studies on prosocial behavior with the observation of institutionalized children ).…”

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confidence: 99%

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Profile of prosocial behaviors of institutionalized children at a school yard

2016

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Prosocial behavior refers to actions directed to the welfare of the others and it is influenced by physical and social aspects of the environment. This study objected to investigate chiefly the occurrences of care behavior among institutionalized children. Four boys and one girl took part in this study, with ages between four and six years old, who were observed in the yard of the school. A total of ten sessions of twenty-five-minute were recorded for each focal subject, summing 250 minutes of recordings. At total, 26 behavioral events which denoted care with the others were identified and organized into the following categories: Helping, Care-taking playing, Establishing affectionate contact, and Entertaining. The results indicate that while participants are at the school yard, the most demonstrated behavior subcategory involves cooperation attitudes (Helping subcategory). The data also show that male focal subjects who were older than five years old and were at school for less than 15 months would emit more care behaviors. Concerning receivers, it was found that the girls who were studying at school, younger children and the ones who had less time in the institution received more prosocial behavior. It is expected that the results of this study may contribute to future researches while investigating prosocial behavior in educational settings, especially when they involve special populations, such as children who live in shelter institutions. Similarly, studies like this can encourage the development of (pedagogic-political and other) projects in institutions for children in order to stimulate prosocial behavior among peers. Current studies about the patterns of interaction in environments for the children (e.g., Barnett, Burns, Sanborn, Bartel, & Wilds, 2004;Carrus, Fornara, & Bonnes, 2005;Carvalho, 2000;Fernandes, 2006;Sager, Sperb, Roazzi, & Martins, 2003;Sebanc, 2003;Wolff & Fesseha, 1999) show that the social behavior of children is influenced by physical characteristics of the environment (dimension, structure and space setting) as well as social characteristics (characteristics of the subjects that attend such space). Therefore, interactions and behaviors of children have been studied, taking into consideration the influence of aspects related to the context in which these children interact with adults and groups of peers in the daily life activities.Environmental Psychology among other areas that value the influence of the institutional and family environment on the children's behavior presents today several perspectives of analysis (Carrus et al., 2005). Among them, there is the investigation centered on the understanding of the ecological context that regulates social behaviors, in an attempt to show how the physical and social characteristics of the environment have influence on the relationship between people and vice-versa. In other words, the human interactions that take place on their ecological environment may contribute for the development of the child and its peers, a perspective share...

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Section: The Research Subjects and The Care Behavior Among Childrensupporting

confidence: 88%

mentioning

confidence: 99%

Profile of prosocial behaviors of institutionalized children at a school yard

2016

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“…Os pais podem ainda manter algumas regras diferenciadas para educar meninos e meninas: os meninos são criados para serem fortes e desaconselha-se que demonstrem seus sentimentos, enquanto às meninas permitem-se mais comportamentos emotivos e expressão de sentimentos (Saud & Tonelotto, 2005).…”

Section: Discussionunclassified

SDQ (Strengths and Difficulties Questionnaire): identificação de características comportamentais de crianças leitoras

Stivanin

Scheuer

Assumpção

2008

Psic.: Teor. e Pesq.

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RESUMO -O objetivo deste estudo foi verificar características comportamentais em crianças com desenvolvimento típico de leitura, utilizando o Strengths and Difficulties Questionnaire (SDQ). Este breve questionário é uma medida útil em psicopatologia aplicada a crianças e jovens de 4 a 16 anos. O SDQ é dividido em cinco sub-escalas: problemas no comportamento pró-social, hiperatividade, problemas emocionais, de conduta e de relacionamento. Participaram da pesquisa pais e professores de 74 crianças, que cursavam a 2 a , 3 a ou 4 a séries em uma escola pública de São Paulo. As crianças não apresentavam alterações no desenvolvimento geral e na linguagem, e nem problemas escolares. Pais e professores responderam ao questionário. As respostas ao SDQ diferiram entre pais e professores, e de acordo com o sexo e a série escolar das crianças. Estas diferenças podem refletir mudanças comportamentais e de comunicação, conseqüência de situações vivenciadas no período do desenvolvimento no qual se encontram. Palavras-chave:Strengths and Difficulties Questionnaire; desenvolvimento típico; crianças leitoras; características comportamentais. SDQ (Strengths and Difficulties Questionnaire): Identification of Children Readers Behavioral CharacteristicsABSTRACT -The purpose of this study was to verify behavioral characteristics of children with typical reading development by means of the Strengths and Difficulties Questionnaire (SDQ). This brief questionnaire is a useful measure in psychopathology applied to children and young people from 4 to 16 years. The SDQ is divided in five subscales: prosocial behavior problems, hyperactivity, and emotional, conduct and relationship problems. The participants were parents and teachers of 74 children, attending 2 nd, , 3 rd , or 4 th grades in a public school in the city of São Paulo. The children had no general development and language disorders, and scholars problems. Parents and teachers answered the questionnaires. The answers to the SDQ differed between parents and teachers, and regarding to children's gender and grade. These differences may reflect communication and behavioral changes resulting from experienced situations in children's present developmental stage.

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“…In regard to girls, the literature suggests that they are more likely to develop internalizing problems (Muris, Meesters, & van den Berg, 2003) and this tendency was also observed in Brazil (Saud &Tonelotto, 2005). Finally, Cassidy (1994) suggests that boys more frequently establish secure attachments with fathers and girls with mothers (same-sex linkage hypothesis).…”

mentioning

confidence: 93%

“…In Brazil, Bandeira, Rocha, Souza, Del Prette and Del Prette (2006) and Graminha (1994) also found evidence that boys exhibit this behavioral problem more frequently than girls. There are, however, studies showing that the differences observed are not significant (Marturano, Toller, & Elias 2005;Saud & Tonelotto, 2005).…”

mentioning

confidence: 95%

Attachment and Parental Practices as Predictors of Behavioral Disorders in Boys and Girls

Nunes

Faraco

Vieira

2013

Paidéia (Ribeirão Preto)

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This study’s objective was to investigate how two parental systems (attachment and parental practices) interact to predict internalizing and externalizing behavioral problems in girls and boys. The Security Scale was administered to 289 children (mean age = 10.5 years), and 205 parents completed the Child Behavior Checklist and an instrument addressing parental practices. The results indicate that poor maternal attachment predicts aggression and delinquency in boys, while problems of this nature among girls are predicted by parental rejection and low behavioral control. Poor paternal attachment was the only predictor for social withdrawal and anxiety/depression in boys. A tendency of association between poor maternal attachment and social withdrawal was observed among girls, while low behavioral control and high psychological control predicted anxiety/depression. The results are discussed in terms of their contribution to understanding the complex relationship among gender, parental systems, and behavioral disorders.

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Comportamento social na escola: diferenças entre gêneros e séries

Cited by 22 publications

References 25 publications

Profile of prosocial behaviors of institutionalized children at a school yard

Profile of prosocial behaviors of institutionalized children at a school yard

SDQ (Strengths and Difficulties Questionnaire): identificação de características comportamentais de crianças leitoras

Attachment and Parental Practices as Predictors of Behavioral Disorders in Boys and Girls

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