Risco e regulação emocional em idade pré-escolar: a qualidade das interações dos educadores de infância como potencial moderador

Cadima, Joana; Ferreira, Tiago; Guedes, Carolina Cristina Pereira; Vieira, Joana; Leal, Teresa; Matos, Paula Mena

doi:10.14417/ap.1079

Cited by 5 publications

(5 citation statements)

References 37 publications

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“…Similar to the previous studies involving Portuguese preschoolers, in the current study, overall, no significant differences were found between the girls' and the boys' mean behavioral self-regulation levels (Cadima et al, 2019), and the girls showed less labile/negative emotional behaviors than the boys (Cadima et al, 2016). Additionally, the results of the current study are aligned with those of the previous studies that suggested that behavioral self-regulation is related to the emergent literacy skills for both boys and girls (e.g., Montroy et al, 2014;Slot & von Suchodoletz, 2018).…”

Section: Sex-differentiated Pathssupporting

confidence: 88%

“…The participating children's emotional self-regulation skills were assessed through teachers' reports using the Emotion Regulation Checklist (ERC; Shields & Cicchetti, 1997). Following the measure's authors (Shields & Cicchetti, 1997) and recent studies (e.g., Cadima et al, 2016), in the current study we use two subscales of the ERC. The Lability/Negativity subscale evaluates the teacher's perceptions of the child's mood shifts, dysregulated negative affect, and intensity of emotions and has 11 items (e.g., "Is prone to angry outbursts/tantrums easily").…”

Section: Emotional Self-regulationmentioning

confidence: 99%

“…The measure validity has been addressed through correlations with previously established measures of children's emotional self-regulation (Shields & Cicchetti, 1997). ERC is adapted to and validated for the Portuguese population (Melo, 2005), and previous studies in Portugal have provided support for its twofactor structure through preschool teachers' reports on their pupils (e.g., Cadima et al, 2016). In the current sample, ERC showed good internal consistency for the Lability/Negativity subscale (a ¼ 0.85) and for the Emotion Regulation subscale (a ¼ 0.78).…”

Section: Emotional Self-regulationmentioning

confidence: 99%

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Unique and joint contributions of behavioral and emotional self-regulation to school readiness

Guedes

Ferreira

Leal

et al. 2022

Applied Developmental Science

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This study aimed to examine the unique and joint contributions of behavioral and emotional self-regulation to key but understudied emergent literacy and early social skills, disentangling sex-differentiated paths. The participants were 231 Portuguese preschoolers (50% boys; M age ¼ 59.5 months; SD ¼ 8.5) enrolled in 47 classrooms. In the first assessment wave, the children's behavioral self-regulation and receptive vocabulary were individually assessed. The teachers reported on children's emotional self-regulation. In the second assessment wave, individual assessments on children's expressive vocabulary, syntactic knowledge, oralnarrative production, and social problem-solving skills were conducted. The results showed that the children's emergent literacy and early social skills were more related to their behavioral self-regulation than to their emotional self-regulation. Child sex moderated the links between behavioral self-regulation and oral-narrative production skills and the link between emotional self-regulation and early social skills. These findings may have important implications for planning early interventions for developing self-regulation skills.

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Section: Sex-differentiated Pathssupporting

confidence: 88%

Section: Emotional Self-regulationmentioning

confidence: 99%

Section: Emotional Self-regulationmentioning

confidence: 99%

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Unique and joint contributions of behavioral and emotional self-regulation to school readiness

Guedes

Ferreira

Leal

et al. 2022

Applied Developmental Science

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“…Studies conducted with socially disadvantaged children in classrooms with early childhood educators who establish high emotional and organizational quality interactions have shown that they reveal higher emotional regulation skills [16]. This result corroborates the perspective of Mestre, Guil, Martinez-Cabanas, Larrán and Gonzales [17] when they assert that the development of the abilities implicit in the perception, expression and valorization of preschool children's emotions depends on the combination of cognitive and socio-emotional development.…”

Section: Introductionsupporting

confidence: 84%

Emotions at Preschool Age: Contributions to Better Social and School Adaptation

Capelo¹,

Varela²,

Serrano-Díaz³

et al. 2019

PBS

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Emotions have been triggering investigative interest for a long time due to the effect they have on people's lives and there is a growing importance in the educational field in the school context. The purpose of this study is to describe the relationship between perception, expression and appreciation of emotions and social adjustment of preschool children. For this purpose we used the documentary research based on four empirical works, carried out in Portugal (n = 2) and Spain (n = 2) between 2011 and 2016, resulting from the application of the "Percexval" test to assess the ability to understand, express and value emotions of preschool children (children aged 3 -6 years). The correct answers given by the children were confronted with the criteria of the external judges constituted by their kindergarten teachers. Results suggest significant and positive associations between perception of primary emotions and adaptation (2), control (3) peer acceptance (2) and negative with conflict; and significant and positive associations between perception and appreciation of primary emotions and adaptation (4), control (4), academic achievement (4), peer acceptance (2), and negatives with conflict. It is concluded that the promotion of early emotional education contributes to enhance the psychosocial adaptation of individuals.

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“…Oliveira, Gurtat e Reis (2018),Cadima et al (2016), Santos e Barros (2018), Mendes, Pires e Fioravanti (2017) e…”

mentioning

confidence: 99%

A importância da validação das emoções das crianças

Souza

Ferreira

Souza

2021

RSD

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As crianças estão em uma fase de muito aprendizado, por isso os responsáveis devem ter cuidado sobre o que os infantis estão aprendendo para que possam evitar ou validar certas atitudes/comportamento. Dentro desse aspecto estão as emoções que são fundamentais no desenvolvimento dos pequenos. Diante do apresenta do objetivo geral da pesquisa é destacar a importância de as crianças aprenderem sobre as emoções. A metodologia aplicada possuiu uma abordagem exploratória e qualitativa. Os critérios de inclusão e exclusão aplicado foram estudos publicado a partir do ano de 2016 que investigam a realidade brasileira sobre o tema abordado. Ao final, foram usados 11 estudos onde 9 foram indexadas na plataforma acadêmica SciELO e 2 no google acadêmicos. Nos resultados optaram-se por estudos publicados a partir de 2016 no qual investiguem a realidade brasileira sobre o tema proposto. Conclui-se que a emoção na infância é um processo complexo porque as crianças possuem dificuldade em compreender e expressar o que são sentidos. Quando as crianças não expressão as emoções elas propendem a isolar-se das outras pessoas e desenvolve transtornos como ansiedade, depressão, condutas antissociais, transtornos obsessivo-compulsivos (TOC) e outros distúrbios de comportamento afetando sua vida adulta. Então, logo na infância as crianças devem-se aprender identificar as expressões emocionais.

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Risco e regulação emocional em idade pré-escolar: a qualidade das interações dos educadores de infância como potencial moderador

Cited by 5 publications

References 37 publications

Unique and joint contributions of behavioral and emotional self-regulation to school readiness

Unique and joint contributions of behavioral and emotional self-regulation to school readiness

Emotions at Preschool Age: Contributions to Better Social and School Adaptation

A importância da validação das emoções das crianças

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