Práticas educativas parentais de pais e de mães de crianças diferenciadas por problemas de comportamento, escolaridade e sexo, considerando relato e observação
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2020-09-25
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Universidade Estadual Paulista (Unesp)
Resumo
As práticas educativas parentais exercem um papel fundamental no desenvolvimento saudável das crianças. Elas podem se constituir fatores de risco ou proteção, a depender se forem positivas ou negativas. As práticas positivas têm relação com maior repertório habilidosos de genitores e crianças. Mas, as práticas negativas aumentam a probabilidade de surgirem os problemas de comportamento infantis. Pesquisas apontam que os comportamentos parentais e infantis também são influenciados pela idade escolar e pelo sexo da criança, dados ainda não conclusivos e que, neste cenário, a maior parte dos estudos investigaram as práticas e percepções maternas, ainda que o pai também seja muito importante neste processo. Adicionalmente, neste campo o uso do método observacional ainda é pouco utilizado, dados as dificuldades inerentes a este procedimento. Entretanto, seu uso pode auxiliar na atenuação dos vieses próprios dos dados de relato, bem como contribuir para a ampliação do olhar sobre o fenômeno. O objetivo deste estudo foi o de descrever as práticas educativas de mães e de pais e suas relações com os comportamentos das crianças, diferenciando-as pela idade escolar, sexo e apresentação ou não problemas de comportamento, considerando duas medidas: relato (Estudo 1) e observação (Estudo 2). Também foi objetivo identificar variáveis preditoras dos problemas de comportamento externalizantes e internalizantes na perspectiva materna e paterna (Estudo 3). Participaram deste estudo 71 casais heterossexuais que viviam juntos, mães e pais biológicos, de crianças do ensino infantil e fundamental, de ambos os sexos. Também participarem 30 professores que avaliaram 68 das 71 crianças. No Estudo 1 e 3 foram utilizados os instrumentos: RE-HSE-P, CBCL/TRF e o QRSH. No estudo 2 foram utilizados o CBCL e um protocolo de observação. Os resultados apontaram que, a partir do relato, as mães e os pais foram mais rigorosos na avaliação comportamental dos filhos do que as professoras e, elas também identificaram mais problemas de comportamento nas crianças do ensino infantil. Porém, não foram encontradas diferenças entre os problemas de comportamento em função do sexo da criança. Os dados de comparação discriminaram mais comportamentos maternos do que paternos, contudo, ambos genitores parecem ter interações mais positivas com as crianças sem problemas de comportamento e do ensino infantil, apesar das mães terem identificado mais problemas externalizantes. As comparações e associações que envolveram as crianças com problemas de comportamento e do ensino fundamental, revelaram mais interações negativas com ambos os pais. No entanto, houve o aparecimento de HSE-P e habilidades sociais infantis, especialmente, nas associações encontradas a partir das observações. Ademais, o sexo foi a variável que menos diferenciou práticas e percepções de mães e de pais. Quanto a predição, as práticas negativas e o nível socioeconômico foram fatores de risco preponderantes para problemas de comportamento externalizantes, segundo mães e pais. Já as habilidades sociais infantis apareceram como fator de proteção aos problemas internalizantes e externalizantes. De modo geral encontrou-se mais práticas e variáveis de contexto com médias maiores para as mães. Elas também foram melhores para identificar e reforçar comportamentos habilidosos das crianças, ainda que utilizem mais práticas negativas que os pais. Já eles, parecerem ser mais inconsistentes e terem mais dificuldades de discriminação comportamental das crianças.
Parental educational practices play a fundamental role in the healthy development of children. They can be considered as risky or protective, depending on the impact either being positive or negative. Positive practices are related to a greater skillful range of parents and children, but negative practices increase the likelihood of child behavior problems. Research shows that parenting and child behaviors are also influenced by school age and the sex of the child however the data is not yet conclusive. But most studies within this research have only investigated maternal practices and perceptions, even though the father is quite significant in this process. Additionally, in this field the use of the observational method is barely used, given the inherent difficulties in this procedure. Nevertheless, its use can assist in mitigating the biases inherent in reporting data, as well as contributing to the broadening of the perspective on the phenomenon. The objective of this study was to describe the educational practices of mothers and fathers and their relationship with the children’s behavior, differentiating them by school age, sex and presentation or not behavior problems, considering two measures: report (Study 1) and observation (Study 2). Part of this objective is to identify variables that predict externalizing and internalizing behavior problems from the maternal and paternal perspective (Study 3). 71 heterosexual couples who lived together, biological mothers and fathers, of children of elementary and primary education, of both sexes participated in this study. 30 teachers who assessed 68 of the 71 children were also part of the study group. In Study 1 and 3, the following instruments were used: RE-HSE-P, CBCL / TRF and QRSH. In study 2, CBCL and an observation protocol were used. The results showed that, based on the report, mothers and fathers were more rigorous in their children's behavioral assessment than teachers, and they further identified more behavior problems in children in early childhood education. However, no differences were found between behavioral problems due to the child's sex. Comparative data discriminated more between maternal than paternal behaviors. But both parents seem to have more positive interactions with children without behavioral problems and early childhood education, despite the fact that mothers have identified more externalizing problems. The comparisons and associations that involved children with behavioral and elementary school problems revealed more negative interactions with both parents. However, there was the appearance of HSE-P and children's social skills, especially in the associations found from the observations. Furthermore, sex was the variable that least differentiated practices and perceptions of mothers and fathers. As for prediction, negative practices and socioeconomic status were major risk factors for externalizing behavior problems, according to mothers and fathers. In contrast children's social skills appeared as a protective factor against internalizing and externalizing problems. In general, more educational practices and context variables were found with higher averages for mothers. They were also better at identifying and reinforcing skillful behaviors of children, even though they used more negative practices than fathers. But fathers, seem to be more inconsistent and they have more difficulties in behavioral discrimination of children.
Parental educational practices play a fundamental role in the healthy development of children. They can be considered as risky or protective, depending on the impact either being positive or negative. Positive practices are related to a greater skillful range of parents and children, but negative practices increase the likelihood of child behavior problems. Research shows that parenting and child behaviors are also influenced by school age and the sex of the child however the data is not yet conclusive. But most studies within this research have only investigated maternal practices and perceptions, even though the father is quite significant in this process. Additionally, in this field the use of the observational method is barely used, given the inherent difficulties in this procedure. Nevertheless, its use can assist in mitigating the biases inherent in reporting data, as well as contributing to the broadening of the perspective on the phenomenon. The objective of this study was to describe the educational practices of mothers and fathers and their relationship with the children’s behavior, differentiating them by school age, sex and presentation or not behavior problems, considering two measures: report (Study 1) and observation (Study 2). Part of this objective is to identify variables that predict externalizing and internalizing behavior problems from the maternal and paternal perspective (Study 3). 71 heterosexual couples who lived together, biological mothers and fathers, of children of elementary and primary education, of both sexes participated in this study. 30 teachers who assessed 68 of the 71 children were also part of the study group. In Study 1 and 3, the following instruments were used: RE-HSE-P, CBCL / TRF and QRSH. In study 2, CBCL and an observation protocol were used. The results showed that, based on the report, mothers and fathers were more rigorous in their children's behavioral assessment than teachers, and they further identified more behavior problems in children in early childhood education. However, no differences were found between behavioral problems due to the child's sex. Comparative data discriminated more between maternal than paternal behaviors. But both parents seem to have more positive interactions with children without behavioral problems and early childhood education, despite the fact that mothers have identified more externalizing problems. The comparisons and associations that involved children with behavioral and elementary school problems revealed more negative interactions with both parents. However, there was the appearance of HSE-P and children's social skills, especially in the associations found from the observations. Furthermore, sex was the variable that least differentiated practices and perceptions of mothers and fathers. As for prediction, negative practices and socioeconomic status were major risk factors for externalizing behavior problems, according to mothers and fathers. In contrast children's social skills appeared as a protective factor against internalizing and externalizing problems. In general, more educational practices and context variables were found with higher averages for mothers. They were also better at identifying and reinforcing skillful behaviors of children, even though they used more negative practices than fathers. But fathers, seem to be more inconsistent and they have more difficulties in behavioral discrimination of children.
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Palavras-chave
Práticas educativas maternas, Práticas educativas paternas, Repertórios comportamentais infantis, Relato, Observação, Maternal and paternal educational practices, Children's behavior repertoires, Report, Observation