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Teoria da mente e competências sociais em crianças em idade escolar
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| DM_AnaVieira | 1.64 MB | Adobe PDF |
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Abstract(s)
A Teoria da Mente (TM) é uma competência cognitiva que permite ao individuo reconhecer os seus próprios estados mentais bem como o das outras pessoas. Trata-se de uma capacidade que se desenvolve desde os primeiros meses de vida até à idade escolar e que faz com que sejamos capazes de compreender e antecipar o comportamento do outro: compreender os sentimentos, pensamentos, crenças, desejos e intenções (ver glossário).
É a TM que permite ao indivíduo compreender o contexto social em que está inserido, demonstrando comportamentos sociais adequados. A linguagem está intimamente relacionada com a TM, nomeadamente com a capacidade de compreender falsas crenças, expressões idiomáticas, duplos sentidos e ironias (marcadores ao nível do seu desenvolvimento). A semântica e a sintaxe (sob ponto de vista expressivo e recetivo) têm um papel fulcral na compreensão dos estados mentais.
É nesta relação entre TM, Competências Sociais (CS) e linguagem que se enquadra a presente investigação. Esta teve como objetivos analisar a relação existente entre TM e CS em crianças com desenvolvimento neurotípico, bem como a sua relação existente entre fatores sociais e demográficos, comparar a perceção dos pais e professores sobre as CS e analisar algumas variáveis preditoras da TM.
Para isso, constituiu-se uma amostra de 103 crianças de ambos os sexos (54 do sexo feminino e 49 do sexo masculino) com idades compreendidas entre os 6 e os 9 anos com desenvolvimento neurotípico que frequentassem o 1º ciclo do ensino básico. Para a recolha de dados, os encarregados de educação preencheram um questionário sobre dados socio – demográficos e o questionário de CS (também preenchidos pelo professores). As competências de TM foram avaliadas através duas sequências do Teste Doctor Martin – Brune.
Esta investigação encontrou correlações efetivas entre competências de TM e CS, nomeadamente nos domínios do altruísmo, iniciação e orientação pró – social bem como na reciprocidade.
Tal como se esperava após a revisão bibliográfica, encontraram-se correlações entre alguns fatores sociais e demográficos, TM e CS ainda que alguns resultados tenham sido inconclusivos. De qualquer forma, verificou-se a existência de relações com a idade, escolaridade, número de irmãos, idade dos irmãos, escolaridade e idade dos pais.
Os resultados acerca da perceção de pais e professores acerca das CS da criança foram igualmente curiosos e passiveis de nova investigação: as CS nos diferentes contextos em que a criança se insere e a avaliação que diferentes interlocutores fazem das suas competências.
Foram encontradas correlações positivas entre CS e alguns fatores socio – demográficos anteriormente referidos pela investigação (escolaridade da mãe, número de irmãos, idade, anos de escolaridade). No entanto, outros fatores surgiram como estando relacionados (fatores relacionados com o pai) sem que exista mais informação acerca destes dados.
Os resultados demonstraram também que os pais avaliam as CS dos filhos de modo superior aos professores no que se refere à orientação pró – social e iniciação social, mas inferior no domínio do altruísmo. De acordo com o Teste de Pearson, existem correlações positivas entre a avaliação realizada pelos pais e professores no que diz respeito à orientação pró – social, iniciação social e altruísmo bem como no total do Questionário.
Todavia, é fundamental continuar a desenvolver estudos nesta área de investigação tendo em consideração a pouca informação existente acerca de algumas variáveis, nomeadamente, em relação ao papel do pai no desenvolvimento da TM.
The Theory of Mind (ToM) is a cognitive skill that allows the individual to recognize is own mind stage, as well as the stages of other people. Is an skill that develops since the first months of live until school age, which make us able to understand and preview the behaviors of others: understand the feelings, believes, wishes and intentions. Is the ToM that allows the understanding of the social context in which the person is inserted, showing adequate social behaviors. The language is inwardly relation with the ToM, namely with the ability to comprehend fake believes, idiomatic expressions, bubble meanings and ironic, which are markers on the level of development. The semantic and syntax (on the point of expression and reception) have a fundamental role on the comprehension of the mind states. Is in this relation between ToM, Social Skills (SS) and language that this investigation is about. The main goals were the analysis of the relation between ToM an SS on children with neurotipic development, the relation existing between social and demographics factors with the same theory and skills, to compare the perception of parents and teachers about the SS and analyze some variables of the TM. For that, we create one sample of 103 children of both sexes (54 male and 49 female) with ages between 6 and 9 years old, with neurotipic development, that were on elementary primary school. For data analysis, the parents answered one questionnaire about socio demographic data and another about SS. This one has also been answered by the teachers. The skills of the ToM were evaluated through two sequences of the Doctor Martin-Brune Test. There has been found effective correlations between the ToM and SS, namely on the domains of altruism, initial and pro social orientation, as well as reciprocity. As we expected, after the bibliographic review, we found correlations between some socio demographic factors, ToM and SS, beside some of them had been inconclusive. Anyway, there were relations with the age, scholarship, number of brothers, age of brothers and scholarship and age of parents. The results about the perceptions of parents and teachers concerning SS of the children were equally curious and do to new investigation: the SS on the different contexts in which the children are and the evaluation that different interlocutors made about their skills. There has been found positive correlations between SS and social demographics previously referred by the investigation (mother scholarship, number of brothers, age, years of scholarship). However, other factors appear to be related besides not having more information about that data (factors related with the father). The results showed that parents evaluated the SS of their children above the teachers response on the term of pro social orientation and social initiation, but under on the domain of altruism. According to the Pearson test, there are positive correlations between the evaluation realized by the parents and teachers concerning pro social orientation, social initiation and altruism, as well as on the total of the questionnaire. Nevertheless, is fundamental to continue developing studies on this area of investigation considering the absence of information in some variables, namely the role of the father on the development of ToM.
The Theory of Mind (ToM) is a cognitive skill that allows the individual to recognize is own mind stage, as well as the stages of other people. Is an skill that develops since the first months of live until school age, which make us able to understand and preview the behaviors of others: understand the feelings, believes, wishes and intentions. Is the ToM that allows the understanding of the social context in which the person is inserted, showing adequate social behaviors. The language is inwardly relation with the ToM, namely with the ability to comprehend fake believes, idiomatic expressions, bubble meanings and ironic, which are markers on the level of development. The semantic and syntax (on the point of expression and reception) have a fundamental role on the comprehension of the mind states. Is in this relation between ToM, Social Skills (SS) and language that this investigation is about. The main goals were the analysis of the relation between ToM an SS on children with neurotipic development, the relation existing between social and demographics factors with the same theory and skills, to compare the perception of parents and teachers about the SS and analyze some variables of the TM. For that, we create one sample of 103 children of both sexes (54 male and 49 female) with ages between 6 and 9 years old, with neurotipic development, that were on elementary primary school. For data analysis, the parents answered one questionnaire about socio demographic data and another about SS. This one has also been answered by the teachers. The skills of the ToM were evaluated through two sequences of the Doctor Martin-Brune Test. There has been found effective correlations between the ToM and SS, namely on the domains of altruism, initial and pro social orientation, as well as reciprocity. As we expected, after the bibliographic review, we found correlations between some socio demographic factors, ToM and SS, beside some of them had been inconclusive. Anyway, there were relations with the age, scholarship, number of brothers, age of brothers and scholarship and age of parents. The results about the perceptions of parents and teachers concerning SS of the children were equally curious and do to new investigation: the SS on the different contexts in which the children are and the evaluation that different interlocutors made about their skills. There has been found positive correlations between SS and social demographics previously referred by the investigation (mother scholarship, number of brothers, age, years of scholarship). However, other factors appear to be related besides not having more information about that data (factors related with the father). The results showed that parents evaluated the SS of their children above the teachers response on the term of pro social orientation and social initiation, but under on the domain of altruism. According to the Pearson test, there are positive correlations between the evaluation realized by the parents and teachers concerning pro social orientation, social initiation and altruism, as well as on the total of the questionnaire. Nevertheless, is fundamental to continue developing studies on this area of investigation considering the absence of information in some variables, namely the role of the father on the development of ToM.
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Keywords
Teoria da mente Competências sociais Idade escolar Altruísmo Reciprocidade Comportamento pró–social Theory of mind Social skills School age Altruism Reciprocity Pro social behavior