Promovendo habilidades pró-sociais na primeira infância com jogos motores ásperos
DOI:
https://doi.org/10.47197/retos.v56.103464Palavras-chave:
Early childhood skill, Play activities, Prosocial behavior, Game with ruleResumo
O comportamento pró-social proporciona muitos benefícios positivos para as crianças, especialmente em vários aspectos do desenvolvimento, incluindo sucesso acadêmico, diminuição dos sentimentos de solidão e agressão. Este estudo tem como objetivo investigar (1) se existe efeito do brincar com regras no comportamento pró-social, (2) saber se existe diferença entre o comportamento pró-social de meninos e meninas após participarem de jogos com regras. Este estudo utilizou um desenho pré-experimental. A análise dos dados para examinar o efeito dos jogos com regras no comportamento pró-social foi realizada por meio de estatística não paramétrica com o teste de Wilcoxon. Em contraste, a análise dos dados para examinar a diferença no comportamento pró-social entre meninos e meninas utilizou o teste de Mann Whitney. O resultado final da análise dos dados mostra diferença no comportamento pró-social após a participação das crianças em jogos com regras. Além disso, este estudo não encontrou diferenças no comportamento pró-social entre meninos e meninas. As implicações dos resultados da pesquisa são discutidas mais detalhadamente neste artigo.
Palavras-chave: Habilidade na primeira infância, atividades lúdicas, comportamento pró-social, brincadeira com régua.
Referências
Adams, L. D., & Ebbeck, M. (1997). The early years and the development of tolerance. International Journal of Early Years Education, 5(2), 101–106. https://doi.org/10.1080/0966976970050202
Ahlskog-Björkman, E., & Björklund, C. (2016). Communicative tools and modes in thematic preschool work. Early Child Development and Care, 186(8), 1243–1258. https://doi.org/10.1080/03004430.2015.1085863
Aram, D., & Aviram, S. (2009). Mothers’ storybook reading and kindergartners’ socioemotional and literacy development. Reading Psychology, 30(2), 175–194. https://doi.org/10.1080/02702710802275348
Asscheman, J. S., He, J., Koot, S., Buil, J. M., Krabbendam, L., & van Lier, P. A. C. (2020). Classroom peer preferences and the development of sharing behavior with friends and others. International Journal of Behavioral Development, 44(5), 412–423. https://doi.org/10.1177/0165025420911094
Berti, S., & Cigala, A. (2022). Mindfulness for Preschoolers: Effects on Prosocial Behavior, Self-Regulation and Perspective Taking. Early Education and Development, 33(1), 38–57. https://doi.org/10.1080/10409289.2020.1857990
Bouchard, C., Sylvestre, A., & Forget-Dubois, N. (2020). Why are boys perceived as less prosocial than girls by their early childhood educators? The role of pragmatic skills in preschool and kindergarten children. Educational Psychology, 40(10), 1190–1210. https://doi.org/10.1080/01443410.2020.1742875
Cano-Moya, J. L., Isaza-Gómez, G. D., & Valencia-Guzmán, J. D. . (2023). El juego como estrategia didáctica para la construcción de habilidades sociales en los niños de la comuna 20 de la ciudad de Cali (The game as a didactic stra-tegy for the construction of social skills in the children of the 20 communes of the city of Cali). Retos, 48, 261–270. Recuperado a partir de https://recyt.fecyt.es/index.php/retos/article/view/96989
Choi, D. H., & Md-Yunus, S. (2011). Integration of a social skills training: A case study of children with low social skills. Education 3-13, 39(3), 249–264. https://doi.org/10.1080/03004270903501590
Conte, E., Grazzani, I., & Pepe, A. (2018). Social Cognition, Language, and Prosocial Behaviors: A Multitrait Mixed-Methods Study in Early Childhood. Early Education and Development, 29(6), 814–830. https://doi.org/10.1080/10409289.2018.1475820
Curenton, S. M., & Craig, M. J. (2011). Shared-reading versus oral storytelling: Associations with preschoolers’ prosocial skills and problem behaviours. Early Child Development and Care, 181(1), 123–146. https://doi.org/10.1080/03004430903292208
Dewi, N. L., Suryati, Y., Rudhiati, F., & ... (2020). The Effect of Traditional Play of Magoak-Goakan To Theprosocial Behavior Among Preschool Children (5-6 Years Old) At Maria Fatima Kindergarten …. Early Child Development …, 7(5), 1–7. https://doi.org/10.9790/1959-0705020107
Dunfield, K. A. (2014). A construct divided: Prosocial behavior as helping, sharing, and comforting subtypes. Frontiers in Psychology, 5(AUG), 1–13. https://doi.org/10.3389/fpsyg.2014.00958
Dunfield, K. A., & Kuhlmeier, V. A. (2013). Classifying prosocial behavior: Children’s responses to instrumental need, emotional distress, and material desire. Child Development, 84(5), 1766–1776. https://doi.org/10.1111/cdev.12075
Eisenberg, N., Fabes, R. A., & Spinrad, T. L. (2007). Prososial Development. Handbook of Child Psychology, 73.
Fehr, K. K., & Russ, S. W. (2013). Aggression in Pretend Play and Aggressive Behavior in the Classroom. Early Education and Development, 24(3), 332–345. https://doi.org/10.1080/10409289.2012.675549
Finlinson, A. R., Berghout Austin, A. M., & Pfister, R. (2000). Cooperative play s and children’s positive behaviors. Early Child Development and Care, 164(1), 29–40. https://doi.org/10.1080/0300443001640103
Fisher, K. R., Hirsh-Pasek, K., Newcombe, N., & Golinkoff, R. M. (2013). Taking shape: Supporting preschoolers’ acquisition of geometric knowledge through guided play. Child Development, 84(6), 1872–1878. https://doi.org/10.1111/cdev.12091
Fung, W. K., & Chung, K. K. H. (2023). Playfulness as the antecedent of kindergarten children’s prosocial skills and school readiness. European Early Childhood Education Research Journal, 1–14. https://doi.org/10.1080/1350293X.2023.2200018
Garaigordobil, M. (2008). Assessment of the effects of a cooperative play programme for children aged 10-11 years on social adaptation and on the perception that parents, teachers and peers have of children’s prosocial behaviours. Infancia y Aprendizaje, 31(3), 303–318. https://doi.org/10.1174/021037008785702974
Gentile, D. A., Anderson, C. A., Yukawa, S., Ihori, N., Saleem, M., Ming, L. K., Shibuya, A., Liau, A. K., Khoo, A., Bushman, B. J., Rowell Huesmann, L., & Sakamoto, A. (2009). The effects of prosocial video play s on prosocial behaviors: International evidence from correlational, longitudinal, and experimental studies. Personality and Social Psychology Bulletin, 35(6), 752–763. https://doi.org/10.1177/0146167209333045
Girard, L. C., Girolametto, L., Weitzman, E., & Greenberg, J. (2011). Training early childhood educators to promote peer interactions: Effects on children’s aggressive and prosocial behaviors. Early Education and Development, 22(2), 305–323. https://doi.org/10.1080/10409281003668060
Girard, L. C., Pingault, J. B., Doyle, O., Falissard, B., & Tremblay, R. E. (2017). Expressive language and prosocial behaviour in early childhood: Longitudinal associations in the UK Millennium Cohort Study. European Journal of Developmental Psychology, 14(4), 381–398. https://doi.org/10.1080/17405629.2016.1215300
Grineski, S. (1989). Children, Play s, and Prosocial Behavior—Insight and Connections. Journal of Physical Education, Recreation & Dance, 60(8), 20–25. https://doi.org/10.1080/07303084.1989.10606373
Hägglund, S. (1993). The Gender Dimension in Children’s Learning of Prosocial Competence in Early Educational Settings. European Early Childhood Education Research Journal, 1(2), 67–80. https://doi.org/10.1080/13502939385207461
Hastings, P. D., McShane, K. E., Parker, R., & Ladha, F. (2007). Ready to make nice: Parental socialization of young sons’ and daughters’ prosocial behaviors with peers. Journal of Genetic Psychology, 168(2), 177–200. https://doi.org/10.3200/GNTP.168.2.177-200
Heyman, M., Poulakos, A., Upshur, C., & Wenz-Gross, M. (2018). Discrepancies in parent and teacher ratings of low-income preschooler’s social skills. Early Child Development and Care, 188(6), 759–773. https://doi.org/10.1080/03004430.2016.1236257
Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting Education in “Educational” Apps: Lessons From the Science of Learning. In Psychological Science in the Public Interest, Supplement (Vol. 16, Issue 1). https://doi.org/10.1177/1529100615569721
Hu, Q. X., & Feng, Q. S. (2022). Parenting style and prosocial behaviour among Chinese Preschool children: A moderation model. Early Child Development and Care, 192(9), 1444–1461. https://doi.org/10.1080/03004430.2021.1888942
Jahng, K. E. (2020). The moderating effect of children’s language abilities on the relation between their shyness and play behavior during peer play. Early Child Development and Care, 190(13), 2106–2118. https://doi.org/10.1080/03004430.2018.1560277
Jambon, M., & Malti, T. (2022). Developmental Relations between Children’s Peer Relationship Quality and Prosocial Behavior: The Mediating Role of Trust. Journal of Genetic Psychology, 183(3), 197–210. https://doi.org/10.1080/00221325.2022.2030293
Junaedah, J., Thalib, S. B., & Ahmad, M. A. (2020). The Outdoor Learning Modules Based on Traditional Play s in Improving Prosocial Behaviour of Early Childhood. International Education Studies, 13(10), 88. https://doi.org/10.5539/ies.v13n10p88
Klein, N. (2017). Prosocial behavior increases perceptions of meaning in life. Journal of Positive Psychology, 12(4), 354–361. https://doi.org/10.1080/17439760.2016.1209541
Kohm, K. E., Holmes, R. M., Romeo, L., & Koolidge, L. (2016). The connection between shared storybook readings, children’s imagination, social interactions, affect, prosocial behavior, and social play. International Journal of Play, 5(2), 128–140. https://doi.org/10.1080/21594937.2016.1203895
Lai, F. H. Y., Siu, A. M. H., & Shek, D. T. L. (2015). Individual and Social Predictors of Prosocial Behavior among Chinese Adolescents in Hong Kong. Frontiers in Pediatrics, 3(May), 1–8. https://doi.org/10.3389/fped.2015.00039
Li, J., & Shao, W. (2022). Influence of Sports Activities on Prosocial Behavior of Children and Adolescents: A Systematic Literature Review. International Journal of Environmental Research and Public Health, 19(11). https://doi.org/10.3390/ijerph19116484
Mares, M. L., & Woodard, E. (2005). Positive effects of television on children’s social interactions: A meta-analysis. Media Psychology, 7(3), 301–322. https://doi.org/10.1207/S1532785XMEP0703_4
Miller, J. L., & Kocurek, C. A. (2017). Principles for educational play development for young children. Journal of Children and Media, 11(3), 314–329. https://doi.org/10.1080/17482798.2017.1308398
Moriguchi, Y., Shinohara, I., Todo, N., & Meng, X. (2020). Prosocial behavior is related to later executive function during early childhood: A longitudinal study. European Journal of Developmental Psychology, 17(3), 352–364. https://doi.org/10.1080/17405629.2019.1628737
Nikolayev, M., Reich, S. M., Muskat, T., Tadjbakhsh, N., & Callaghan, M. N. (2021). Review of feedback in edutainment play s for preschoolers in the USA. Journal of Children and Media, 15(3), 358–375. https://doi.org/10.1080/17482798.2020.1815227
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of Play -Based Learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533
Ragnarsdottir, B., Hannesdottir, D. K., Halldorsson, F., & Njardvik, U. (2018). Gender and Age Differences in Social Skills Among Children with ADHD: Peer Problems and Prosocial Behavior. Child and Family Behavior Therapy, 40(4), 263–278. https://doi.org/10.1080/07317107.2018.1522152
Rubin, K. H., Bowker, J. C., Mcdonald, K. L., & Menzer, M. (2013). Peer Relationships in Childhood Oxford Handbooks Online. In The Oxford Handbook of Developmental Psychology (Vol. 2, Issue October). https://doi.org/10.1093/oxfordhb/9780199958474.013.0011
Sacramento, A. C., Dittrich Schmitt, B. ., Terezinha Zuchetto, Ângela, & Oliveira Farias, G. . (2023). Socialización de niños con discapacidad en un programa de actividad motora adaptada (Socialization of children with disabilities in a adapted motor activity program). Retos, 47, 531–538. https://doi.org/10.47197/retos.v47.94213
Sette, S., Colasante, T., Zava, F., Baumgartner, E., & Malti, T. (2018). Preschoolers’ Anticipation of Sadness for Excluded Peers, Sympathy, and Prosocial Behavior. Journal of Genetic Psychology, 179(5), 286–296. https://doi.org/10.1080/00221325.2018.1502147
Snyder, T. D., & Rogers, C. S. (1995). Adult choice of toys affects children’s prosocial and antisocial behavior. Early Child Development and Care, 111(1), 181–193. https://doi.org/10.1080/0300443951110112
Spivak, A. L., & Farran, D. C. (2012). First-Grade Teacher Behaviors and Children’s Prosocial Actions in Classrooms. Early Education and Development, 23(5), 623–639. https://doi.org/10.1080/10409289.2011.566164
Traverso, L., Viterbori, P., & Usai, M. C. (2020). Prosocial Behavior: The Role of Theory of Mind and Executive Functions. Journal of Cognition and Development, 21(5), 690–708. https://doi.org/10.1080/15248372.2020.1828425
van den Bedem, N. P., Willems, D., Dockrell, J. E., van Alphen, P. M., & Rieffe, C. (2019). Interrelation between empathy and friendship development during (pre)adolescence and the moderating effect of developmental language disorder: A longitudinal study. Social Development, 28(3), 599–619. https://doi.org/10.1111/sode.12353
van der Storm, L., van Lissa, C. J., Lucassen, N., Helmerhorst, K. O. W., & Keizer, R. (2022). Maternal and Paternal Parenting and Child Prosocial Behavior: A Meta-Analysis Using a Structural Equation Modeling Design. Marriage and Family Review, 58(1), 1–37. https://doi.org/10.1080/01494929.2021.1927931
Walker, S., Irving, K., & Berthelsen, D. (2002). Gender influences on preschool children’s social problem-solving strategies. Journal of Genetic Psychology, 163(2), 197–209. https://doi.org/10.1080/00221320209598677
Weisberg, D. S., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Guided play: Where curricular goals meet a playful pedagogy. Mind, Brain, and Education, 7(2), 104–112. https://doi.org/10.1111/mbe.12015
Woods, H., Bosacki, S., & Coplan, R. J. (2016). Canadian Early-Childhood Educators’ Perceptions of Children’s Gendered Shy, Aggressive, and Prosocial Behaviors. Journal of Research in Childhood Education, 30(3), 320–333. https://doi.org/10.1080/02568543.2016.1178199
Yumuş, M., & Bayhan, P. (2017). Early childhood behavioural problems in Turkey: teachers’ views, challenges and coping strategies. Early Child Development and Care, 187(12), 1833–1843. https://doi.org/10.1080/03004430.2016.1199552
Zelazo, P. D., & Carlson, S. M. (2012). Hot and Cool Executive Function in Childhood and Adolescence: Development and Plasticity. Child Development Perspectives, 6(4), 354–360. https://doi.org/10.1111/j.1750-8606.2012.00246.x
Zhang, Q., Duan, Z., Xiang, D., Yu, Y., & Tian, J. (2021). The effects of prosocial cartoon examples on children’s donating behavior. Psychology Research and Behavior Management, 14, 1257–1268. https://doi.org/10.2147/PRBM.S315068
Zieunska, I. E., & Chambers, B. (1995). Using Group Viewing of Television to Teach Preschool Children Social Skills. Journal of Educational Television, 21(2), 85–99. https://doi.org/10.1080/0260741950210203
Downloads
Publicado
Como Citar
Edição
Secção
Licença
Direitos de Autor (c) 2024 Retos
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-SemDerivações 4.0.
Autores que publicam nesta revista concordam com os seguintes termos:
- Autores mantém os direitos autorais e assegurar a revista o direito de ser a primeira publicação da obra como licenciado sob a Licença Creative Commons Attribution que permite que outros para compartilhar o trabalho com o crédito de autoria do trabalho e publicação inicial nesta revista.
- Os autores podem estabelecer acordos adicionais separados para a distribuição não-exclusiva da versão do trabalho publicado na revista (por exemplo, a um repositório institucional, ou publicá-lo em um livro), com reconhecimento de autoria e publicação inicial nesta revista.
- É permitido e os autores são incentivados a divulgar o seu trabalho por via electrónica (por exemplo, em repositórios institucionais ou no seu próprio site), antes e durante o processo de envio, pois pode gerar alterações produtivas, bem como a uma intimação mais Cedo e mais do trabalho publicado (Veja O Efeito do Acesso Livre) (em Inglês).
Esta revista é a "política de acesso aberto" de Boai (1), apoiando os direitos dos usuários de "ler, baixar, copiar, distribuir, imprimir, pesquisar, ou link para os textos completos dos artigos". (1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess
