Navegando por Assunto "Bioecologia do desenvolvimento humano"

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O primeiro ano escolar como transição ecológica no desenvolvimento neuropsicomotor de crianças: qualidade do ambiente, envolvimento parental e de professores
(Universidade Federal do Pará, 2020-06-30) ALVÃO, Maureanna Cardoso; CAVALCANTE, Lília Iêda Chaves; http://lattes.cnpq.br/4743726124254735; https://orcid.org/0000-0003-3154-0651
The first school year is considered an important ecological transition in childhood, because changes in the environment, role or both are expected, which stimulates changes in the child's neuropsychomotor development. Therefore, investigations about this transition become increasingly necessary and current, particularly when considering the possible influence in this process of variables such as the quality of the school environment, the socioeconomic level of the family, parental and teacher involvement. This research has a descriptive-correlational character, with a quantitative approach to the data and a transversal and longitudinal design. It aimed to demonstrate whether and how the neuropsychomotor development of children in the first year of school life occurs and how it is influenced by the quality of the school environment, the socioeconomic level of their families, the involvement of parents and teachers in the researched context, understanding this process as an ecological transition. In a specific way, the neuropsychomotor development of the children surveyed was longitudinally related to their family socioeconomic level, the quality of the school environment, the involvement of parents and teachers, in the first and last months of school; the neuropsychomotor development of the children surveyed was related to the socioeconomic level, the quality of the school environment, the involvement of parents and teachers, in different schools, in the last months of class; and, at the end, the researched variables were correlated, longitudinally and transversely. 168 people participated, being 80 children, from two to five years old, enrolled in different schools, public (1) and private (2), and their respective parents and / or family guardian (80) and teachers (8) linked to the classes from Maternal, Jardim I, and Jardim II, in Belém / PA. The research took place in the internal facilities of the schools selected for data collection, according to the convenience of the children, parents and / or family guardian and teachers. With the children, the Child Biopsychosocial Characterization Questionnaire - QCBC, the Denver II Development Screening Test - TTDDII was applied. While with the parents and / or family guardian, the Parental Involvement Questionnaire was applied in the Secondary School Version for Parents, in addition to the Brazil Economic Classification Criterion and the Family Development Index - IDF. Among teachers, the Teacher Involvement Questionnaire - Version for teachers was used. An instrument was also used to assess the quality of the school environment - the Child Education Environment Assessment Scale (ECERS- Revised). Data collection took place in the first and last months of the year 2016. A statistical analysis of the data was performed. The main results of the longitudinal study showed that there was progress in the DNPM over time, considering the first and last months of school. There was a statistically significant association between the DNPM domains in the first and last months of class and the variables surveyed, such as children's favorite games, parental involvement, teacher involvement and quality of the school environment, with the exception of the family socioeconomic level, assessed Brazil Economic Classification Criterion. As far as cross-sectional study is concerned, most children who were considered to have normal development studied in a public school. With regard to public and private schools, three DNPM domains showed a statistically significant association with the following variables: age, family socioeconomic level, parental involvement, teacher involvement and quality of the school environment. Regarding the correlational study, among the main results, in the first and last months of class, the strongest correlations to 1 (positive)involved the variables teacher involvement - going to the board meetings, was correlated with the statement to do activities that help in student learning; quality of the school environment - item 2 furniture for routine care, games and learning, had a greater number of strong correlations; and the family's socioeconomic level, assessed by the Family Development Index (IDF) - family income per capita higher than the extreme poverty line, had a correlation with family income per capita higher than the poverty line. The variable parental involvement also had strong correlations, in the first and last months, with regard to Talking to the child about what is going on at school. It was found that the greatest correlation for the variable Parental Involvement was 0.83 (positive), in the last few months - I have the habit of checking if my son did the homework, which was correlated with the statement I Convert with my son about what's going on at school. Correlations to -1 (negative) in the last months of class stand out, to the variable involvement of teachers - I have a habit of looking for information with the class director, it showed a correlation with I try to participate in solving school problems (eg giving ideas to solve problems of indiscipline and / or violence). It was possible to demonstrate that the neuropsychomotor development of children in the first year of school life can be influenced by the quality of the school environment, by the socioeconomic level of their family, by parental and teacher involvement, in some aspects, depending on personal, contextual variables, time, understanding this process as an ecological transition, insofar as it presupposes the insertion in an ecological environment with new activities, relationships and roles. As the research discussed the results obtained from the perspective of this concept, it offers theoretical and methodological contributions to the understanding of this important transition inscribed in childhood, but which has implications for the child's future life, making it necessary to think about ways of supporting the subjects involved in this developmental process.