Título: |
How children, parents or educators gender affects adults interactive behavior and children participation/involvement in activities?
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Autor: |
Fuertes, M., Ferreira, A., Ladeiras, A., Veloso, C., Barroso, I., Fernandes, I., Pinto, F., Branco, M. & Sousa, O.
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Resumo: |
Introduction: Infant development is associated with the quality of their interaction, communication (e.g., adult repetitions, meaning making, and contents generalization) and play with adults. Parents and educators are both significant: educative, interactive and affective figures. Gender studies have indicated differences in the way mothers and fathers act with their children Fewer research published with female and male educators' presents mixed results. Rare research was performed to compare parents and educators of both gender. Aims: To investigate the children, parents and educators' (of both genders) contribute for the quality of interactive behaviour (cooperativity, empathy, ability to challenge the child, reciprocity, elaboration) and communication in a play/individualized situation. We also want to learn more about children involvement/participation in this situation. Method: A quasi experimental study with 40-dyads of female educators-children (3 to 5 years old), 20-dyads with male educators, 20-dyads with mothers and 20-dyads with fathers. Adults and children were videotaped independently using a variety of materials and tools to produce something of their choice during 20-minutes. Adults and children agreed and consented to participate. Experimental conditions were suitable, pleasant and age appropriated. Results: Gender of both children and adults affected the results. Adults acted differently with girls and boys (e.g., female educators were more empathic with girls and used more tools to work with boys). A multiple regression analysis indicate that the variable "parent versus educator" predict adults interactive behaviour and children involvement in task. These results can guide early intervention practices to promote child participation and gender adequate opportunities.
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Abstract: |
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Ficheiro: |
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