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A Perturbação de Hiperatividade com Défice de Atenção naEducação Pré-Escolar:As abordagens e a autoeficácia dos Educadores de Infância
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Abstract(s)
A Perturbação da Hiperatividade com Défice de Atenção tem um impacto
significativo nos diferentes contextos de vida das crianças, incluindo o da Educação Pré-
Escolar, podendo prejudicar o desenvolvimento social e as aprendizagens pelos problemas
de comportamento e atenção que lhe estão associados (e.g. APA, 2014). É, portanto,
fundamental que o Educador de Infância adote estratégias pedagógicas que ajudem a
diminuir os comportamentos desajustados (Antunes, Silva e Afonso, 2014). Há estudos que
sugerem que a eficácia da intervenção pedagógica dos docentes, incluindo perante
Necessidades Educativas Especiais, é fortemente influenciada pelas suas crenças de
autoeficácia (e.g. Silva, Ribeiro e Carvalho, 2013). O estudo teve como objetivos: (1)
identificar quais as estratégias pedagógicas mais utilizadas pelos Educadores com crianças
com problemas de comportamento e de atenção (PCA)/PHDA; (2) testar as hipóteses de
que a duração da experiência docente e as crenças de autoeficácia estão positiva e
significativamente relacionadas com a adequação das práticas pedagógicas. Para o efeito,
realizámos um inquérito por questionário a uma amostra de 153 sujeitos de 31 Jardins-de-
Infância da cidade de Lisboa. A recolha de dados foi feita com recurso a uma escala que
traduzimos e adaptámos à Educação Pré-Escolar e à realidade portuguesas, o Instructional
and Behavior Management Approaches Survey (IBMAS), de Martinussen, Tannock e
Chaban (2011). As crenças de autoeficácia docente foram avaliadas através da escala de
Bandura (1990).
As práticas pedagógicas mais adotadas pelos Educadores na abordagem aos
PCA/PHDA estão em sintonia com as indicações da literatura, por exemplo: O IBMAS, de
Martinussen et al. (2011). No entanto, entre as abordagens reportadas como menos
frequentes, os Educadores incluíram ‘o uso de outras técnicas, além da verbal’, apesar de
ser uma prática positiva que ajuda a criança a aproximar-se dos comportamentos esperados
(Parker, 2003). Os resultados confirmaram a hipótese de que a autoeficácia funciona como
preditora das práticas pedagógicas, mas não a da influência da duração da experiência
profissional. Também não se verificaram diferenças nas práticas dos Educadores com e sem
mestrado. As conclusões do estudo reforçam a importância da formação contínua para que
os Educadores de Infância adquiram competências específicas na abordagem à
PCA/PHDA, um problema que compromete o desenvolvimento e a aprendizagem das
crianças.
The Attention Deficit Hyperactivity Disorder (ADHD) has a significant impact on various aspects of a child’s life, including pre-school education, which may impair social development and learning due to the behavioral and attention problems associated with them (eg APA, 2014). It is, therefore, crucial that the pre-school teacher adopts educational strategies that help to reduce unadjusted behavior (Antunes, Silva and Afonso, 2014). There are studies that suggest that the effectiveness of a teachers' pedagogical intervention, including special educational needs, is strongly influenced by their beliefs of self-efficacy (e.g. Silva, Ribeiro e Carvalho, 2013). The study aimed to: (1) identify the teaching strategies most used by educators with children with behavioral and attention problems (BAP) / ADHD; (2) to test the hypothesis that the duration of the teaching experience and the beliefs of self-efficacy are positively and significantly related to the adequacy of the pedagogical strategy. For this purpose, we conducted a survey, with a sample of 153 subjects from 31 kindergartens in Lisbon. The data collection was done using a scale that we translated and adapted to the Portuguese Preschool Education and reality, the Instructional and Behavior Management Approaches Survey (IBMAS), by Martinussen, Tannock and Chaban (2011). Teachers' self-efficacy beliefs were assessed through the Bandura scale (1990). Pedagogical practices adopted by most educators in addressing the PCA / ADHD are in line with indications from the literature, for example, The IBMAS of Martinussen et al. (2011). However, among the approaches reported as less frequent, Educators included 'use of techniques other than verbal techniques', despite it being a positive practice that helps the child to approach the expected behaviors (Parker, 2003). The results confirmed the hypothesis that self-efficacy works as a predictor of pedagogical practices, but not that of the influence of the duration of professional experience. There were also no differences in the practices of teachers with or without masters. The study's findings reinforce the importance of ongoing training for the kindergarten teachers to acquire specific skills in the approach to PCA / ADHD, a problem that affects the development and learning of children.
The Attention Deficit Hyperactivity Disorder (ADHD) has a significant impact on various aspects of a child’s life, including pre-school education, which may impair social development and learning due to the behavioral and attention problems associated with them (eg APA, 2014). It is, therefore, crucial that the pre-school teacher adopts educational strategies that help to reduce unadjusted behavior (Antunes, Silva and Afonso, 2014). There are studies that suggest that the effectiveness of a teachers' pedagogical intervention, including special educational needs, is strongly influenced by their beliefs of self-efficacy (e.g. Silva, Ribeiro e Carvalho, 2013). The study aimed to: (1) identify the teaching strategies most used by educators with children with behavioral and attention problems (BAP) / ADHD; (2) to test the hypothesis that the duration of the teaching experience and the beliefs of self-efficacy are positively and significantly related to the adequacy of the pedagogical strategy. For this purpose, we conducted a survey, with a sample of 153 subjects from 31 kindergartens in Lisbon. The data collection was done using a scale that we translated and adapted to the Portuguese Preschool Education and reality, the Instructional and Behavior Management Approaches Survey (IBMAS), by Martinussen, Tannock and Chaban (2011). Teachers' self-efficacy beliefs were assessed through the Bandura scale (1990). Pedagogical practices adopted by most educators in addressing the PCA / ADHD are in line with indications from the literature, for example, The IBMAS of Martinussen et al. (2011). However, among the approaches reported as less frequent, Educators included 'use of techniques other than verbal techniques', despite it being a positive practice that helps the child to approach the expected behaviors (Parker, 2003). The results confirmed the hypothesis that self-efficacy works as a predictor of pedagogical practices, but not that of the influence of the duration of professional experience. There were also no differences in the practices of teachers with or without masters. The study's findings reinforce the importance of ongoing training for the kindergarten teachers to acquire specific skills in the approach to PCA / ADHD, a problem that affects the development and learning of children.
Description
Keywords
Perturbação de Hiperatividade e Défice de Atenção Problemas de Comportamento ede Atenção Autoeficácia Abordagens e Estratégias Pedagógicas Educadores de Infância Educação Pré-Escolar