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Publication
As redes sociais das crianças com incapacidades em contextos pré-escolares inclusivos
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Advisor(s)
Abstract(s)
Nos jardins de infância as crianças têm oportunidade de desenvolver a sua
participação social, ou seja, interagirem positivamente com os seus pares,
estabelecerem relações de amizade e construírem redes sociais com o grupo de pares
(Rubin, Bukowski, & Parker, 2006). Contudo, a investigação sugere que,
comparativamente com as crianças que apresentam desenvolvimento típico, as
crianças com incapacidades manifestam dificuldade em estabelecer relações
interpessoais com as outras crianças, evidenciando uma participação social menor,
interações sociais com menos qualidade e redes sociais mais pequenas,
desempenhando frequentemente papéis subordinados, durante a interação com os seus
pares (Aguiar, Moiteiro, & Pimentel, 2011).
Este estudo teve como finalidade investigar as características das redes sociais
que as crianças com incapacidades estabelecem com os seus pares em contexto de sala
de educação de infância inclusiva e averiguar em que medida o apoio do educador está
associado à participação das crianças com incapacidades nas brincadeiras com as
outras crianças da mesma sala que fazem parte da sua rede social. Participaram neste
estudo 60 crianças com incapacidades e 60 crianças com desenvolvimento típico, com
idades compreendidas entre os 3 e os 6 anos, que frequentavam salas de educação préescolar
inclusivas, do distrito de Lisboa, assim como os respetivos educadores. De
acordo com os resultados obtidos, não se encontraram diferenças no tamanho das
redes sociais estabelecidas por crianças com e sem incapacidades, mas encontraram-se
diferenças relativamente a dimensões específicas das experiências sociais no decurso
das brincadeiras com as outras crianças da rede de pares (e.g., tempo de brincadeira
juntas). Os resultados revelaram ainda que as educadoras de infância proporcionam
mais apoio às díades que incluem uma criança com incapacidades do que às díades de
crianças sem incapacidades e que esse apoio aumenta quando aumentam os conflitos
entre as crianças. Contudo, a frequência deste apoio não está associada ao grau de
incapacidade da criança, nem à sua idade. Este trabalho contribui para o conhecimento
sobre as redes sociais das crianças com incapacidades, permitindo identificar
prioridades de intervenção no sentido de promover a inclusão social em contextos préescolares.
In early childhood education settings children have the opportunity to develop their social participation, meaning that they can interact positively with their peers, establish friendships, and build social networks with the peer group (Rubin, Bukowski, & Parker, 2006). However, research suggests that, compared with children with typical development, children with disabilities manifest difficulty in establishing interpersonal relationships with other children, showing lower social participation, social interactions with less quality and smaller social networks, often playing subordinate roles when interacting with peers (Aguiar, Moiteiro, & Pimentel, 2011). This study aimed to investigate the characteristics of the social networks that children with disabilities establish with their peers in the context of early childhood inclusive education settings and to what extent teacher’s support is associated with the participation of children with disabilities in play with other children that belong to their social network. Participated in this study 60 children with disabilities and 60 typically developing children, aged between 3 and 6 years, who attended inclusive preschool education, in the district of Lisbon, as well as their teachers. According to our findings, there were no differences in the size of the social networks established by children with and without disabilities, but differences were found in relation to specific dimensions of the social experiences with other children of the peer network (e.g., duration of playtime together). The results also revealed that preschool teachers provide more support to dyads that include a child with disabilities than to dyads of children without disabilities and that such support increases as conflicts between children also increase. However, the frequency of this support is not related to children’s degree of disability or heir age. This work contributes with more knowledge about the social networks of children with disabilities, allowing the identification of priorities for intervention in order to promote social inclusion in preschool contexts.
In early childhood education settings children have the opportunity to develop their social participation, meaning that they can interact positively with their peers, establish friendships, and build social networks with the peer group (Rubin, Bukowski, & Parker, 2006). However, research suggests that, compared with children with typical development, children with disabilities manifest difficulty in establishing interpersonal relationships with other children, showing lower social participation, social interactions with less quality and smaller social networks, often playing subordinate roles when interacting with peers (Aguiar, Moiteiro, & Pimentel, 2011). This study aimed to investigate the characteristics of the social networks that children with disabilities establish with their peers in the context of early childhood inclusive education settings and to what extent teacher’s support is associated with the participation of children with disabilities in play with other children that belong to their social network. Participated in this study 60 children with disabilities and 60 typically developing children, aged between 3 and 6 years, who attended inclusive preschool education, in the district of Lisbon, as well as their teachers. According to our findings, there were no differences in the size of the social networks established by children with and without disabilities, but differences were found in relation to specific dimensions of the social experiences with other children of the peer network (e.g., duration of playtime together). The results also revealed that preschool teachers provide more support to dyads that include a child with disabilities than to dyads of children without disabilities and that such support increases as conflicts between children also increase. However, the frequency of this support is not related to children’s degree of disability or heir age. This work contributes with more knowledge about the social networks of children with disabilities, allowing the identification of priorities for intervention in order to promote social inclusion in preschool contexts.
Description
Keywords
Redes sociais Participação social Crianças com incapacidades Inclusão Social networks Social participation Children with disabilities Inclusion