A relação entre a colaboração entre pais e professores e o desenvolvimento socioemocional das crianças pequenas em reabilitação em Educação Física: uma revisão sistemática
DOI:
https://doi.org/10.47197/retos.v69.116713Palavras-chave:
Primeira infância, competência socioemocional, relação padres-maestros, revisão sistemáticaResumo
Introdução: A primeira infância (0-6 anos) é um período fundamental para a aquisição da competência socioemocional. Esta revisão sistemática sintetizou os hallazgos de 15 estudos revistos por pares, provenientes da ERIC, PsycINFO, Scopus, Web of Science e Google Académico, para examinar como a qualidade das relações entre pares e professores influenciam o desenvolvimento socioemocional das crianças pequenas.
Objectivos: O estudo procura identificar, em diversos contextos culturais e programáticos, evidências consistentes que indicam que as relações mais sólidas e colaborativas entre pais e professores estão associadas a maiores níveis de competência socioemocional nas crianças.
Metodologia: Para garantir a clareza e a reprodutibilidade da informação, a investigação seguiu as diretrizes PRISMA (Preferred Information Items for Systematic Reviews and Metaanalisis).
Discussão: As revisões sistemáticas fornecem dados úteis, mas também apresentam algumas ocorrências. Um desafio importante é que a maioria dos estúdios disponíveis apresente diferenças nos seus métodos e na sua utilidade para a questão em causa. Conclusão: As relações saludáveis entre pais, mães e maestros são um fator crucial no desenvolvimento socioemocional das crianças pequenas. Ao integrar a evidência nos contextos familiares e escolares, este estúdio demonstra que fomentar relações sólidas e colaborativas entre pais e professores pode gerar benefícios práticos para as crianças, ao mesmo tempo que marca o rumo da investigação para otimizar estes processos relacionais.
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Direitos de Autor (c) 2025 Jiali Kang; Kamariah Abu Bakar; Suziyani Mohamed
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