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Promotion of social and educational skills of the teacher for the social-emotional development of preschool children: Evaluation under experimental design

Grant number: 18/13356-1
Support type:Scholarships in Brazil - Post-Doctorate
Effective date (Start): January 01, 2019
Effective date (End): April 30, 2022
Field of knowledge:Humanities - Psychology - Psychological Treatment and Prevention
Principal researcher:Zilda Aparecida Pereira Del Prette
Grantee:Talita Pereira Dias
Home Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil
Associated research grant:14/50909-8 - INCT 2014: Behavior, Cognition and Teaching (INCT-ECCE): relational learning and symbolic functioning, AP.TEM

Abstract

The Brazilian educational scenario, after the National Curricular Common Base, has brought demands to the teachers that imply and amplify the challenges to their formation in order to be able to promote social and emotional development (SED) in the school context, especially in Early Childhood Education, when interventions tend to be more effective and less costly. The field of social skills (SS) has conceptual, methodological and practical bases that can contribute to this formation, but it is still little explored and disseminated in the school context, especially in Early Childhood Education. This study aims to evaluate the impact of a continuing SS and SS educational program for pre-school teachers on preschoolers' SED indicators. Participating 30 teachers and their students, randomly divided into two groups: Experimental (G1) and Control of Waiting (G2). The following will be performed: (1) pre-test evaluation with G1 and G2 teachers (SS, educational SS, quality of life and interactions with students, theoretical knowledge about SS) and their respective children (SS and behavioral problems); (2) conducting SS and SS educational training program for G1 teachers to promote SED; (3) reapplication of all pre-test instruments with G1 (post-test) and G2 (control measure), in addition to the application of the G1 program evaluation questionnaire; (4) conducting the SED program with G2; (5) follow-up of G1 and G2 post-test; (6) follow-up of G2. It is expected to produce a teacher training program articulated to the DSE of preschool children, with evidence of positive impact for both, in terms of effectiveness and effectiveness, and to disseminate it in preschool schools, attending to social and legal demands.

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