| Full text | |
| Author(s): |
Total Authors: 2
|
| Affiliation: | [1] Universidade Federal de São Carlos - Brasil
[2] Universidade Federal de São Carlos - Brasil
Total Affiliations: 2
|
| Document type: | Journal article |
| Source: | Paidéia; v. 32, 2022-07-01. |
| Abstract | |
Abstract Difficulties in self-monitoring are potentially related to behavior problems and deficits in social skills. Clarifying these relationships-still little investigated in early childhood-can bring theoretical and practical contributions to child development. This study sought to characterize self-monitoring indicators (self-description, description, and choice of consequences) in preschool children, with different repertoires of social skills and problem behaviors. A total of 53 preschool children (5-6 years-old), of both sexes and from public schools were assessed by their parents and teachers on social skills and problem behaviors and completed tasks from an Illustrative Self-Monitoring resource. The results indicated: (a) better scores for children with social skills in all self-monitoring indicators; (b) positive correlations of indicators with social skills and negative correlations with internalizing problem behaviors. The possible influence of cognitive and verbal development on outcomes, the usefulness of the Illustrative Self-Monitoring resource to identify existing contingencies, and the importance of promoting self-monitoring in early childhood are discussed. (AU) | |
| FAPESP's process: | 10/03991-0 - Conceptualization, evaluation and promotion of self-monitoring in preschool children, and its relation to social competence and behavior problem. |
| Grantee: | Talita Pereira Dias |
| Support Opportunities: | Scholarships in Brazil - Doctorate |